KELLY MALONE

• Teaching Forms 1-4; setting and marking exams; helping Form 6 students prepare for HKDSE Paper 4, Speaking.
• Creation of study guides, research materials and syllabi for students.
• Boosting students' critical thinking skills through group discussions.
• Distributing and collecting classroom materials such as worksheets, quizzes, and tests.
• Using computers, audio-visual aids and other equipment to supplement presentations.
• Addressing consistent behavior problems with students, parents and senior staff.

• Taught General English Form 1; Literature in English Form 1; Literature Coordinator; Academic Writing, Form 4; Form 2, 5, and 6 Oral communication skills.
• Developed and taught an academic writing course in preparation for HKDSE.
• Set and marked Form 1 exams in General English, and Literature.
• Planned, developed, and taught Form 2 Oral curricula in alignment with the Form 2 General English course.
• Graded and marked quizzes, tests, homework, and writing projects to provide students with timely academic progress information and feedback.
• Enhanced student engagement and critical thinking skills by implementing interactive learning strategies and technology in classroom.

• Taught English Speaking for Form 1-4 and set speaking exams.
• Developed a literature enrichment course for elite Form 4 students with foci on critical reading and creative understanding.
• Refurbished the Language Corner and conducted various activities.
• Taught debating skills: guided students in researching structuring and presenting their debate case. Teams were entered into HKSSDC.
• Adjudicated debates for HKSSDC.
• Created a drama group, and a writing group. Students submitted their work into competitions (highly commended winners / runner-ups).
• Participated in professional development opportunities to stay current on educational best practices and enhance teaching skills.

• Prepared, rewrote, and edited pieces to improve readability and impact.
• Collaborated with writers to improve content structure and clarity, resulting in increased reader engagement.
• Enhanced publication quality by diligently proofreading and editing articles for grammar, spelling, and consistency.
• Edited and reviewed content for grammar, spelling and punctuation.
• Provided concise and constructive editorial feedback to writers to improve article and story writing.

School of Humanities; English and Drama

• Wrote and delivered lectures.
• Organized tutorial materials based on lecture plans.
• Set and marked exams.
• Created online resources.
• Kept careful records of students' grades.
• Collaborated with teaching assistants (when convening) to create high calibre teaching content and pedagogical strategies.
• Built and maintained professional relationships with students and faculty members.
• Maintained regular office hours to provide struggling students with additional course help.
• Enhanced student understanding by designing interactive and engaging lectures.
• Encouraged class discussions by building discussions into lessons, actively soliciting input, asking open-ended questions and using techniques to track student participation.
• Developed and delivered comprehensive curriculum in an English Bridging Course the University spearheaded that aligned with university standards and student learning outcomes.
• Developed semester outlines and instructional plans for each class session to comply with stated course objectives.

• Interviewer for assessing university graduates and professionals for secondary school teaching positions during the Assessment Centre days.
• Worked alongside the Teach First NZ team to align assessment evaluation with the Teach First values and competency framework.
• Advised and gave feedback to teacher trainees during the Summer Initial Intensive.

• Assessed university graduate applicants for secondary school teacher training.
• Consulted with an interview panel on appointments of graduates.

College of Humanities and Social Sciences; School of English and Media

• Taught tutorials from Stage 1 to 3.
• Provided timely and constructive feedback on assignments, enabling students to refine their work and achieve higher grades.
• Maintained accurate records of student performance throughout the semester.
• Conducted office hours for supplemental tutoring sessions, helping students understand complex concepts more clearly.

• Taught ages 13—18 (Years 9—13 NZ curriculum) including, NCEA Levels 1—3 (Years 11-13) and Scholarship (Year 13).
• Extensive professional development in Gifted and Talented students' learning.
• Internal moderation for NCEA.
• NZQA marker.
• Organised and ran an extracurricular group, Philosophy for Children.
• Published teaching module in English in Aotearoa
• Presented at AATEL conference.
• Delivered weekly Scholarship tutorials.
• Arranged writers to visit the school to talk with the students.
• Judged student writing competitions.
• Supported and assisted student teacher trainees.

• Taught ages 13—17 (Years 9—12 NZ curriculum) including English NCEA Levels 1—2 and Media Unit Standards Level 2.
• Developed a media module for a Unit Standard.
• Participated in ongoing professional development opportunities, staying current on best practices in education and refining instructional techniques accordingly.