Michaela Murtagh

• Plan and deliver lessons which are exciting and captivating for students by organizing many active learning projects and outdoor investigations.
• Use regular assessment data to influence further planning, provision and intervention.
• Maintained health and safety of children during all activities.
• Demonstrate and encourage use of behavior management skills throughout assignments.
• Record child observations and communicate progress updates to parents via online applications.
• Developed strong knowledge of EYFS and learning capabilities of individual children to support effective learning.
• Completed training courses to keep up-to-date with new teaching methods and developments in the field.
• Boosted student success by maximising individual learning, balancing group and individual instruction models to accommodate different academic levels.

• Planned lessons which adhered to the objectives of the curriculum, while utilising a variety of teaching methodologies to suit the differing needs of the learners in the classroom.
• Supervised and mentored teaching assistants to build confidence and cultivate effective classroom environments.
• Delivered lessons which were exciting and captivating for students by organising many active learning projects and outdoor investigations.
• Established positive relationships with students to facilitate learning by presenting myself as a professional, yet approachable figure in the classroom.
• Worked closely alongside the co-operative teacher, the learning support teacher and the classroom SNA and established positive, professional relationships with all.
• Used an effective teaching style to ensure that students remained disciplined and attentive throughout the lessons. By comprising a classroom contract, the students displayed respectful behaviour towards themselves and others, and became aware of the importance of spreading kindness amongst each-other.
• Provided parents/guardians of students with the necessary feedback regarding their child. By using the online learning portfolio Seesaw, parents and guardians received regular images and videos of their child's work, thus helping them to feel engaged and connected to their child's learning at all times.
• Chaperoned students on field trips, maintaining safety and encouraging broadened learning.
• Led parent meetings to discuss student attendance, attainment and behaviour.
• Attended and contributed to all staff meetings throughout the year.
• Assessed student progress by administering tests and evaluating results, compiling termly and end-of-year student reports.

Key Achievements:

• Class participated in the “30 Mile Challenge”. Each day, students walked 1 mile as part of an effort to promote their physical and mental health during school. Pupils engaged very well with the challenge and enjoyed tracking their progress each day on their individual charts.
  
• Collaborated with administrators to develop classroom policies, management strategies and discipline methods.

• Worked with students who presented with a variety of educational needs including: Dyslexia, Autism Spectrum Disorder and Mild General Learning Difficulties.
• Demonstrated an extensive understanding of the continuum of support within the school environment.
• Worked closely alongside the class teacher to devise individual learning plans for each child.
• Individual learning plans were updated frequently, and feedback of student's successes and struggles were relayed to class teacher and parents/guardians where necessary.
• Attended meetings with parents, class teachers, the Principal and outside bodies such as NEPS, to discuss the progress of the pupil and revise strategies and goals for the future.
• Implemented a variety of differentiated teaching approaches to suit the needs of the individual learners.
• Provided a one-to-one learning environment for the pupil to practice their existing skills and engage with new learning.
• Groups included: Literacy (4th and 5th class), Maths (4th Class), Oral Language (5th and 6th Class) and Reading group (Junior Infants)
• Recorded information from pupil's formative assessments and filed them appropriately, both in individual folders and on an online portfolio, Aladdin.
• Achievements:
• After working with two pupils in the Fourth-class Mathematics group for six weeks, they displayed significant signs of improvement and therefore no longer needed to attend the support sessions.

• As a childcare practitioner, I cared for and taught pre-school aged children between 3 and 5 years old.
• I also coordinated the Afterschool programme, where I cared for and taught primary school or elementary aged children.

As a childcare professional, my daily responsibilities included:

• Observing, monitoring and recording, where necessary, the wellbeing of the children.
• Supervising and supporting the Afterschool children to complete their homework in a timely manner.
• Implementing indoor and outdoor activities in response to the interests of the diverse groups of children, and the centre's scheduled activities.
• Maintaining accurate attendance records of the children, in addition to other regulatory records.
• Maintaining close, effective working partnerships with parents to ensure the progress and wellbeing of their children.
• Offered tailored assistance to children with special needs, ensuring inclusive learning opportunities.
• Prepared nutritious meals and snacks, carefully adhering to individual dietary requirements and portioning standards.