Tammy Schincariol

Tammy Schincariol

About Tammy

Tammy is a highly qualified educational leader with a uniquely broad perspective, having taught in all year levels of primary and secondary education in her 30 year career. She also works with individuals and teams in a range of professional contexts to develop confidence and self-efficacy while achieving goals and overcoming challenges. Tammy has a particular passion for promoting wellbeing and resilience for optimal functioning, and offers a strengths-based positive psychology approach.

Specialties

  • Promoting effective practices when leading teams to enhance positivity and productivity
  • Using psychometric tools to build individual and team capacity and collegiality
  • Coaching for sustainable leadership

  • Assisting in identifying personal goals, developing leadership skills and planning career moves

  • Coaching for wellbeing and resilience
  • Using qualitative and quantitative data to inform Whole School Literacy Plan development and implementation
  • Depth of knowledge of requisite English content and skills to ‘backward map’ in preparation for the rigour of Senior English
  • Development of collegial departmental practices to enhance teacher resilience, wellbeing and confidence
  • Women in Leadership (particularly rural, regional and remote)

Experience

Qualifications

  • Master of Education (QUT)
  • Bachelor of Education (ACU)
  • Bachelor of Teaching (ACU)
  • Graduate Certificate in Applied Coaching (ACAP)
  • Hogan Personality Assessment Certification (current)

2022 – Current

Director Onyx Coaching and Consulting
  • Consulting with leaders in a range of professional contexts to promote and maintain wellbeing, resilience, capacity and efficacy within individuals and teams.

2014- 2021

Head of Department English – St Stephen’s Catholic College
  • Development and effective implementation of Whole School Literacy Plans and delivery of Professional Development to achieve objectives
  • Leadership of the development of work programs according to ACARA minimum standards and QCAA guidelines for senior syllabus, and ensuring positive learning outcomes through analysis of data and appropriate interventions to address areas of concern
  • Leadership of assessment, moderation and reporting programs and ensuring the quality of teaching practice through collegial planning, moderation, classroom observation, and facilitation of reflective teaching practice
  • Induction, coaching and mentoring of new and early career teachers and leaders

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