Educator • Developer • AI in Education Consultant
I build AI-powered tools like TrackMe-Ed, AdjustMe and ClassWork-Ed to reduce teacher workload, support inclusion, and help students belong.
I build AI-powered tools like TrackMe-Ed, AdjustMe and ClassWork-Ed to reduce teacher workload, support inclusion, and help students belong.
My practice sits at the intersection of teaching, technology and inclusion. I've spent years working with disengaged youth, students in youth justice settings, and young people with complex learning needs. Those experiences shape how I design AI tools: they must work for real classrooms, not ideal ones.
As a teacher, I saw how administrative burden, fragmented data and generic platforms pulled attention away from students. As a developer, I began building tools to fix that—first small scripts and dashboards, then larger tools like TrackMe-Ed, AdjustMe and ClassWork-Ed used across multiple campuses.
Every project starts with a simple question: How does this make a teacher's life easier while strengthening inclusion? If the answer isn't clear, we redesign the workflow before we write any code.
Victorian Institute of Teaching
Registered Teacher – Registration no. 615660
Initial registration: 21/01/2020 · Expiry: 30/09/2026
I help schools implement teacher-first, data-informed, and inclusive technology solutions. This means:
Specialising in VCE-VM, senior pathways, and alternative curriculum frameworks. Experience designing authentic assessment that honours diverse learning styles.
Designing and building AI-powered education tools—like TrackMe-Ed, AdjustMe and ClassWork-Ed—that integrate with real school workflows.
Designing evidence collection workflows, adjustment documentation tools, and systems that standardise practice while reducing admin burden.
Delivering PD sessions and implementation support that helps teams adopt new tools confidently and sustainably.
Designing routines, assessments, and tools that support students with complex needs, including those in youth justice settings.
Creating systems that make data useful—centralised tracking, automated reporting, and actionable insights that improve decision-making.
Not every project I’ve worked on has gone perfectly. I’ve seen pilots land badly when staff were overloaded, data structures weren’t ready, or the “shiny AI idea” didn’t match day‑to‑day classroom reality. Those experiences matter as much as the success stories.
Because of this, I don’t just bring a picture of how things look when everything goes right—I also bring lived experience of managing risk and repair work when they don’t. That includes slowing or pausing roll‑outs, re‑designing workflows with teachers, and tightening how data access, consent and storage are handled.
When we work together, we talk honestly about AI compliance, safety and guardrails from the start: what data is in play, who can see it, how we communicate with staff and families, and what we’ll do if something isn’t working. The goal is not a “perfect” launch, but a process that keeps students and staff safe while we learn and adjust.
Designed and implemented comprehensive VCE-VM curriculum used across multiple campuses, achieving successful QA outcomes in 2023.
Built TrackMe-Ed, a centralised progress tracking system that improves meeting efficiency and data-informed decision making across schools.
Developed web-based tools that eliminate repetitive administrative tasks, saving teachers significant time while maintaining quality.
Implemented trauma-informed routines and flexible assessment in complex cohorts, improving attendance from 3/10 to 7/10 days per fortnight.
Created AdjustMe, a standardised adjustment commentary and evidence collection system that reduces admin while improving quality.
Interested in exploring how teacher-first EdTech can transform your school's workflows?