Tori Mitchell

• Pointed students to relevant information about academic and personal support services available on campus.
• Helped students develop organizational, time management and study skills.
• Advocated for students to access available resources.
• Provided learner-centred accessibility support to students with temporary, recurring, and permanent impairments, enabling full participation in tertiary study.
• Conducted individual needs assessments and developed personalised support plans, coordinating appropriate interventions and referrals.
• Collaborated with academic staff to implement alternative assessment and learning arrangements, ensuring inclusive teaching practices.
• Delivered proactive outreach and onboarding, contacting learners prior to or at the start of study to support smooth transitions.
• Maintained ongoing case management, monitoring student progress and engagement, with targeted support for at-risk learners.
• Facilitated inclusive learning environments by developing accessibility resources and partnering with academic staff to implement accessibility strategies.
• Supported neurodiverse learners through tailored initiatives and promoted awareness via workshops and educational resources.
• Designed and delivered workshops and programmes to improve student engagement, retention, and academic success.
• Coordinated and managed peer support programmes (Peer Tutoring / Tuakana Teina), including recruitment, training, matching, and programme evaluation.
• Built and maintained strong cross-functional relationships with academic departments, student services, and external agencies.
• Provided holistic student support, including referrals to health, wellbeing, and academic services.
• Monitored and supported at-risk students, implementing intervention plans to improve retention and completion outcomes.
• Managed assistive technology and specialist equipment, ensuring accessibility resources were current and effectively utilised.
• Administered student records and support plans using student management systems (SMS), ensuring accurate and confidential documentation.
• Delivered frontline student services and generalist support, responding to enquiries and facilitating access to appropriate services.
• Coordinated community-building initiatives (e.g., whakawhanaungatanga events) to enhance belonging, wellbeing, and engagement.
• Promoted equity, inclusion, and cultural responsiveness, applying Te Tiriti o Waitangi principles in learner support practices.
• Ensured compliance with pastoral care, health & safety, and ethical practice standards, maintaining professional boundaries at all times.

• Gained extensive knowledge in data entry, analysis and reporting.
• Improved access to support by providing accurate information, tailored referrals, and culturally responsive guidance to diverse ākonga.
• Strengthened student engagement and persistence by creating safe, mana-enhancing spaces for learners to discuss goals and concerns.
• Enhanced service quality and consistency through accurate recordkeeping, strong knowledge of organisational processes, and continuous improvement recommendations.
• Built trusted relationships with ākonga, staff, and Te Tiriti partners to support learner success, retention, and programme completion.
• Delivered high-quality, empathetic, and culturally responsive customer service to learners, staff, and stakeholders.
• Increased awareness of support services, assessed learner needs, and connected ākonga with appropriate support, resources, and referral pathways.
• Maintained accurate records of student interactions and ensured timely communication with relevant staff.
• Utilised detailed data collection and analysis to contribute to continuous improvement of systems, processes, and service delivery, particularly for the identified Wintec priority groups.
• Promoted equity, diversity, and culturally appropriate practice aligned with Te Tiriti o Waitangi and inclusive education principles.

• Supported student achievement and retention through proactive youth advising and tailored support strategies.
• Monitored attendance and followed up with students, whānau, caregivers, and partner schools to improve engagement.
• Liaised with schools and families to address behavioural, attendance, and learning concerns.
• Guided students in planning transitions into further study, vocational training, or employment.
• Maintained detailed student records including progress, referrals, attendance, and learning support needs.
• Built collaborative relationships with academic staff, schools, employers, and community stakeholders to support learner success.
• Promoted equitable, culturally responsive practice aligned with Te Tiriti o Waitangi and EEO principles.
• Contributed to reporting, policy review, and continuous improvement of Youth Pathways support services.

• Awarded with Merit
• Endorsement: Teaching and Learning Languages
• Thesis: Understanding how ESOL programmes operate to support English language learners in New Zealand secondary schools

• Achieved with Merit

• Completed with Second Class Honours (first division)

Major: Sociology