Project Management

I have experience with a variety of projects that require project management and change management knowledge and skills.  The successful results from these projects demonstrate my ability to lead a project, managing cultural change and providing support for the key stakeholders. I am successful at liaising across user groups to ensure goal attainment.

I have demonstrated my commitment to maintaining the integrity of various projects while meeting both the user and project needs. This has been achieved by building capacity and belief in the value of the project and its benefit to users.

It is essential to embrace the possibilities and support the paradigm shift that occurs when significant change is implemented.  I believe that staff need to be involved in the decision making and visioning process in order to have a clear understanding of the purpose of the change.

The below reflects some of these projects and the outcomes.

eLearning Project Administrator, St Peters Lutheran College 2017 – 2018
Learning Management System and Portal Implementation
The implementation of the Learning Management System (LMS) and launch of a new portal was conducted over 24 months, delivered to staff, parents and students across three campuses.

Initially, the project was to be focused on the delivery and training in the LMS for teaching staff and students, but the focus group expanded due to an identified need in the community.

Outcomes from the project were:
  • Implementation of a LMS to St Peters Lutheran College Prep – Year 12, and wider community
  • Training for staff, students at Indooroopilly, Springfield and Ironbark campuses
  • Personalised support for the parent community in the changes and training to use the platform
  • Face to face, email, phone and flipped learning approaches to support users
  • The development of a replacement system for the existing portal
  • Improved access and learning outcomes for students and staff
  • Consultation with stakeholders e.g. staff, students, parents, Firefly
  • Project assessment and evaluation, quality control, response to issues and risks


  • Project results: Successful competition of portal content transfer, staff and students use of LMS for teaching and learning, support staff training, parents supported in the change process to new platform and a significant change management across a diverse community
Education Officer Information, Communication and Technologies (ICT), Lutheran Education Queensland (LEQ) 2012
The Digital Content Endorsement Programme
The project was conducted over 12 months and delivered to Lutheran Schools in Queensland.

It was designed as a means for teachers to demonstrate their competency through the creation of shared learning paths using Scootle.  These learning paths required that the teacher demonstrated effective pedagogy using ICT and included critical and creative thinking in their learning engagements.

Additionally, the coaching of ICT Peer Coach Facilitators (at most school locations) occurred during the course of the project.

Outcomes from the project were:
  • Teacher digital empowerment and upskilling using Scootle as a teaching and learning tool to demonstrate contemporary practice
  • Improved access and learning outcomes for students
  • Consultation with stakeholders e.g. Education Services Queensland (ESA)
  • Personalised consultation with key teachers (ICT Peer Coach Facilitators) designed to support individual school needs and contexts: 29 teachers
  • Support for regional schools designed to leverage access to online resources and LMS tools (e.g. Editure – MyLEQ)


  • Project results: 356 shared learning paths across the jurisdiction with 240 endorsed teachers
Independent Schools Queensland Projects (Grants)
Two examples of school based projects
Junior School Makerspace and Higher Order Thinking 2016

The Research in Schools project was an action research project developed to support the teachers understanding and application of HOTS in order to enhance and engage student’s critical and creative thinking through the Makerspace.

The team comprised of three team members and was delivered to 22+ teaching staff (Junior School) over a period of nine months.


ICT Teacher Competency Programme 2010

The project was focused on ICT and pedagogy to enable teachers to demonstrate ICT Competency.

The level of competency was based on LEQ’s ICT Continua for Teachers and the project was supported by LEQ.

Project results:

28 teachers (including part time and Specialist Teachers) received ICT Competency during 2010

Outcomes from the projects were:

  • Successful grant writing and goal setting conceptualised
  • Development of action plans and project implementation
  • Analysis of data to inform project direction and success
  • Team building and cohesion
    • identification of team member’s strengths
    • collaborative approach to tasks
    • task delegation and accountability
    • budget management and project documentation
  • Measured response to project change and critical incidents in order to ensure the project’s relevancy
  • Increased engagement and challenge for students
  • Observed change in teacher pedagogy
  • Management of a budget, timelines and project reporting requirements

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