During Term 3, our school welcomed Travis and Carli to our dedicated team of teachers. Carli is teaching Group 1, and Travis has taken on the role of teaching Group 2. Welcome to the Currajong Family Carli & Travis.
About Carli
Carli is a very experienced teacher who has an excellent knowledge of working with students with behaviours of concern, ASD, ADHD and social and emotional needs. Carli has a strong knowledge of curriculum frameworks and has worked across both mainstream and specialist school settings. Carli also has a strong knowledge of integrating a therapy based pedagogical model into her teaching that incorporates emotional regulation, play based learning and personal and social capabilities.
Carli has a broad depth of knowledge with the Victorian Curriculum for both Primary and Secondary sector. Her personal vision and philosophy to teaching is, with a focus in leading learning that provides a stimulating and challenging education of the highest standards for all students, that encourages all students to enhance their varied talents, to work to their optimum ability preparing them for academic, community and personal engagement, whilst encouraging individual happiness and satisfaction through mind, body and spirit.
About Travis
Travis was a special education teacher at Rosewood State High School, in Queensland and relocated to Melbourne to join The Currajong School.
Travis’ career in education has flourished from a passion to cultivate a more educated, accepting and inclusive future generation. However, since studying his degree and working in educational settings from early childhood to Year 12, he has grown to appreciate the ability to develop inclusive educational practices in all school environments. Travis has a passion and interest in developing accessible curriculum for all learners’ abilities and find these skills useful to engage students to meet high level learning outcomes. Travis comes to our school with a variety of experience in teaching, delivery of the curriculum and skills in supporting challenging behaviours and developing inclusive classrooms.
Travis’ background also extends to working closely with leadership on behavioural support and individual support plans, along with working alongside allied health professionals to ensure all areas of the students academic, social, emotional, and physical wellbeing is addressed. He shares a strong interest with trauma informed practices and building positive connections/ relationships with the students.