Complex Behaviour Advisor

26/10/2018 Review and Submit
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Applying for: Complex Behaviour Advisor, SEO 2 (ETS), 192785 (Job Reference Number: 00005RVM)
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Personal Details
Full Name Mr Nathan Eldred
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Name Confirmation I Agree
Street Address (line 1) 10 Cameron St

Address (line 2)
City/ Town/ Suburb Hamilton

Postcode 2303
Place of Residence Hunter
Email Address nathan.eldred3@det.nsw.edu.au
Primary Contact Number 0412279830
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adjustments to the selection process? No
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selection process you may require?
Tick the box if you are a current NSW

government employee Yes
Which Principal Department are you employed
in? Education
If "Other" please enter the name of your agency
below
What is your current Classification / grade? Ast/Principal

GEN (Government Employee Number)
What is your current residency status in

Australia? I am a citizen of Australia
Have you received a voluntary redundancy
package from a NSW Government agency in the
last 12 months? No
Have you ever been a serving full-time member

of the Australian Defence Force, or a reservist
on continuous full-time service? No
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Are you an Australian Citizen or have

permanent residency status in Australia? Yes
Have you received a redundancy package from
a NSW Government agency in the last 12
months? Please note non-disclosure of a
Government redundancy payment which would
otherwise be required to be proportionally
refunded will invalidate an appointment if
made. No
Do you have a current and valid Working With
Children (WWC) clearance check? Yes
Teaching qualifications and recent school With my successful, recent teaching experience
based experience within the K-12 range. programming and teaching across stages 3 and 6,
combined with my successful recent experience in
Special Education and work as a Learning and
Wellbeing Officer, I bring a thorough knowledge and
understanding of how to support the delivery of a
range of learning and wellbeing services. Supported
by a proven background of success in student welfare
and academic achievement, which includes
supporting Aboriginal students, those with disabilities
and/or additional learning or behaviour needs as well
as those identified as being at risk of disengaging. I
have developed a thorough repertoire of skills to
t th d f di
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f t d t 3/28
meet the needs of a diverse range of students.
Through my teaching experience I have gained the
skills necessary to promote, identify and evaluate the
quality of classroom practice and promote whole-
school wellbeing initiatives. I have undertaken a wide
range of teaching experiences and roles, consciously
ensuring that I have seized opportunities to work in 4
stages and teaching students with diverse learning
needs. I have successfully taught classes in all years
from Stage 3 through to HSC. As Assistant Principal of
Karningul School (2015-2016), I supervised teams of
teachers and SLSOs within a Behaviour SSP. In
addition to being a qualified English teacher (7-12)
with successful HSC experience and an approved
Primary (PRI) and Infants K-2 (INF) teacher, my
approved skills include, “Willingness to Teach”, AUP
Autism (Primary), BCD Behaviour Difficulties, EDP
Emotional Disturbance (Primary), MIP Mild Intellect
Disability (Pri), LSP Learning and Support Primary, and
LXS Learning and Support K-12. This demonstrates
that I have wide-ranging successful teaching
experience with a diverse range of students.
Supervised teams of teams of specialist teachers to
provide guidance and support with programming,
lesson implementation and behaviour management
within Stage 3 to 6 settings. As a part of the Executive
team, in line with the School Plan, we led whole
school initiatives to increase student engagement and
connectedness within a safe learning environment.
Teachers were mentored in designing and
implementing a variety of strategies for effective
teaching practices, including support for students
from non-English speaking backgrounds (NESB),
literacy programs to focus on language needs of NESB
students, students with additional behaviour needs
and the integration of technology across KLAs.
Teaching strategies were matched to learning needs
and co-operative learning strategies were utilised,
resulting in more effective, relevant learning

experiences for students. Outcome: Through my
effective leadership and collaboration with Executive
and staff, Karningul School reduced the number of
suspensions, increased attendance and saw students
improving in a range of academic outcomes as
indicated by our 2016 annual School Report.
Planned, developed, implemented and evaluated
classroom learning programs, focusing on
differentiation to address students with additional
learning needs. I have led teachers to implement
effective outcome based assessment procedures in
line with NESA standards and school assessment
procedures, achieving greater consistency of teacher
judgement among colleagues and ensuring that
assessments were appropriately scaffolded and
authentic. Parents were provided with clearly
articulated, informative student progress reports.
Outcome: Through effective teaching and
communication with families and external agencies,
Karningul School created a culture of collaboration
and shared responsibility with all relevant
stakeholders, which led to an increase in student
engagement, increased trust with families and helped
students improve across a range of behavioural,
social and academic measures.
Demonstrated commitment to participating in Through my diverse experience, I have developed
and managing accreditation processes. outstanding leadership and people management
skills, which have been acutely demonstrated
throughout my career, where I have held
accountability for the quality, effectiveness and
efficiency of learning programs for both teachers and
students.
Highly Accomplished Teacher Accreditation.
Committed to my own lifelong learning, I regard
professional development opportunities with great
importance and actively engage in coaching and
training as part of my Professional Learning Plan in
training as part of my Professional Learning Plan in
order to maintain high standards of teaching and
provide a quality education for my students. As such, I
recently began working towards my Highly
Accomplished Teacher Accreditation as a result of
exceptional results during classroom observations
conducted by the principal of Karningul School.
Towards this goal, I have completed professional
learning under the direction of Toni Simms through
my Community of Schools Network and through my
involvement in an Aspiring Leaders Network as well as
through contributions to conferences, such as “Joining
the Dots”, where I collaborated with other leaders
from other schools to present on effective learning
environments. My leadership is demonstrated by
modelling effective classroom practice to colleagues
to build their capacity to create engaging learning
activities and assessment tasks. To do this effectively,
I engage in regular meetings, professional
discussions, constructive and honest feedback,
classroom observations and demonstration lessons to
develop their confidence and teaching strategies. This
has allowed me to credibly perform professional
learning activities and mentor and coach staff
members working towards both Proficient and Highly
Accomplished level accreditation. Outcome: By
initiating a collaborative approach and actively
engaging in professional learning for both myself and
leading the professional learning across the school for
my colleagues, I have demonstrated my ability to
expand and provide quality learning opportunities for
teachers working towards their professional and
Accreditation goals.
Transformation of the Professional Learning Plan

process within the School. Applying my highly
developed communication and interpersonal skills
with my substantial knowledge, experience and
training upon my appointment as an Assistant
Principal at Karningul School, I worked closely with the
Principal to develop and implement the framework
for a best-practice professional learning process.
Professional Learning Plans and classroom
observations can be confronting for many staff
members and there had been challenges in the past
in relation to understanding teaching performance
indicators, as indicated by the Executive team. To
provide clarification and identify opportunities for
further learning, we met with teachers regularly to
target professional development goals and perform
classroom observations. Further, I developed a pro
forma which streamlined the process for teachers to
fulfil their obligations under BOSTES. By using an
approach that focuses on positive student learning,
particularly in the areas of literacy, numeracy and
social skills instruction, staff focused and refined their
practices to improve educational outcomes for
students. Outcome: As a result, teachers have
reported a better understanding of the Accreditation
process and Australian Professional Standards for
Teachers and have felt more comfortable with
classroom observation. Following our meetings,
teachers were able to develop individual Professional
Learning Plans with goals that aligned with the overall
School Plan, including targeting the practices that
support students with complex needs. Staff morale
and engagement was also improved as a result of
these changes and the implementation of
professional learning in-service.
High level written and oral communication and Utilising knowledge of policy and effective
interpersonal skills and experience in the collaborative processes, responded to learning and
preparation of documents including briefings, wellbeing needs across the Maitland Directorate.
reports and correspondence. Working closely with a range of professionals within
the Maitland Directorate as a Learning and Wellbeing
Officer, I have supported worked with Directors of
Public Education Learning and Wellbeing Advisors
Public Education, Learning and Wellbeing Advisors
and Coordinators, HSLOs, regional specialists,
Complex Case school-based staff, FACS and NGO
representatives and school communities to provide
effective responses and solutions to complex matters
arising from RMLs and a range of complex cases. I
have collected information, provided policy advice
and employed highly developed dispute resolution
skills to develop briefings, reports and
correspondences with a range of stakeholders across
the Tamworth Network. To facilitate complex case
management, I have refined the management and
communication around complex case management
through a developing processes using a range of
emerging cloud applications and effective
management structures. Outcome: This demonstrates
my ability to effectively synthesise policy, address a
range of learning and wellbeing concerns within a
collaborative process, and effectively communicate to
resolve a range of complex cases.
Maintaining effective communication with colleagues

and building relationships within the Community of
Schools, through oral and written communication.
Acting as MC in 2013 and 2014, I successfully
coordinated and presented at the Changing Minds
Conference as part of a joint project between the
Community of Schools, to establish a network
dedicated to developing a variety of teaching and
learning resources to support schools. This included
Priority Areas, such as wellbeing and equity, support
for new teachers, literacy and numeracy and use of
ICT for teaching and learning and quality teaching. As
Assistant Principal at Karningul School, I liaised with
the Community of Schools to share new programs
and open discussions about effective teaching and
programming which focus on social skills and literacy
development. This involved proposal writing, program
d l d i i h Di
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development and presentations with Directors Public
Education, Chamber of Commerce representative and
members of private industry, as well as a range of
professionals within the Department of Education.
Outcome: The inaugural Changing Minds Conference
received ‘Very Satisfied’ feedback from more than 95%
of participants and 97% were ‘Very Satisfied’ with my
work as MC. Additionally, I received positive feedback
from executives within the Community of Schools for
my programming initiatives, which I communicated in
professional learning presentations and as written
documents. This demonstrates my capacity to use
effective oral and written communication to build an
effective professional learning community with a
shared goal and vision. My contribution has led to
greater cooperation between schools and innovation
through collaboration.
Proven ability to liaise and negotiate with a Effective partnerships with stakeholders are based on
range of stakeholders and work collaboratively mutual trust and respect, and shared responsibility
within and across teams. for the learning and wellbeing needs of students in
our education system. It is important to recognise the
diversity of school communities and the varied social
and economic circumstances of key stakeholders
when engaging stakeholders through collaborative
partnerships. It is fundamental to effectively work
within policy frameworks to find innovative solutions
to complex cases.
In order to liaise and negotiate with key stakeholders
across a broad range of teams, I have:
Established regular communication with Department
of Education staff, families, caregivers and external
agencies, sometimes through interpreter assistance,
in order to provide innovative advice that is based on
a strong policy foundation. With experience in
schools, such as Karningul School, which has a high
proportion of students from families from non-
English speaking backgrounds and low socio
English speaking backgrounds and low socio-
economic backgrounds, I have experience of effective
whole-school planning that has successfully
addressed a diverse range of wellbeing and
educational needs. This background has been an
asset working as a Learning and Wellbeing Officer in
the management of complex cases with Directors of
Public Education, FACS, Juvenile Justice, across a range
of schools within the Maitland Directorate. Drawing
on my experience of liaising with school counsellors,
home schools, pediatricians, refuge service NGOs and
speech pathologists seeking further advice and
assessment, I have worked with a range of
stakeholders to develop and implement appropriate
learning plans in a respectful and sensitive way. This
school-based experience has been an asset in
resolving complex HSLO matters, resolving matters
within RMLs and helping schools manage complex
learning and wellbeing matters across a range of
educational settings. Through successfully building
positive relationships with families, Department of
Education staff and other diverse stakeholders, I have
been an asset to School Services in managing
complex cases that require extensive experience, high
level negotiations skills and a strong foundation in
policy frameworks.
Created a balance between welfare and education. By

empowering families through an inclusive approach
to decision-making and increased parental
involvement in consultation and decision-making
within my school-based experience, I have advised
schools in creating a greater sense of shared
responsibility among parents, community members
and the school in the management of complex cases.
In my school-based experience I worked with
Executive and staff to organize several opportunities
for parents and caregivers to join in school activities
d l b ti ll k d ff ti l
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and celebrations, as well as worked effectively with
regional personnel in the delivery of education
services. This is in addition regular (weekly and daily)
telephone conversions with parents, caregivers and
agencies discussing positive student achievements as
well as finding ways to work with key stakeholders to
facilitate the development of positive behavior and
academic achievement. These provision, with the
addition of the implementation of a number of
programs for students led to an increase in school
engagement and a reduction of negative behaviors.
Outcome: By establishing a culture of shared
responsibility where key stakeholders’’ values and
interests are heard and respected, there was a
significant drop in suspensions and an increase in
attendance. The average length of long suspensions
dropped from 6.17 days in 2014 to 3.67 in 2015. The
number of long and short suspensions for aggressive
behavior dropped in 2015 compared to 2014. This
trend continued into 2016. My successful school-
based experience has given me a strong foundation in
the resolution of complex cases across the Maitland
Directorate.
Experience in leading curriculum With a superior knowledge of curriculum, assessment

implementation and demonstrated and student wellbeing, I remain responsive to
understanding of current trends, resources, individual needs by utilising a wide variety of inclusive
quality teaching & assessment practice, teaching and learning experiences to enable
relevant legislation and policies. enhanced results. This is demonstrated by:
Extensive knowledge of curriculum content and the
ability to establish a collaborative culture that
addresses current trends in teaching, learning and
student wellbeing within unique learning settings. At
Dorchester ETU, I worked with principal, Robert
Patruno, the Executive team and other members of
the school community to develop ‘The Seven
the school community to develop The Seven
Elements of Learning and Achievement’ (The
Elements). The Elements synthesized the curriculum
and policy requirements and link them to wellbeing
and teaching practices to guide whole school planning
for all stakeholders. This document was further
developed and established within our Community of
Schools network. Upon my appointment as Relieving
Assistant Principal at Karningul School, I developed an
Elements Framework with the Executive team and
staff to best meet the needs of our unique student
body. I created model units and program packages
which I shared with staff at the school and across the
Community of Schools. I worked with the Executive
team to refine the School Plan in line with these
changes. In addition to the original content of the
Elements, we integrated the Wellbeing Framework
and School Excellence Framework into the School
Plan to establish a safe, connected and engaged
school community. These programs uniquely met the
wellbeing needs of students by embedding positive
psychology practices and the Process Communication
Methodology into programming and classroom
practice. Outcome: Staff quickly adopted the new
teaching and learning model. Teachers supported the
framework and have been developing programs
within the new framework. After five weeks of
consultation, development and implementation, staff
were ready to begin delivery of new Elements
programs at the beginning of Term 4. The school
reported fewer suspensions, greater attendance and
increased growth in literacy and numeracy in 2016.
Working collaboratively within the Community of

Schools network to develop research-based
interventions to establish and maintain safe
environments. This has involved working with schools
to implement whole school initiatives across the
i Th h th ‘Ch i Mi d ’ E
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region. Through the ‘Changing Minds’ Every Student,
Every School Project (NSW DEC) for Campbell House,
Verona and Karningul Schools and Dorchester ETU, I
worked closely with industry leaders and executives
to develop a series of picture books and programs
that combine colourful cartoons with powerful social
skills messages. They are accessible to a range of
ages, from pre-school through to secondary age
students and have enabled the development of
education strategies that strike a balance between
empathy, education and expectation to build social
skills in school communities. As a classroom teacher
at Verona School, I worked as the school’s Outreach
Coordinator, where I would deliver social skills lessons
and work with schools to implement our programs
within a whole-school environment. These include
titles such as ‘Bigger than a Bully’, ‘Meet Mr Angry Ant’,
‘Caterpillar Steps’, ‘The Seed’ and ‘Six Feathers’ to cater
for the explicit teaching of expressive communication,
anti-bullying, anger management and social skills
development. I created a website called
biggerthanabully.com to assist teachers in delivering
our programs across multiple settings. I have also
advised and assisted in the design of mobile
applications that help teachers and students access
and engage with the content via ICT platforms.
Outcome: Our applications, teaching and learning
programs and related materials have been accessed
by thousands of students within NSW and around the
world. A number of schools have reported an
improvement in social outcomes for students and
increased engagement in social skills and literacy
lessons.
Proven ability to meet deadlines, provide sound

advice and work independently.
To effective develop school-based strategies and

practices to support students with complex
behaviour, one must be driven, keep meticulous
records, keep abreast of emerging trends in research
and have a solid foundation in education policy and
legislation. As a leader it is important to be able to
work independently and to effectively delegate
matters appropriate. The Education Services Division
is fast-paced and requires staff to manage tasks
effectively to meet deadlines that arise on short
notice.
Utilising student learning and wellbeing data to
inform interventions that respond to student needs.
The data that I collect from observations, reports by
specials and school staff assists me gauging each
student’s complex needs. To achieve this, I maintain a
thorough understanding of whole school objectives,
keep meticulous records, use benchmarks to improve
student performance, rely on a highly developed
knowledge of diverse policy frameworks. In school-
based positions, I have effectively analysed
attendance, retention, student performance and
behavioural data to promote an ongoing cycle of
improvement that established an explicit connection
between practices in the classroom and their link to
the school's strategic directions. Within the
management of complex cases involving FACS,
Juvenile Justice, Network Facilitators, School Staff,
APLASes and HSLOs, I have provided sound advice
that has led to successful outcomes for students that
have encountered complex trauma and have diverse
needs. Outcome: This demonstrates my ability to
maintain accurate and comprehensive records of
behavioural and welfare data to analyse and evaluate
student needs within a multi-agency collaborative
approach to identify interventions and practices that
are based on sound advice that meet deadlines.
Demonstrated ability to build the capacity of Effectively working with Executive teams to develop,
staff through the development and delivery of deliver and organise professional learning to support
innovative programs and services particularly School Strategic Directions. As Assistant Principal of
relating to students with complex behaviour. Karningul School, I organised and delivered
mandatory training models, such as the Child
Protection Update 2016 and supported staff through
the school’s professional learning. I developed and
delivered professional learning on developing
Personalised Learning and Support Plans and worked
with teaching staff and the Community of Schools
Liaison Officer to ensure that staff developed PLSPs
that met statutory requirements. While implementing
the Elements of Learning and Achievement at
Karningul School, I provided professional learning to
staff on the cross-curricular programming models
that I developed with Robert Patruno. I continued to
reinforce professional learning by providing model
units, reviewing and providing feedback to programs
and by developing engaging hands-on programs that
were based on research-based practices. While
refining the School Strategic Directions and in writing
the School Plan with the Executive team to ensure
that it reflected the Wellbeing Framework, we
discovered the need for further training for staff in
implementing resilience training. We introduced
resilience programs. I provided staff with support
through their modules and helped staff implement
the program in their classes. As a MAPA facilitator, in
my role as a Learning and Wellbeing Officer, I have
facilitated training to schools and mix-cohorts that
has received excellent reviews. At Teaching and
Learning Meetings and complex case management, I
have helped schools effectively review responses to
crisis situations and to proactively plan responses to
potential crises. Outcome: Within my school-based
position, staff completed all mandatory professional
learning for the year within a well-planned
professional learning calendar. Relevant professional
p o ess o a ea g ca e da . e e a t p o ess o a
learning was delivered to support the implementation
of the school’s Strategic Directions. Through careful
planning and preparation, the professional learning
sessions I delivered engaged staff and facilitated the
development of greater knowledge and skills. Staff
also reported that they were engaged by the
professional learning sessions, as I took great care to
make the sessions relevant and engaging. I have
received similar reports from my professional
learning delivered as part of my role as a Learning
and Wellbeing Officer. I have also worked closely with
schools to implement professional learning to
support the management of complex cases.
Successfully presenting professional learning sessions
at numerous conferences based on effective
programs and practices that I have developed. I have
provided professional learning on using drama
techniques to engage students in literary texts at
stages 4 and 5 (“Fiction, Drama and the Imaginary
Real” at the English Teachers Association Annual
Conference) and innovative ways to use technology
and authentic pedagogy to engage stage 5 students in
challenging literary texts (“My World Through
Prufrockian-Coloured Lenses” at the English Teachers
Association Annual Conference). After studying
Process Communication Methodology and
implementing it into my programs and learning
practice, I wrote a picture book, ‘The Six Feathers’,
with Robert Patruno and delivered professional
learning to teachers Dorchester ETU’s Community of
Schools Network and at the Changing Minds
Conferences. Another example of professional
learning that I have delivered is on using augmented
reality to deliver social skills programs. These were
presented at Mater Dei (2012), SEPLA (2013), Regional
Technology Conference (2013), Changing Minds (2013)
and DGO Conference (2013). Outcome: I have
consistently received positive reviews from my
consistently received positive reviews from my
professional learning sessions that I have delivered to
teachers either in-service or at professional learning
conferences.
Demonstrated ability to develop, plan and Innovative solutions to emerging issues through
implement strategic initiatives and innovative research and collaboration with diverse professionals
practices that support education change for and the development of creative solutions. A number
improved student learning outcomes. of students disengage from their school communities
and engage in anti-social behavior, despite the best
efforts of teachers and professionals working across a
range of agencies. Reengaging students in school
communities and creating provisions that prevent
students from disengaging are issues that concern
many educators in a multitude of schools. Research in
Process Communication Methodology demonstrated
potential to increase motivation, academic
achievement and reduce disruptive behavior (Shioji,
2004; Gilbert, 1996; Hawking, 1995). After engaging in
professional learning and collaborating with Robert
Patruno, we began embedding Process
Communication into our programs at Dorchester ETU.
At this time, there were no materials to help students
understand this methodology, so Robert Patruno and
I collaborated on a picture book, called ‘The Six
Feathers’ and collaborated with Jenny Jones and
Wayne Pearce, AOM in developing a short program
for teachers to implement in the classroom. We
developed school programs and embedded Process
Communication in our School Plan. Outcome: Staff at
Dorchester ETU reported that workshops in PCM
helped them understand communication patterns as
well as understand how to identify and manage
patterns of distress in themselves and in their
students.
Working collaboratively within the Community of

Schools network to develop research-based
interventions to help create safe school communities.
p
A major issue affecting the emotional safety of
students across the state is bullying, which can have
lifelong consequences for both the victims and the
perpetrators. Robert Patruno wrote ‘Bigger than a
Bully’, a picture book, and developed a program and
cartooning workshop that built emotional literacy and
expressive communication. The program grew in
popularity in schools in Sydney and it became
increasingly difficult respond to all of the school
requests for school visits. I created a video series with
Robert Patruno, as well embedded videos in the
course materials and picture books which brought
him into classrooms in a virtual form. Schools
reported that these activities were engaging and it
allowed us to mix school visits with virtual delivery to
ensure that the program reached a greater number of
students. I designed the user experience and concept
for the mobile applications, Meet Mr Angry Ant (Guy
Beale programmed the app), which reinforced the
social and wellbeing messages from the Meet Mr
Angry Ant series. I worked with Jenny Jones, Robert
Patruno, Marisa Pjanic and Cheryl Stambolis to
develop a program for a picture book by Robert
Patruno and Marisa Pjanic, titled ‘The Seed’. This
program is a professional tool for school communities
to reflect on the diversity of student needs and ways
that schools can create genuinely inclusive
environments that support the needs of all students.
Outcomes: The websites dedicated to these programs
have been accessed by thousands of students across
the state and around the world. The Changing Minds
Conference, which presented this series of programs
in 2013 and 2014 were well-received and schools
continue to use these resources and continue to
report that they have helped build safer school
communities.
I believe that all students are unique and their

Knowledge of and commitment to the differences enrich the teaching and learning
Department's Aboriginal education policies. environment within our public school system. All
students are equally entitled to the conditions most
likely to lead to the successful completion of
schooling. Quality teaching and learning ensures that
equality is maintained throughout the planning,
implementing and evaluating of the teaching and
learning cycle, catering to the needs of our students,
including those of Aboriginal and Torres Strait
Islander background, and providing the multiple
cultural perspectives that exist as part of Australian
and Aboriginal Australian Society. I acknowledge and
respect the traditions of the indigenous culture and
value their knowledge and heritage. In support of this,
I have been actively committed to fostering a whole-
school approach to enhancing Indigenous student
outcomes. I have:
Led the teaching and learning of all students in
providing opportunities to develop deeper
understanding of Aboriginal history, culture,
languages and perspectives. As Assistant Principal, I
have modelled effective classroom practice,
continuously evaluated and improved Stage programs
and promoted the inclusion of the elements of the
Quality Teaching Model and, more recently, the
Aboriginal 8 Ways of Learning model. This has
emphasised the importance of ensuring that all
students see the significance and importance of
Aboriginal content being taught. Background and
cultural knowledge, inclusivity and connectedness
have played a useful role in enhancing the learning
outcomes and development of students.
Demonstrated understanding of Aboriginal Education
and Training policy by ensuring that all programs
within Whitten School reflected department goals and
strategies; for example, “Turning Policy into Action.” I
worked with Aboriginal Education Officers to ensure
that quality teaching and learning programs reflected
q y g gp g
the needs of Aboriginal students. This was combined
with increasing our use of diagnostic assessment
strategies. Additionally, I worked with Aboriginal
Liaison Officers to develop programs that
authentically reflect the 8 Ways of Aboriginal Learning
to create inclusive classroom education that targeted
the needs of Aboriginal students. Outcome: By
catering to the needs of all students, including
Aboriginal and Torres Strait Islander students,
Dorchester ETU increased literacy outcomes reported
for Aboriginal and Torres Strait Islander students in
2014 and 2015.
Collaborated with the Aboriginal Education Team,

Aboriginal Elders, external agencies and students to
design and construct a new Learning Circle within
Dorchester ETU. In addition to supporting Aboriginal
Elders in facilitating cultural lessons, I wrote programs
that embedded Literacy, Numeracy and Vocational
training. The experience of designing, building and
landscaping the Learning Circle was an authentic
learning experience. In consultation with our
Aboriginal Education Officer, I wrote the Kitchen
Garden Program, a literacy program based on stories
and knowledge experienced in the Learning Circle and
a School Maintenance/Landscaping program. These
learning experiences promoted education and
training as a lifelong pursuit. I have also worked with
the school and greater community to assist students
in developing the skills necessary to obtain
meaningful and rewarding employment. Cross-
curricular and authentic learning experiences are
supported by evidence (Hattie, 1990) and the
engagement of the Aboriginal community is essential
to Aboriginal success in school (Yunkapurra, 1992).
Outcome: By collaborating with diverse members of
Aboriginal communities and multiple agencies, our
initiatives such as The Learning Circle contributed to
initiatives, such as The Learning Circle, contributed to
an increase in engagement in school programs for
Aboriginal students. Dorchester ETU reported
outcomes for Literacy and Numeracy showed
significant improvements for Aboriginal students in
the 2014 and 2015.
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Supporting Documents
If this is a Department of Education application Dear Caterina,

for a position in a school a cover letter is not
required. Please write ‘School Application’ in the I have an immense passion for making a difference in
plain text cover letter field and proceed to public education and would like to be considered
attach your supporting documents in the Complex Behaviour Advisor Position. My substantive
attachment section. Please note that any other position is Assistant Principal at Regents Park Public
information entered in this box will not form School. My previous substantive position (until the
part of your application and will not be end of 2016) was classroom teacher at Dorchester
considered. ETU, which catered to boys between the ages of 10
and 16 who were in the juvenile justice system.
Previously, I relieved as Assistant Principal at
Karningul School, a Behaviour SSP, from Term 3 of
2015 to the end of 2016.
Through my experience as classroom teacher at

Verona School (behaviour SSP) and Dorchester ETU, I
realised my passion for developing and delivering
programs that enhance student learning and
wellbeing. At Dorchester ETU, I had the honour of
working closely with Aboriginal communities to
enhance Aboriginal student engagement and
wellbeing As an immigrant from Canada it was a
wellbeing. As an immigrant from Canada, it was a
particularly unique experience, as I had little exposure
to Australian Aboriginal communities growing up in
Canada. As a Relieving Assistant Principal at Karningul
School, I deepened my understanding of how to work
with multiple stakeholders to achieve the best for
students with additional learning and behaviour
needs.
I am a passionate educator, a strong communicator

and adept at establishing productive collaborative
practices between diverse stakeholders. I relish the
opportunity for problem solving and embrace
challenges. Although much of my experience in
schools has been in urban communities, I was raised
in rural communities and have a deep appreciation
for the needs of students in rural communities.
Should I be successful in my application, I will work
with passion and commitment.
Please find my application attached. Thank you for

your time. I look forward to speaking with you soon
about my application.
Sincerely,
Nathan Eldred
Files relevant to THIS application Official use ONLY File Name Date Comments
No No Dorchester School Application 26-02-

Nathan Eldred 14
A900064121.docx
No No Coreen School Head Teacher 16-09-

Application.docx 15
Files relevant to THIS application Official use ONLY File Name Date Comments
No No Nathan Eldred Holroyd High 02-03-

School.docx 16
No No Nathan Eldred RPPS.doc 08-06-

16
Education
Name of Qualification Graduate Diploma Education

Education Level Other
Institution University of New South Wales
Date of completion Nov-2008
Course
Name of Qualification Bachelor of Language and Literature

Education Level Bachelor's Degree
Institution University of Waterloo
Date of completion Jun-2003
Course
Work Experience
Current Job No
Employer Dorchester School
Position Title Teacher

Start Date
End Date
Responsibilities / Achievements I collaborated with others in the creation of the 8

Elements of Teaching and Learning, which is a
programming and teaching framework used at
Dorchester School.
Current Job No
Employer Verona School
Start Date
End Date
Responsibilities / Achievements Successfully taught in this ED/BD SSP. Was the Co-
Ordinator of Teaching and Learning. One of the my
greatest achievements was the development of a
whole-school, cross-curricular units based on National
Curriculum outcomes.
Current Job No
Employer Emanuel School
Start Date
End Date
Responsibilities / Achievements Achieved high vale added scored among HSC students
in Standard and ESL courses.
Further, helped students achieve 100% in Extension 2
major works.
Current Job No
Employer Department of Education
Position Title Assistant Principal
Start Date
End Date Sep-2016

Responsibilities / Achievements Assistant Principal with Karningul School, where I also
acted in the position of Integration Coordinator and
led both the Behaviour Support and Welfare teams.
This involves liaising with parents, specialists, carers
and a multitude of internal and external bodies to
support complex and challenging behavioural
responses. Through the facilitation of professional
dialogue within the school community and regular
classroom observation, I have developed and
implemented the Personalised and Support Learning
Plan (PLSP) for the school, providing the foundation
for an inclusive curriculum context based on the
whole school approach to learning. This has enabled
more effective writing of individual learning plans
(ILPs) and the development of responsive and
differentiated units of work, with respect to relevant
policies regarding curriculum provisions for students
with disabilities. Subsequently, 100% of students are
supported by an ILP or a differentiated year level
curriculum plan that provides them with the best
possible chance of returning to full-time mainstream
education.
Current Job Yes

Employer Regents Park Public School
Position Title Assistant Principal
Start Date Jan-2017

End Date
Responsibilities / Achievements
Current Job No
Employer Department of Eduation
Position Title Learning and Wellbeing Officer
Start Date Apr-2017
End Date
Responsibilities / Achievements
References
Title Mrs
First Name Alison
Last Name Fearon
Email Address alison.fearon@det.nsw.edu.au
Phone Number 49315000
Relationship Advisor
Title Mr
First Name Robert
Last Name Patruno
Email Address robert.patruno@det.nsw.edu.au
Phone Number 4629 3802

Relationship Previous Principal
Title Ms
First Name Cheryl
Last Name Stambolis
Email Address cheryl.stambolis@det.nsw.edu.au
Phone Number 9738-8511
Relationship Previous Principal - Karningul School
Diversity Information
What is your Gender?
Are you an Aboriginal or Torres Strait Islander? No

What language did you first speak as a child? English
Are you a person with a disability? No
If yes, do you require an adjustment to be
made at work? No
Are you from a racial, ethnic or ethno-religious
group which is a minority in Australian society? No

Disclaimer
Esigned by: Nathan Eldred

Email Address nathan.eldred3@DET.NSW.EDU.AU

Date: 08-12-17
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Complex Behaviour Advisor

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26/10/2018 Review and Submit

Nathan Eldred, you are signed in. | My Account Options

JOB SEARCH MY JOBPAGE My Job Cart (0 items)

Review and Submit

Full Name Mr Nathan Eldred

Name Conﬁrmation I Agree

Street Address (line 1) 10 Cameron St

City/ Town/ Suburb Hamilton

Tick the box if you are a current NSW

What is your current Classiﬁcation / grade? Ast/Principal

What is your current residency status in

Have you ever been a serving full-time member

Send job alerts No

Are you an Australian Citizen or have

resulting in more eﬀective, relevant learning

Transformation of the Professional Learning Plan

Maintaining eﬀective communication with colleagues

Created a balance between welfare and education. By

Experience in leading curriculum With a superior knowledge of curriculum, assessment

Working collaboratively within the Community of

Proven ability to meet deadlines, provide sound

To eﬀective develop school-based strategies and

Working collaboratively within the Community of

I believe that all students are unique and their

Collaborated with the Aboriginal Education Team,

Source Type Job Board and Internet Advertising

If this is a Department of Education application Dear Caterina,

Through my experience as classroom teacher at

I am a passionate educator, a strong communicator

Please ﬁnd my application attached. Thank you for

No No Dorchester School Application 26-02-

No No Coreen School Head Teacher 16-09-

No No Nathan Eldred Holroyd High 02-03-

No No Nathan Eldred RPPS.doc 08-06-

Name of Qualiﬁcation Graduate Diploma Education

Name of Qualiﬁcation Bachelor of Language and Literature

Position Title Teacher

Responsibilities / Achievements I collaborated with others in the creation of the 8

End Date Sep-2016

Current Job Yes

Start Date Jan-2017

Phone Number 4629 3802

What is your Gender?

Are you an Aboriginal or Torres Strait Islander? No

Esigned by: Nathan Eldred

Email Address nathan.eldred3@DET.NSW.EDU.AU

NSW Feedback Accessibility Privacy and Terms and Conditions of

NSW Public Service Commission © 2015. Ltd. All rights reserved

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