1) Taught prep drama lessons and maintained high quality by using a variety of learning techniques. 2) Reflected consistently on lesson contents and activities, improving students’ engagement and interesting. 3) Designed engaging and hands-on activities to kindergarten students to spark their curiosity and imagination. 4) Choreographed and organized performance for school’s activities and festivals, which highly improved students’ confidence and expression skill. 5) Communicated with parents through school platforms, reporting student’s personal and academic progress. 6) Dealt with misbehavior or incidents issues using restorative justice practices.

1) Taught KS2-KS4 drama lessons and 1-1 LAMDA, inspiring students’ self-expression and confidence. 2) Guided and support Grade10 and 11 students in preparing for university applications in Education or Art-related majors, offering tailored advice on portfolio development. 3) Cultivated positive relationship with some Art Departments of leading universities, including the University of British Colombia and the University of Auckland. To ensure up-to-date information of program requirement. 4) Collaborated with colleagues and contributed to a positive and collaborative work environment, sharing best practices and resources. 5) Authored regular and comprehensive feedback, reports, formal and informal information on pupils’ performance. 6) Regularly communicated with parents about students social and academic’s development. 7) Conducted assessments according to departmental schemes of work. 8) Monitored academic progress across subjects, particularly in curricula like AP, IB or Cambridge. 9) Undertook boarding duty weekly and acted as a mentor to pupils in my tutor group.

1) Taught upper school drama lessons and lower school LAMDA, 90% students achieved certificates after exam. 2) Prepared assessments for KS2-3 drama and wrote reports base on students performance. 3) Took a daily register and distributed messages as a class practitioner. Supported the academic and social progress of students. 4) Liaised with parents and offered feedback at parent teacher conferences. Acted as a link between pupils and teachers, parents and teachers, or teachers and departments. 5) Assisted primary students transformed smoothly into secondary, reducing parents and students’ anxiety. 6) Tracked students’ progress and prepared personal quizzes, relating to vocabularies and writing. 7) Developed and led small-group interventions for English. 8) Assisted and guided Y9 applicants for the Duke of Edinburgh International Award in Dance activity. 9) Supported students with Dyslexia and Depression as a part of Access Arrangements. 10) Collaborated with specialists to differentiate instructions and deliver accessible lessons to diverse learning needs. 11) Participated in weekly staff Curriculum Phase Development meeting to discuss and share effective teaching methodology.

1) Collaborated with colleagues to organize events and workshops for pupils and parents. 2) Participated in and choreographed different scripts’ rehearsal and performance, such as Twelfth Night and A Midsummer Night’s Dream. 3) Answered students’ questions and monitored them to complete homework with high quality. 4) Effectively communicated with colleagues and specialists. Assisted autistic students in the school. 5) Better understood of the New Zealand education system and curriculum, learning about various teaching methods in private and public schools.

study and research about the arts integrated into New Zealand curriculum.

achieve English language certificate, A+ study and research about theatre performing and technology into early education

study children psychology, teaching methodology, business English, English literature, Intensive English reading, English writing