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CURRICULUM VITAE
Debbie kay Neilson
Teacher Reg: Email – dneil47@eq.edu.au
632470
1/18 Alfred St M 0488994488
Mermaid Beach, 4218 W 07 55958666
EMPLOYMENT HISTORY
Term 4 2014 – Present 2016
Head of Reading / Junior
Secondary Teacher
Merrimac State High School
In the Leadership Role as Head of Reading at Merrimac State High School my focus has
been; the implementation of a whole school approach to reading, utilising the program
Tactical Teaching of Reading (through MSHS pedogogical framework – Marzano),building
staff capacity through coaching and the embedding of TTR activities in all KLA and
curriculum programs and assessment, which will lead to improving learning outcomes for
all Junior Secondary students.
Examples:
 Planning, writing , demonstrating,leading, implementing and continous evaluation
of MSHS whole school reading program.
 Leading professional development to whole staff on student free days & twilight
sessions on “What adolescent students need in order to be successful in their
reading tasks?” “What do teachers of adolescents need in order support their
students? What does the research say?”
 Leading professional development to whole staff on TTR program as whole school
approach to teaching reading.
 During faculty meetings and professional learning teams; leading, modelling and
evaulating providing professional development, on how to use TTR activities.
 Leading professional development for staff on identification of Tier 2 & 3 words in
their KLA’s.
 Leading professional development for staff in STRIVE.
 Provision of staff PD, tutoring for online modules (OLT) Reading Difficulties and
Dyslexia, Autism Spectrum Disorder & Behaviour Management.
 Provision of PD to embed Reading activities into curriculum assessment.
 Coaching of staff using the SER Coaching (heavy) model over a 5 week cycle &
Lunchtime TTR Coaching Cafes for staff.
 Writing and planning of coaching schedule for coaches & co-ordinators.
 Planning English curriculum Grade 7.
 Leading and modelling to classroom teachers to embed TTR activities into
curriculum plans using the Gradual Release Of Responsibility Model.
 Led Literacy Team weekly meetings of weekly upline manager.
 Collaboratively planned and aligned timetables with ESL staff, SEP teachers to
reflect school priority of teaching reading comprehension strategies.
 Planning, writing & delivering of the Focused Reading Program to all Junior
Secondary students.
 Collection of data and feedback to students and teachers for Focused Reading
program.(RDG)
 Organisation, Feedback and evaluation of Junior Secondary student outcomes
(data & feedback session.).
 Responsible for organisation & teaching content for Turbo days (preparation for
Naplan grades 7 & 9).
 Individual item analysis of Naplan reading & writing data for 2015 Naplan.
 Member of MSHS Data Committee.
 Analysis and feedback to teachers and students of Naplan Data, PATR and
achievement level data.
 Planning and writing delivery schedule for Cars & Stars Reading
Program,implementation and evaluation of student reading goals.
 Collaboratively developed timetables for teacher’s aides to create a consistent
approach to the direct literacy & numeracy needs of SEP and learning support
students in grades 7 to 9.
 Built strong relationships with existing and returning staff.
 Engaged with Indigenous school co-ordinator and community through my role as
Indigenous teacher.
 Improved educational outcomes for Indigenous students

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Leading, Demonstrating, writing and teaching weekly afternoon Master Classes
for U2B in reading.
 Provision of Differentiation PD for MSHS staff.
 Setting whole school Professional goals for High Impact Leadership Team at
MSHS.
 Explicitly teach TTR Reading Comprehension activities in my own classes.
 Action plan for reading improvement in Upper 2 Bands - Naplan 2015 & 2016.
Jan 2013 – Term 4 2014
Special Education Teacher –
Regional research into ASD
Pedogogy (RRAP)
Special Ed Burleigh Heads State
School.
 Successful development and implementation of interventions to support students
with ASD in a learning environment.
 Taught a group of 6 students with very complex behaviour needs.
 Worked alongside team members to create a data collection program using
Microsoft Access to collect and present data on student levels of anxiety, target
behaviours and setting events to guide teaching and learning of students and
support the individual learners.
 Implementation of the SPELL framework to effectively reduce student anxiety
levels and support students in a learning environment through individual targeted
interventions and learning.
 Set up school environment around SPELL framework to support student
outcomes.
 Planned and differentiated learning for individual students needs.
 Created and differentiated student learning by embedding learning tools such as
ipads and ICT.
 Created ICP’s, student support plan, behaviour plans, ILP and IEP’s.
 Transitioned students into mainstream classrooms upon completion of a 2 year
intervention at RRAP.
 Created student behaviour database to track student target behaviours to analyse
data.
 Database used to graph student wellbeing and positive outcomes around
academic achievements.
 Used data information to implement positive behaviour support programs.
 Used data to support transition into new school and provide evidence based
information to identify student behaviours/needs and support strategies.
 Worked within a professional learning community that demonstrated result around
student achievement in academics, anxiety levels and behaviours.
 Transitioned students back to mainstream classrooms/schools with outstanding
positive feedback and results for student outcomes.
 Presented PD relating to SPELL framework within a school environment (RRAP).
 Built positive relationships with staff, students, parents and the wider community.
 Differentiated learning to support students to achieve academic, social and
emotional wellbeing goals.
Jan 1986 – Jan 2013
Primary & SecondaryTeacher.
(10 years) &
Childcare Business owner
(8years)
 Engaged in the commitment of the Department of Education and Training and my
school to ensure high quality teaching outcomes for all students;
 Creatively inspired children to learn in key areas via technology and many hands on
experiences;
 Utilised my team building skills in my professional experience at this school;
 Actively participated in committees such as Under 8’s, Language and Culture
committee and graduation ceremonies;
 Played a dynamic role in cross country carnival, athletics carnival and NAIDOC week;
 Inplemented a behaviour management program across the school;
 Positively interacted with the local Indigenous community;
 Engaged in cultural awareness, second language pedagogy and behaviour
management;
 Improved educational outcomes for Indigenous students;
 Provided PD for teachers to enhance their programs and improve student outcomes
such as Mathletics, Intrepica and behavior program.
 Overseeing running of childcare centres.
 Overseeing budget forecasts and settings.
 Hiring & rostering of staff.
 Workplace health & safety co-ordinator.

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ACADEMIC QUALIFICATIONS
Graduate Diploma of Education - Griffith University – 1985
Bachelor of Arts – Newcastle University - 1984
KEY PROFESSIONAL DEVELOPMENT EXPERIENCES
PROFESSIONAL MEMBERSHIPS
REFEREES
Chris Tobin
Principal – Merrimac SHS
07 5595 8666
ctobi2@eq.edu.au
Karen Farrow
Deputy Principal – Merrimac SHS
07 5595 8666
kfarr17@eq.edu.au
2015
 Tactical Teaching of Reading Facilitator.
 Indigenous Training Perspectives.
 ACER – data interpretation PATR & PATM.
 Sharing Excellent Practices in Junior Secondary.
 Cars and Stars.
 OLT online modules – Managing Behaviour.
 Experienced Coach and Networking.
 High impact leadership teams – Dr Tina Doe.
2014
 First Aid Training.
 Understanding Autism Spectrum Disorder – OLT online module.
 Marzano inservice – Dr Janelle Willis (Director Marzano Institute)
 Jnr Secondary modules – Griffith University
 TTR Inservice – Damien Burke TTR facilitator.
 SER Jnr Secondary reading project – Vocabulary.
 PAT R & M – know your data.
 SER Jnr Reading Project – Developing reading in the secondary context.
 From Planning to Implementation – Facilitating Effective Professional Learning SER.
 SER Jnr Secondary Reading Project – Reciprical Teaching.
 Coaching in the Secondary Context as a Model to Transform Practice.
 Non Violent Crisis – Intervention Course.
 Sign Language – Autism Workshop & Key Word Signing.
 Differentiation Workshop.SER
 SPELL Professional Development (2013 to 2014)
 Science Practitioner Training – evidence based learning.
 Understanding Dyslexia & Significant Reading Difficulties online modules OLT.
 CPR course.
 Words their Way Course.