Dilan Ozdemir

Planned, taught, and assessed engaging, differentiated learning programs for a Year 4/5/6 multi-age class, directly aligned to the WA Curriculum.

Collaborated with high school staff to execute a structured Year 6 to 7 transition program, preparing graduating students and families for secondary education.

Partnered with allied health specialists, behaviour specialists and A.I.E.O to implement individualised support plans for students with complex behavioural needs.

Mentored and supported a graduate co-teacher to cultivate reflective practice in planning, teaching, and assessment against AITSL Standards.

Streamlined Multi-Age Group planning processes and elevated peer instructional capacity through professional development facilitated with SCASA primary consultants.

Assumed relief support for operational leadership, managing relief teacher allocations, behaviour support and student wellbeing.

Researched and secured external excursion grant funding, facilitating a school-wide STEM learning expedition to SciTech.

Organised and delivered Term 4 School Development Day (T4-SDD) professional learning focused on collaborative curriculum planning and design.

Developed and rolled out an explicit, systematic phonics program to teach Standard Australian English to newly arrived students, accelerating mainstream classroom integration.

Moderated student linguistic progress collaboratively using the EAL/D Progress Map and Continuum to ensure data-driven, consistent reporting.

Mentored three Charles Darwin University pre-service teachers on clinical practicum placements, modelling best practices to enhance classroom readiness.

Led the development and implementation of whole-school agreed practices in mathematics, promoting consistent, evidence-informed teaching strategies across all year levels.

Developed whole-school mathematics through-lines (scope and sequence) ensuring coherent progression of learning from Foundation to Year 6.

Established and led whole-school data tracking processes, supporting teachers to interpret student assessment data, monitor progress and use findings to inform planning and targeted intervention.

Mentored a graduate teacher to develop an inquiry cycle project to address the APST and VIT requirements to gain full registration.

Supervised and mentored four Swinburne University pre-service teachers on practicum, evaluating performance against the AITSL Graduate standards.

Planned, taught and assessed engaging Foundation learning programs aligned to the VIC Curriculum, building strong relationships with students and families.

Led the Foundation team to develop and embed student voice and agency practices as part of the school’s SWPBS framework.