Education Gazette 99.11

20 July 2020 | Vol. 99 No. 11

The Matariki edition Raranga Matihiko:

Imagine, Believe, Achieve:

weaving digital futures

the programme supporting rangatahi

Curriculum Progress Tools Professional Learning and Development Online PLD is available for all schools with Years 1-10, from term 3, 2020.

This free online PLD provides facilitated support to schools wanting to investigate and implement the Curriculum Progress Tools.

It includes fortnightly online PLD Sessions, tailored support sessions with experts, and practical advice from current user schools. PLD is being offered in phases, with phase 1 starting 29 July and phase 2 starting early September.

To sign up, email progress.tools@education.govt.nz with your school contact details and we’ll be in touch.

This issue:

Spotlight on Matariki Editor’s note Matariki takes on a special significance this year. As we slowly emerge from Covid-19, there is a sense of deep appreciation for this country of ours – its beauty, culture, heritage and its people.

While Matariki means different things to different people, it is typically a time to come together to celebrate the earth, a time to acknowledge those who have passed away, and a time to plan for the year ahead.

This issue aims to celebrate Matariki by looking at ways we can explore Matariki through the curriculum, strengthen te reo Māori in our schools and early learning centres, and celebrate inspiring rangatahi.

It also looks at some of the exciting ways schools and kura are embracing the new digital technologies and hangarau matihiko curriculum content.

We're also delighted to start our next video series on wellbeing. Check out the first video on the Gazette online.

20 July 2020 | Vol. 99 No. 11

On the cover

The Matariki edition Raranga Matihiko

Imagine, Believe, Achieve

weaving digital futures

the programme supporting rangatahi

P10: Cultural narratives are at the heart of learning at Camberley School. Tinaku is in the creative arts space named after Hine Rehia, goddess of entertainment and weaving.

Regulars 31

Notices

39

Vacancies

2

6

Weaving digital futures

10 Helping tamariki and whānau to thrive

20 Making the most of Matariki

25 Forestry scholarship to help economic growth

Combining Māori and digital worlds

14

18

Imagine, Believe, Achieve

22

Inspiring rangatahi initiatives

24

Te reo Māori growth in early learning

26

Māori Language Moment

28

Waitangi ki te ao: Taking Waitangi to the world

Professional learning and development for teacher aides

Key contacts

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The deadline for vacancies and notices to be printed in the 3 August 2020 edition of Education Gazette is 4pm on Friday 24 July 2020.

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TUKUTUKU KŌRERO | 20 July 2020

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DIGITAL EQUITY

Weaving digital futures

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Education Gazette | 20 July 2020

gazette.education.govt.nz

DIGITAL EQUITY

Education Gazette didn’t expect to find tamariki working with playdough on a visit to a Wellington school to see the Raranga Matihiko/ Weaving Digital Futures programme in action.

Tucson, Tamia, Fereti and Ania with Sam Hēnare from Te Papa work collaboratively to create the title for their animation.

W

ellington Seventh-Day Adventist School in Porirua has been involved in Te Papa’s Raranga Matihiko programme for the past three years. Teacher Moira Ashdown says the programme is important for her Year 6, 7 and 8 class as children get exposure to a range of digital technologies, along with expert help.

And the playdough? Tamariki were making animations for the current unit on phases of the moon. They use a variety of tools such as playdough, Lego and line drawings to help tell their stories.

Multiple benefits The programme facilitators find out what the class will be working on in the coming term and then match the topic up with an exhibition at Te Papa and/or curators from the museum who have local connections, explains Alisha Spekking, Learning Innovation Specialist for Raranga Matihiko.

Students also spend time in the museum’s learning facility, Hīnātore | Learning Lab, where they can explore their topic with a range of tools such as Clapmotion, Tinkercad and Scratch.

Freeware is software distributed at no cost to the end user. Raranga Matihiko upskills teachers in guiding students’ use of freeware as a learning tool. Teachers and students can then build their knowledge further using freeware after they complete the programme.

“Because we are a small school, we don’t have an endless budget,” says Moira. “They have the equipment at the Learning Lab at Te Papa and it gives the children a look into a different world. They also have the time to find tools that I don’t have the time or expertise to find.

“They ask me what my unit is and then they come up with some form of digital technology that can add to my unit, and they basically upskill me. I don’t go as far as the kids – they go further than me!” she says.

Digi-tech in backyard enquiries Raranga Matihiko adds value to her students’ learning and having access to the Learning Lab is helping to build her and her students’ capability in digital technologies, says Moira.

“When we started [in 2018], we were doing an inquiry on the Porirua Harbour. We were looking at why it’s under threat, what children could do to help that. Part of the study was looking at the legends behind Porirua and Wellington Harbours and creating our own legend on Google Slides with images, animations and using a narrative format,” she says.

“We were showing them how to use tools to tell a story like the myths of Porirua Harbour. They also created a contraption to improve the water quality – it’s quite often problem or challengebased learning. We said we wanted them to create something that was going to look after the harbour and make it safe: some came up with a big net to pick up plastic and rubbish,” adds Alisha.

Teacher’s dream St Anne’s School in Newtown was the first school to be involved in Raranga Matihiko.

Room 8 teacher Matt Kolic says the experience has offered a unique way to combine hightech learning with content that is meaningful for students. In 2018 and 2019 his Year 6 and 7 students worked on World War I and Climate Change with Raranga Matihiko.

“In the first year, we had two days at Te Papa.

First, we went to the Gallipoli exhibition. The children were given cell phones and took photos.

Some used these photos directly with green screen to put themselves in the trenches.

“We then worked in Te Papa’s digital tech room Hīnātore | Learning Lab where we learnt about the different types of technology such as robots, virtual reality and blue screen. I walked in and saw all of the resources and thought ‘wow this is a teacher’s dream!’ I hadn’t seen some of this stuff before and I was learning as much as my class,” Matt says. Continued on page 5 >>

“My whole aim is for them to be self-directed and self-managed so they can problem solve and risktake on their own and I can then marvel at their awesomeness and say ‘teach me’.”

Moira Ashdown gazette.education.govt.nz

TUKUTUKU KŌRERO | 20 July 2020

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Tamia and Ania discuss with Alisha from Te Papa how to best animate their work.

Fereti, Immanuel and Azriel placed their playdough images in a crate to create depth and control the light.

Student kōrero

learnt was having patience to move something in small steps and then speeding each frame up to create movement.

Tamia: Year 7

How did digital technology help you tell a story?

What is your favourite thing at Te Papa’s Learning Lab?

For Phases of the Moon, we could use the playdough and animation to show how the moon changed its shape in an easier way.

I like robots because you can control them and make them change their lights.

Describe a project you have done through Raranga Matihiko using digital technologies.

Immanuel: Year 6 What is your favourite thing at Te Papa’s Learning Lab?

We have learnt about the tale of the taniwha in Porirua Harbour and I animated using Lego.

My favourite thing was playing with the robots because I liked controlling them and making them race each other.

What did you like the most about doing this project?

Describe a project you have done through Raranga Matihiko using digital technologies.

I liked how we used animation. I liked it because it gave me a fun way to tell someone what I wanted to write.

How did digital technology help you tell a story?

It made things easier by showing pictures and not having to write it down by hand.

Ezekiel: Year 8 What is your favourite thing at Te Papa’s Learning Lab? The technology I liked the best was virtual reality because it felt like I was in another world and it was the first time I had used it.

Describe a project you have done through Raranga Matihiko using digital technologies.

I used Stop Motion to create a story about the taniwha. I drew on a whiteboard and I was able to make the taniwha fly around. I could be more creative than just writing.

What did you like the most about doing this project?

I liked using Stop Motion. I like drawing and the animation that I was able to tell a story in a different way.

How did digital technology help you tell a story?

I am able to teach others how to animate and I was able to explain in greater detail how the taniwha moved and what it did.

Hadessa: Year 8 What is your favourite thing at Te Papa’s Learning Lab? Robots because it was a different way to communicate and it was fun instructing them and seeing them light up and move.

Describe a project you have done through Raranga Matihiko using digital technologies.

Plastic pollution in our harbour. We used Lego and plastic toys to animate using Stop Motion.

What did you like the most about doing this project?

I liked the way we could use the technology and animate how the harbour was being polluted by the actions of people. The main thing I

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Education Gazette | 20 July 2020

We animated the story of some New Zealand native birds and what happened when English and Māori hunted them and polluted the forest.

What did you like the most about doing this project?

I used playdough and clay to animate and this helped me to change the shape of how they looked. I liked taking the pictures and then putting them into an animation.

How did digital technology help you tell a story?

Phases of the Moon – it makes it easier for others to understand what you were writing about because it is like a movie and they can see by pictures how the moon changes.

Elkanah: Year 6 What is your favourite thing at Te Papa’s Learning Lab? My favourite thing at Te Papa was Paint 3D because you can make/draw/ create/bring to life pretty much anything as well see the 3D drawings in real life using augmented reality.

Describe a project you have done through Raranga Matihiko using digital technologies.

I did a project on Scratch about Noah’s Ark. My buddy ‘painted’ the background using Paint 3D. Then we loaded the ‘painting’ on the Scratch website. We picked some sprites and made them go into the Ark. I made it into a loop so that it would never end.

What did you like the most about doing this project?

The thing that I liked the most was customising the sprites to look different. One main thing I learnt was how to load a background from Paint 3D on to Scratch.

How did digital technology help you tell a story?

Phases of the Moon – animation with playdough. It helped us to illustrate because sometimes it is not easy to just use words so using animation helped to make it easier to tell someone because you could change the shape of the moon with the dough because it is flexible. gazette.education.govt.nz

Kete of digital learning

DIGITAL EQUITY

Te Papa’s Raranga Matihiko programme is a museum and digital technology education programme that provides low decile schools with an opportunity to take advantage of the latest technology and aims to support both teacher and student learning. The programme also offers mentoring from technology experts, visits to local museums, access to museum treasures and an opportunity to explore a wide range of topics.

The programme was created by Te Papa in partnership with Waitangi Museum, Auckland Museum, MTG in Te Matau-a-Māui (Hawkes Bay); Waikato Museum is now also on board. In 2019, over 70,000 student learning hours were delivered.

Students had opportunities to get immersed in activities ranging from creating a voyaging vaka (Pacific canoe) in 3D modelling and sailing it across a virtual ocean to filming an animation of Māui fishing up the North Island, using playdough and claymation technology.

Tiki and Elkanah use a Chromebook to photograph their animation, while Ezekiel and Zeke look on.

Raranga Matihiko project director Tara Fagan says the programme is funded by the Ministry of Education’s Digital Equity Fund to offer access to high tech learning for children who might otherwise miss out.

“The Raranga Matihiko | Weaving Digital Futures programme is connecting students to their own stories, technology and to their local museum. We are seeing the programme reach beyond the kids, to have impact on teachers, whānau helpers, and families who may be coming to their museum for the first time, and realising what a treasure trove it offers.

“Te Papa holds the contract to deliver the programme to students and their teachers from Decile 1–3 schools in Wellington, Northland, Hawke’s Bay and Waikato regions. The model is scalable and transferable and could be expanded to other regions,” she says.

Learning success for children Matt says working with Raranga Matihiko allowed the children to think deeply about their inquiry.

“Just being in the classroom at Te Papa and seeing the engagement of the learners using the technology was empowering because it gave me an insight into the fact that not all children learn in the same way. A lot of times the children are the experts with the technology – they pick it up quickly and it also gives them some success in their learning.”

Moira agrees that programmes like Raranga Matihiko mean that all children can have success in learning.

“Raranga Matihiko is one way for my kids to be able to tell a story without having to write. It also evens the playing field a little bit as children of different abilities can work together. The more able kids can take it as far as they want to – it’s broadened their aspirations,” she says.

Expanding horizons A key aim for Moira is to expose her students to career opportunities and make them aware of the way digital technology is changing the job market. gazette.education.govt.nz

Tilisa and Tadiwa show Moira their animation featuring the story of The Very Hungry Caterpillar to animate and tell the story of the phases of the moon.

“I’ve always got that at the back of my mind – they’ll think about teacher, policeman, checkout operator. But what I’ve said to them is that artificial intelligence may take over the careers they are often thinking about.

“Already in supermarkets you can do your own check-out and so on. The reality is that with digital technology, a lot of the career paths they may have thought they could go into may not be there,” says Moira.

Children are the experts A core group of students in Moira’s class have been involved with Raranga Matihiko from the beginning, which means she can structure groups around these students and their expertise.

“I don’t have to do the teaching and then there’s immediate buy-in from the other students. I do all my planning on Google Slides and I may embed into the slides YouTube clips of people who know a whole lot more than I do. I will have introduced them to the idea of animation using that, but then I can fall back on the kids who have been through the programme to actually do the teaching for me.

“My whole aim is for them to be self-directed and self-managed so they can problem solve and risk-

take on their own and I can then marvel at their awesomeness and say ‘teach me’.”

21st century skills Alisha says the students take pride and ownership in what they are doing and are learning valuable 21st century skills, such as being able to collaborate with others.

“It was really nice today to walk in and see them set up. They know what they’re doing and can just drive their own personal learning journey. I think they become a lot more independent – their self-management skills are a lot better and they believe they can do all of this amazing stuff,” says Alisha, who was a teacher at Randwick School, one of the early schools to be involved in the programme.

“I loved the programme so much, my philosophy in the classroom really aligned with the aims of the programme. I think the relationship building is special for me. Because you can go into a museum education programme that is a couple of hours and you’re off again, but you don’t necessarily bring the learning into the classroom.

“Students and teachers learn that learning can be fun,” says Alisha.

TUKUTUKU KŌRERO | 20 July 2020

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DIGITAL TECHNOLOGIES & HANGARAU MATIHIKO

Using Lego as the first step in developing coding skills, Dominic, Year 7, builds a maze for a robot to navigate through.

Combining Māori and digital worlds The story of how Māui discovered the origins of fire lies at the heart of a programme that aims to support schools and kura to integrate digital technologies and hangarau matihiko into their local curriculum.

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Education Gazette | 20 July 2020

gazette.education.govt.nz

DIGITAL TECHNOLOGIES & HANGARAU MATIHIKO

Digital readiness programme Core Education is involved in the delivery of Kia Takatū ā-Matihiko, working in partnership with a range of organisations with expertise in Digital Technologies and Hangarau Matihiko to deliver a uniquely Aotearoa programme.

With a kaupapa Māori approach, the resources are fit-for-purpose and designed to meet the requirements of the revised DT&HM content that sits within The New Zealand Curriculum and Te Marautanga o Aotearoa.

The programme offers both selfreview and group review tools, where individuals from schools, Kāhui Ako or other groups can discover their digital readiness and identify opportunities for further PLD to develop their skills and confidence in the revised curriculum content.

There is a range of resources available for free to all teachers and kaiako through the programme; these include tools to help identify opportunities for further PLD and virtual and face-to-face learning opportunities.

Raiatea, Year 6, and Kimi Paki (kaiako) have a go at coding using the Tākaro application on the iPad.

K

ia Takatū ā-Matihiko is the National Digital Readiness programme, funded by the Ministry of Education to support teachers and kaiako to implement the revised digital technologies and hangarau matihiko (DT&HM) curriculum content.

The programme is centred around the purakau/ legend of Māui and Mahuika, who had fingernails of fire. Māui wanted to improve people’s lives by bringing fire into the world and stole her fingernails which unearthed a world of possibilities for people to develop technologies and ingenious thinking. Learning characteristics include being curious, brave and determined – represented by Māui – and kaitiaki, ethical and reflective – represented by Mahuika.

“The pūrākau that guides Kia Takatu ā-Matihiko helps Māori whānau make sense of the programme’s objectives. Māui wants to find knowledge about everything in the world, while Mahuika is the guardian making sure gazette.education.govt.nz

that everything is safe and looked after in that world,” says Tahu Paki, tumuaki paemuri/ deputy principal at Te Kura Whakapūmau, and a national facilitator for Kia Takatū ā-Matihiko.

Language key to Māori perspective The Digital Readiness programme supports teachers and kaiako to navigate the revised curriculum content. For students, it aims to help them become creators and innovators of technology, rather than just users, by teaching them about the concepts within digital technologies and applying them to real life.

Its focus is on teaching students to understand the ‘how and the why’ by using concepts within digital technologies, and applying them to real life.

“Within the new marau/topic that’s been launched, the Māori perspective talks a lot about the relationships of people and technology, which is a little bit different from the mainstream view,” says Tahu.

» Pīkau are short self-directed courses available in te reo Māori and English exploring everything you need to know about the revised curriculum content. » Rauemi pīkau/resource toolkits are comprehensive exemplars of what integration of DT&HM might look like in a learning programme in authentic and relevant contexts. » Kauhaurangi tuihono/webinars will run until the end of 2020. Most webinars are 30 minutes and support teachers to build their confidence in navigating the progress outcomes and whakatupuranga by exploring teaching resources or concepts within the curriculum. » Ngā kiriahi/community of practice connects teachers and kaiako to share ideas and explore opportunities in DT&HM. For more information about the programme, webinars and a community of practice, see kiatakatu.ac.nz.

TUKUTUKU KŌRERO | 20 July 2020

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Te Arapo, Year 5, and Hinepuororangi, Year 4, complete a Minecraft challenge.

Students try coding using Bee-Bots.

“A lot of our philosophies within kura Māori have a lot to do with relationships between people and the environment. It’s easy to implement that side of things, but the hard part is around the language. We have to make language a big focus within our kura Māori so we’re not just making up words,” he says.

“You don’t need to have a device to learn about coding. There are activities around using Bee-Bots: we’ve been able to do that with our tamariki and get them to use the language. One person holds the cards and they become the programmer, one person is telling the programmer what the code is, one person is the robot.

The online dictionary, paekupu.co.nz, is being updated by the Ministry of Education, and features new digital technology and hangarau matihiko terms in te reo Māori.

“It’s one activity that can be done in 20 different ways, from no technology to people with cards, to using the actual robot itself.

There’s lots of kōrero that goes on – lots of problem solving. The coder will tell the programmer, the programmer will insert the kōrero – the instructions – and then the robot will do it.

“A team of experts research the meaning of the word,” explains Tahu. “They then try to find a similar word that’s compatible from a Māori world perspective. They’re not just straight transliterations from the words but there’s a deeper whakapapa with the words, so they make sense.”

Māori and digital Te Kura Whakapūmau is a co-ed Year 1–13 Kura Kaupapa Māori Aho Matua with 132 students in Christchurch (Ōtautahi). The staff there are passionate about ensuring that their students are immersed in Te Ao Māori and become agile digital citizens. It’s a 1:1 device school – and that’s at a minimum. Every student at the kura has an iPad; high school students also have Chromebooks and usually their own cellphones.

Tahu and his wife Merita Waitoa-Paki, who is principal at Te Kura Whakapūmau, came from Nelson’s foundation Kura Kaupapa Māori Aho Matua, TKKM o Tuia Te Mātangi, which piloted an elearning planning framework in 2012. There, they began integrating iPads into classes as learning support, providing PLD for teachers to show what was possible.

“Then the Kia Takatū programme started and we looked at different ways to find connections again, going back to our stories and why are we doing what we’re doing,” he says.

“Our children should not be tied down to only our traditional ways of learning; there should be an integration of old and new things to help our kids survive in this ever-changing world.

“Our tamariki love to create, and to use technology – they are naturally inquisitive and they naturally want to take part in using digital technologies.

“Our tamariki have one other thing that’s really special and that’s their language. That’s an awesome way to ‘Māori-up’ those aspects and makes it a point of difference for our tamariki; it can take them so many places, especially in this field of technology. Imagine the possibilities if you had a Māori speaker who had all those skills as well!”

Unplugged learning As soon as tamariki start at the kura, they begin a range of unplugged activities where they learn computational thinking, directionality for coding and how to talk about technical concepts in te reo, says Tahu.

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Education Gazette | X Xxxx 2020

“We’ve been able to decode our kapa haka action songs: ‘For each action that you did, how could you code this song that was written 50 years ago?”

Getting whānau on board During the Covid-19 lockdown, the kōrero was that parents needed to be supported in terms of technology.

“So we’ve taken that on board and the plan is to hold a couple of workshops to show parents what the kids are doing in terms of using iPads and the learning that we do here at kura, so they can see it’s not actually that hard.

“Sharing their learning with their whānau is a major thing here. We use the Seesaw platform quite a lot for sharing what’s going on, and the kids work with parents.”

Tahu says the kura believes it’s important to change attitudes of whānau around the use of technology and the opportunities it offers their children.

“We break down barriers that give them more knowledge that this is really going to help our tamariki. We just have to create a pathway and show how the tools can accelerate learning and language acquisition; as well as show what the world has to offer.”

Bridging the digital divide Bridging the digital divide is a key priority for Te Kura Whakapūmau and 120 iPads have been bought so that each student has his or her own device. Tahu says it takes some planning to achieve this, but the kura believes it’s a good investment.

“There are lots of trusts and organisations that support the acquisition of some devices but at the end of the day you need to have the ‘why’ of what you’re doing. That helped influence our budget. Because it’s important for our whānau and tamariki, we make it a priority and we have to invest in that.

“We need to break into that world; if we can share our story and our kaupapa Māori, it might encourage another school to take this journey of getting involved with technology and making that part of everyday life.”

gazette.education.govt.nz

DIGITAL TECHNOLOGIES & HANGARAU MATIHIKO

Exploring the resources on the Kia Takatū ā-Matihiko website are (left to right): Kimi Paki (Kaiako Kura Tuatahi), Hana Aranga (Kaiako Wharekura), Merita Waitoa-Paki (Tumuaki) and Tahu Paki (Tumuaki Tuarua).

“Our children should not be tied down to only our traditional ways of learning; there should be an integration of old and new things to help our kids survive in this ever-changing world.”

Tahu Paki

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TUKUTUKU KŌRERO | 20 July 2020

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TE AO MĀORI

Helping tamariki an Cultural narratives and whānau transformation are at the heart of Camberley School’s approach to learning and engagement.

C

amberley School in Hastings is taking a cultural narrative approach to its curriculum, learning environment and whānau engagement. It’s an approach that is having a positive impact on its learners and wider community, says principal Amohia Rolls.

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Education Gazette | 20 July 2020

From nest to flight The school’s roll is 90 per cent Māori and Amohia says learners are immersed in cultural narratives and embracing Te Ao Māori world view, which helps to unlock their creative and cultural potential.

Te ara o te manawa, the school’s Principles of Practice, describe a learning journey that begins with a conceptual understanding phase: Kia Uu, where tamariki unpack their prior knowledge and gain new knowledge that focuses on conceptual understanding.

The next step is Kia Ora, where they have good conceptual understanding and can put

the learning into practice, so it becomes an applied knowledge. Kia Rere is the concept of flight where tamariki innovate and consolidate their knowledge and take it to another place.

“For example, a student did a study on Māori medicine,” says Amohia. “In Kia Uu she had to understand what it is: what is the medicine, the plants and the trees and cultural practices involved. Under Kia Ora she started to create potions and medicines and from that, she produced her own ointments and oils and labels. For Kia Rere, she took it out into the community and shared it with families. gazette.education.govt.nz

TE AO MĀORI

Willow and Alexis work on planning their maara/garden.

nd whānau to thrive “Our learning provides conversation around careers and ways we can use our knowledge and cultural knowledge to create jobs. The kids start to think ‘that’s a cool job!’, ‘how much would this pay?’, ‘where would you grow the plants?’”

is based on creatively exploring aspects and characteristics of the Atua. For example, Tanerore Atua represents movement (haka) and this Atua space offers instruments, waiata, haka and whakapapa.

The cultural narratives extend to Camberley’s learning environment, which aims to inspire pride in identity.

“It’s like a hub room where Atua provocations and inquiry are set up based on students’ interests. Atua time is creative time and cultural play. Everything is based off stories and cultural narratives relating to that Atua following the threestep learning journey: Kia Uu, Kia Ora and Kia Rere.

Classrooms are whānau-based and named after Māori atua/gods. Students choose which Atua space resonates with them and their learning

“They have their mentors working with them and still have reading, writing and maths workshops that are aligned to their needs,” says Amohia.

Learning environment

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Beyond the classroom Tamariki didn’t take to the creative system straight away, but now cultural narratives find their way into every aspect of school life, including playground arguments where characters from the Māori Creation story like Whiro, who liked to stir up trouble, might be referenced, alongside Toroiwaho who was good at communication.

“The children were scared to take risks and actually really struggled with thinking for themselves. It’s definitely changed their confidence and self-esteem. If anything, they now love sharing – they’re so engaged – their enthusiasm is high.”

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Supporting the community A wellbeing space at the school – Rongo Mauri – was developed to support the school’s community. A cultural practitioner and whānau navigator work alongside school staff and agencies to provide support to whānau. Interventions such as Mahi a Atua, which uses traditional stories, are used.

“We use those stories as tools to support our children and our families in times of grief or chaos, to help guide them in the pathway that they want to be on. We don’t have solutions for them, we use the stories as a way to engage and the solutions come from the engagement that happens,” says Amohia.

Te Rongo builds a totara tree out of Lego and is learning the whakapapa of totara.

“It’s about bringing our ancestral practices and using our cultural narratives to be the drivers of change to help people come to their own realisations of reality,” says Amohia.

The school has organised and been part of a holistic wellbeing wananga Te Whare AIO based on the Māori model of health and wellbeing Te Whare Tapa Whā, which has been attended by about 200 people from the school community and services such as Ministry of Social Development (MSD) and the New Zealand Police.

“We prioritise the wellbeing of our community and promote indigenous ecosystems that enable whānau to thrive.

Everything that we do is with a whānau transformation lens,” explains Amohia.

Responsive curriculum “We bring the national curriculum to life at Camberley School by being responsive to the needs, identity, language, culture, interests, strengths and aspirations of our learners and their families,” she adds.

Hendrix-Lee, Zjontae and Rawiri build a whare out of crates.

Local curriculum brings national curriculum to life Camberley School’s approach is a good example of how a local curriculum can bring The New Zealand Curriculum to life.

A school’s local curriculum should be unique and responsive to the priorities, preferences, and issues of its community and people, while using the elements of the national curriculum as the framework for the local curriculum.

At the heart of local curriculum design is including what works and improving learning for all students. It’s an ongoing process that encourages schools to continually challenge and evaluate their ideas, systems, and processes.

Journey expresses colour and growth with her artwork.

The school focuses on what supports the progress of its learners by integrating Te Tiriti o Waitangi into classroom learning and helping learners engage with knowledge, values, and competencies so they can become confident and connected lifelong learners.

“Our tamariki are able to find out who they are and who their tupuna were; make those connections and see that potential within themselves,” says teacher Casey Bennett.

Visit Education Gazette online to see the Te ara o te manawa model in action.

“We prioritise the wellbeing of our community and promote indigenous ecosystems that enable whānau to thrive.”

Amohia Rolls gazette.education.govt.nz

Casey Bennett, Lorenzo, Tinaku and Willow experiment with making cleaning products from natural ingredients.

TE AO MĀORI

“Our tamariki are able to find out who they are and who their tupuna were ... and see that potential within themselves.”

Casey Bennett.

Whānau kōrero Craig, aged 9 Q: What Atua room are you in and why?

A: My Atua is Urutengangana (god of light) and I’m in there because I want to learn the whakapapa about him and his children.

Q: What do you like learning most in Atua time?

A: It’s fun learning about who Urutengangana is and his children. We learn about the universe and how Uru and his children helped create it with our other Atua. We create planets, we make stars out of harakeke.

Q: What do you like most about your school?

A: I love playing handball and sports. I like that my learning is creative. Our school is a whānau school.

Hine, parent Q: How does Camberley School support your whānau?

A: We feel comfortable to come in and ask for

support if we need it. Our teachers focus on our kids. It’s all about our kids.

Always notified, good communication.

Q: Do you think it’s important that your tamariki learn about their whakapapa and Māori traditions?

A: Yes, because we don’t know much about our culture. We weren’t taught at school like our kids get taught it. It’s important to learn about their identity and who they are because it makes you feel good, connected and stronger as a person .

Q: Has Camberley School made a difference to your whānau in other ways?

A: Our school provides opportunities for us – they are always keen to help and broker support when we have asked.

Casey Bennett, teacher Hinerehia (Atua class), Year 3–4 home room teacher Q: What do you like most about this teaching approach?

It’s student focused. Te Ao Māori is our base. Relationships are at the core of everything we do. Our approach is whānau centred. We are all on a journey, we are all learners.

Q: What are one or two key things you have learnt from teaching at Camberley School and how have they added to your practice?

A: Cultural responsive pedagogy in practice. Being immersed in a Te Ao Māori setting where everything is embedded, which gives us a deeper understanding of the whole child, tapping into their DNA and teaching to their needs and interests.

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13

PATHWAYS TO EMPLOYMENT

Imagine, Believe, Achieve The programme that’s set to make a difference A raft of agencies and local businesses have come together to support a bold new programme in the Bay of Plenty that aims to help rangatahi find employment, training or education opportunities through ongoing pastoral and practical support.

IBA Programme facilitator Andre Jay (centre) is helping rangatahi like Harlem (left) and Josh (right) find pathways into employment.

PATHWAYS TO EMPLOYMENT

H

arlem and Josh were grateful their new boss gave them a few hours off to take part in the launch of a new programme to help atrisk young people gain employment or education opportunities.

The 16-year-olds are just a few months into their new roles installing insulation material for Acoustic Solutions North Island. They’re enjoying their first taste of employment.

“Yeah, I’m loving it, but it’s real itchy!” says Harlem.

Finding work for rangatahi like Harlem and Josh is a big part of what the new IBA programme is all about. IBA stands for Imagine, Believe, Achieve (Moemoea, Kimihia, Taea): concepts at the heart of the programme’s mission.

young men engaged with the TBA, however both the TBA and the IBA programme will extend to young women as well.

Meeting a need The need is certainly there. According to Statistics New Zealand, in 2019, 13.8 percent of young people in the Bay of Plenty were in the NEET category.

Kaitohutohu (advisor) for the programme, Paora Howe – a former head teacher, Education Review Office reviewer, and lecturer and researcher at the University of Waikato – says the IBA programme will be for youth who are at risk. He says says a number of TBA members come from challenging backgrounds.

“Quite a lot of the kids are at risk in one way or another. Maybe 60–70 per cent of the kids have only one parent, usually a solo mum. Some have left school because they haven’t really succeeded in the schooling system – and they’re floating.”

Targeted at young people aged 15–24 who are not currently in employment, education or training (NEET), the programme aims to develop the wellbeing and work-readiness of its participants.

Building on boxing The IBA programme is a new initiative from the Bay of Plenty Youth Development Trust, which was established in 2017 to help improve the lives of young people in the Tauranga area. The trust established the Tauranga Boxing Academy (TBA) as a vehicle to combine physical fitness and mentoring to support rangatahi.

It’s a vehicle that’s working well for the young people currently involved.

Boxing academy member Johnlees, a 16-year-old student from Tauranga Boys’ College, is passionate about seeing his peers succeed.

“At first it was just something to fill in my afternoons, and then I started to learn more about it and I learned that it was more than just boxing – it was about family and keeping kids occupied. When kids aren’t occupied, they get up to mischief.”

Dominic, also 16 and from Tauranga Boys’ College, shares this sentiment.

“This is not just a boxing academy; for us it’s a second home – a place where we can come and learn and become the best possible young men that we can be.

“Some of the boys come from backgrounds that have been quite harsh, so when they come here they feel like they’ve found a place where they belong, a place where they can grow. I’ve watched them progress in terms of their self-confidence and social skills as well as their fitness skills.”

Both Johnlees and Dominic are eager to play mentoring roles in the new IBA programme. The IBA programme looks to build on the success of the TBA programme, aligning itself with the boxing academy to help provide at-risk youth a pathway into employment.

In launching the programme in June, Employment Minister Willie Jackson announced a $717,000 investment into what he described as “a very important kaupapa”. The investment comes from the Ministry of Business, Innovation and Employment’s He Poutama Rangatahi (HPR) fund and the Ministry of Social Development.

Minister Jackson touched on the challenges faced by some youth in finding employment.

“It’s a bit hard if dad doesn’t work, koro doesn’t work, or the family is taking a drug pathway. It’s about getting to our young ones early. It’s about getting the basics right first.”

The government funding will enable 60 rangatahi over an 18-month period to receive support through the IBA programme. At present there are only

Wrap-around support The programme essentially takes a wrap-around approach, tapping into the expertise of the staff involved, partnering with local employers and working with a range of agencies to provide the necessary pastoral care and practical support for rangatahi to help engage them in ongoing and sustained employment or education.

The programme takes a flexible approach and its duration can vary depending on the needs of each young person. Typically, the programme takes around 12–18 months, beginning with a 13-week pre-employment process, which incorporates the development of individualised learning pathways, work experience and community projects.

Weeks 13 to 26 are focused on specific work experience opportunities and obtaining entry-level skills relevant to their chosen workplace. The next phase is about providing a successful transition into employment or alternative education with ongoing post-placement support.

Throughout the journey is a focus on developing life skills, addressing negative behaviours that might impact on success, including those relating to drugs and alcohol, violence, abuse or trauma and celebrating positive attributes of each young person. The programme has a psychologist on board to help participants and their whānau access the support they need.

General manager of the programme Rebecca Roe says it’s about taking an individualised approach with each person who walks through the door.

“It’s about finding what inspires them and what pathway they’re seeking – whether that’s employment, or further education and employment, or even going back to school,” she says.

Essential to any good outcome is first understanding what each person needs, then utilising the collective knowledge and expertise of the people delivering the programme along with that of supporting agencies and employers.

“When we talk about those employability skills, it’s all encompassing.”

It’s about things like turning up on time, understanding how contracts work, knowing how to handle a difficult conversation with an employer, she says. Things like looking someone in the eye when you shake their hand, learning and using people’s names. Even things like eating healthily, getting enough sleep, dressing appropriately.

“We are embarking on a journey of changing lives.”

Andre Jay

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TUKUTUKU KŌRERO | 20 July 2020

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PATHWAYS TO EMPLOYMENT

The values – displayed prominently in the gym – resonate strongly with the members of the IBA programme and Tauranga Boxing Academy.

Kaitohutohu (advisor) Paora Howe says the IBA programme will help get at-risk young people into employment and education pathways.

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Education Gazette | 20 July 2020

Tauranga Boys’ College student Johnlees is keen to be a mentor for young people entering the IBA programme.

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The programme recognises that NCEA levels may be needed to meet employers’ requirements and efforts will be made to help young people complete the qualifications they need and build their literacy and numeracy skills.

Jake is a strong supporter of the IBA programme. In addition to providing bespoke Lower T-shirts and hoodies for the participants, he is keen to take an active involvement in their progress.

Without these skills, a young person can struggle on a day-to-day level with things like filling in contracts and setting up a bank account.

It’s the support of employers like Jake that will have an influence on the success of the IBA programme. Many local businesses have also come on board as sponsors and employer partners.

“A common issue recognised by employers is that young people can sometimes be too embarrassed to discuss this with an employer and will instead revert to avoidance. It is also our job to ensure we educate how to have ‘brave conversations’ with employers about these things.”

Aspirations for success Rebecca says preparing young people for the workplace also involves increasing their understanding of what it means to be an employer: that running a business is often the result of hard work and commitment and not without challenges to overcome.

Increasing respect and understanding can help build that relationship with their employer.

It also gives young people something to aspire to.

Take Jake Pyne, for example. Jake is the director of a local business You Know We Ain’t Ltd, best known for its popular clothing brand Lower. As someone who struggled with school and then went on to build a successful business, Jake is keen to give the programme participants a sense of what might be possible for them to achieve.

“I want to invest into the kids who have had it hard, or they simply just struggle at school.

You are not dumb because you don’t slot into the system. It probably just means you’re an entrepreneur! With a good attitude, a bit of hard work and determination, you can do anything,” says Jake.

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Collaborative approach

The initiative is also supported by local Iwi and a raft of agencies including Oranga Tamariki, the New Zealand Police, and the Ministries of Education, Social Development, and Business, Innovation and Employment.

Tauranga businessman Craig Nees, who has been instrumental in driving the trust forward in his role of chair, says the shared vision and collaboration of all the different stakeholders has helped get the IBA programme off the ground.

“For a long time I’ve been increasingly aware of the growing gap between families with resource and families without resource and the effect that has on young people. And I had the opportunity to put something together.

I’ve been very lucky in terms of the collaboration I’ve had with other agencies.

The people we’ve got on board are all very passionate.”

A sense of belonging One of those people is programme facilitator Andre Jay the former primary school teacher is passionate about making a positive difference in people’s lives.

Andre says that in addition to supporting the participants into employment or education pathways, the programme is about providing a place where they feel safe and supported.

“This is their home; this is their family,” he says. “This isn’t just a quick fix – we’re in it

for the long-haul with these kids and their families.

“Getting the families involved is so important. Whānau are a big part of this,” he says.

Andre says whānau are always welcome at the boxing academy. He also hopes to bring everyone together through things like community working bees.

Providing a sense of belonging is important. Minister Jackson said it shouldn’t be underestimated how life-changing it can be when rangatahi embrace te reo Māori and learn about their whakapapa.

The combined emphasis on tikanga Māori and the programme’s core values is powerful. The IBA programme and the Tauranga Boxing Academy share the same values: Manaakitanga (kindness), Takohanga (responsibility), Whakaute (Respect), Whakapono (trust) and Manawaroa (resilience).

“The values are in Māori, which really touches me,” says Johnlees.

Signs of success What will be the indicators that the IBA programme is working?

While there are targets to be met in terms of getting rangatahi engaged in employment or education, Paora says the true success of the programme will be measured beyond finding placements.

“We’re talking about attitudinal change.

Using the ‘Teach a man to fish’ adage, we want to train them to be like fishermen – so they can then train the younger ones.

I think you’ve got a higher degree of success with younger kids.”

Andre agrees. “We are embarking on a journey of changing lives and I can’t wait to see the successes.”

TUKUTUKU KŌRERO | 20 July 2020

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ENTREPRENEURSHIP

Inspiring rangatahi initiatives

Hana Rawhiti Maipi-Clarke launched a book that aims to improve the wellbeing of young people.

Maahina Te Wharekura o Rakaumangamanga student Hana Rawhiti Maipi-Clarke recently launched a new book that encourages rangatahi to take an interest in the stars and the moon to heal themselves.

The 17-year-old Huntly student created Maahina about seven months ago.

“I wanted rangatahi Māori to become more aware of the environment and how it can help us physically mentally and emotionally and help us with the everyday things we do in life like studying and NCEA,” she told Te Ao Māori News.

Part of her journey started when she attended a lecture where Māori astronomer Professor Rangi Matamua, Hoturoa Barclay-

Kerr, who is the captain of the oceangoing waka Haunui, and Māori astrologer Rereata Makiha spoke about the Matariki star constellation, ocean navigation and maramataka Māori.

“I was looking around the room and there were not many rangatahi there, and I was like, ‘If our generation was to know about this, I feel we’d become more in tune and it would help us with our overall wellbeing and health’.

“Eventually I want this out there for all my generation because we are the millennial generation, the ones who have all the technology these days, so it would be so good if we could all learn a little something now that this is available to us.”

Hana says she would like to continue studying the maramataka once she starts university.

Copies can be purchased by searching Maahina on Facebook or Instagram.

“I wanted rangatahi Māori to become more aware of the environment and how it can help us physically mentally and emotionally and help us with the everyday things we do in life like studying and NCEA.” Hana Rawhiti Maipi-Clarke 18

Education Gazette | 20 July 2020

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ENTREPRENEURSHIP

Students from Hurunui College produced a new website to discover haka and waiata material.

Kaihanga Waiata A group of five students from Hurunui College in Canterbury have created a website raising awareness and knowledge of Māori culture.

“We discovered that it isn’t easy to find Māori haka and waiata material for our own educational purposes relating to performances at school and other events,” says group member 16-year-old Adrian Sparks.

So they set about designing a website with the purpose of being a goto place to find, learn and discover waiata and haka.

The website is called Kaihanga Waiata, which translates to ‘song finder’. Each waiata and haka is displayed with chords, lyrics, tablature, audio and visual recordings and step by step guides for playing and performing.

Kaihanga Waiata can be found at https://sites.google.com/view/ kaihangawaiata/home

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TUKUTUKU KŌRERO | 20 July 2020

19

MATARIKI

Making the most of Matariki Celebrating Matariki provides an opportunity to explore the values, key competencies and principles of The New Zealand Curriculum.

The stars of Matariki. Photo credit: Wayne Stronach

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Education Gazette | 20 July 2020

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MATARIKI

M

atariki is more than just a cause for celebration and kai. It’s also an opportunity for all New Zealanders to come together with Māori communities to learn their stories, culture, and language, as well as engage in some rich learning opportunities.

What is Matariki?

Matariki, the Māori New Year, is typically marked by the rise of the Matariki star cluster – also known as the Pleiades star cluster – and the sighting of the next new moon. In 2020, the Matariki cluster set on 15 May and will return from 13 to 16 July. The Matariki period is 13–20 July.

The physical appearance of Matariki in the sky was traditionally used by a tohunga (a priest or expert) as a forecast of the year ahead. Clear and bright stars signalled warm and productive seasons, and hazy or shimmering clusters meant a cold winter was coming and ground for crops was prepared accordingly.

Each Iwi has their own stories and perspectives about Matariki and celebrate Matariki at different times. Some hold festivities when Matariki is first seen in the dawn sky; others celebrate after the rise of the full moon or at the beginning of the next new moon.

Māori astronomy According to Dr Rangi Matamua (Tūhoe), associate professor at the University of Waikato and author of Matariki: The Star of the Year, it is a common misconception that ‘Matariki’ means ‘little eyes’; there are no stories to support this translation.

Matariki is actually an abbreviation of ‘Ngā Mata o te Ariki’ – The Eyes of the God. The god referred to is Tāwhirimātea, god of the winds and weather. When Ranginui, the sky father, and Papatūānuku, the earth mother, were separated from their dark embrace by Tāne, Tāwhirimātea was distraught. He tore out his eyes, crushed them into pieces and stuck them onto the chest of the sky. This is why Tāwhirimātea is the blind god, feeling his way around the sky and bringing winds from different directions.

Celebrating Matariki Today Matariki is generally seen as an important time to celebrate the earth and show respect for the land. It is also a time to acknowledge those who have passed away and to plan for the year ahead.

Making curriculum connections with Matariki Matariki provides an opportunity to bring The New Zealand Curriculum principles to life, especially the principles relating to the Treaty of Waitangi, community engagement, and cultural diversity.

It is also a chance for students to explore the values of diversity, community and participation, and respect for self and others.

Matariki is also a useful context to promote the development of key competencies and to examine the social science concepts of cultural identity, place and environment, and continuity and change.

Matariki learning opportunities There are many ways to celebrate and learn about Matariki, including: » Share stories of Matariki: Share the history and stories of Matariki. A popular Ready to Read text on Matariki explains some of the stories and beliefs associated with Matariki and describes some of the ways that Matariki is celebrated. Explore the Matariki myth of Tamarereti or learn about Matariki and the six sisters, a story told

by Ngāti Toa Rangatira. » Connect with local Iwi and hapū: Grow connections with local Iwi and hapū, and harness their knowledge of Māori language, culture, and identity. » Engage with community: Host a breakfast or evening supper for your local community to celebrate Matariki together. Look for Matariki in the dawn or night sky. Encourage students to get involved in the design and organisation of the event. » Take care of the environment: Work with students and community to plant trees in conservation areas, or start planning a school garden. Alternatively, organise a clean-up of a local area. » Integrate Matariki with mathematics: Home Learning Television showed a senior maths lesson, now available on demand, in which Stephen McConnachie and Ronnie Taulafo explore the Matariki cluster of stars, to identify when Matariki rises, and how to locate the cluster in the morning sky. There are also a number of NZ Maths units and activities that provide opportunities to integrate Matariki with mathematics and statistics.

Professor Matamua won the top science communication prize at the Prime Minister’s Science Awards in June.

Matariki is a good opportunity for all people in Aotearoa New Zealand to come together and learn our stories and culture.

For more information, visit ‘National events and the NZC’ on the NZ Curriculum TKI site.

The nine stars of Matariki

carries our dead across the year (Sterope/Asterope).

According to Dr Rangi Matamua, it is a common misconception that Matariki is ‘seven sisters’. There are nine stars in the Greek tradition of the constellation: seven children and their parents. In the Māori tradition, there are also nine stars:

Tupuārangi – is tied to food that comes from above your head, such as birds and fruit (Atlas).

Matariki (Alcyone) – the mother of the other stars in the constellation. Rehua (Antares) is the father but is not considered part of the Matariki constellation.

Waipunarangi – is tied to the rain (Electra).

Pōhutukawa – connects Matariki to the dead and is the star that

Tupuānuku – is tied to food that grows in the ground (Pleione).

Waitī – is tied to food that comes from fresh water (Maia).

Waitā – is tied to food that comes from salt water (Taygeta).

Ururangi – is tied to the winds (Merope).

Hiwaiterangi/Hiwa – is the youngest star in the cluster, the star you send your wishes to (Celaeno).

“Matariki is a good opportunity for all people in Aotearoa New Zealand to come together and learn our stories and culture. ”

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TE REO MĀORI

Growth of te reo Māori in early learning New research has found significant growth in the use of te reo Māori among preschoolers.

N

early three-quarters of four-year-olds in Aotearoa New Zealand are using at least some te reo Māori, and 10 per cent can speak or understand simple sentences in te reo.

These are two of the major findings of research led by Te Whare Wānanga o Awanuiārangi, which analysed information from the Growing Up in New Zealand longitudinal study, looking closely at mothers’ assessment of te reo Māori use in their children at age two and again at age four-and-a-half.

Project Lead Hannah Simmonds says another exciting finding was the increased knowledge and use of te reo among non-Māori children. Around 20 per cent of those who speak and understand simple sentences in te reo were non-Māori.

“This highlights the value that many different people see in te reo Māori. It shows that te reo Māori strategies have also contributed to a growing interest in New Zealand’s national identity and cultural distinctiveness.”

The research also explored the key factors which support the knowledge and use of te reo Māori. These include attending a kōhanga reo, having a mother who speaks te reo, living in communities where te reo is spoken, and

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Education Gazette | 20 July 2020

parents reading books, singing songs and playing games with children in any language.

Executive Director of Research and Innovation at Te Whare Wānanga o Awanuiārangi, Professor Te Kani Kingi, says the findings suggest te reo Māori has a strong future.

“The fact so many children had some knowledge of te reo was unexpected and encouraging. It shows that we are reaping the benefits of the past 30 years of investment to promote, sustain and revitalise te reo,” he says.

Early Action Learning Plan The research aligns with objectives within the Early Learning Action Plan for te reo Māori to be part of all early learning services and for services to contribute to the revitalisation of te reo.

The early learning curriculum Te Whāriki sets out expectations that all early learning services integrate te reo and tikanga Māori in their curriculum. Te Whāriki also articulates that responsibilities of kaiako include being culturally competent, developing increasing proficiency in the use of te reo and tikanga Māori and able to form responsive and reciprocal relationships with tangata whenua.

The Ministry of Education is taking steps to support professional learning and development in this area to help expand the use of te reo Māori across all early learning services.

Among these is the implementation of Te Ahu o te Reo Māori – an initiative which aims to grow and strengthen the use of te reo Māori in education settings.

Te Ahu o te reo Māori Te Ahu o te Reo Māori means the future pathway of te reo Māori. The aim of the programme is to grow and strengthen an education workforce that can integrate te reo Māori into the learning of all ākonga and students in Aotearoa New Zealand by 2025. It also provides opportunities for te reo Māori to be normalised, and Māori identity and culture, to be shared and embraced.

Kindergarten Taranaki teacher Leena Thomas says it’s about lighting the fire in the bellies of everyone around them – kaiako, whānau and their tamariki.

“You know, this is our language as a country, so for us, for me, I want to reflect that we have a dual heritage and we need to be able to stand proud with both of those languages, so our tamariki, grow up with both of those languages.” gazette.education.govt.nz

TE REO MĀORI

About the research The full research report, He Ara Ki Ngā Rautaki e ora tonu ai Te Reo: Pathways to Retention and Revitalisation of Te Reo Māori, can be found on MSD.govt.nz.

The research was funded through the Ministry of Social Development’s Children and Families Research Fund.

The research was led by Hannah Simmonds of Te Whare Wānanga o Awanuiārangi in association with the Universities of Otago and Waikato, the Auckland Museum, Te Mātāwai, Te Kōhanga Reo National Trust, Te Whānau o Waipereira, Te Puni Kōkiri, the Ministry of Education, Te Taura Whiri I Te Reo Māori, and Te Rūnanga o Ngāti Awa.

“We have a dual heritage and we need to be able to stand proud with both of those languages, so our tamariki grow up with both of those languages.”

Leena Thomas

Growing Up in New Zealand is this country’s largest longitudinal study of child development and is following the lives of more than 6,000 children born in Auckland and Waikato, funded by the New Zealand Government.

The ERO report Te Tāmata Huaroa was completed as part of an ongoing work programme focused on the provision of te reo Māori in English medium schools.

ERO spoke to teachers and school leaders in 102 primary and secondary schools across Aotearoa to inform this report.

Enthusiasm for te reo in schools – but more work to do Meanwhile, a new report, Te Tāmata Huaroa published by the Education Review Office (ERO), shows that while there is enthusiasm for te reo Māori in many English medium schools, practical obstacles need to be overcome to allow revitalisation of the language.

The majority of schools ERO spoke to have a positive view of te reo Māori teaching in their classrooms and want to increase their provision, with many including this in their strategic goals.

However, despite this enthusiasm, there was little evidence of complex learning and explicit language teaching such as grammatical forms, speaking, reading and writing. Instead te reo Māori was included in simpler forms such as waiata or karakia.

A lack of te reo Māori knowledge across the teaching workforce, coupled with low levels of knowledge and expertise in general second language learning were identified in the report as key obstacles. Many schools are taking steps to overcome these such as skill specific recruiting and targeted professional learning and development.

ERO has identified further opportunities including growing and extending the numbers of fluent speakers who work within the school sector, paying increased attention to the development of comprehensive resources to support teaching and extending partnerships with Iwi. ERO Deputy Chief Executive Evaluation and Review Māori Lynda PuraWatson is keen to use the findings in the report to start conversations about further development in this area.

“This is an exciting exploration of the landscape of te reo Māori teaching on a real practical level but also puts education firmly in the centre of wider revitalisation of the language and the long-term goals of the Government.” gazette.education.govt.nz

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TE REO MĀORI

Māori Language Moment planned to help unite language champions With Te Wiki o Te Reo Māori fast approaching, schools and early learning centres are encouraged to share a Māori Language Moment.

I

n advance of Māori Language Week in September, schools and early learning centres are invited to get in touch with the Māori Language Commission to share what they’re planning for the week and how the commission can support them.

“Covid-19 has changed the way we gather, and we want to safely bring people together.

Our people’s wellbeing – particularly those at most risk – remains our top priority,” says Māori Language Commission Chief Executive Ngahiwi Apanui.

“A revamped website that will provide support throughout the year, not just during Māori Language Week, will be launched within the month,” he says.

“A new idea we are exploring is a Māori Language Moment, in which participants would remain in their own schools, workplaces or homes to speak, sing, write, pray or even tweet in te reo Māori at the same time.

“While the commission will not be hosting large-scale, in-person gatherings for Māori Language Week, we can still unite our language champions together – wherever they are.”

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Education Gazette | 20 July 2020

Te reo Māori articles on Stuff Matariki 2020 has also seen the beginning of a new initiative that will see one of New Zealand’s major media websites publish articles in te reo Māori. The kōrero with the team at Stuff began during Level 4 lockdown, during which the commission mobilised a rapid response expert translation team.

“When we had to translate and explain the heartbreaking new tangihanga rules, we wrote to Stuff and without hesitation they agreed to publish in both of our nation’s written languages,” says Ngahiwi.

“Our kōrero with Stuff continued until we agreed on a plan that would see Māori language news stories appearing regularly.

Articles will be written by Stuff journalists; we will provide the te reo Māori version.

“Once again, we are calling on the services of some of our country’s leading te reo Māori experts. We have never done this before, so it is a work in progress: but one we are honoured to be a part of.

“It’s a small step but a significant one. We take it with our language champions past

and present at our side and our children and future generations of New Zealanders constantly on our mind. Kia kaha te Reo Māori!”

The articles – in te reo Māori and English – can be accessed at Stuff. Please see the digital version of this article on gazette.education. govt.nz for links to the articles.

Share your Māori Language Moment To share your school or centre’s Māori Language Moment, please send a photo or short video clip with a brief description to events@tetaurawhiri.govt.nz.

Te Wiki o Te Reo Māori (Māori Language Week) 2020 will be held 14-20 Mahuru (September). gazette.education.govt.nz

PATHWAYS

Forestry scholarships help economic growth

Scholarships that aim to to grow the next generation of forestry professionals and scientists are open for Māori and wāhine in a bid to increase the diversity of the sector and open up high-skill pathways for their futures.

N

gā Karahipi Uru Rākau are forestry scholarships that aim aim to increase diversity in the forestry sector. According to the recently released Forestry and Wood Processing Workforce Action Plan, Māori make up 22 per cent of the forestry workforce, while 17 per cent of this workforce is female.

“We’re currently focusing the scholarships at university-level study because forestry science and forestry engineering are sections of the forestry workforce in which Māori and wāhine are under-represented,” says a Te Uru Rākau spokesperson.

“There are great opportunities for workers to get out and about around our country, while helping improve New Zealand forestry and wood products.”

Te Uru Rākau spokesperson

“Increasing the proportion of Māori and wāhine in forestry makes the sector more representative of New Zealand communities.

It brings employment opportunities and significant economic benefits. It also means the sector gains exposure to new approaches and ways of doing things, which potentially brings significant benefits for everyone.”

Scholarship graduates become forestry scientists, forest engineers or pursue a range of other careers in the forestry sector, which is Aotearoa’s third largest export earner.

“Graduates can have rich careers as forestry engineers and scientists. There are great opportunities for workers to get out and about around our country, while helping improve New Zealand forestry and wood products,” he says.

Eight scholarship recipients will receive $8,000 per year for four years to help with tuition and living costs while studying forestry science degrees at the University of Canterbury – either a Bachelor of Forestry Science or Bachelor of Engineering with Honours, majoring in Forestry Engineering. Scholars will also gain experience through paid annual summer internships in the forestry sector.

“Aotearoa’s forestry industry is world-leading when it comes to research and technology. Ngā Karahipi Uru Rākau – Forestry Scholarships are helping grow the next generation of forestry professionals and scientists,” says Forestry Minister, Shane Jones.

“Forestry science will play a key role over the next few years as New Zealand recovers from the impacts of Covid-19. We need forestry professionals and scientists so we can keep our forestry industry at the cutting-edge, producing wood products that are highly sought around the world.

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“This will translate to more employment opportunities and economic benefits for forestry communities around New Zealand.”

Additional information about the scholarships is available on the Te Uru Rākau website teururakau.govt.nz/forestry scholarships, including eligibility criteria and the application process. gazette.education.govt.nz

TUKUTUKU KŌRERO | 20 July 2020

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WAITANGI

Waitangi ki te ao:

Taking Waitangi to the world While nothing can completely replace a visit to the Waitangi Treaty Grounds and museums, schools around Aotearoa can now visit virtually, in real time.

W

aitangi Treaty Grounds education manager Monika Kern believes it is ‘absolutely vital’ for people in New Zealand to know about our past to understand the present and make informed decisions for the future.

“Especially in the current climate where there are a lot of discussions around the world about racism and equality, it is really important that we confront our own history to see what we can learn from it and how we can make changes going forward in the future.”

“We can’t forget what happened – the positives, the negatives – because they have shaped who we are. Some of us have grown up with different ways of understanding history, but if our young people can get a really wellrounded understanding, Aotearoa will be a more exciting place in the future with people who are grounded in our past, standing on their turangawaewae and moving forward,” she says.

Virtual visits

Events that shaped our nation The education team at Waitangi have been offering virtual visits to schools since 2017, an option for schools unable to make a trip to Northland due to distance and/or cost. The Covid-19 lockdown provided the opportunity to redevelop the approach and develop new content for schools, says Monika.

“They can’t quite replace you standing on the place where your ancestor might have signed the Treaty, or where an ancestor might have stood as part of the Māori Battalion in front of Te Whare Rūnanga before they went off to war in Europe. We can’t replace that, but we can support teachers by giving them a Waitangi perspective on some of the important events of our history.”

Monika says it is increasingly important to know about the people and events that shaped our nation.

“We call the Waitangi Treaty Grounds the birthplace of our nation as we know it. It sets us up for the laws, government and kind of society that we have got today,” says Monika.

The new virtual 45-minute visits are for Years 6-13 and cover the three most frequently requested topics: Early Contact, Te Tiriti o Waitangi/Treaty of Waitangi and New Zealand Wars. It’s hoped that schools will take advantage of the learning opportunities throughout the year.

“We’ve had problems in the past in that normally in Term 1, everyone studies Te Tiriti and wants to have a virtual visit to Waitangi, and we have all the tourists (domestic and overseas) in the museum at the same time.

“Doing the virtual visits at other times allows us to film at a time when there’s nobody in front of a particular taonga or image. The visits are done in real time, we show videos or images as well as taonga – the educator is on Zoom and we encourage students to ask questions.

“Included in those presentations, we’ve got interactive activities embedded in the Google Slides. The children can contribute and share what they know such as: Who do you think was the first person who came to Aotearoa? What do you understand about the Treaty? Would you have signed it?”

Rich learning experience Teacher Melody McCombe and two Year 8 classes from Christchurch South Intermediate were involved in two virtual webinars involving several classes from around Aotearoa in 2018.

“We had it on a big data projector and they walked around Waitangi and talked about some of the exhibits and the students got to see the

actual signatures and artefacts related to the Treaty - that was really important. To actually see the documents and the place where the chiefs had signed made their learning so much richer,” she remembers.

As a result of the experience, the students made posters to share with others as well as writing in their reflective journals about their developing understanding of the Treaty and its place in New Zealand’s history.

This was all because they learnt so much from the artefacts and stories, she says.

“For example, they learnt that some of the chiefs signed with their moko, demonstrating their mana on the document. They also learned about a woman named Kahe, who was famous for swimming 10 kilometres with a baby on her back, who signed the Treaty. It was those sorts of stories that really captured the kids and made it meaningful for them”.

Taonga of resources Virtual visits are just one way the team at Waitangi supports learning. The website waitangi.org.nz is a rich resource of images, stories, text of the Treaty in English and Māori, teacher resources and links to Raranga Matihiko, a programme led by Te Papa and funded by the Ministry of Education under the Digital Technologies for All Equity fund. (See Weaving Digital Futures, page 2.)

“Our main business at Waitangi for many years was delivering site visits, field trips, greeting groups of teachers and children on the grounds.

With the encouragement of the Ministry of Education and through Raranga Matihiko, we have been developing more teacher resources – there are currently three larger units on the website and we plan to develop more of them,” says Monika.

Each year thousands of people flock to Waitangi on 6 February to celebrate and gain an understanding of our shared history.

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Education Gazette | X Xxxx 2020

gazette.education.govt.nz

WAITANGI

Waka paddlers at Waitangi Day, 2020.

The carved meeting house at the Waitangi Treaty Grounds.

“Especially in the current climate ... it is really important that we confront our own history to see what we can learn from it and how we can make changes going forward in the future.”

Monika Kern “Teachers will be expected to incorporate New Zealand history into their teaching in the future.

It’s just one of the support mechanisms we can provide and hopefully, 10–15 years down the track, our young people will know lots about New Zealand history and make changes to society based on a really thorough understanding,” she says.

Museums collaborate While several museums are part of Raranga Matihiko, Monika is also excited by the potential

gazette.education.govt.nz

of a revitalised group of community-based educators. She is co-chair of Te Pū Tiaki Mana Taonga: Association of Educators Beyond the Classroom, which hopes to collaborate more in the future.

“We can’t tell a story from the Hawke’s Bay, but our colleagues there know, so we could connect with a local educator before a class comes here,” says Monika.

“We could even Zoom in the local educator talking about their local stories to do with Te Tiriti o Waitangi.

“We hope that as a network we can actually strengthen each other and help evolve our practice. Museums can be lonely places – we have a team of five in the education department at Waitangi, but other places may have only one person and we want to be able to support those people to lift their practice as well.”

For more information about teacher resources, virtual and real school visits to Waitangi, email Liz Kilby at education@waitangi.org.nz.

TUKUTUKU KŌRERO | 20 July 2020

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PLD

Professional learning development for teac From 1 July 2020 a new pilot fund will provide teacher aides with easier access to professional learning and development (PLD) opportunities.

F

or the past 12 years Glenys Brown has been a learning assistant* (also known in many schools as a teacher aide) at Waimauku School in West Auckland. It’s a job she loves: working closely with teachers to support learners.

“The best part about [my role] is the absolute joy I get when a student who has been struggling to understand something finally gets it with patience and support. Teacher aides in general are masters of thinking outside the box and so we can come up with ways of showing or explaining things,” says Glenys.

PLD opportunities valued Glenys has always valued the opportunities she’s had for professional learning and development (PLD). Over the past 12 years she has engaged in specific training to support students with high health needs. This includes: training to run a perceptual motor programme, First Aid training, and training in a range of other areas and programmes including Understanding Behaviour, Responding Safely (UBRS), Numicon, Early Words, Quick60, and Reading Simplified.

“All the PLD I’ve completed has contributed directly to my ability to support students in an

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Education Gazette | 20 July 2020

effective, measurable way and has contributed to the bank of knowledge I now have to call on,” she says.

And now Glenys, along with all other teacher aides in New Zealand, will be able to develop her learning and skills further, thanks to a new PLD fund that has been established for teacher aides.

New PLD fund for teacher aides The new $2.29 million fund will pay for course fees and compensate teacher aides for their time to attend PLD courses. After discussing their plans with their supervisor, teacher aides can now apply to attend a course that supports the development of their skills and knowledge in a way that contributes to meeting the learning needs of ākonga and their school or kura.

The fund can help support teacher aides to pursue training opportunities within their school or cluster delivered by Resource Teachers: Learning and Behaviour and learning support staff. It can also pay for classes offered by private providers, polytechnics and universities as well as schools, kura or clusters of schools. It covers both face-to-face and online delivery.

Glenys describes it as an exciting step for teacher aides. The fund will help ease the pressure on

schools’ Operations Grants, which is typically how costs relating to teacher aides are funded.

Pay Equity settlement boosts PLD fund Glenys has been involved in establishing the new fund, which was agreed as part of the Support Staff in Schools’ Collective Agreement negotiations last year. She was one of five teacher aides working alongside NZEI Te Riu Roa staff who met with the Ministry of Education and New Zealand School Trustees’ Association working group every fortnight since February, including throughout lockdown via Zoom.

Prior to this, Glenys was involved in the Teacher Aide Pay Equity Claim, which was lodged on behalf of teacher aides by NZEI in September 2017. With the ratification of the Pay Equity settlement set for early July, the PLD fund will increase from $790,000 to $2.29 million over 18 months from 1 July this year.

“We have tried to make the application process as easy as possible and accessible to all,” says Glenys.

She views this as a significant step towards upskilling the teacher aide workforce. gazette.education.govt.nz

PLD

“PLD makes me feel confident that I know I’m on the right path and have the training to back that up.”

Glenys Brown

A day in the life of a teacher aide Glenys Brown assists Charli during a Perceptual Motor Programme session.

and her aides

Glenys Brown shares what a typical day at work looks like for her.

A

typical day for me starts with supporting a Year 6 student who has autism. He likes to be quite independent so I check in with him regularly to make sure he understands the task and is on track. Then I support several other students in the class who struggle but don’t receive funding for support.

After an hour I move to a combined Year 3 and 4 class where I work with a small group of students who need additional support with a structured reading programme. I do all the planning for this programme and report progress and feedback to the teachers and my learning support coordinator.

After morning tea, I go to a Year 6 student who has a severe form of epilepsy. This student cannot be left on her own at any time during the school day so there are three core teacher aides who work with her, and others who come in to support her during morning tea and lunch breaks.

“Students and teachers benefit from well-trained teacher aides. It is also hugely important for personal job satisfaction. PLD makes me feel confident that I know I’m on the right path and have the training to back that up.

“The Teacher Aide PLD fund and the Pay Equity settlement, as well as other ongoing work will help to make being a teacher aide a valued and viable career option for many.”

*Glenys’ role sits within and meets the criteria and class of work of a teacher aide as per the Teacher Aide Pay Equity Claim.

About the PLD fund From 1 July 2020 to 30 June 2021, the fund will provide $500,000 towards PLD for teacher aides, with a further $290,000 from 1 July 2021 to February 2022 when the collective agreement expires.

Following ratification on 3 July 2020, the Teacher Aide Pay Equity Claim Settlement will receive an extra $1.5 million during the period 1 July 2020 to February 2022, to bring the total available for the pilot to $2.29 million over 18 months to support the professional learning and development of teacher aides.

Seizures are common with this student so I constantly monitor her for signs that a seizure may be coming, being careful to ensure she doesn’t get too hot or too tired as both can trigger seizures.

I also take her for regular toilet breaks and assist her with personal hygiene. I usually stay with this student until lunchtime unless I’m on duty over lunch, when I’m relieved by another teacher aide so I can eat lunch before my duty starts.

Twice a week I run a Perceptual Motor Programme for this student and up to 13 other high needs students from Year 1 to Year 6. I am supported by other teacher aides during this time. I adapt the standard PMP programme to suit this group of students and make sure everyone involved is aware of how the activities are to be done safely.

Weekly duties include two days working in sickbay over lunchtime and one day supervising the student with epilepsy during lunchtime.

Everywhere this student goes we take a trolley with us that contains ice packs, oxygen and medications to use if a seizure occurs.

After lunchtime I take groups of Year 2 students and work on a structured reading programme with them similar to the one I use in the morning. I’m responsible for testing these students before they start and the retesting near the end of term. During this time, I see two groups twice a week each.

For more information for schools and teacher aides and the online application form, please go to: https://capability.education.govt. nz/home/teacher-aide-pld. gazette.education.govt.nz

TUKUTUKU KŌRERO | 20 July 2020

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VIDEO COMPETITION The 2020 Ngārimu video competition is now open and closes on Monday 12 October 2020.

Open to students years 7-13

The aim?

To produce a video that takes a deeper look at the 28th Māori Battalion.

Topics you might consider: • Choose a tipuna or member of the 28th Māori Battalion from your rohe and tell us what makes that person special to your community.

• Choose a 28th Māori Battalion company or event. What made it special to your rohe?

• Explore and analyse the 28th Māori Battalion’s effort from a contemporary context.

Prizes

To student

To school/kura

Total

Entries in Te Reo Māori 1st

$2,200

$950

$3,150

2nd

$1,500

$450

$1,950

3rd

$750

$225

$975

Entries in English or bilingual 1st

$2,200

$950

$3,150

2nd

$1,500

$450

$1,950

3rd

$750

$225

$975

For further information, go to:

education.govt.nz/28th-maori-battalion-competition-for-schools

NOTICES

Contents

Classroom resources 31 Community involvement 31 Conference / AGM 32 Student competitions and scholarships 32 Teaching awards and scholarships 32 Other 33 Professional development (PD) 33 Notices

Notices from any agency outside the Ministry of Education are published at the Ministry’s discretion. The Ministry does not accept responsibility for the information contained in such notices.

Reminder

Education Gazette Tukutuku Korero is the official medium for the Ministry’s notices, so staff are expected to read the ‘Official notices’ section.

Word limit

For general notices the description is limited to 100 words. Word limits don’t apply to notices from official sources such as the Ministry of Education and the Education Council.

Deadlines for notices

Copy for 3 August closes 4pm, Friday 24 July 2020.

Copy for 17 August closes 4pm, Friday 7 August.

Submit your notice online at: gazette.education.govt.nz Listings sent by email will not be accepted.

The views expressed in Education Gazette and Gazette Online are not necessarily those of the Ministry of Education. The Ministry and Education Gazette in no way endorse, approve or accept responsibility for any product or service advertised in this publication or for any website referred to.

Organisations wishing to advertise, display website URLs, or have website links in Education Gazette or Gazette Online must assume responsibility for ensuring their material is appropriate. However, Education Gazette staff will check all websites mentioned in the online and print versions of the publication to one level past their introductory homepage to avoid links to inappropriate or offensive content.

Staff are reminded that Education Gazette is the official medium for the Ministry’s notices and they are expected to read the Official Notices.

gazette.education.govt.nz

Classroom resources Books, Timers and Other Resources for Autism Spectrum Disorders Autism Resources Limited Are you looking for books and resources, including the popular Time Timers and sensory tools for teaching children with autism spectrum disorders?

Autism Resources Ltd provides quality books and resources to help teach and support children with ASD. For over 12 years we have been supplying NZ schools and early childhood centres with quality books and resources under the Sue Larkey and Education Events brands. Our name has changed but we are still the same, but with NZ ownership and cheaper pricing.

To order and view our range of top-quality products go to www.autismresources.co.nz or email jo@autismresources.co.nz Ref#: 1HA819

E Tū Tāngata – Tackling Tall Poppy Syndrome in New Zealand E Tū Tāngata Aotearoa ‘Transformational’ Simon Moriarty, principal of Te Ahi Kaikōmako, Rolleston School promotes the new E Tū Tāngata toolkit as transformational in the way the school approaches wellbeing and relationships.

‘E Tū Tāngata has given the school values new meaning and purpose’.

E Tū Tangata is developed to encourage personal reflection, group work and community contribution by focusing on three core principles: » You have value » We succeed together » Others matter.

Using online guided conversations, provided on the E Tū Tāngata website, schools access tools to develop these principles and apply them into practice.

For further information: www.etutangata.nz.

Ref#: 1HA8zP

Free NCEA Mathematics and Statistics Resources NZ Transport Agency NCEA Level 1 and Level 2 statistical inference resources for AS91035 and AS91264. Featuring powerful road safety contexts relevant to young people’s lives.

Supports the teaching of statistical report writing with teacher guides; practice assessments; datasets; and PowerPoints covering the context and variables, writing questions, writing analysis statements and writing conclusions.

Written by teacher Sarah Howell. Download from the Education Portal.

For further information: education.nzta.govt.nz.

Ref#: 1HA8ey

Teachers’ Lounge – It Makes Finding Learning Resources Easy!

Teachers’ Lounge Teachers’ Lounge NZ is a new website dedicated to saving you time while planning. It’s a library catalogue for learning resources, so instead of searching the whole world wide web for relevant

resources, you can select the NZ Curriculum subject, strand or achievement objective that you are working on and instantly find lesson plans, worksheets, games, videos and other resources related to that area, whether from Twinkl, Youtube, Khan Academy, or any of the thousands of other sites out there.

We’re cataloguing new resources every day so make sure you add www.teacherslounge.co.nz to your favourites and join us at www.facebook.com/ teachersloungenz.

Ref#: 1HA7kb

ZooVentures Available Throughout NZ – Live and Interactive with Pets and Exotic Animals!

ZooVentures ZooVentures has been bringing joy and excitement to animal lovers in Auckland for many years now.

A positive outcome of recent events is that we have now ‘evolved’ to bring this experience to all centres throughout NZ. We do this as a live and fully interactive experience with our expert zookeeper and amazing animal collection – in person in your centre with the magic of Zoom!

We bring amazing reptiles and furry and feathery friends right into your centre with no need to travel and everyone can take part.

This fun and educational live experience also includes follow up worksheets.

For further information: www.zooventures.co.nz.

Ref#: 1HA82u

Community involvement JUMP JAM 4 StarJam 2020 The StarJam Charitable Trust Looking for a fun event for your students in term 3?

Looking for an opportunity to help teach your students about awareness and understanding and accepting differences?

Then get involved in JUMP JAM 4 StarJam! Support fellow students around Aotearoa with disabilities on Friday 14 August by doing a JUMP JAM session at your school to raise money for StarJam, a not-for-profit organisation supporting Kiwi kids with disabilities across NZ to unleash their potential through the magic of music, dance and performance.

Register your school now by emailing info@starjam.org.

Ref#: 1HA82k

National Schools Pride Week 2020 InsideOUT Celebrating Pride in Every School | Whakanuia te uenuku ki ia kura We’re excited to launch InsideOUT’s first annual National Schools Pride Week campaign, with a range of activities that schools, rainbow diversity groups, students and staff can get involved with in their school!

We hope that by creating opportunities to celebrate and affirm rainbow identities through this campaign we can help reduce the experiences of bullying and distress many of our rainbow rangatahi face, and give these young people an increased sense of belonging in their school communities.

For further information: www.pride.school.nz.

Ref#: 1HA8i_

TUKUTUKU KŌRERO | 20 July 2020

31

NOTICES

Teaching awards and scholarships

Conference / AGM Celebrating Northland’s Tamariki Conference Avenues EduCare Our biannual conference is to be held at Kamo High School, Whangarei on Saturday 3 October.

A great professional learning and development opportunity. This is a one-day conference.

For more information like us on Facebook or see our website: www.celebratingnorthlandstamariki.co.nz or contact us at celebratingnorthlandstamariki@gmail.com.

Ref#: 1HA7yv

EONZ Conference 2020: Education Outside the Classroom – Opening Minds, Transforming Futures Education Outdoors New Zealand If you are interested in enriching and innovating your teaching practice by taking it beyond the classroom (EOTC), this conference is for you. Expect an engaging, thought-provoking and hands-on conference, designed for educators across all learning areas.

Topics/sessions include: » Ways to integrate responsive and authentic learning about our environment » Enhancing student and staff wellbeing through connected learning » Discovering meaning through Mātauranga Māori and multicultural values/practices » Navigating and proactively leading changes in education » Managing the nitty-gritty of EOTC: health and safety, managing workload and creative budgeting.

For further information: www.eonz.org.nz/ professional-development/eotc-conference-2020.

Ref#: 1HA8Je

Make Learning Magical...Bring Back the Joy Learning Network NZ Transform your teaching and create unforgettable experiences in your classroom. Make school a place where students are inspired, empowered and immersed in learning. Bring back the laughter, fun and joy through the arts, dance, drama, science and play.

Create your own little bit of magic and make your classroom come alive.

Saturday event based in Auckland...no relievers required so bring your whole team and have some fun.

For further information: www.learningnetwork.ac.nz/ events/make-learning-magical-bring-back-the-joy.

Ref#: 1HA8gD

Student competitions and scholarships Call for Entries: 2020 Warren Trust Awards for Architectural Writing

New Zealand Institute of Architects Entries are invited into the Secondary School category of the annual essay competition – The Warren Trust Awards for Architectural Writing.

Cash prize for winners and highly commended entries; publication of selected essays.

Deadline: 10 August.

For entry details go to www.nzia.co.nz.

Ref#: 1HA8C7

Grow Waitaha DigiAwards CORE Education The DigiAwards encourages and celebrates digital creativity in all Y0–8 ākonga throughout Waitaha.

The event enables ākonga to design, develop, and showcase their digital outcomes. Ākonga can start working on their projects at any time and upload them once entries open.

The Beeby Award 2020—$30,000 to support the development of an innovative learning resource based on high quality research.

Applications are now open for the Beeby Award 2020, a joint initiative of the New Zealand Council for Educational Research (NZCER) and the New Zealand National Commission for UNESCO. The Award reflects our joint aspirations for a socially just and equitable society.

The Beeby Award supports development of a learning resource based on quality research. The Award supports partnerships between research and practice communities so that learners can benefit from research. The Award is worth $30,000.

Applications close at 5pm Friday 21 August.

Find out more at: www.nzcer.org.nz/fellowships

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Education Gazette | 20 July 2020

This year’s theme is Ahakoa he iti, he pounamu – Although it is small, it is precious.

A video explaining examples of how this whakataukī can be used, the judging criteria and more information can be found on our website bit.ly/gwdigi20.

Key dates: » 22 July – Entries open » 25 September – Competition closes » 11 November – Celebration event.

Ref#: 1HA8AN

Grow Your Students’ Interest in Diverse Forestry Science/Engineering Careers Te Uru Rākau (Forestry New Zealand) Te Uru Rākau (Forestry New Zealand) is pleased to invite applications for 2021 Ngā Karahipi Uru Rākau – Forestry Scholarships, from Māori and female students interested in enrolling at university in a Bachelor of Forestry Science/Bachelor of Engineering (Hons) majoring in forest engineering.

Check-out our website for more information about applying: www.teururakau.govt.nz/forestryscholarships.

Ref#: 1HA8L1

Ngārimu Video Competition

Ngārimu Video Competition The Ngārimu Video Competition is open to submissions. All students and ākonga from Y7–13 can submit a video to be in with a chance of winning $2,200 for themselves and $950 for their school or kura.

The video must reflect one of the three kaupapa outlined on the Ngārimu Video Competition website, where you can also find information on how to enter.

Videos must be submitted on, or before, Monday 12 October.

For further information: www.education.govt. nz/school/student-support/scholarships-andcompetitions/ngarimu-video-competition.

Ref#: 1HA8nP

Scholarship – Quota New Zealand Educational Scholarship for Young Women

Quota International of Auckland Inc. Scholarship up to the value of $5,000 for a young woman wanting to study full-time at a New Zealand tertiary institute in 2021.

Must have proven constrained financial circumstances, and/or other special circumstances that means extra funding is needed.

Must be a New Zealand citizen or permanent resident and a first year school leaver.

Must have a minimum endorsement of Merit in NCEA Level 2.

Applications close 15 August and successful candidate will be notified by 15 October.

Full terms and conditions and application forms are available on www.quotanz.org/Scholarships.

Ref#: 1HA7vG

Tiritiri Matangi / Fullers Conservation Science 2020 Award–Primary Schools

Supporters of Tiritiri Matangi Calling all primary eco-champions.

Prize: family trip to Tiritiri Matangi Island.

Nominations due by 25 September.

See www.tiritirimatangi.org.nz//2020-sotm-fullers-360science-award.

Ref#: 1HA8ds

Teaching awards and scholarships PM Education Excellence Awards Ministry of Education In response to the impact of COVID-19, the Prime Minister’s Education Excellence Awards has been moved to 2021. gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES We thank the early learning services, schools and kura who have already submitted an entry. The Awards team will be in touch with each of you regarding your entry.

We look forward to relaunching the Awards in 2021.

For further information visit: www.pmawards. education.govt.nz.

Ref#: 1HA8hv

Scholarships Now Open to Fund Primary Teachers’ Postgraduate Studies in 2021 Faculty of Education and Social Work Advance your skills in teaching maths and science for complete confidence in the classroom.

You can now study a one-year Postgraduate Certificate in Education starting in March 2021 and be fully funded with a Woolf Fisher Trust Postgraduate Scholarship. The programme is part-time, so you won’t need to give up your teaching job, plus you’ll receive a stipend to support your studies. » You will complete 2 evening courses at the Epsom campus » You may credit these courses towards a Master of Education.

To apply: auckland.ac.nz/WoolfFisher2021.

For more details, contact postgraduate adviser Antoinette Vaha: pgt@auckland.ac.nz.

Ref#: 1HA8kY

The Beeby Award 2020—$30,000 The New Zealand Council for Educational Research (NZCER) $30,000 to support the development of an innovative learning resource based on high quality research.

Applications are now open for the Beeby Award 2020, a joint initiative of the New Zealand Council for Educational Research (NZCER) and the New Zealand National Commission for UNESCO. The Award reflects our joint aspirations for a socially just and equitable society.

Applications close at 5pm, Friday 21 August.

Find out more at: www.nzcer.org.nz/fellowships.

Ref#: 1HA8px

The Ernest Duncan Award for Teaching Mathematics The New Zealand Association of Mathematics Teachers/Te Rōpū Kaiako Pāngarau o Aotearoa The New Zealand Association of Mathematics Teachers/Te Rōpū Kaiako Pāngarau o Aotearoa is pleased to call for applications for this award.

The general criteria for selection are: » An effective sequence or resource for teaching mathematics » A device for teaching some aspects of mathematics » An audio-visual or other communication programme on or for teaching mathematics » A paper proposing or examining a method of teaching mathematics.

Teachers are encouraged to apply by completing a form: https://forms.gle/4pgMPPUBgCBpu57o6.

All applications must be with NZAMT by Friday 25 September.

Any queries can be made to: secretary@nzamt.org.nz.

Ref#: 1HA8V6

The Young Ocean Explorers Scholarship Faculty of Education and Social Work Are you a primary or intermediate teacher keen to empower tamariki with a love of the ocean? The Young Ocean Explorers’ Scholarship could fund your Master of Education thesis, researching a new environmental education programme for primary students (The 21 Day Challenge). gazette.education.govt.nz

The scholarship is funded by Young Ocean Explorers, an organisation dedicated to inspiring primary school children to love and care for our oceans through educational resources.

Applications close on 31 July.

For more information about the scholarship and application process contact our Postgraduate Adviser, Antoinette Vaha: pgt@auckland.ac.nz.

Ref#: 1HA8pg

» Tuakana: Kori tinana (Hangarau Tāera) – Kauhaurangi Tuihono/Webinar Ref#: 1HA8mQ » Tuakana: Pūrākau (Hangarau Tāera) – Kauhaurangi Tuihono/Webinar Ref#: 1HA8mh

Learning Network NZ

Other

» Maker Spaces in Schools Ref#: 1HA8gG » Teacher Leadership, Gavin Grift Ref#: 1HA8g7

Career Zoom Session with a Speech Language Therapist

Senior Teacher

Ministry of Education Secondary students are invited to take part in a free Zoom session with speech language therapist, Chermei Haufano on Tuesday 28 July at 4pm. Hear from Chermei about her role and ask questions about the career opportunities and pathways available in this industry.

This is a free event. Students can register by emailing career.engagement@education.govt.nz.

Ref#: 1HA8ze

Early learning PD New Zealand (nationwide) Cognition Education

» Leading Reo-a-Waha Oral Language Ref#: 1HA8Tu » Leading Reo-a-Waha Oral Language Ref#: 1HA8U0 » Reo-a-Waha: Oral Language Tips and Tools for Teachers Ref#: 1HA8U3 » Reo-a-Waha: Oral Language Tips and Tools for Teachers Ref#: 1HA8U6

CORE Education

» History in Your Backyard Ref#: 1HA8Fc » Innovation is in our DNA: Engaging Māori Students in Design Thinking Ref#: 1HA8FN » Leadership Stories of Strength and Action Ref#: 1HA8FR » Learning Through Play Ref#: 1HA8FU » Play-based History: Bringing our Stories to Life Ref#: 1HA8F_ » Pushing Boundaries Using Te Whāriki Ref#: 1HA8FX » uLearn20 Ref#: 1HA8_H

JK Developing Capabilities

» Using Flexible, Random and Mixed Ability Groupings – Online Workshop Ref#: 1HA8b5

Kia Takatū ā-Matihiko

» He Rauemi Ē-ako Tuhiwaehere – CODE.ORG – Kauhaurangi Tuihono/Webinar Ref#: 1HA8mu » Rauemi Pikau – Hauora – Kauhaurangi Tuihono/ Webinar Ref#: 1HA8mb » Te Reo Hangarau – Kauhaurangi Tuihono/Webinar Ref#: 1HA8mr » Te Tangata me te Rorohiko – Kauhaurangi Tuihono/Webinar Ref#: 1HA8mT » Teina: Pūrākau (Hangarau Tāera) – Kauhaurangi Tuihono/Webinar Ref#: 1HA8mZ

» Health and Safety – Employees WellBeing Ref#: 1HA91W » Implementing Tātaiako Ref#: 1HA91T » Journey with Tapasā Ref#: 1HA8zS » Journey with Tapasā Ref#: 1HA8zY » Supporting Social and Emotional Competence Ref#: 1HA8zV » Understanding and Cementing Bicultural Practice Ref#: 1HA8oP

Te Whai Toi Tangata: Institute of Professional Learning, University of Waikato

» Enhancing the Role of Learning Support Coordinators – Online Modules Ref#: 1HA7pk » The Key Competencies in a Digital World (Y0-3) – Online Modules Ref#: 1HA8dY

Auckland Building Minds Psychology

» LEGO-based Therapy Training for Professionals Ref#: 1HA87W

Childspace Early Childhood Institute

» Assessment and Documentation of Learning Stories Ref#: 1HA8wk » Curriculum and Planning For 3-6-year-olds Ref#: 1HA8w9 » Internal Evaluation for Quality Improvements Ref#: 1HA8wC » Leading with Heart and Soul Ref#: 1HA8xT » Nurture in Nature Ref#: 1HA8wZ » Pathways to Primary School Ref#: 1HA8wF » Peaceful Curriculum for Infants and Toddlers Ref#: 1HA8wu » Performance Appraisal, Certification and Teaching as Inquiry Ref#: 1HA8wo » Risk, Resilience and Loose Parts Play Ref#: 1HA8xQ » Rituals Ref#: 1HA8wW » Yeah Baby! Early Childhood Conference Ref#: 1HA8wQ

CORE Education

» Play-based History: Bringing our Stories to Life Ref#: 1HA8Ff

Future Learning Solutions, Centre for Educational Leadership » Growing Great Leaders™ Level 1 Ref#: 1HA7vc » Open-to-learning™ Leadership Ref#: 1HA7x1

TUKUTUKU KŌRERO | 20 July 2020

33

PROFESSIONAL DEVELOPMENT NOTICES Growth Culture

» Team Leaders TOOLBOX Ref#: 1HA8ew

Improving Life Outcomes

» Managing Behaviours in Children Ref#: 1HA8Se

InterLEAD

» Strategic Planning Ref#: 1HA91B

Kohia Centre, University of Auckland

Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

Wellington Building Minds Psychology

» LEGO-based Therapy Training for Professionals Ref#: 1HA87W

Childspace Early Childhood Institute

» Year One Provisionally Certificated Teachers Programme – Mid-year – Y5–8 Ref#: 1HA86p

» Childspace Leaders Retreat Ref#: 1HA8yn » Zentangle Retreat Ref#: 1HA8wr

Learning Network NZ

CORE Education

» Co-teaching and Collaboration Ref#: 1HA8fy » Digital Curriculum: Leadership and Pedagogy Ref#: 1HA8g1 » The 21st Century Learning Process Ref#: 1HA8fs

Yogi Kids

» Story Yoga: The Magical Zoo Ref#: 1HA8Jc » Storybook Yoga PD Ref#: 1HA8J_

Waikato Childspace Early Childhood Institute » Curriculum and Planning for 3-6-year-olds Ref#: 1HA8wT » Internal Evaluation for Quality Improvements Ref#: 1HA8wx » Nurture in Nature Ref#: 1HA8xJ » Rituals Ref#: 1HA8xF » Yeah Baby! Early Childhood Conference Ref#: 1HA8xZ

Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

Bay of Plenty Childspace Early Childhood Institute » Leading with Heart and Soul Ref#: 1HA8x3 » Risk, Resilience and Loose Parts Play Ref#: 1HA8x6

Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

» Play-based History: Bringing our Stories to Life Ref#: 1HA8Ff » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA8Ss

InterLEAD

» Strengthening Your Leadership Ref#: 1HA91a

Canterbury Building Minds Psychology

» LEGO-based Therapy Training for Professionals Ref#: 1HA87W

Childspace Early Childhood Institute

» Assessment and Documentation of Learning Stories Ref#: 1HA8we » Leading with Heart and Soul Ref#: 1HA8xC » Peaceful Curriculum for Infants and Toddlers Ref#: 1HA8wb » Risk, Resilience and Loose Parts Play Ref#: 1HA8x9 » Self-Regulation, Behaviour and Social Competency Ref#: 1HA8wh » Yeah Baby! Early Childhood Conference Ref#: 1HA8xM

CORE Education

» Growing Others: Mentoring and Coaching Ref#: 1HA8kJ » Play-based History: Bringing our Stories to Life Ref#: 1HA8Ff

Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

InterLEAD

Taranaki TalkLink Trust

» Evaluation for Improvement Ref#: 1HA8zd » Play-based Pedagogy – Half-day Workshop Ref#: 1HA8_G » Tikanga 101: Why, How, What Ref#: 1HA91Y » Tikanga 101: Why, How, What – Timaru Ref#: 1HA8jB

Manawatu/Whanganui Childspace Early Childhood Institute

TalkLink Trust

» Literacy Instruction for Children with Complex Communication Needs Ref#: 1HA8Gv

» Nurture in Nature at Old Kura Ref#: 1HA8xW

34

Education Gazette | 20 July 2020

» Literacy Instruction for Children with Complex Communication Needs Ref#: 1HA8Gs

Yogi Kids

» Storybook Yoga PD Ref#: 1HA8J_

Otago Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

InterLEAD

» Tikanga 101: Why, How, What – Dunedin Ref#: 1HA8jH » Tikanga 101: Why, How, What – Queenstown Ref#: 1HA8jL

Primary / intermediate PD New Zealand (nationwide) Cognition Education

» Leading Reo-a-Waha Oral Language Ref#: 1HA8Tu » Leading Reo-a-Waha Oral Language Ref#: 1HA8U0 » Reo-a-Waha: Oral Language Tips and Tools for Teachers Ref#: 1HA8U3 » Reo-a-Waha: Oral Language Tips and Tools for Teachers Ref#: 1HA8U6

CORE Education

» Future-focused Schools: Aligning Strategies to Realise Positive Change Ref#: 1HA8Sv » History in Your Backyard Ref#: 1HA8Fc » Innovation is in our DNA: Engaging Māori Students in Design Thinking Ref#: 1HA8FN » Leadership Stories of Strength and Action Ref#: 1HA8FR » Learning Through Play Ref#: 1HA8FU » Play-based History: Bringing our Stories to Life Ref#: 1HA8F_ » Pushing Boundaries Using Te Whāriki Ref#: 1HA8FX » uLearn20 Ref#: 1HA8_H

JK Developing Capabilities

» Using Flexible, Random and Mixed Ability Groupings – Online Workshop Ref#: 1HA8b5

Kia Takatū ā-Matihiko

» He Rauemi Ē-ako Tuhiwaehere – CODE.ORG – Kauhaurangi Tuihono/Webinar Ref#: 1HA8mu » Rauemi Pikau – Hauora – Kauhaurangi Tuihono/ Webinar Ref#: 1HA8mb » Te Reo Hangarau – Kauhaurangi Tuihono/Webinar Ref#: 1HA8mr » Te Tangata me te Rorohiko – Kauhaurangi Tuihono/Webinar Ref#: 1HA8mT » Teina: Pūrākau (Hangarau Tāera) – Kauhaurangi Tuihono/Webinar Ref#: 1HA8mZ » Tuakana: Kori tinana (Hangarau Tāera) – Kauhaurangi Tuihono/Webinar Ref#: 1HA8mQ gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES » Tuakana: Pūrākau (Hangarau Tāera) – Kauhaurangi Tuihono/Webinar Ref#: 1HA8mh

Kohia Centre, University of Auckland » Online: Tabitha Leonard – Using the “Deepen Teacher Inquiry” Ref#: 1HA86X

Learning Network NZ

» Maker Spaces in Schools Ref#: 1HA8gG » Teacher Leadership, Gavin Grift Ref#: 1HA8g7

Te Whai Toi Tangata: Institute of Professional Learning, University of Waikato

» Do You Measure Up Mathematically?

Ref#: 1HA90u » Enhancing the Role of Learning Support Coordinators – Online Modules Ref#: 1HA7pk » The Key Competencies in a Digital World (Y0-3) – Online Modules Ref#: 1HA8dY

Northland Cognition Education

» Mathematics Leadership Communities Meetings | MLCs (Dargaville) Ref#: 1HA8Vf » Mathematics Leadership Communities Meetings | MLCs (Far North) Ref#: 1HA8VX » Mathematics Leadership Communities Meetings | MLCs (Mid North – Paihia) Ref#: 1HA8V_ » Mathematics Leadership Communities Meetings | MLCs (Whangarei) Ref#: 1HA8Vc

Edushop

» Introduction to Numicon and Setting Up in Your School/Class Ref#: 1HA8s5

Auckland Building Minds Psychology

» LEGO-based Therapy Training for Professionals Ref#: 1HA87W

Cognition Education

» Mathematics Leadership Communities Meetings | MLCs (Auckland) Ref#: 1HA8Vi

CORE Education

» Play-based History: Bringing our Stories to Life Ref#: 1HA8Ff

Edushop

» Numicon Maths for All Learners Including Those Who Struggle Ref#: 1HA8ra » Numicon Maths for All Learners Including Those Who Struggle Ref#: 1HA8rd

Future Learning Solutions, Centre for Educational Leadership » Growing Great Leaders™ Level 1 Ref#: 1HA7vc » Open-to-learning™ Leadership Ref#: 1HA7x1

Growth Culture

» Team Leaders TOOLBOX Ref#: 1HA8ew gazette.education.govt.nz

» Managing Behaviours in Children Ref#: 1HA8Se

» The 21st Century Learning Process Ref#: 1HA8fs » Why the Competencies are Critical to our Learners Ref#: 1HA8fp

Kohia Centre, University of Auckland

S&L Publishing Ltd

Improving Life Outcomes

» An Introduction to the New Zealand Curriculum for Overseas Trained Teachers Ref#: 1HA90Y » An introduction to the New Zealand Curriculum for Overseas Trained Teachers Ref#: 1HA8Zi » Building Resilience and Mental Wellbeing for Teachers and Students Ref#: 1HA8uM » Decisions of a Writing Teacher, with Gail Loane Ref#: 1HA8nd » Fun, Practical Ideas to Support ESOL Students’ Learning Ref#: 1HA86f » Fun, Practical Ideas to Support ESOL Students’ Learning Ref#: 1HA8XS » Guided Reading. Using the Ready to Read Series, with Andy Butler Ref#: 1HA8XV » Leading with Insight – The Role of Culture in Leadership, Tabitha Leonard Ref#: 1HA90h » Maths in a New Entrant Setting, with Jo Williams Ref#: 1HA90r » Mentor Teacher Programme, with Gayle McIlraith Ref#: 1HA90o » Mindfulness Practices: Improving Attention, Mental Resilience and Self-regulation for Teachers and Students Ref#: 1HA913 » NZ History and a Treaty Curriculum in Action, with Tamsin Hanly Ref#: 1HA86i » Paying Attention to Attention, Frances Steinberg Ref#: 1HA910 » Report Writing and Communicating with Parents, with Julie McDougall Ref#: 1HA8po » Strengthening Self-efficacy in the Classroom for Both Teachers and Students Ref#: 1HA8XL » Teacher Aides Supporting Early Readers and Writers, with Andy Butler Ref#: 1HA8XY » Teaching Fractions, Proportions and Ratios, with Jill Smythe Ref#: 1HA90V » The Role of the Leader in Building Learning Cultures, Tabitha Leonard Ref#: 1HA90k » Understanding and Supporting Students with Autism in the Mainstream Classroom Ref#: 1HA8XP » Working with Challenging Behaviour, Frances Steinberg Ref#: 1HA90x » Year One Provisionally Certificated Teachers Programme – Mid-year – Y0–4 Ref#: 1HA86m » Year One Provisionally Certificated Teachers Programme – Mid-year – Y5–8 Ref#: 1HA86p

Learning Network NZ

» Adolescence...The Neuroscience of This Incredible Transition Ref#: 1HA8fv » Co-teaching and Collaboration Ref#: 1HA8fy » Digital Curriculum: Leadership and Pedagogy Ref#: 1HA8g1 » STEM Unleashed – Chris Clay Ref#: 1HA8gA

» A Closer Look at Guided Reading Ref#: 1HA83k » Developing an Effective Writing Programme Ref#: 1HA83e

Yogi Kids

» Story Yoga: The Magical Zoo Ref#: 1HA8Jc » Storybook Yoga PD Ref#: 1HA8J_

Waikato Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

S&L Publishing Ltd

» A Closer Look at Guided Reading Ref#: 1HA83k » Developing an Effective Writing Programme Ref#: 1HA83e

Bay of Plenty Edushop

» Numicon Maths for All Learners Including Those Who Struggle Ref#: 1HA8q5

Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

Gisborne Education Outdoors New Zealand

» EOTC Jumbo Day – Effective Safety Management Systems for Schools Ref#: 1HA8c5

Taranaki Cognition Education

» Mathematics Leadership Communities Meetings | MLCs (New Plymouth) Ref#: 1HA8VU

S&L Publishing Ltd

» A Balanced Reading Programme – Reviewing the Approaches Ref#: 1HA83r

TalkLink Trust

» Literacy Instruction for Children with Complex Communication Needs Ref#: 1HA8Gv

Manawatu/Whanganui Cognition Education

» Mathematics Leadership Communities Meetings | MLCs (Palmerston North/Horowhenua) Ref#: 1HA8VN » Mathematics Leadership Communities Meetings | MLCs (Whanganui) Ref#: 1HA8VR

Edushop

» Numicon Maths for All Learners Including Those Who Struggle Ref#: 1HA8s2 TUKUTUKU KŌRERO | 20 July 2020

35

PROFESSIONAL DEVELOPMENT NOTICES Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

Wellington Building Minds Psychology

» Play-based Pedagogy – Half-day Workshop Ref#: 1HA8_G

Rock and Water New Zealand Ltd

» Rock and Water (Social Safety/Wellbeing) Programme – Accreditation Training for Educators Ref#: 1HA8Nc

TalkLink Trust

» LEGO-based Therapy Training for Professionals Ref#: 1HA87W

» Literacy Instruction for Children with Complex Communication Needs Ref#: 1HA8Gs

Cognition Education

Yogi Kids

» Mathematics Leadership Communities Meetings | MLCs (Hutt Valley) Ref#: 1HA8VC » Mathematics Leadership Communities Meetings | MLCs (Wairarapa) Ref#: 1HA8VK » Mathematics Leadership Communities Meetings | MLCs (Wellington Central/South) Ref#: 1HA8VF » Mathematics Leadership Communities Meetings | MLCs (Wellington North – Newlands/Kapiti) Ref#: 1HA8VG

CORE Education

» Play-based History: Bringing our Stories to Life Ref#: 1HA8Ff » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA8Ss

InterLEAD

» Developing Outstanding Middle Managers Ref#: 1HA8zg

Rock and Water New Zealand Ltd

» Rock and Water (Social Safety/Wellbeing) Programme – Accreditation Training for Educators Ref#: 1HA8Nc

S&L Publishing Ltd

» A Balanced Reading Programme – Reviewing the Approaches Ref#: 1HA83r

Tasman/Nelson S&L Publishing Ltd

» A Balanced Reading Programme – Reviewing the Approaches Ref#: 1HA83r

Canterbury Building Minds Psychology

» LEGO-based Therapy Training for Professionals Ref#: 1HA87W

CORE Education

» Growing Others: Mentoring and Coaching Ref#: 1HA8kJ » Play-based History: Bringing our Stories to Life Ref#: 1HA8Ff

Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

impactED

» Digital Fluency for Teacher Aides Ref#: 1HA8pa » Digital Fluency for Teacher Aides Ref#: 1HA8pd

InterLEAD

» Developing Outstanding Middle Managers (2 x One-day Workshops) Ref#: 1HA8PA

36

Education Gazette | 20 July 2020

» Storybook Yoga PD Ref#: 1HA8J_

Otago Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

S&L Publishing Ltd

» A Balanced Reading Programme – Reviewing the Approaches Ref#: 1HA8Nx

Area / composite PD New Zealand (nationwide) CORE Education

» Future-focused Schools: Aligning Strategies to Realise Positive Change Ref#: 1HA8Sv » History in Your Backyard Ref#: 1HA8Fc » Innovation is in our DNA: Engaging Māori Students in Design Thinking Ref#: 1HA8FN » Leadership Stories of Strength and Action Ref#: 1HA8FR » Learning Through Play Ref#: 1HA8FU » Play-based History: Bringing our Stories to Life Ref#: 1HA8F_ » uLearn20 Ref#: 1HA8_H

Cognition Education

» Leading Reo-a-Waha Oral Language Ref#: 1HA8Tu » Leading Reo-a-Waha Oral Language Ref#: 1HA8U0 » Reo-a-Waha: Oral Language Tips and Tools for Teachers Ref#: 1HA8U3 » Reo-a-Waha: Oral Language Tips and Tools for Teachers Ref#: 1HA8U6

JK Developing Capabilities

» Using Flexible, Random and Mixed Ability Groupings – Online Workshop Ref#: 1HA8b5

Kia Takatū ā-Matihiko

» He Rauemi Ē-ako Tuhiwaehere – CODE.ORG – Kauhaurangi Tuihono/Webinar Ref#: 1HA8mu » Rauemi Pikau – Hauora – Kauhaurangi Tuihono/ Webinar Ref#: 1HA8mb » Te Reo Hangarau – Kauhaurangi Tuihono/Webinar Ref#: 1HA8mr » Te Tangata me te Rorohiko – Kauhaurangi Tuihono/Webinar Ref#: 1HA8mT

» Teina: Pūrākau (Hangarau Tāera) – Kauhaurangi Tuihono/Webinar Ref#: 1HA8mZ » Tuakana: Kori tinana (Hangarau Tāera) – Kauhaurangi Tuihono/Webinar Ref#: 1HA8mQ » Tuakana: Pūrākau (Hangarau Tāera) – Kauhaurangi Tuihono/Webinar Ref#: 1HA8mh

Kohia Centre, University of Auckland » Online: Tabitha Leonard – Using the “Deepen Teacher Inquiry” Ref#: 1HA86X

Learning Network NZ

» Maker Spaces in Schools Ref#: 1HA8gG » Teacher Leadership, Gavin Grift Ref#: 1HA8g7

Te Whai Toi Tangata: Institute of Professional Learning, University of Waikato

» Do You Measure Up Mathematically?

Ref#: 1HA90u » Enhancing the Role of Learning Support Coordinators – Online Modules Ref#: 1HA7pk » The Key Competencies in a Digital World (Y0-3) – Online Modules Ref#: 1HA8dY

Northland Cognition Education

» Mathematics Leadership Communities Meetings | MLCs (Dargaville) Ref#: 1HA8Vf » Mathematics Leadership Communities Meetings | MLCs (Far North) Ref#: 1HA8VX » Mathematics Leadership Communities Meetings | MLCs (Mid North – Paihia) Ref#: 1HA8V_ » Mathematics Leadership Communities Meetings | MLCs (Whangarei) Ref#: 1HA8Vc

Auckland Building Minds Psychology

» LEGO-based Therapy Training for Professionals Ref#: 1HA87W

Cognition Education

» Mathematics Leadership Communities Meetings | MLCs (Auckland) Ref#: 1HA8Vi

CORE Education

» Play-based History: Bringing our Stories to Life Ref#: 1HA8Ff

Future Learning Solutions, Centre for Educational Leadership » Growing Great Leaders™ Level 1 Ref#: 1HA7vc » Open-to-learning™ Leadership Ref#: 1HA7x1

Growth Culture

» Team Leaders TOOLBOX Ref#: 1HA8ew

Improving Life Outcomes

» Managing Behaviours in Children Ref#: 1HA8Se gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES Kohia Centre, University of Auckland

» An Introduction to the New Zealand Curriculum for Overseas Trained Teachers Ref#: 1HA90Y » An introduction to the New Zealand Curriculum for Overseas Trained Teachers Ref#: 1HA8Zi » Building Resilience and Mental Wellbeing for Teachers and Students Ref#: 1HA8uM » Decisions of a Writing Teacher, with Gail Loane Ref#: 1HA8nd » Fun, Practical Ideas to Support ESOL Students’ Learning Ref#: 1HA86f » Fun, Practical Ideas to Support ESOL Students’ Learning Ref#: 1HA8XS » Guided Reading: Using the Ready to Read Series, with Andy Butler Ref#: 1HA8XV » Leading with Insight – The Role of Culture in Leadership, Tabitha Leonard Ref#: 1HA90h » Maths in a New Entrant Setting, with Jo Williams Ref#: 1HA90r » Mentor Teacher Programme, with Gayle McIlraith Ref#: 1HA90o » Mindfulness Practices: Improving Attention, Mental Resilience and Self-regulation for Teachers and Students Ref#: 1HA913 » NZ History and a Treaty Curriculum in Action, with Tamsin Hanly Ref#: 1HA86i » Paying Attention to Attention, Frances Steinberg Ref#: 1HA910 » Report Writing and Communicating with Parents, with Julie McDougall Ref#: 1HA8po » Strengthening Self-efficacy in the Classroom for Both Teachers and Students Ref#: 1HA8XL » Teacher Aides Supporting Early Readers and Writers, with Andy Butler Ref#: 1HA8XY » Teaching Fractions, Proportions and Ratios, with Jill Smythe Ref#: 1HA90V » The Role of the Leader in Building Learning Cultures, Tabitha Leonard Ref#: 1HA90k » Understanding National Certificate of Educational Achievement (NCEA), with Robyn Headifen Ref#: 1HA86c » Working with Challenging Behaviour, Frances Steinberg Ref#: 1HA90x » Year One Provisionally Certificated Teachers Programme – Mid-year – Y0–4 Ref#: 1HA86m » Year One Provisionally Certificated Teachers Programme – Mid-year – Y5–8 Ref#: 1HA86p

Learning Network NZ

» Adolescence...The Neuroscience of This Incredible Transition Ref#: 1HA8fv » Co-teaching and Collaboration Ref#: 1HA8fy » Digital Curriculum: Leadership and Pedagogy Ref#: 1HA8g1 » STEM Unleashed, Chris Clay Ref#: 1HA8gA » The 21st Century Learning Process Ref#: 1HA8fs » Why the Competencies are Critical to our Learners Ref#: 1HA8fp

Waikato Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk gazette.education.govt.nz

» Team Leaders TOOLBOX Ref#: 1HA8et

Bay of Plenty Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

Gisborne Education Outdoors New Zealand

» EOTC Jumbo Day – Effective Safety Management Systems for Schools Ref#: 1HA8c5

Taranaki Cognition Education

» Mathematics Leadership Communities Meetings | MLCs (New Plymouth) Ref#: 1HA8VU

TalkLink Trust

» Literacy Instruction for Children with Complex Communication Needs Ref#: 1HA8Gv

Manawatu/Whanganui Cognition Education

» Mathematics Leadership Communities Meetings | MLCs (Palmerston North/Horowhenua) Ref#: 1HA8VN » Mathematics Leadership Communities Meetings | MLCs (Whanganui) Ref#: 1HA8VR

Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

Wellington Building Minds Psychology

» LEGO-based Therapy Training for Professionals Ref#: 1HA87W

Cognition Education

» Mathematics Leadership Communities Meetings | MLCs (Hutt Valley) Ref#: 1HA8VC » Mathematics Leadership Communities Meetings | MLCs (Wairarapa) Ref#: 1HA8VK » Mathematics Leadership Communities Meetings | MLCs (Wellington Central/South) Ref#: 1HA8VF » Mathematics Leadership Communities Meetings | MLCs (Wellington North – Newlands/Kapiti) Ref#: 1HA8VG

CORE Education

» Play-based History: Bringing our Stories to Life Ref#: 1HA8Ff » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA8Ss

InterLEAD

» Developing Outstanding Middle Managers Ref#: 1HA8zg

Rock and Water New Zealand Ltd

» Rock and Water (Social Safety/Wellbeing) Programme – Accreditation Training for Educators Ref#: 1HA8Nc

Canterbury Building Minds Psychology

» LEGO-based Therapy Training for Professionals Ref#: 1HA87W

CORE Education

» Growing Others: Mentoring and Coaching Ref#: 1HA8kJ » Play-based History: Bringing our Stories to Life Ref#: 1HA8Ff

Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

impactED

» Digital Fluency for Teacher Aides Ref#: 1HA8pa » Digital Fluency for Teacher Aides Ref#: 1HA8pd

InterLEAD

» Developing Outstanding Middle Managers (2 x One-day Workshops) Ref#: 1HA8PA

Rock and Water New Zealand Ltd

» Rock and Water (Social Safety/Wellbeing) Programme – Accreditation Training for Educators Ref#: 1HA8Nc

TalkLink Trust

» Literacy Instruction for Children with Complex Communication Needs Ref#: 1HA8Gs

Otago Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

Secondary PD New Zealand (nationwide) Cognition Education

» Leading Reo-a-Waha Oral Language Ref#: 1HA8Tu » Leading Reo-a-Waha Oral Language Ref#: 1HA8U0 » Reo-a-Waha: Oral Language Tips and Tools for Teachers Ref#: 1HA8U3 » Reo-a-Waha: Oral Language Tips and Tools for Teachers Ref#: 1HA8U6

CORE Education

» Future-focused Schools: Aligning Strategies to Realise Positive Change Ref#: 1HA8Sv » History in Your Backyard Ref#: 1HA8Fc » Innovation is in our DNA: Engaging Māori Students in Design Thinking Ref#: 1HA8FN » Leadership Stories of Strength and Action Ref#: 1HA8FR » uLearn20 Ref#: 1HA8_H

JK Developing Capabilities

» Using Flexible, Random and Mixed Ability Groupings – Online Workshop Ref#: 1HA8b5

Kia Takatū ā-Matihiko

» He Rauemi Ē-ako Tuhiwaehere – CODE.ORG – Kauhaurangi Tuihono/Webinar Ref#: 1HA8mu » Rauemi Pikau – Hauora – Kauhaurangi Tuihono/ Webinar Ref#: 1HA8mb » Te Reo Hangarau – Kauhaurangi Tuihono/Webinar Ref#: 1HA8mr TUKUTUKU KŌRERO | 20 July 2020

37

PROFESSIONAL DEVELOPMENT NOTICES » Te Tangata me te Rorohiko – Kauhaurangi Tuihono/Webinar Ref#: 1HA8mT » Teina: Pūrākau (Hangarau Tāera) – Kauhaurangi Tuihono/Webinar Ref#: 1HA8mZ » Tuakana: Kori tinana (Hangarau Tāera) – Kauhaurangi Tuihono/Webinar Ref#: 1HA8mQ » Tuakana: Pūrākau (Hangarau Tāera) – Kauhaurangi Tuihono/Webinar Ref#: 1HA8mh

Kohia Centre, University of Auckland » Online: Tabitha Leonard – Using the “Deepen Teacher Inquiry” Ref#: 1HA86X

Learning Network NZ

» Maker Spaces in Schools Ref#: 1HA8gG » Teacher Leadership, Gavin Grift Ref#: 1HA8g7

Te Whai Toi Tangata: Institute of Professional Learning, University of Waikato » Enhancing the Role of Learning Support Coordinators – Online Modules Ref#: 1HA7pk

Northland Cognition Education

» Mathematics Leadership Communities Meetings | MLCs (Dargaville) Ref#: 1HA8Vf » Mathematics Leadership Communities Meetings | MLCs (Far North) Ref#: 1HA8VX » Mathematics Leadership Communities Meetings | MLCs (Mid North – Paihia) Ref#: 1HA8V_ » Mathematics Leadership Communities Meetings | MLCs (Whangarei) Ref#: 1HA8Vc

Auckland Building Minds Psychology

» LEGO-based Therapy Training for Professionals Ref#: 1HA87W

» Mindfulness Practices: Improving Attention, Mental Resilience and Self-regulation for Teachers and Students Ref#: 1HA913 » NZ History and a Treaty Curriculum in Action, with Tamsin Hanly Ref#: 1HA86i » Paying Attention to Attention, Frances Steinberg Ref#: 1HA910 » Strengthening Self-efficacy in the Classroom for Both Teachers and Students Ref#: 1HA8XL » The Role of the Leader in Building Learning Cultures, Tabitha Leonard Ref#: 1HA90k » Understanding National Certificate of Educational Achievement (NCEA), with Robyn Headifen Ref#: 1HA86c » Understanding and Supporting Students with Autism in the Mainstream Classroom Ref#: 1HA8XP » Working with Challenging Behaviour, Frances Steinberg Ref#: 1HA90x » Year One Provisionally Certificated Teachers Programme – Mid-year – Y5–8 Ref#: 1HA86p

Learning Network NZ

» Adolescence...The Neuroscience of This Incredible Transition Ref#: 1HA8fv » Co-teaching and Collaboration Ref#: 1HA8fy » Digital Curriculum: Leadership and Pedagogy Ref#: 1HA8g1 » STEM Unleashed, Chris Clay Ref#: 1HA8gA » The 21st Century Learning Process Ref#: 1HA8fs » Why the Competencies are Critical to our Learners Ref#: 1HA8fp

Waikato Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

Bay of Plenty Growth Culture

» Mathematics Leadership Communities Meetings | MLCs (Auckland) Ref#: 1HA8Vi

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

Future Learning Solutions, Centre for Educational Leadership

Gisborne Education Outdoors New Zealand

Growth Culture

Taranaki Cognition Education

Cognition Education

» Growing Great Leaders™ Level 1 Ref#: 1HA7vc » Open-to-learning™ Leadership Ref#: 1HA7x1

» Team Leaders TOOLBOX Ref#: 1HA8ew

Kohia Centre, University of Auckland » An Introduction to the New Zealand Curriculum for Overseas Trained Teachers Ref#: 1HA90Y » Building Resilience and Mental Wellbeing for Teachers and Students Ref#: 1HA8uM » Fun, Practical Ideas to Support ESOL Students’ Learning Ref#: 1HA86f » Fun, Practical Ideas to Support ESOL Students’ Learning Ref#: 1HA8XS » Leading with Insight – The Role of Culture in Leadership, Tabitha Leonard Ref#: 1HA90h

38

Education Gazette | 20 July 2020

» EOTC Jumbo Day – Effective Safety Management Systems for Schools Ref#: 1HA8c5

» Mathematics Leadership Communities Meetings | MLCs (New Plymouth) Ref#: 1HA8VU

TalkLink Trust

» Literacy Instruction for Children with Complex Communication Needs Ref#: 1HA8Gv

Manawatu/Whanganui Cognition Education

» Mathematics Leadership Communities Meetings | MLCs (Palmerston North/Horowhenua) Ref#: 1HA8VN » Mathematics Leadership Communities Meetings | MLCs (Whanganui) Ref#: 1HA8VR

Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

Wellington Building Minds Psychology

» LEGO-based Therapy Training for Professionals Ref#: 1HA87W

Cognition Education

» Mathematics Leadership Communities Meetings | MLCs (Hutt Valley) Ref#: 1HA8VC » Mathematics Leadership Communities Meetings | MLCs (Wairarapa) Ref#: 1HA8VK » Mathematics Leadership Communities Meetings | MLCs (Wellington Central/South) Ref#: 1HA8VF » Mathematics Leadership Communities Meetings | MLCs (Wellington North – Newlands/Kapiti) Ref#: 1HA8VG

CORE Education

» Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA8Ss

InterLEAD

» Developing Outstanding Middle Managers Ref#: 1HA8zg

Rock and Water New Zealand Ltd

» Rock and Water (Social Safety/Wellbeing) Programme – Accreditation Training for Educators Ref#: 1HA8Nc

Canterbury Building Minds Psychology

» LEGO-based Therapy Training for Professionals Ref#: 1HA87W

CORE Education

» Growing Others: Mentoring and Coaching Ref#: 1HA8kJ

Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

impactED

» Digital Fluency for Teacher Aides Ref#: 1HA8pa » Digital Fluency for Teacher Aides Ref#: 1HA8pd

InterLEAD

» Developing Outstanding Middle Managers (2 x One-day Workshops) Ref#: 1HA8PA

Rock and Water New Zealand Ltd

» Rock and Water (Social Safety/Wellbeing) Programme – Accreditation Training for Educators Ref#: 1HA8Nc

TalkLink Trust

» Literacy Instruction for Children with Complex Communication Needs Ref#: 1HA8Gs

Otago Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et gazette.education.govt.nz

Contents

Government 39 General 39 Early learning 39 Primary and intermediate (Years 1-8)

» Resource teacher 45 » Teachers 45 » Senior leadership 46

Area / composite (Years 1-15)

» Mātauranga Māori 48 » Teachers 48 » Senior leadership 48

Secondary (Years 7-15)

» Teachers 48 » Middle leadership 49 » Senior leadership 49

Equal Employment Opportunities (EEO)

The State Sector Act 1988 and the Human Rights Act 1993 ensure that equal employment opportunities apply to recruitment. EEO principles should be applied to every part of the recruitment process ie the development of the job description, the person specification, the advertisement and the appointment process. These principles enable people to apply for jobs without their chances being reduced by factors irrelevant to the requirements under consideration.

Refer to the appropriate collective agreement for the conditions of service applicable to the position advertised. Employers also have to meet safety checking requirements under the Vulnerable Children Act 2014 when recruiting.

Deadlines for vacancies

Copy for 3 August 2020 closes 4pm, Friday 24 July 2020.

Government

Nga Puawai o Kaikohekohe

Director of education Full-time, contract Ref#: 1HA8nb

Open Spaces Preschool

Qualified teacher Full-time, permanent Ref#: 1HA7qC

Waikato Ministry of Education

Head teacher, early learning centre Full-time, permanent Ref#: 1HA8ND

General

New Zealand (nationwide) Apii Te Uki Ou Primary School (Rarotonga)

Auckland Amber Early Learning Centre

Classroom teachers Full-time, fixed-term Ref#: 1HA8hH

Early childhood teacher Full-time, permanent Ref#: 1HA849

Gisborne Tairawhiti Museum

Angels Childcare, New Lynn U2s extraordinaire Full-time, permanent Ref#: 1HA7pu

Museum education team leader Full-time, permanent Ref#: 1HA8rQ

Angels Childcare, Takapuna

Early learning

Northland Bright Stars Early Education Centre Registered early childhood teacher Full-time, fixed-term Ref#: 1HA90H

Centre leader Full-time, permanent Ref#: 1HA8mW U2s educator Full-time, permanent Ref#: 1HA8ZP

Apple Tree Childcare Centre, Ballyboe

Hillcrest Kindergarten K1 teacher – Northland Kindergarten Association Part-time, fixed-term Ref#: 1HA8yo

ECE teacher Full-time, permanent Ref#: 1HA8yS

Little Gemz Childcare

Bear Park Childcare, Mairangi Bay

Early learning educator Full-time, permanent Ref#: 1HA8Rb

Early childhood educator Full-time, permanent Ref#: 1HA8Z7

Newbees Preschool

Bear Park Early Childhood Centre

Early childhood registered teacher Full-time, permanent Ref#: 1HA88s

Qualified preschool teacher Full-time, permanent Ref#: 1HA8Dr

Copy for 17 August closes 4pm, Friday 7 August 2020.

Submit your vacancy online at: gazette.education.govt.nz See full listings online for closing dates.

Listings are removed from the website after the closing date.

Listings sent by email will not be accepted.

Non-executive Board directors CORE’s vision is for an equitable and thriving Aotearoa through learning. Our mission is to transform communities by pushing the boundaries of educational possibilities. CORE is a world-class education and professional learning and development organisation, providing a diverse range of innovative, inspiring and creative solutions for learners in a range of settings. We work primarily with schools, teachers and early childhood educators; we also support businesses and a range of organisations with their professional learning needs.

The importance of relationships and connections lies at the heart of CORE’s way of working. The CORE ‘way’ – embodied in the phrase Tātai Aho Rau and the Te Aho Tapu framework – is also signified by a deep commitment to culturally responsible behaviours and attitudes including a commitment to honouring Te Tiriti o Waitangi.

Roles available

There are two positions available for non-executive board directors. The appointments are for up to three years, commencing 1 January 2021.

Specific skills

For a comprehensive list of skills and competencies sought, please refer to CORE website: https://www.core-ed.org/about-core/want-to-work-for-core/non-executive-board-directors/

gazette.education.govt.nz

TUKUTUKU KŌRERO | 20 July 2020

39

VACANCIES

Early learning

Bear Park Herne Bay Early Childhood Education Centre

Bright Beginnings Early Learning Centre, Howick

Qualified preschool teacher Full-time, permanent Ref#: 1HA90T

Qualified and unqualified teachers Full-time, permanent Ref#: 1HA8yQ

Bear Park, Hobsonville Point

Bright Beginnings Early Learning Centre, Panmure

In-training infants / toddlers teacher Full-time, fixed-term Ref#: 1HA90e

Beginnings Early Learning Centre Team leader O2s Full-time, permanent Ref#: 1HA8BN

BestStart, Avondale Qualified teacher Full-time, permanent Ref#: 1HA8qu

BestStart, Coastal Centre manager Full-time, fixed-term Ref#: 1HA91k

BestStart, Everglade Babies Centre manager Full-time, fixed-term Ref#: 1HA91o

BestStart, Howick Qualified teacher – infants Part-time, permanent Ref#: 1HA8w0

BestStart, Puni Road Qualified teacher – preschool Full-time, permanent Ref#: 1HA8r0

BestStart, Tironui Road Qualified teacher Part-time, permanent Ref#: 1HA8r3

BestStart, Wolverton Street Head teacher – preschool Full-time, permanent Ref#: 1HA8qx

Biggles Childcare Qualified ECE teacher Full-time, permanent Ref#: 1HA8Zv

Birkenhead Point Montessori Preschool Montessori ECE teacher Full-time, permanent Ref#: 1HA79F

Bizzy Kidz Childcare ECE kaiako / teacher Full-time, permanent Ref#: 1HA8L_

Bright Beginnings Early Learning Centre Registered teacher Full-time, permanent Ref#: 1HA8yJ

40

Education Gazette | 20 July 2020

Qualified and registered educator Full-time, permanent Ref#: 1HA8Cr

Bright Sparks Childcare, Henderson Qualified and registered teacher or in-training teacher Full-time, permanent Ref#: 1HA8qS

Bright Sparks Childcare, Orewa NZ ECE qualified registered teacher / prov teacher Full-time, permanent Ref#: 1HA7xF

Bumble Bee Homebased Childcare Services

Early childhood teacher Full-time, permanent Ref#: 1HA7no

Early Discoveries, Waimahia Qualified ECE teacher infants and toddlers Full-time, permanent Ref#: 1HA8FM

Equippers Kids Early Learning Centre Team leader Full-time, permanent Ref#: 1HA7nm

Expressions Childcare Registered early childhood teacher Full-time, permanent Ref#: 1HA8jt

Flying Start Kindergarten Qualified ECE teacher Full-time, permanent Ref#: 1HA836

Future Stars Early Learning Centre

Coordinator / visiting teacher Full-time, permanent Ref#: 1HA7qU

Registered teacher Full-time, permanent Ref#: 1HA8_Y

Care-A-Lot Childcare Centre

Glow Kids

Early learning teacher Full-time, permanent Ref#: 1HA843

Qualified ECE teacher Part-time, permanent Ref#: 1HA8e5

Caterpillar Kids Early Learning Centre

Gumboots Early Learning Centre

Educator for 2–5-year-olds Full-time, permanent Ref#: 1HA8N_

Child’s Time, Penrose ECE teacher qualified and registered Full-time, permanent Ref#: 1HA8uT

ChoiceKids, Browns Road ECE registered and provisionally registered teacher Full-time, permanent Ref#: 1HA81e

Cockle Bay Private Kindergarten Qualified ECE kaiako Full-time, permanent Ref#: 1HA8fa

Country Kids Early learning educator Full-time, permanent Ref#: 1HA8zL

Curious Kids Infant head teacher Full-time, permanent Ref#: 1HA8qn

Devonport Methodist Childcare Centre O3s educator Full-time, fixed-term Ref#: 1HA8tx

Dominion Childcare Centre Centre manager Full-time, permanent Ref#: 1HA7ne

ECE teacher Full-time, permanent Ref#: 1HA8ia

Hand and Hand Early Learning Centre, Kumeu 2IC Full-time, permanent Ref#: 1HA8vb

Happy Feet Childcare, Otahuhu Early childhood registered teacher Full-time, permanent Ref#: 1HA8So

Henderson Early Learning Centre Qualified ECE teacher Full-time, permanent Ref#: 1HA8Em

Just Kidz, Flatbush Head teacher infants Full-time, permanent Ref#: 1HA8d_

KC Birkenhead Trust ECE qualified / certified teaching position Full-time, permanent Ref#: 1HA8Li

Kea Kids Childcare, Buckland Road ECE certified teacher Full-time, permanent Ref#: 1HA856 ECE qualified head teacher Full-time, permanent Ref#: 1HA850 gazette.education.govt.nz

Early learning Kid’s Cove Learning Centre, Newmarket

Living & Learning Family Centre, Mangere

ECE qualified and registered teacher Full-time, permanent Ref#: 1HA8Es

ECE teachers Full-time, permanent Ref#: 1HA8W5

Kiddie Garden Learning Corner

Lollipops, Orewa

Head teacher for infants room (0-2 years) Full-time, permanent Ref#: 1HA8Zc Qualified, registered head teacher (2 to 5-years-olds) Full-time, permanent Ref#: 1HA8MT Qualified, registered teacher Full-time, permanent Ref#: 1HA8BR

Certified ECE teacher Full-time, permanent Ref#: 1HA88p

Kids Cove ELC, Albany Early learning educator Full-time, permanent Ref#: 1HA8ap

Kindercare Learning Centre, Papatoetoe Babies / toddlers teacher Full-time, permanent Ref#: 1HA8vZ

Kingsway Preschool, Snells Beach ECE registered and qualified teacher Full-time, permanent Ref#: 1HA85m

Kowhai Kids Early Learning Centre ECE teacher-in-training Full-time, permanent Ref#: 1HA8g_

LIFE Childcare Centre Qualified teacher Full-time, permanent Ref#: 1HA8Y8 Team leader / head teacher Full-time, permanent Ref#: 1HA8Y2

Little Buddies Learning Centre 2 Early learning educator Full-time, permanent Ref#: 1HA8pW

Little Doves Early Learning Centre Early childhood teacher Full-time, fixed-term Ref#: 1HA8cq

Little Moas Early Learning Centre Early learning teacher Full-time, permanent Ref#: 1HA7q3

Little Pearls Educare Centre Qualified registered ECE toddlers / preschool teacher Full-time, permanent Ref#: 1HA8dv

Mairangi Bay Preschool Registered teacher / kaiako Full-time, permanent Ref#: 1HA7p4 Unqualified kaiako Full-time, permanent Ref#: 1HA8tS

Manurewa Early Discoveries Centre ECE centre manager Full-time, permanent Ref#: 1HA8Vv

Mt Royal Early Learning Centre Registered teacher Full-time, permanent Ref#: 1HA7wf

New Shoots Children’s Centre, Greenhithe Teachers / teachers-in-training Full-time, permanent Ref#: 1HA8v6

Penguins School of Early Learning Qualified ECE teacher Full-time, permanent Ref#: 1HA8p2

Piccolo Park Early Learning Centre Team leader infants Full-time, permanent Ref#: 1HA8Lr

Piccolo Park, Mt Richmond Certificated registered teacher Full-time, permanent Ref#: 1HA8Lk

Pohutukawa Kindergarten, Glendowie Teachers (2 positions) Full-time, permanent Ref#: 1HA8f_

Poppies Kindergarten Qualified ECE teacher Part-time, permanent Ref#: 1HA90a

Precious Pipis Childcare Centre U2 educator Full-time, permanent Ref#: 1HA8Zz

Reach for the Stars Early Learning Centre Experienced qualified teacher Full-time, permanent Ref#: 1HA8Bm

New Shoots, Sunnynook

Rocket Kids Early Learning Centre

Preschool head teacher Full-time, permanent Ref#: 1HA88J

U2s EC teacher Full-time, fixed-term Ref#: 1HA8n9

Nga Tamariki, Puawai

Scribbles, Onehunga

Qualified ECE teacher Full-time, permanent Ref#: 1HA8Fi

Qualified ECE teacher Full-time, permanent Ref#: 1HA8y2

Northcote Early Learning Centre

Shining Starz Early Learning Centre

Early childhood toddlers teacher Full-time, permanent Ref#: 1HA8jV

Our Kids Early Learning Centre, Mataki Way ECE teacher Full-time, permanent Ref#: 1HA8aj

Pakuranga Learning Centre Registered ECE teacher Full-time, permanent Ref#: 1HA7wp

Papakura Childcare Qualified ECE teacher O2s Full-time, permanent Ref#: 1HA8Q_

Little Scholars Early Learning Centre

Peacocks Early Learning Centre, Epsom

Qualified ECE teacher Full-time, permanent Ref#: 1HA8hN

Unqualified educator Full-time, permanent Ref#: 1HA8oj

gazette.education.govt.nz

VACANCIES

Early childhood teacher Full-time, permanent Ref#: 1HA87M

Small Steps ECE Centre Qualified early childhood teacher Full-time, permanent Ref#: 1HA90E

Takapuna Kids Early Childhood Centre Early childhood teacher Full-time, fixed-term Ref#: 1HA8FD

Talented Tots Childcare & Learning Centre Qualified early childhood teachers Full-time, permanent Ref#: 1HA8FG

Talented Tots Early Childhood Centre Qualified early childhood teacher Full-time, permanent Ref#: 1HA8wJ Qualified early childhood teachers Full-time, permanent Ref#: 1HA8FK

TUKUTUKU KŌRERO | 20 July 2020

41

VACANCIES

Early learning

Tamariki Ei Tiare Punanga Reo

House of Wonder, Chartwell

BestStart, Fairy Springs

Qualified and registered teachers (2 positions) Full-time, permanent Ref#: 1HA8WR

Registered early childhood teacher Full-time, fixed-term Ref#: 1HA8Uo

The Children’s Corner, Papatoetoe

Junior Junction

Certified and qualified ECE teacher Full-time, permanent Ref#: 1HA8b8

Toddlers teacher, qualified or final year of training Full-time, fixed-term Ref#: 1HA8u3

Centre manager Full-time, permanent Ref#: 1HA8tt Qualified teacher Full-time, permanent Ref#: 1HA8tq

The Village Early Learning Centre

Kauri Learners Early Education, Whitianga

Qualified head teacher – infants, toddlers Full-time, permanent Ref#: 1HA8U_ Qualified kaiako (several positions) Full-time, permanent Ref#: 1HA8Uf

Tipu Montessori School Early childhood teacher Full-time, permanent Ref#: 1HA8id

Toybox on Rawhiti Early learning teacher Full-time, permanent Ref#: 1HA8gn

YMCA Early Learning Centre, Manurewa Early childhood centre manager Full-time, permanent Ref#: 1HA8vM

Registered early learning educator Full-time, permanent Ref#: 1HA8cf

Qualified teacher Full-time, permanent Ref#: 1HA8tn Qualified teachers (2 positions) Full-time, permanent Ref#: 1HA8tj

Little Chiefs Educare

Douglas St Early Learning Centre

ECE teacher Full-time, permanent Ref#: 1HA8pB

Little Einsteins Educare Centre manager Full-time, permanent Ref#: 1HA8pq

New Shoots Children’s Centre, Hamilton Central Qualified and registered ECE teacher Full-time, permanent Ref#: 1HA8yg

Paeroa Early Learning Centre

Waikato Bright Beginnings ELC, Peachgrove Rd

Registered teacher Full-time, fixed-term Ref#: 1HA7kp

Registered teacher Full-time, permanent Ref#: 1HA8yF

Reach Forward Early Learning Centre, TK

Buckland St Childcare Centre

ECE or primary qualified teacher Full-time, permanent Ref#: 1HA8Ts

Registered ECE teacher Full-time, fixed-term Ref#: 1HA89D

Central Kids Kindergartens, Huntly West Kindergarten kaiako Full-time, permanent Ref#: 1HA8zC

Central Kids Kindergartens, Kihikihi Kindergarten teacher Part-time, permanent Ref#: 1HA8z9

Country Creche Childcare Centre Early learning qualified teacher Full-time, permanent Ref#: 1HA8gX

Creators @ Waipa Christian Kindergarten Centre manager Full-time, permanent Ref#: 1HA8Tv

Grasshoppers Early Learning Centre Infants and toddlers kaiako Full-time, permanent Ref#: 1HA8ob

42

Education Gazette | 20 July 2020

BestStart, Pukuatua

Taupo Childrens’ Corner Qualified ECE educator Full-time, permanent Ref#: 1HA8xk

Te Kuiti Community Childcare Centre Early learners supervisor Full-time, permanent Ref#: 1HA8S7

Te Pahu Preschool Group Qualified preschool teacher Part-time, fixed-term Ref#: 1HA8y8

The Pentagon Early Learning Centre U3s teacher-in-training Full-time, permanent Ref#: 1HA8ua

Wondernauts Infants teacher Part-time, permanent Ref#: 1HA8nY

Bay of Plenty Above & Beyond Tauriko Qualified early childhood educators Full-time, permanent Ref#: 1HA8Mi

Early childhood registered teacher Full-time, permanent Ref#: 1HA8CQ Early childhood team leader Full-time, permanent Ref#: 1HA8Bi

Future Focus He kaimahi – room leader Full-time, permanent Ref#: 1HA8TR

Greenpark Preschool Qualified and registered ECE teacher Full-time, permanent Ref#: 1HA8xg

Greerton Early Learning Centre Registered teacher Full-time, permanent Ref#: 1HA8YL Teacher Part-time, permanent Ref#: 1HA8YP

Happy Feet Childcare, Papamoa Early childhood registered team leader/teacher Full-time, permanent Ref#: 1HA89A

Happy Times Childcare Centre manager Full-time, permanent Ref#: 1HA8Yz Registered ECE teacher Full-time, permanent Ref#: 1HA8jj

Minnows Kindergarten Qualified teacher Part-time, permanent Ref#: 1HA8eH

Nga Poutoko A Mua Qualified and registered kaiako Full-time, permanent Ref#: 1HA8Nu

Omokoroa Preschool Registered kaiako (2 positions) Full-time, permanent Ref#: 1HA8qQ

St Mary’s Family Centre ECE centre manager Full-time, permanent Ref#: 1HA8ZH gazette.education.govt.nz

Early learning Waiapu Kids – Merivale Whanau Aroha ECE teacher Full-time, permanent Ref#: 1HA8m6

Gisborne House of Wonder Gisborne

Kindercare Learning Centres, Palmerston North Babies teacher Full-time, permanent Ref#: 1HA8R4

Love and Learn Care and Education

Early childhood registered teacher Full-time, permanent Ref#: 1HA81K

ECE kaikao Part-time, permanent Ref#: 1HA8MF

Hawke’s Bay BestStart, Napier Central

Marton Junction Community Preschool

Centre manager Full-time, permanent Ref#: 1HA8zw

BestStart, Taradale Qualified teacher Part-time, permanent Ref#: 1HA902

Dot Kids Early Learning Centre, Greenmeadows Preschool Teacher-in-training / unregistered early childhood teacher Part-time, permanent Ref#: 1HA8gK

Frederick Street Family Centre Early childhood educator Full-time, permanent Ref#: 1HA8PG

Launch Waipukurau Qualified early childhood teacher Full-time, permanent Ref#: 1HA8ya

Taokotaianga Apii Kuki Airani Early Childhood Centre Teacher – baby room Full-time, permanent Ref#: 1HA8w6

Taranaki BestStart, South Road 1 Centre manager Full-time, permanent Ref#: 1HA8zz

Sophia Preschool Qualified and registered kaiako Full-time, permanent Ref#: 1HA8Qc

Tiny Nation Taranaki, Whanganui Visiting teacher Full-time, permanent Ref#: 1HA922

Manawatu/Whanganui BestStart, Kelvin Grove Qualified teacher – infants Full-time, permanent Ref#: 1HA8qT

Farmhouse Preschool and Nursery Qualified ECE kaiako Full-time, permanent Ref#: 1HA8DQ gazette.education.govt.nz

Senior teacher Full-time, permanent Ref#: 1HA8Ke

Noah’s Ark Early Learning Centre ECE qualifed teacher or 3rd year teacher in-training Part-time, permanent Ref#: 1HA8iH

Summerhill Early Learning Qualified teachers (3 positions) Part-time, permanent Ref#: 1HA8vj

The CubbyHouse Early Childhood Centre, Napier Road Early childhood registered teacher / teacher in-training Full-time, permanent Ref#: 1HA8no

Tui Early Learners Young Investigators Qualified kaiako Full-time, permanent Ref#: 1HA8yM

Wellington Active Explorers, Lower Hutt Certified ECE teacher Full-time, permanent Ref#: 1HA8aV

Active Explorers, Mana Certified ECE teacher Full-time, permanent Ref#: 1HA8f5

Ascot Park Kindergarten Teacher – Whānau Manaaki Kindergartens Part-time, permanent Ref#: 1HA91C

BestStart, Arawhata Road Kindy Centre manager Full-time, permanent Ref#: 1HA8C6

BestStart, Kaiwharawhara Centre manager Full-time, permanent Ref#: 1HA8zq

BestStart, Tawa South Infants head teacher Full-time, permanent Ref#: 1HA905

BestStart, Totara Park Qualified teacher Full-time, permanent Ref#: 1HA8q0

Brooklyn Kids Registered ECE teacher Full-time, fixed-term Ref#: 1HA8K0 Team leader – registered early childhood teacher Full-time, permanent Ref#: 1HA8nu

Busy Beez Childcare Centre Early learning educator Part-time, permanent Ref#: 1HA7pA

Carterton Preschool Preschool teacher Full-time, permanent Ref#: 1HA91e

Carterton Preschool Littlies ECE teacher Full-time, permanent Ref#: 1HA91b

Castle Kids Early Learning Centre Teacher – 4-year-olds programme Full-time, permanent Ref#: 1HA83U

Childspace Early Learning Centre, Wilton Qualified kaiako Full-time, fixed-term Ref#: 1HA8jG

Co Kids Thorndon Team leader preschool room Full-time, permanent Ref#: 1HA8vQ

Discovery Preschool Certified ECE teacher Full-time, permanent Ref#: 1HA8Sr

Doris Nicholson Kindergarten Teacher – Whānau Manaaki Kindergartens Part-time, permanent Ref#: 1HA91J

Johnsonville Childcare

Preschool head teacher Full-time, permanent Ref#: 1HA8zt

Certified teacher Part-time, fixed-term Ref#: 1HA8p3 Certified teacher 2–5-year-olds Full-time, permanent Ref#: 1HA8or

BestStart, Pharazyn Street

Karori Kids

Centre manager Full-time, permanent Ref#: 1HA8qW

Early childhood educator Part-time, permanent Ref#: 1HA8zB

BestStart, Naenae

VACANCIES

TUKUTUKU KŌRERO | 20 July 2020

43

VACANCIES

Early learning

Early childhood educator Full-time, permanent Ref#: 1HA8wM Early learning educator – qualified Full-time, permanent Ref#: 1HA8fS Experienced unqualified teacher Part-time, permanent Ref#: 1HA8fV

Kids.Com.Educare, Silverstream Centre manager Full-time, permanent Ref#: 1HA90P

Kidz Planet Preschool Certified ECE teacher Full-time, permanent Ref#: 1HA8uq

Kindercare Learning Centres, Aotea ECE qualified and trained teacher Full-time, permanent Ref#: 1HA8T4

Kindercare Learning Centres, Karori ECE qualified and trained teacher Full-time, permanent Ref#: 1HA8TN

Kindercare Learning Centres, Kilbirnie ECE qualified and trained teacher Full-time, permanent Ref#: 1HA8T7

Kindercare Learning Centres, Paraparaumu Preschool teacher Full-time, permanent Ref#: 1HA8kd

Kindercare Learning Centres, Tawa Transition-to-school teacher Full-time, permanent Ref#: 1HA8vu

Learning Adventures, Masterton Certified ECE teacher Full-time, permanent Ref#: 1HA8f8

Lollipops, Waiwhetu Certified ECE teacher Full-time, permanent Ref#: 1HA8oV

Martinborough Kindergarten Teacher – Whānau Manaaki Kindergartens Part-time, permanent Ref#: 1HA91M

Miramar Childcare Certified ECE kaiako Full-time, permanent Ref#: 1HA8uB

Otaki Early Learning Centre

Freckles Early Learning Centre

Qualified ECE teacher Full-time, permanent Ref#: 1HA8DM

Early childhood head teachers Full-time, permanent Ref#: 1HA8HA

Otaki Montessori Preschool

Halswell Learning Tree

Early learning preschool teacher Full-time, permanent Ref#: 1HA8TD

Early childhood team leader Full-time, contract Ref#: 1HA87J

Pasifika Early Learning Centre, Naenae

Halswell Preschool

Qualified early childhood head teacher Full-time, permanent Ref#: 1HA8tW

Preschool kaiako Full-time, fixed-term Ref#: 1HA8w8

Silverstream Kindergarten

Heathcote Valley Montessori Preschool

Relieving teacher – Whānau Manaaki Kindergartens Full-time, fixed-term Ref#: 1HA85J Teacher – Whānau Manaaki Kindergartens Part-time, permanent Ref#: 1HA91Q

Totara Park Kindergarten Teacher – Whānau Manaaki Kindergartens Full-time, permanent Ref#: 1HA91F

Wise Owl Early Childhood Centre

U3 teacher Full-time, permanent Ref#: 1HA7xy

Kids at Play, Timaru Qualified kaiako Full-time, fixed-term Ref#: 1HA8t2

Pebbles Montessori Registered teachers (2 positions) Full-time, permanent Ref#: 1HA8qP

Certified ECE teacher / kaiako Part-time, fixed-term Ref#: 1HA8Vm Certified kaiako Full-time, permanent Ref#: 1HA8yd

Ready Steady Play

Tasman/Nelson Y Kids Early Learning Centre

Preschool room teacher Full-time, permanent Ref#: 1HA8ye

ECE teacher Full-time, permanent Ref#: 1HA8jK

West Coast Active Explorers, Nelson Street Certified ECE teacher – toddlers / infants Full-time, permanent Ref#: 1HA8i8 Team leader Full-time, permanent Ref#: 1HA8aY

Canterbury Active Explorers, Tai Tapu Centre manager Full-time, permanent Ref#: 1HA8dg

Avonhead Montessori Preschool Early childhood registered teacher Full-time, permanent Ref#: 1HA8fU

Buttercups Preschool, Dallington Qualified early childhood teacher – nursery Full-time, permanent Ref#: 1HA8YB

Early childhood registered teacher Full-time, permanent Ref#: 1HA8fX

Sweet Pea Early Learning Centre

The Cat’s Pyjamas Preschool and Nursery, West Melton Early childhood teacher Full-time, permanent Ref#: 1HA8_j

The Crossing Preschool Qualified ECE teachers Full-time, permanent Ref#: 1HA8Me

Tigger’s Montessori Preschool Nursery team leader Full-time, permanent Ref#: 1HA81R

Tree Bears Nursery and Preschool Qualified early childhood teacher Full-time, permanent Ref#: 1HA7mC

Woodend Preschool and Nursery Registered early childhood teacher Full-time, permanent Ref#: 1HA8bH

Miramar Playcentre

Forfar Nursery and Preschool

Session facilitator Part-time, permanent Ref#: 1HA8NW

Otago City Impact Church Childcare, Balclutha

In-training kaiako Part-time, fixed-term Ref#: 1HA916

Early learning educator Full-time, permanent Ref#: 1HA8uJ

44

Education Gazette | 20 July 2020

gazette.education.govt.nz

Primary and intermediate Y1-8 Teachers Glen Warren Kindergarten Teacher – Oamaru Kindergarten Association Part-time, permanent Ref#: 1HA8yB

Kelsey-Yaralla Kindergarten Head teacher – Dunedin Kindergartens Full-time, permanent Ref#: 1HA8yx

Little Wonders, Oanaka Certified ECE teacher Full-time, permanent Ref#: 1HA8Zj

Ruakaka School

Sir Keith Park School

Y5–6 teacher, Māori Immersion Full-time, fixed-term, MITA Ref#: 1HA8bK

Outreach special education teacher Part-time, permanent, SDA + PTSA Ref#: 1HA8hm Teacher special education (3 positions) Full-time, permanent, SDA + PTSA Ref#: 1HA8hf

Tautoro School Teacher Y3–4 level 3 te reo Full-time, permanent, MITA + PTSAR Ref#: 1HA83b

Auckland Arohanui Special School Music teacher Full-time, permanent, SDA Ref#: 1HA8i1

Punavai Ole Atamai Preschool

Chaucer School

Registered ECE teacher Part-time, fixed-term Ref#: 1HA8gP

Scale A teacher Full-time, permanent Ref#: 1HA8sz

Rotary Park Kindergarten

Churchill Park School

Teacher – Dunedin Kindergartens Full-time, permanent Ref#: 1HA8yu

New entrant teacher Full-time, fixed-term Ref#: 1HA8DT

Te Pa

Halsey Drive School

Te Pārekereke o Te Kī – Otago University Childcare Assn Part-time, permanent Ref#: 1HA8qM

Southland Wee Nippers Early Childhood Centre Certified teacher Full-time, permanent Ref#: 1HA8Xv

Primary / intermediate Y1–8 Resource teacher Auckland Glen Taylor School Resource teacher of literacy (RTLit) Part-time, permanent Ref#: 1HA8Rh

Red Beach School Resource teacher: learning and behaviour Full-time, permanent, MU + SDA Ref#: 1HA8c_

Teachers Northland Kaitaia Intermediate Scale A teacher Full-time, fixed-term Ref#: 1HA8uZ

VACANCIES

Junior school teacher Full-time, fixed-term Ref#: 1HA8cc

Marcellin College Y7–8 teacher Full-time, permanent Ref#: 1HA8Z8 Y7–8 teacher. Tagged Full-time, permanent Ref#: 1HA8ZE

Marlborough School New entrant teacher Full-time, fixed-term Ref#: 1HA8cR

Meadowbank School New entrant teacher Full-time, fixed-term Ref#: 1HA8o2

Onehunga Primary School Scale A teacher new entrant Y0 Full-time, fixed-term Ref#: 1HA8re

Papatoetoe Intermediate Classroom teacher Y7–8 Full-time, permanent Ref#: 1HA8pH

Riverhead School New entrant Scale A teacher Full-time, fixed-term Ref#: 1HA8WL

Tamaoho School (Proposed opening date: 2021-02-01) Scale A teachers (several positions) Full-time, permanent Ref#: 1HA8cE

Te Matauranga New entrant teacher Full-time, fixed-term Ref#: 1HA8am

Yendarra School Teacher (several positions) Full-time, permanent Ref#: 1HA83R

Waikato Kuratau School Y3–4 composite class teacher Full-time, permanent Ref#: 1HA8fD

Puahue School Learning support coordinator Full-time, permanent Ref#: 1HA8kx

Rhode Street School Scale A classroom teacher Full-time, fixed-term Ref#: 1HA8vx Scale A classroom teacher Full-time, permanent Ref#: 1HA8vr Scale A classroom teacher Full-time, permanent Ref#: 1HA8vo

Te Wharekura o Te Kaokaoroa o Patetere Teacher Y1–4 Full-time, permanent, MITA + HPTSA Ref#: 1HA8j8

Tokirima School Principal release teacher Part-time, permanent Ref#: 1HA81i

Hawke’s Bay Napier Intermediate

Scale A teachers ( 2 positions) Full-time, permanent Ref#: 1HA8ou Scale A teacher – hard materials Part-time, permanent Ref#: 1HA8cN

Mangawhai Beach School

Rosehill School

Scale A teacher Full-time, fixed-term Ref#: 1HA87f

Taranaki Mokau School

Scale A outreach teacher Full-time, permanent, 1MU + SDA Ref#: 1HA8nx

Principal release teacher Y1-8 class Part-time, fixed-term Ref#: 1HA8og

For full details of these vacancies, search the job listings online at gazette.education.govt.nz gazette.education.govt.nz

TUKUTUKU KŌRERO | 20 July 2020

45

VACANCIES

Primary and intermediate Y1-8 Senior leadership Wainuiomata Kāhui Ako Full-time, permanent Ref#: 1HA8BG

Manawatu/Whanganui Woodville School Scale A teacher Full-time, permanent Ref#: 1HA8nn

Canterbury Beckenham Te Kura o Pūroto Teacher Full-time, permanent Ref#: 1HA8pV

Wellington Evans Bay Intermediate Scale A teacher of wellbeing Full-time, permanent, 1FTMU Ref#: 1HA8o5

Geraldine High School Y7–8 homeroom teacher Full-time, fixed-term Ref#: 1HA8sh Y7–8 homeroom teachers (2 positions) Full-time, fixed-term Ref#: 1HA8sb

Featherston School Junior school Y2 teacher Full-time, fixed-term Ref#: 1HA8s6

Sacred Heart School, Petone

Paparoa Street School

Scale A teacher Y2–3 Full-time, fixed-term Ref#: 1HA8fA

Scale A teachers (2 positions) Full-time, fixed-term Ref#: 1HA8kw Specialist teachers ORS Part-time, fixed-term Ref#: 1HA8m2

Wainuiomata Intermediate Learning support coordinators (2 positions) –

ALERT!!!

Rakaia School OU

Y RB ES T A L W A

S

VICTORIA AVENUE SCHOOL

VICTORIA AVENUE SCHOOL PRINCIPAL APPOINTMENT Advertised:

Online: 24th July 2020 Education Gazette: 3rd August 2020 The Board’s Advisor: Roween Higgie |The Education Group Ltd An application pack and referee’s form will be available from The Education Group www.educationgroup.co.nz from 24th July 2020

Senior leadership Northland Matakohe School Teaching principal U2 Full-time, permanent Ref#: 1HA8rB

Auckland Brookby School Principal Full-time, permanent Ref#: 1HA8_A

Papatoetoe Central School Deputy principal – curriculum, assessment and mentoring Full-time, permanent, 8MU Ref#: 1HA8Vs

Titirangi School Deputy principal Full-time, permanent, 4MU + 1FTU Ref#: 1HA8iD

Waimahia Intermediate School

Y2 Scale A teacher Full-time, permanent Ref#: 1HA8u0

Leader of learning Y7–8 (2 positions) Full-time, permanent, 2MU + PTSA Ref#: 1HA8dc

St Joseph’s School, Pleasant Point

Wairau Valley Special School

Teacher Full-time, permanent Ref#: 1HA8if

Deputy principal Full-time, permanent, 5PMU + 3FTU + SDA Ref#: 1HA8Z_

Southland Gore Main School

Waikato St Joseph’s Catholic School, Fairfield

New entrant teacher Full-time, fixed-term Ref#: 1HA8tb

Principal Full-time, permanent Ref#: 1HA8eN

For full details of these vacancies, search the job listings online at gazette.education.govt.nz

Deputy Principal Gisborne Intermediate School is focused on meeting the unique characteristics and needs of emerging adolescents. Our aim is to grow great people by working in partnership with parents in preparing our young people to be positive contributors as members of our society.

An amazing opportunity exists for an energetic and high performing individual to join our leadership team as a Deputy Principal. We are seeking a passionate educator and leader with the ability and commitment to develop high trust relationships with students, staff and parents.

We offer the successful applicant a positive place to work and learn with enthusiastic people who are devoted to delivering an outstanding educational experience for our learners and promoting our vision. If you are looking for a great career move, then we’d love to receive your application.

An information pack and further information is available from: Glen Udall, Principal, Gisborne Intermediate School: principal@gisint.school.nz Closing date for Applications is 12.00pm Friday 31st July 2020

Special School Assistant Principal Positions x 2 (3 MU + 2 FT Units + SDA) Wairau Valley Special School is a wellresourced school on Auckland’s North Shore.

We are seeking applications for two Assistant Principals who will lead the Junior or Senior Syndicates. Applications will be accepted from excellent classroom practitioners in special education who have up to date knowledge and understanding in special education pedagogy and assessment.

To apply, please send your CV stating, teaching, leadership and relevant special education experience along with contact details for 2 referees to applications@wvss.school.nz.

Due to Covid 19 restrictions – applications from applicants living overseas will not be considered.

Closing date for applications is 12pm, Friday 28 August 2020.

46

Education Gazette | 20 July 2020

gazette.education.govt.nz

Primary and intermediate Y1-8 Senior leadership Tokirima School

Northland School

Wadestown School

Principal U1 Full-time, fixed-term Ref#: 1HA7zG

Principal

Principal U5 Full-time, permanent Ref#: 1HA8Mc

Full-time, permanent

Ref#: 1HA8w2

Bay of Plenty Matua School

Rata Street School

Deputy principal – learning leader Full-time, permanent, 4MU Ref#: 1HA8rE

Full-time, permanent

Mt Maunganui Intermediate Principal / tumuaki Full-time, permanent Ref#: 1HA8_a

Hawke’s Bay Fairhaven School, Napier Deputy principal Full-time, permanent, 4MU + SDA Ref#: 1HA8nr

Ruakituri School Teaching principal U1 Full-time, permanent Ref#: 1HA8Km

Taranaki Hawera Intermediate Principal U5 Full-time, permanent, PRA Ref#: 1HA8ko

Manawatu/Whanganui Pongaroa School Classroom teacher Scale A and deputy principal Full-time, permanent, 1PMU + IA + SIA Ref#: 1HA8fm

Wellington Arakura School Principal / tumuaki Full-time, permanent Ref#: 1HA8Uc

VACANCIES

Marlborough Havelock School

Principal U5

Principal Full-time, permanent Ref#: 1HA8o9

Ref#: 1HA8sq

Arakura School Principal / Tumuaki, U4 Contributing School School roll 150-190 Available from Term 1, 2021

Our school is in the lovely area of Wainuiomata, bordered by native bush. We are a caring school with supportive whanau and Board of Trustees. Our students have told us they would value someone who is nice, kind, caring and believes in our school values.

M ake positive choices A ct with respect N ever give up attitude A lways show empathy A hard working staff and an experienced senior leadership team is in place to support a new principal.

The Arakura School Board of Trustees seeks to appoint a principal who is passionate about student learning and achievement, and connecting our school and community to create a sense of belonging. They will also create a school environment that is inclusive and celebrates diversity, and is enthusiastic about leading our community to develop a responsive curriculum.

The successful applicant will: • have student achievement and wellbeing at the heart of everything • preferably have knowledge and experience in PB4L. If this sounds like you, please apply. We’d love for you to become a part of our school whanau.

The position will commence at the beginning of Term 1, 2021.

Applications close 5pm, Friday 24 July 2020.

An application pack and further information can be requested from: Katrina Barclay, Board Chairperson, boardchair@arakura.school.nz or 021 09022312

PRINCIPAL

U6. Roll 600. Position commencing Term 1 2021

Principal Northland School is a decile 10 school situated on the hills overlooking Wellington city.

Our fantastic Principal is retiring after 18 years and we are looking for someone equally fantastic to continue the growth of our learning community and ensure positive outcomes for our students and staff.

We are a community of kind, curious, creative, confident and active learners.

Communication, collaboration and financial and management experience running a school are essential skills.

Role commences January 28th, 2021.

If this sounds like you, please apply to geoffdavenport@capitalchambers.co.nz by July 31st 2020.

gazette.education.govt.nz

Our highly respected Principal is moving on so a rare opportunity exists to appoint a replacement. The school board invites applications from successful school leaders who have the passion and drive to release the enthusiasm and potential within each of our students ensuring we are a centre of excellence for life-long learning.

Our new principal will: • Be visionary, knowledgeable, progressive, and experienced.

• Lead by example to inspire and motivate others.

• Be committed, strategic, future focused, and inclusive.

• Build strong relationships with staff, students and parents.

• Demonstrate respect for, and celebrate cultural diversity.

• Be visible, in touch with staff, students and the community.

• Create an environment that will be a true centre of personal and educational achievement.

APPLICATIONS CLOSE: MONDAY 10th AUGUST To request an application pack with further information please contact Ian Fox, FoxEd Education Consultants Ltd ian@fox.co.nz TUKUTUKU KŌRERO | 20 July 2020

47

VACANCIES

Secondary Y7-15 Teachers

Tasman/Nelson Tasman Bay Christian School Principal U1 Full-time, permanent Ref#: 1HA900

Chatham Islands Kaingaroa School Principal

Canterbury Allenvale Special School and Residential Centre

Full-time, permanent, As per NZEI Principals Collective Agreement; Appendix 4

Ref#: 1HA8gm

Southland

Principal U6 Full-time, permanent Ref#: 1HA8ja

Tuturau Primary School

Beckenham Te Kura o Pūroto

Ref#: 1HA8sn

Deputy principal – curriculum Full-time, permanent, 5MU Ref#: 1HA8pP

Waikaia School

U1 teaching principal Full-time, permanent

Principal / teaching principal Full-time, permanent

Fairlie School

Ref#: 1HA8_t

Principal U3 Full-time, permanent Ref#: 1HA8ve

Area / composite Y1–15

Rakaia School Deputy principal Full-time, permanent, 2PMU + 1FTU Ref#: 1HA8tu

Mātauranga Māori Wellington

Otago Oamaru Intermediate

TKKM o Nga Mokopuna

Principal U5 Full-time, permanent Ref#: 1HA8ta

Full-time, fixed-term, MITA

Kaiako Kura Tuatahi/Wharekura rānei

Ref#: 1HA8FJ

For full details of these vacancies, search the job listings online at gazette.education.govt.nz

Oamaru Intermediate School

Teachers Northland Tauraroa Area School Music tutor – woodwind Part-time, permanent Ref#: 1HA8bE

Auckland Southern Cross Campus Physical education teacher Full-time, fixed-term Ref#: 1HA8_K

Waikato Te Wharekura o Manaia Teacher Y1–8 Full-time, permanent, MITA Ref#: 1HA8eq

West Coast Reefton Area School Senior PE / health teacher Full-time, fixed-term, IA + HPSTA Ref#: 1HA8xx

Senior leadership Canterbury Akaroa Area School Tumuaki / principal Full-time, permanent Ref#: 1HA8xz

Ao Tawhiti Unlimited Discovery Principal / director Full-time, permanent Ref#: 1HA8im

Secondary Y7–15 Teachers

Principal U5

Northland Kamo High School

Our school is a place of positive energy and the only Intermediate in the North Otago area.

Our inspirational Principal retires in December after 13 years, so we seek another top leader.

Ours is a strong and caring culture. We strive to ensure the development of all learners.

Northland College

Roll 330

The appointee will » Be innovative and future-focused with clear professional vision » Have strong relationship skills, set against a backdrop of personal warmth and humour » Have experience and/or real potential in educational leadership and management » Treasure our inclusive culture and diversity.

Physical education and junior health teacher Full-time, fixed-term Ref#: 1HA8sT

Science / horticulture teacher Full-time, permanent Ref#: 1HA8rH

Pompallier Catholic College Homeroom teacher Y7–8 and junior social sciences Full-time, fixed-term Ref#: 1HA8oz

Auckland Auckland International College

Applications close at 12 noon on Monday 24 August, 2020 Application pack available at www.oamaruint.school.nz/our-people/vacancies or email debbieh@oamaruint.school.nz Enquiries to B.O.T. Chairperson: bot.chair@oamaruint.school.nz 48

Education Gazette | 20 July 2020

Teacher of Japanese A Part-time, fixed-term Ref#: 1HA8mz

Howick College Teacher of English and media studies Full-time, fixed-term Ref#: 1HA8bL gazette.education.govt.nz

Secondary Y7-15 Senior leadership Marcellin College Y7–8 teacher. Tagged Full-time, permanent Ref#: 1HA8ZS Y7–8 teacher Full-time, permanent Ref#: 1HA8ZL

Pukekohe High School Teacher of te reo Māori Full-time, permanent Ref#: 1HA8iY

Titirangi Rudolf Steiner School High school mathematics and physics teacher for 2021 Part-time, permanent Ref#: 1HA7n1

Waikato Rototuna Senior High School Maths and numeracy teacher Full-time, LTR Ref#: 1HA8v9

Teacher of science and physics or chemistry Full-time, permanent Ref#: 1HA8oM

Geraldine High School Y7–8 homeroom teacher Full-time, fixed-term Ref#: 1HA8sk Y7–8 homeroom teachers (2 positions) Full-time, fixed-term Ref#: 1HA8se

Mairehau High School Physical, health, and outdoor education teacher Full-time, permanent Ref#: 1HA8qH

Riccarton High School Teacher of mathematics Full-time, fixed-term Ref#: 1HA8nL

Middle leadership

VACANCIES

Tauranga Girls’ College Deputy principal Full-time, fixed-term, 6MU Ref#: 1HA8qg Leader of learning – mathematics Full-time, permanent, 4MU Ref#: 1HA8qj

Hawke’s Bay Iona College Deputy principal wellbeing, engagement and enhancement Full-time, permanent, 5MU + 1SMA Ref#: 1HA8uW

Wellington Wellington Girls’ College Deputy principal. Regraded Full-time, permanent, 8MU Ref#: 1HA8v5

Marlborough Marlborough Boys’ College

Canterbury Christchurch Boys’ High School

Principal U8 Full-time, permanent Ref#: 1HA8L0

Sports director Full-time, permanent, MUFT01 + MITA + HPTSA Ref#: 1HA8BT

Head of department, English Full-time, permanent, 3MU + 1MMA Ref#: 1HA8rt

Canterbury Ao Tawhiti Unlimited Discovery

Bay of Plenty Otumoetai College

Craighead Diocesan School

Te Wharekura o Te Kaokaoroa o Patetere

Social studies teacher Full-time, fixed-term Ref#: 1HA8rz

Hawke’s Bay Hastings Boys’ High School Mathematics teacher Full-time, permanent Ref#: 1HA8k5 Science teacher Full-time, permanent Ref#: 1HA8k8

St John’s College, Hastings Computer science teacher Part-time, fixed-term Ref#: 1HA8yj

Manawatu/Whanganui Palmerston North Girls’ High School Design and visual communication (DVC) teacher Full-time, fixed-term Ref#: 1HA8f1

Tasman/Nelson Nelson College For Girls English and history teacher Part-time, fixed-term Ref#: 1HA8pk

Waimea College Art specialist teacher Full-time, fixed-term Ref#: 1HA8oS

Canterbury

Head of physical education and health Full-time, permanent, 2MU Ref#: 1HA8oF

Mairehau High School Social science teacher Full-time, fixed-term, 1MU Ref#: 1HA8oB Supported learning leader Full-time, permanent, 2MU + 1MMA Ref#: 1HA8xV

Papanui High School HOD reo Māori Full-time, permanent, 2MU + 1MMA Ref#: 1HA8mk

Senior leadership

Ashburton Christian School Assistant principal secondary Full-time, permanent, 6MU + 1MMA Ref#: 1HA8vC

Mountainview High School Deputy principal – learning design Full-time, permanent, 5MU + 1SMA Ref#: 1HA8dn

Do you want your vacancy to stand out from the crowd?

Northland Kamo High School Deputy principal / tumuaki tuarua Full-time, permanent, 6MU + 1SMA Ref#: 1HA8u9

Auckland Mangere College Deputy principal Full-time, permanent, 6MU Ref#: 1HA8HQ

UP International College New Zealand Executive principal Full-time, permanent Ref#: 1HA8uh

Craighead Diocesan School

Bay of Plenty Papamoa College

Teacher of digital technology Full-time, permanent Ref#: 1HA8oJ

Deputy principal Full-time, permanent, 7U + 1SMA Ref#: 1HA8vW

gazette.education.govt.nz

Principal Full-time, permanent Ref#: 1HA8qq

Place a shortened vacancy within the print version.

Get a 70 word listing in print for only $310 + GST per issue or add a logo to this for only $410 + GST.

Contact Jill Parker email: jill.parker@nzme.co.nz phone: (04) 915 9798 to find out more

TUKUTUKU KŌRERO | 20 July 2020

49

27 JULY- 2 AUGUST

Pathways into tech careers for students All secondary school students will get the opportunity to explore future technology careers during Techweek2020.

A series of career events will be held around the country that will enable students to connect to the world of work and explore industry-specific careers while in school. The events are free and will be a mix of face-to-face and virtual sessions.

Students will connect with local employers and recent tech graduates to learn more about their path to employment, clear up some of the common misconceptions about working in tech, and explore the range of roles available that they may not have considered before.

Go to techweek.co.nz/news/vocational-events/ for all of the event details and how to register.

Brought to you by

#Techweek2020

T E C H W E E K . C O. N Z