Real results from real schools—tools and systems that make a measurable difference.
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Designed and implemented comprehensive VCE-VM curriculum across multiple campuses, achieving successful QA outcomes in 2023. The program supports flexible delivery, authentic assessment, and diverse learning needs.
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Built TrackMe-Ed, a centralised progress tracking system that aggregates student data across schools, subjects, and time. Improved meeting efficiency and data-informed decision making across the network.
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Developed HTML automation tools that eliminate repetitive administrative tasks. Significant time savings for teachers, allowing focus on teaching and student support instead of paperwork.
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Implemented trauma-informed routines and flexible assessment in complex cohorts, including disengaged youth and youth justice students. Attendance improvements from 3/10 to 7/10 days per fortnight.
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Designed flexible assessment frameworks that honour diverse learning styles and needs. More accurate representation of student achievement and improved engagement across the cohort.
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Created AdjustMe, a standardised adjustment commentary and evidence collection system. Reduced admin burden while improving evidence quality and consistency across the school.
A multi-campus school network needed quality alternative pathway curriculum that could be delivered flexibly across different contexts while meeting VCE-VM QA requirements. Existing programs were either too rigid or didn't meet compliance standards.
I designed a comprehensive VCE-VM curriculum framework with flexible delivery options, authentic assessment tasks, and trauma-informed approaches. The program included detailed unit plans, assessment rubrics, and implementation guides for each campus.
The curriculum achieved successful QA outcomes in 2023 and is now used across multiple campuses statewide. Teachers report improved student engagement, and the flexible framework allows each campus to adapt delivery to their specific context while maintaining quality and compliance.
Student progress data was fragmented across multiple schools and systems, making it difficult to track longitudinal progress, identify trends, and prepare for support meetings. Staff spent significant time hunting for information instead of planning interventions.
I built TrackMe-Ed, a centralised progress tracking system that aggregates student data across schools, subjects, and time. The tool provides meeting-ready summaries, automated alerts, and visual progress tracking that makes data useful and actionable.
Meeting efficiency improved significantly, with staff able to access comprehensive student data in seconds rather than hours. Data-informed decision making improved across the network, and the centralised system enabled better tracking of intervention effectiveness over time.
Teachers were spending hours on repetitive administrative tasks—generating reports, formatting documents, copying data between systems. This time could have been spent on teaching and student support.
I developed a suite of HTML automation utilities that eliminate repetitive tasks. These tools integrate with existing school systems and automate workflows like report generation, data formatting, and bulk operations.
Teachers report significant time savings, with some workflows reduced from hours to minutes. The tools are simple, reliable, and require no training—they just work, allowing teachers to focus on what matters most.
A cohort of disengaged youth and youth justice students had extremely low attendance (3/10 days per fortnight) and complex learning needs. Traditional approaches weren't working, and students were disconnecting from school.
I designed trauma-informed routines, flexible assessment frameworks, and tools that support diverse learning needs. The approach prioritised belonging, authentic engagement, and assessment that honours different ways of knowing and demonstrating learning.
Attendance improved from 3/10 to 7/10 days per fortnight. Students reported feeling more connected to school, and teachers noted improved engagement and participation. The flexible approach allowed students to succeed on their own terms while maintaining academic rigour.
One-size-fits-all assessment was failing to capture student progress authentically, especially for students with diverse learning needs. Assessment tasks didn't honour different ways of knowing and demonstrating understanding.
I designed flexible assessment frameworks that offer multiple pathways to demonstrate learning. The frameworks maintain academic rigour while honouring diverse learning styles, cultural backgrounds, and ways of knowing.
More accurate representation of student achievement, improved engagement, and better outcomes for students who had previously been disengaged from assessment. Teachers report that assessment now feels more authentic and meaningful.
NCCD documentation was time-consuming and inconsistent. Teachers struggled to collect quality evidence while managing their teaching load, leading to stress and potential compliance issues. Adjustment commentary varied widely in quality and format.
I built AdjustMe, a standardised adjustment commentary and evidence collection system. The tool provides frameworks for consistent documentation, automated workflows for evidence collection, and quality assurance features that ensure compliance.
NCCD admin time reduced by up to 70%, while evidence quality and consistency improved significantly. Teachers can now focus on teaching instead of paperwork, and the school has confidence in its compliance and evidence quality.
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