As an experienced educator, I recognise the central role of learners in effective learning design. My practice involves creating comprehensive learner profiles that account for identified needs, and analysing data sets and progression tracking to inform tailored instructional strategies. For scaled learning design, I ensure resources offer multiple entry points, and that the progression of skills can be effectively monitored through expertly aligned marking guides.

I highly value the sharing of knowledge and resources within the teaching community and believe this established practice drives excellence in the profession. With a clear understanding of the complexities of frontline teaching and the constant demands for teachers’ time and energy, my goal is to design user-friendly, comprehensive and relevant learning resources that genuinely support their practice. I pride myself on creating nested designs that provide highlights through to more detailed instruction enabling educators to draw on the right amount of guidance and support for their immediate needs.

As an early childhood educator and also a remote learner content developer, I am highly-skilled at embedding tiered support and extension opportunities within learning resources so that teachers find it easier to cater to their diverse learners allowing more time for responsive and personalised feedback. My practice is informed by relevant frameworks such as Age-Appropriate Pedagogies, Visual Learning and the principles of Universal Design. I also ensure my digital resources comply with WCAG accessibility standards and guidelines.

As an educator, I consistently collect, upload, and analyse various forms of measurable data which I then leverage for planning and developing actionable solutions at departmental, school, classroom, and individual student levels. As an instructional designer, I use data to evaluate learning programs, measure their effectiveness, and refine instructional strategies to ensure they achieve organisational goals for maintaining high performance standards.