Education Gazette 99.13

17 August 2020 | Vol. 99 No. 13

The citizenship and sustainability edition Visionary learning: Project 20/20 in action

Youth Action Squad: promoting positive change

Digital summit: learners take the lead

This issue:

Spotlight on citizenship Editor’s note

Seeing his elderly neighbour struggling with her wheelie bin inspired Year 13 student Thomas James to design a robotic solution to take the bin to and from the kerb, earning him the Prime Minister’s Future Scientist Award. This is one of several great examples in this issue of students leading positive changes in their school or wider community.

For example, our story on page 2 looks at how students at Waimea College in Nelson are working with local community groups to improve the habitat of an elusive wetlands bird. Further south in Dunedin, students from Tahuna Normal Intermediate are working with developers to create a vision screening tool that could potentially benefit children throughout New Zealand.

We also look at how student voice can improve school culture. Initiatives like Sticks ‘n Stones and Youth Action Squad are seeing students taking the lead for promoting positive school environments.

Finally, don’t miss the third video in the Gazette’s latest video series on wellbeing; this one is all about teacher wellbeing.

17 August 2020 | Vol. 99 No. 13

On the cover

The citizenship and sustainability edition Visionary learning: Project 20/20 in action

Youth Action Squad: promoting positive change

Digital summit: learners take the lead

P6: Tahuna Normal Intermediate students, Archie and Imogen, measure the four-metre distance strip required for the child-to-child vision testing as part of Project 20/20.

Regulars 32

Notices

42

Vacancies

2

6

Kaitiakitanga in Waimea Inlet

10 Finding safety at school after a disaster

18 Children take the reins at digital summit

29 Celebrating topperforming students in vocational education

Project 20/20: STEAM learning in action

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16

Students lead the way to positive school cultures

22

Robotic rubbish bins earn student top prize

26

One week never to be forgotten

30

Youth Action Squad

31

Student Strike 4 Climate Getting out into nature leaders’ vision for education

Key contacts

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TUKUTUKU KŌRERO | 17 August 2020

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ENVIRONMENT

Kaitiakitanga in Waimea Inlet Students at Nelson’s Waimea College have been working with local mentors, council and community groups to improve the habitat of an elusive wetland bird, the banded rail.

Banded rail. Photo credit Imogen Warren

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ENVIRONMENT

F

or the past three years, Year 9 and 10 students at Waimea College have taken part in a cross-curricular enrichment programme, where they can choose to do one module per term for three hours a week. Each module is given a title that captures its essence; for example CREATE is the arts-based module and CHANGE is the module relating to social issues.

One of the modules, SAVE (Tiaki) focuses on environmental issues in their own backyard, the Waimea Inlet. Each term a group of Year 9 students learns about migratory birds, water quality, pest control and kaitiakitanga, says Roger Waddell, course leader and science and education for sustainability teacher. He says the module can cross maths, digital technologies, art, science curricula – and even include acrostic poems.

The SAVE module follows the inquiry-based Enviroschools Action Learning Cycle. In the final few weeks of each 10week module, students apply their learning and design their own projects, which include engaging with the community.

“They start by brainstorming what they see, what they know and how the inlet could be different.

“We provide enough basis for them to decide on their action topics. Several process methods are embedded in the pedagogy, such as ‘is it achievable in the timeframe?’

‘Is it too expensive?’ So it’s them learning how to plan projects,” says Roger.

Since the enrichment programme began three years ago, participants in SAVE have been involved in projects including enhancing habitats for whitebait and the banded rail, and predator trapping.

Community bands together The Waimea Plains were occupied by Māori from the 1500s and known as one of the most productive areas in Aotearoa. An intensive programme of land development, which continues to this day, began when Europeans arrived in the 1840s and has impacted and degraded biodiversity and water quality.

Students join forces with several community groups or mentors to come up with solutions to some of the problems facing the inlet.

Waimea College students have been involved in planting salt-tolerant plants such as ake ake, manuka and flax to improve the habitat and provide coverage for the banded rail.

“We are well on the way to a huge area being planted in a site Tasman District Council (TDC) has allowed us to use near the school,” says Roger.

Tracking and trapping Over the past three years, along with TDC and groups like Battle for the Banded Rail, the students have been building a network of predator traps to fill a gap in trapping lines, which now ring Waimea Inlet.

“Because we have different groups of students each term, continuity is an issue, so we have recruited a retired teacher to check the lines and upload information onto trap.nz. The students can look up how many rats, stoats and predators have been caught,” says Roger.

Tasman District Council Scientist Trevor James explains whitebait habitat requirements to SAVE students.

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ENVIRONMENT

“They are learning about digital technologies as well. We do a unit on GPS. When we are down checking the traps, I have my GPS with me and the students have to get from one trap to another using it.”

Retired locals from the Keep Richmond Beautiful group help students make tracking tunnels out of Corflute.

Studying water quality About 22 streams flow into the Waimea Inlet.

Along with the Waimea River, they drain urban, industrial and rural catchments. Reservoir Creek flows near the college and students walked from sea to source to conduct a water quality study looking at macro-invertebrates in the stream.

Some students worked on enhancing whitebait habitats in the stream. Another group of students discovered there was a problem emanating from their school.

Waimaori facilitator Mel McColgan works with students assessing stream health.

“They found that storm runoff from the school pool had been running into the stream so they worked with school management and Tasman District Council.

“The process of sorting out the problem had begun anyway and a pipe now takes the runoff to the sewerage area rather than the stormwater area. But I thought the project was so valuable that the students decided to ascertain the variety and number of fish life below and above the stormwater outlet,” says Roger.

Bird watching and games Each week SAVE students head out to the Waimea Inlet with binoculars to see what migratory birds are in the estuary. Early in the year, if they are lucky, they will see godwits getting ready for their long annual migration to Alaska.

Some students have been building nesting boxes for kingfishers. “They built them, dug a hole in the bank beside the inlet and put in an entry tunnel.

We were probably a bit too late for the laying season, but we are hoping they will be occupied this spring,” says Roger.

Keep Richmond Beautiful mentor Greg Pickford assists students making tracking tunnels.

With an outdoor education background, Roger tries to include a number of experiential games as he believes they are a great way to learn.

“We play predator/prey-type games – the banded rail versus stoats and rats. It works on the emotional side rather than just reading it in a book.”

Enriched and empowered Learning through applied, relevant, contextual activities is key to the enrichment programme.

Roger says the students complete the module feeling they can make a difference.

“A big focus of what we do is around climate change. I think it’s really important to put a positive spin on it – they can do something about it. Empowerment comes from looking at their own world and deciding on an action project that makes a difference.”

Please note the printed version of this article displays an image of a weka, not a banded rail. The image on the online version has been corrected to show a banded rail. We apologise for this error.

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Education Gazette | 17 August 2020

Students trialled a homemade live capture predator trap.

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Student kōrero Why did you choose to do the SAVE module?

“Empowerment comes from looking at their own world and deciding on an action project which makes a difference.”

Roger Waddell

» I thought it would be a fun way to learn about our environment and how we can help it. Elise » I wanted to learn about New Zealand’s native bush and animals and their threats. Grace » I wanted to learn about native plants and birds and take action by trapping and planting around the Waimea Inlet. Amelia What did you like the most and why? » I loved the action project because we got to choose an area to work in: you could do something in planting, wildlife, marine life, the environment.

We also got to put our learning into practice. Isobel » My favourite part was the practical things we did every Wednesday. We could either bike, walk or run down to the Waimea Inlet and got to see all the things we had learnt in class demonstrated in a practical way. This included placing traps, looking at pest footprints and planting. Grace What were some of the key things you learned? » I learned a lot about migratory birds and the flight paths they take. I also learned how our school was contributing to pollution both positively and negatively. The main issue was how the waste water from our pool was going through the storm water pipes instead of the sewage. We now have a temporary pipe and are working on placing a stable long-lasting pipe. It was great to put our learning into practice in this SAVE module. Elise

Students assemble DOC 200 traps with a MenzShed mentor.

» I loved to learn about one of our birds, the banded rail, and how we are trying to protect them. Isobel

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CITIZEN SCIENCE

Imogen shows the direction of the tumbling E as she is being eye tested.

Project 20/20:

STEAM learning in action 6

Education Gazette | 17 August 2020

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CITIZEN SCIENCE

Developers of a vision screening programme that is already providing a rich learning opportunity for a group of Dunedin students hope that it will ultimately benefit children and their learning throughout Aotearoa.

V

ision 20/20 Project is a multidisciplinary research collaboration between Otago Polytechnic, Otago University’s School of Medicine and staff and pupils at Tahuna Normal Intermediate School in Dunedin.

Since August last year, students from the school have been collaborating with the team to co-design a child-to-child eye screening toolkit. By the time the project finishes at the end of 2020, up to 600 students from the school will have been involved.

“This is a fantastic opportunity for the Year 7 students to be part of a real-life STEAM (science, technology, engineering, arts, maths) activity that sees their feedback being adapted in the subsequent iterations of the design process,” says Karen Parker, Year 7 dean and a facilitator for Vision 20/20.

Tawhiri and Brook run an eye test using a high contrast eye test vision chart.

“From a teaching point of view, one of the biggest benefits is the kids can see the suggestions they make actually happen in the real world.”

Karen Parker

Student feedback Mary Butler, Professor of Occupational Therapy at Otago Polytechnic, and some of her students introduced the first prototype of the Child to Child Vision Screening Toolkit. It was clear from the start that the students had a great understanding of the design process, says Karen.

An eye test marking sheet.

“When they first began, they got into pairs and one person had to hold both the flipchart and the marking sheet, which was difficult to do. They also observed a potential problem of people memorising the flip chart, then reading it out to other children before their tests,” she says.

Students’ suggestions to improve the toolkit included: » Make the pages thicker, make it easier to navigate and know which way to turn the pages. » Make the instruction simpler and clearer. » Use colour coding for the results booklet and flipchart. » Have the recording sheet match the test i.e. if it says test right eye, start the recording sheet with right eye, not left » Work in groups of three instead of pairs. gazette.education.govt.nz

TUKUTUKU KŌRERO | 17 August 2020

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CITIZEN SCIENCE

Rich language and learning Throughout the iterations of the testing kit, the students gained first-hand experience with fair testing and the science behind vision and the eye.

They first used a letter chart to test their eyesight, but this was replaced with tumbling E charts, which prevented children from memorising letters. The tumbling E also shows how the eye is behaving when it is reading key information “From a teaching point of view, one of the biggest benefits is the kids can see the suggestions they make actually happen in the real world. It was great that they could see changes next time it came back: it added value to what we do in the classroom.

“I think the rich language the kids are developing really shows that they know the language of technology,” says Karen.

Learning about vision This year’s Year 7 students are now providing feedback on the design of a three-part teaching module to increase awareness of vision health and science.

“The modules include learning about myopia, hyperopia, astigmatism and colour blindness, how they affect vision, and the health perspective of ‘what if I had that, how would it affect my life?’,” says Karen.

Value of co-design Mary hopes the vision testing toolkit and module that she and her students developed and co-designed with Tahuna Normal Intermediate will be informative and engaging for New Zealand teachers to use in the curriculum.

“We know that we are going to have to come up with something that is not done anywhere else in the world because New Zealand is not a wealthy country.

“We have reviewed all of the literature and nobody else in the world has done this childto-child vision screening concept,” says Mary.

Learning curve The 20/20 project has been a learning curve for everybody involved and Mary says they are currently reflecting on how they can make the co-design process equal and genuine between health and education providers.

“We are really trying to break new ground.

We have been so lucky with the buy-in from Tahuna’s principal Tony Hunter and the whole staff. More than any scientific discovery, the value of co-designing the prototype with the students has been that it engages them in a conversation we might not have had.

“I would like to take the toolkit to the next level and figure out if this is what teachers really want. We are still integrating feedback from the teachers at Tahuna and it may be that the final toolkit is quite different.

We want to create something that is so interesting to teachers and children that it will become embedded in their curriculum,” explains Mary.

Ongoing testing This year’s cohort of Year 7 students at the school will continue testing the toolkit – and their eyesight, says Karen.

“What normally happens is they have the vision testing at Year 7 and there’s no real follow-up. Classroom teachers don’t know who gets the referral letter and what happens if they go to an optometrist.

Archie and Imogen measure the four-metre distance strip required for the child-to-child vision testing.

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CITIZEN SCIENCE

“It’s a whole research project that goes from the child not being able to see through to the child getting glasses, the teacher being aware that they need glasses and leading to an improvement in their learning.

“Originally we were looking at ‘if children can’t see, how can they learn?’ But on the other side, we’ve got these children that can’t afford them. Some parents had no experience going to an optician; they didn’t know they could use their Community Services card to support that,” she explains.

Vision screening gap In 2018, Mary and a team of occupational therapy students at Otago Polytechnic discovered that about 18 per cent of Year 9 students from Dunedin’s Kaikorai Valley College needed to be referred to an optometrist. She was surprised as these students would have been tested when they were aged 11.

“It seems that parents aren’t taking their children to the optometrist. We have done more research with parents that indicates that many of them are confused and don’t know how to work with and trust optometrists,” comments Mary.

This year a team from Otago Polytechnic is following up the 25 children from Tahuna Normal Intermediate who were identified as possibly needing glasses in 2019.

“We will try to ensure that all of these children will be looked after by the end of this whole process.”

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Impact of vision on learning Globally, there is little research done to understand the ways low vision impacts learning. Professor Kelechi Ogbuehi, Optometry and Vision Sciences at Otago University’s School of Medicine is beginning a research project to establish a turning point in eyesight level when learning starts to deteriorate.

Zaakira records the results as a student does an eye test.

“I want to create awareness of the need for vision screening in children. As we have unpacked this, we have realised the issue is huge. It gets harder and harder for children with untreated low vision as they go through the education system as more and more reading is required,” says Mary.

She wants teachers to be aware of the signs of children who may be struggling with low vision.

“I hear anecdotal evidence of children, particularly boys, who are off the chart in terms of behaviour, then they get their glasses and just settle down. My angle is that if children don’t have glasses when they need them, it seems very obvious their learning is going to be compromised,” says Mary.

Mary and her team would love to hear from teachers who are interested in knowing more about the Vision 20/20 Project and trialling the toolkits: mary.butler@op.ac.nz.

See this article in Education Gazette online for a video showing the tamariki at Tahuna Normal Intermediate demonstrating the Child to Child Vision Screening Toolkit and for an article about the Otago Polytechnic research.

TUKUTUKU KŌRERO | 17 August 2020

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COPING WITH DISASTER

Finding safety at school after a disaster Teachers and schools can help whānau and communities to recover from disasters, according to two major pieces of research which focused on Christchurch schools after the earthquakes.

D

r Maureen Mooney from the Joint Centre for Disaster Research, School of Psychology, Massey University, was lead researcher in a study about school communities and how they contribute to the way children cope with a disaster.

She has worked in disaster and war zones around the world and says that when she began researching the roles of schools in helping communities recover from crises in 2011, there were only two papers on the subject globally that examined how children were asked how they coped.

“Children’s cultural and community setting can facilitate or impede positive adaptation post a disaster,” writes Maureen.

Her research was carried out among two secondary schools and five primary schools in Christchurch. She found that in the chaotic and uncertain post-earthquake environment, schools were a familiar supportive context, providing coping assistance, safety and solidarity that enabled supportive relationships and contributed to the children’s recovery.

“I interviewed the children, parents, teachers and principals and then started to see that there are inter-dependent systems which provide frameworks – like a woven quilt around these children,” she says.

What helps children to cope?

“Most children are going to get through and I wanted to establish what it is in the environment that enables children, families and communities be able to cope.”

Maureen found that during the hundreds of aftershocks experienced in Christchurch, there would be small clusters of children who coped well very quickly. Those children who felt a bit ‘wobbly’ referenced those who were coping - teachers and peers.

Teachers monitored the children based on their developmental needs and normalised some behaviours such as letting humour explode when it would usually be calmed down, or allowing children to keep their phones in their pockets so they could contact parents if an earthquake happened during schooltime.

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“All of these interactive systems were working while the child was still processing everything and those systems stepped up a little more. Teachers scaffolded all of those processes around the children and the children were doing this as well, so they were working together. When the systems don’t work, the children can become very vulnerable.”

Children in the Massey study reported using multiple strategies including positive reframing, problem solving and focusing on getting on with things. Those who coped well were flexible in their use of strategies, which promoted their experiences of agency and optimism. Those who didn’t cope well displayed a more rigid use of a few strategies such as avoidance and withdrawal and seemed to have little capacity for emotional regulation.

“The children who didn’t cope well were in the minority throughout the period the research was conducted. The study suggests that children can learn effective coping skills and could benefit from interventions that support and coach effective coping strategies,” writes Maureen.

Teachers’ coping skills Most teachers Maureen spoke to in her research said they had a real sense of responsibility to their children.

“They would say to me: ‘Inside things were exploding, but on the outside I was calm and when an aftershock hit, would even have a little chuckle and say, ‘That was a bit shaky’.’ It’s not all doom and gloom, but we’re in a country where we’re going to have disasters – we’re in the middle of a pandemic, we’re going to have more extreme weather situations; and there should be more formal training and support for teachers and principals on how to support children and themselves during a crisis context.”

Maureen says teachers and principals would often get quite emotional when asked how they coped.

Helping children in a post-disaster setting requires support and training and there are many programmes that can be used in schools to help with this, she says.

Connection and resilience Schools provide safety, communication and connection at times of stress and disaster.

“By being a mirror of good coping, a school can actually support others learning how to cope. That went out into wider circles in the community. For example, one school had a lot of liquefaction. They got all the parents and kids in and did a working bee, provided some food and people had an opportunity to connect. That was extremely important bonding for that community early on,” says Maureen.

As a comparison, Maureen studied some students at Wellington schools. When she returned to the Christchurch students eight months after the initial research, she found they were more resilient than the Wellington students and had transferred their coping skills to other things like competing in a swimming competition, or sitting exams.

Schools as community hubs Professor Carol Mutch at the University of Auckland has come to similar conclusions after a six-year research project carried out with five Canterbury schools throughout the Christchurch earthquakes between 2012 and 2018.

Her research shows that rather than being peripheral players, schools functioned as community hubs; with principals as crisis managers, teachers as first responders and children as active citizens.

“As a former teacher and school leader myself, I saw that schools had huge expectations placed on their shoulders in terms of supporting not only their students but their students’ families and the wider community.

“But despite what was going on in their own lives, they fronted up day after day with quiet determination,” says Carol.

Top: Dr Maureen Mooney. Bottom: Professor Carol Mutch.

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Tamariki talk about coping In 2011/12, Dr Maureen Mooney led research on how children address adversity by using their capacities to adapt. Here are some of the responses Maureen got from children aged five to 15 (names changed). » I drawed a rainbow so that’s the thinking I’m feeling in my head… just hide under a table and then I just get one of my friends to talk about something nice and then one of us, a friend and me just think of it after.

(Amelia, 5 years) » I used to scream but now Dad said not to scream because it’s ok, and it makes it a bit less scary… After the first few, you were gonna scream but then you had to think, it’s not going to make it any better.

(Abby, 10 years) » Um, (pause) I just really think about positive thoughts [when there is an earthquake]… like I remember Angus [dog]. The first time I got him, he was so cute and I was really happy. (Kevin, 10 years) » We haven’t had one in a long time… on Friday there was a [Mw] 5 I think. I was at school. I was just about to leave but then it started shaking and some people were fine with it, didn’t even feel it, and I was, I–I was just screaming out for Mum. I didn’t know what to do.

(Ann, 9 years) » It’s the little things that really count. You don’t need power [electricity] or anything – as long as your family’s safe. [My priorities] have really shifted. (Pippa, 15 years) » I think, like everyone felt a way of how to how deal with earthquakes, and that it was very stressful, and maybe they’re applying that subconsciously to other situations as a coping mechanism. (Pippa, 15 years) » You work out in life there are some things you’ve got no control over, but you can still affect your day-to-day basis from what happens. (Blake, 15 years) » They [teachers] remain calm and that’s good ‘cause you almost see them as role models, and when they’re calm you almost feel you should be calm. And when you’re calm, other people are calm. (Neil, 15 years) Dr Maureen Mooney’s research paper, ‘The school community contributes to how children cope effectively with a disaster’, is published in Pastoral Care in Education.

Professor Carol Mutch’s research paper, ‘Children researching their own experiences: Lessons from the Canterbury earthquakes’ can be found at NZCER.

“All of these interactive systems were working while the child was still processing everything and those systems stepped up a little more. When the systems don’t work, the children can become very vulnerable.”

Maureen Mooney

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Education Gazette | 17 August 2020

Redcliffs reborn The official opening of Redcliffs School in June was an emotional event.

“At the opening, the staff were really moved. They were just so proud to have overcome so much. Our kids just sung their hearts out and felt really proud to have been part of something so special where you keep being determined to do the right thing,” says Rose McInerny, who has been deputy principal and principal during the long journey to reopen the school in the Christchurch seaside suburb.

Over the past nine years, classes have taken place in the local church hall, family lounges, Sumner School and finally van Asch Deaf Education Centre.

So how did the school manage to continue to teach students and hold the community together?

Sticking to the basics “First and foremost was focusing on what’s really most important at the time.

For us it was really sticking to the basics of great teaching and learning, and engagement with our families – and keeping things really positive.

“We had an amazing board who took up a huge amount of work to do all the work behind the scenes so the teachers could be freed up to do their job. Being dislocated, it was quite an effort to keep up lots of normal type things. But we had so many community events and just tried to create lots of occasions where children and families could get together and keep that real sense of community,” says Rose.

Music, sport and adventure Music, sports and adventure are all important at Redcliffs School and even when students were dispersed across different sites or working in small makeshift classrooms, these were continued.

“We’re a really musical school and all our music teachers kept coming – we just found spaces for them. We had productions and cultural and musical festivals so we really kept going a lot of things that could have gone by the wayside, because they are things the community really values and loves.

“It’s quite an outdoorsy community and sports and adventures are important, so keeping things like a triathlon were really important as well. While in the first couple of years, we didn’t have as much pressure on the academic side of things, we kept a really normalised programme as well, because kids seek routine.”

Communication and mindfulness Everyone in the school community wanted to stay together and the wellbeing of teachers and students was paramount. Teachers were also involved in collaborative decision making as much as possible.

“First we asked the staff: ‘what’s going to really help you manage to do your job in these trying circumstances?’ They wanted us to remove any unnecessary stress. So, we really tried to remove anything that wasn’t necessary. We still had meetings but we didn’t have any unnecessary meetings.

“There was a really joint vision that this was such a beautiful school, great kids, great whānau. To do that was going to take extra work, but how could we make it as positive and enriching as we could for us as a team?”

Regular mindfulness training for teachers and students was scheduled into the timetable and communication was key, says Rose.

“We were so open and honest about what we were going through, while trying not to burden staff with things they didn’t need to be burdened with. We always kept our eye on the goal to return our school to the community. That was the ongoing focus – along with including people with the decision making and making it as fun, vibrant and positive as possible,” says Rose.

Resilience and routine Two weeks before moving into the new Redcliffs School, Covid-19 and school closures happened. But Rose reckons the skills and resilience learned over the past nine years helped them cope.

“We were half packed. We’d had so many things happen along the way and this was like reeeeally?! I think we managed because of that calm measured approach and keeping business as usual as much as possible; and listening and looking after people.

“I think the staff are really resilient. They came back from Covid and we were straight back into it knowing we had a move a month later and to settle kids back into normal life and living. Instead of having two weeks to move, we had one day. Staff just got on with the business of getting it done, helping in their own time. It speaks of the spirit of the school.” gazette.education.govt.nz

COPING WITH DISASTER

Redcliffs School’s principal Rose McInerny is thrilled to be leading the school into a new era in its new facility and location.

Support and resources available Substantial support was provided to school communities across Christchurch following the earthquakes.

A series of articles in a New Zealand Psychological Society Bulletin outline the Ministry of Education’s responses to events at the time. These responses were informed by Traumatic Incident Service principles developed in consultation with teachers and principals. A raft of practical and psychosocial support was developed, including: » Education Welfare Response which worked across sectors to assist with a wide range of things like property, payroll, resourcing, leadership, special education provision, and communication » Establishment of Learning Hubs to support learning when students couldn’t attend their regular school or centre » Longer-term support with a focus on teacher and student wellbeing.

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Following on from these responses several initiatives were established, including: » All Right? – launched in 2013, to support Cantabrians to think about and improve their mental health and wellbeing. All Right? is led by the Canterbury District Health Board and the Mental Health Foundation of New Zealand. » Mana Ake – Stronger for Tomorrow to provide mental health and wellbeing support for children in primary school Years 1–8 across Canterbury. This service is supported

by Ministries of Health and Education and the Canterbury District Health Board.

How to access support In addition to these resources there are other supports and resources available to schools and early learning services to help them at times of emergency management and response. These can be accessed via the Ministry of Education website and also through Ministry regional offices, including the Traumatic Incident teams.

The Ministry of Education can provide formal training and support for teachers and principals. This support can be accessed through the Traumatic Incident Service, 0800 TI TEAM.

TUKUTUKU KŌRERO | 17 August 2020

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WELLBEING

Students lead the way to positive school cultures Students are a school’s most powerful resource when it comes to creating a welcoming environment.

W

e’ve all heard the stories, we’ve all seen the statistics: bullying is negatively impacting on the lives and learning of as many as one in three young people. But Sticks ’n Stones, a youthled organisation committed to “making bullying a thing of the past”, is an example of how young people can lead change and play a significant role in creating a safer, kinder Aotearoa.

These rangatahi have created two student action packs, one for primary and one for secondary schools, which harness the power of student voice, and set out strategies for student-led bullying prevention and response initiatives in schools. These will soon be available on the Bullying-Free NZ website bullyingfree.nz.

Packs contain three strategies for making positive change: Spread the word; Take the lead, and Make a change. Each strategy is supported by games and activities. Sticks ‘n Stones knows these work because they’ve already been run by students in New Zealand schools. Key messages include ‘Kindness costs nothing but means everything’ and ‘He kōtuinga mahi iti, he hua pai-ā rau: Small ripples create big waves’.

The design process reflects the ethos of Sticks ’n Stones: that young people are key to informing positive change in schools and the wider community.

“Young people made all the decisions from content to colour, layout and design,” says Sticks ’n Stones co-founder and chief executive, Karla Sanders.

“It was a wonderful and practical way of working, and the Ministry was so open and real about that approach. It was an incredible experience for all of us.

“Without young people being involved, there is no way we can change what is happening, we have to do it with them. You can talk at young people as much as you like, but if we want to change attitudes or behaviour, we have to listen to them.”

Some of the key messages of the Sticks ’n Stones Student Action packs.

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Especially when it comes to wellbeing, she says.

“What we know is that more and more young people turn to their peers when they’re in distress, so if we can empower them to know what to do, they don’t have to hold onto this,” says Karla.

“When we talk to young people who feel isolated, we have learned that it’s the smallest acts of kindness that make them feel connected.

“The part that you played in changing someone’s day with a small act of kindness let them know that they’re not alone, and they’re less likely to feel helpless. When we have most students doing this, what we create is a school where everyone feels safe to be themselves and can take risks without fear of the social consequences,” she says.

Words can hurt Sticks ’n Stones started in 2013, with a group of 30 volunteers from five schools across Central Otago. Sticks ‘n Stones now delivers bullyingprevention training to almost 800 young people aged eight to 18 each year, and creates bullyingprevention tools and resources designed by young people, for young people.

The organisation has also launched an app, ICON, to tackle online negativity; undertaken peer-to-peer research into bullying, and partnered with Facebook to share the Sticks ’n Stones advocacy programme nationwide.

Sticks ’n Stones was named in response to the saying, ‘sticks and stones may break my bones but words will never hurt me’.

“The truth is, words do hurt,” say the team at Sticks ‘n Stones. “We have seen first-hand the harm that words can do. We are a new generation, with a new way of communicating, and with that comes new problems. It is so important that young people are actively and meaningfully involved in developing solutions and preventing harm.”

Making a difference Dunedin nursing student Abby Golden, 19, has been with Sticks ’n Stones since she was in Year 10. Abby is now co-chair of the Sticks ’n Stones board, as well as continuing to help out with fundraisers and the ambassador programme.

“I can honestly say that the work I do with Sticks ’n Stones has shaped me into the person I am today. I have gained so much confidence in myself and my abilities, and I’ve discovered a passion for working in my community, helping and advocating for others, which in part is why I chose nursing. I’ve been able to work with young people from across New Zealand as well as some incredible youthfocused organisations and professionals who are committed to preventing bullying, both online and off,” she says. gazette.education.govt.nz

WELLBEING

Useful resources Please visit this article on Education Gazette online to see the links to these resources: » Sticks ‘n Stones website: sticksnstones.co.nz. Resources include training courses for young people, research, an app and a card game.

“Project-wise, I’ve had some really cool experiences travelling to various conferences and working with amazing people, but nothing beats that moment when you can see that you’re making a real difference to someone.

“Whether it’s helping someone to understand the perspectives of other people and seeing them realise that what they may see as a harmless joke can actually really be really hurtful to the other person involved, or seeing a young person open up and become more resilient, more confident in themselves and their ability to speak up and stand up for others too.”

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Simply inspiring someone else to take the lead in their school and aspire to make a change makes a difference.

“I think that’s the ultimate goal. Of course, there’s the aim to create a bullying-free New Zealand where we’re all accepted and respected for who we are, but if I can inspire one other young person to step up, take action and really make a difference and then they can do the same for another, and another, then we’ve got a chain of young people taking ownership and speaking up to make this world a better place.”

» Student voice is imperative in creating safe learning environments. For more information about harnessing the power of student voice, visit the Bullying Free NZ website. » See the Student Leadership, Voice and Agency section for links to useful information and resources from other agencies. » Student Voice in Practice provides examples of what schools are doing to promote student voice.

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STEAM Thomas James’s robotic solution earned him the 2019 Prime Minister’s Future Scientist Prize.

Robotic rubbish bins earn student top prize Education Gazette sat down with Thomas James, the winner of the 2019 Prime Minister’s Future Scientist Prize, to talk about his design journey and future aspirations.

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Year 13 student from Burnside High School in Christchurch says the devil is in the details when it comes to solving some of the world’s biggest problems – and he’s taking them on one rubbish bin at a time.

Thomas James won the 2019 Prime Minister’s Future Scientist Prize for his innovative robotic design that helps older people and people with disabilities take wheelie bins to and from the kerb.

The prize is awarded to a Year 12 or Year 13 student who has undertaken an outstanding science, technology, mathematics or engineering project. The prize is worth $50,000 to support the recipient’s tertiary education.

Thomas intends to use this to support him through his tertiary study at the University of Canterbury, where he is set to study mechanical or electrical engineering.

A project two years in the making

it as simple as possible, without too many moving parts.”

Talking about the process of trial and error, Thomas says the scientific method is extremely important and applicable to any type of problem solving.

“You can apply that same philosophy of iteration, re-evaluation and trying to find the best solution, to lots of different things.”

Support from teachers and industry invaluable Thomas says the support from teachers and industry has been invaluable to his project and his learning.

“At school I do study the three main sciences. But I haven’t really taken digital technology subjects – I haven’t really had the need because it’s a hobby I enjoy in my spare time,” says Thomas.

He says it was especially cool to see teachers supporting his passion, even though he wasn’t in their classes.

After noticing his elderly neighbour and grandparents struggling with their wheelie bins, Thomas committed himself to designing a mechanical solution.

“I think it’s really awesome when teachers are so encouraging and openminded, and give up their lunch times for you to go talk to them and ask questions – even when they don’t have the answers.

The result is a robot that raises the front of a wheelie bin off the ground, wheels it to the kerb for emptying, and then returns it back to the house or storage space.

“It’s just that recognition that even those who aren’t taking your subject, are still passionate about it.”

The design and build has taken Thomas two years and involved a lot of technology and design – neither of which are subjects he is studying at school.

“I like to set out to solve a problem that I see around me. It’s a passion I have,” says Thomas.

“It was quite a long design process, thinking of ideas and then eliminating them and trying to find the best solution. You want to keep

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Thomas also reached out to industry for information on existing services, and advice on his designs – especially when figuring out which motors to use.

“I think it’s just important to know that if you’re willing to ask, there’s always someone there who is willing to help you out.”

Making small changes to solve the big problems Asked whether or not he has a specific passion point, Thomas says his interests are broad and he keeps a notebook of all the problems he sees. gazette.education.govt.nz

Maths and statistics teacher takes top prize

Dr Michelle Dalrymple believes in supporting students to take risks in mathematics.

Dr Michelle Dalrymple, mathematics and statistics faculty head at Cashmere High School in Christchurch, is the 2019 Prime Minister’s Science Teacher Winner.

The first mathematics and statistics teacher to win the award, Michelle says her subjects are foundational to the rest of the sciences and it’s good to see the awards recognise that.

Michelle uses engaging and novel ways to connect her students and other teachers into mathematics and statistics.

Her nomination for the prize says her teaching stands out because it is strongly based on cutting-edge research, while maintaining originality, creativity and learning which is relevant and inspiring for her students.

“Maths has an extra layer of anxiety, and for students to be able to learn, they need to feel safe, they need to trust me, and enjoy being in a class with me.”

She says whanaungatanga, or teaching through relationships, is a crucial step towards building that trust and supporting her students to take risks, to make mistakes and to not give up.

A self-labelled maths and statistics geek, Michelle says she loves the things that involve people and real-world applications.

“The ease is that those real-life applications can come through when you can tell those little stories, and show where the numbers are going – like the physics behind a really thrilling roller-coaster ride.”

2020 Awards The 2020 Prime Minister’s Science Prizes application process opened Monday 3 August 2020 and will close on Friday 9 October 2020.

There are five prizes in total with a combined value of $1 million.

If you have any questions, contact Debbie at: pmscienceprizes@royalsociety.org.nz.

Find out more at www.pmscienceprizes.org.nz.

“Science helps us understand our world and beyond, and that’s got to be crucial. It’s so important for students to be mathematically, statistically, and scientifically literate so that they can make wise decisions, function, participate and contribute to society.”

Michelle’s $150,000 prize will go towards the rebuild of Cashmere High School’s mathematics and statistics block.

“I think it’s really awesome when teachers are so encouraging and open-minded, and give up their lunch times for you to go talk to them and ask questions – even when they don’t have the answers.”

Thomas James “I don’t think there’s a trend to them, but I think they need to start at the smaller scale.”

Linking back to his wheelie bin robot, Thomas says he likes to solve a problem that could have a flow-on effect to bigger issues.

“If we can get people to use their waste management systems, that’s going to prevent their rubbish from ending up in the oceans. That small little thing right at the start, is helping that big idea of pollution and rubbish.

“I believe in stopping things at the source instead of looking at that big picture, where it gets really overwhelming.”

For other young scientists who have ideas but don’t know where to start, Thomas says “just do it”.

“Find what you’re passionate about, and just go searching, ask questions and don’t be afraid to ask for help.” gazette.education.govt.nz

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LEARNER AGENCY

Children take the reins at digital summit A Children’s Summit has been a real shot in the arm for digital technology at St Mary’s School in Gore.

Knowledge cascade

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“In a school setting, part of the learning is an expectation that they can transfer that knowledge/practice to another group of learners.

I suppose it is like tuakana teina but the facilitation can come from anyone, not necessarily older to younger,” explains Annie.

It was initially planned to hold two summits but flooding in February and the Covid-19 lockdown resulted in one event held in May.

“The students were outstanding: better than the teachers, more relaxed – they didn’t feel as nervous about making a mistake. Kids have the ability to know it’s not the end of the world; they just say: ‘no, you can just restart that’.”

Children’s Summit designed along the lines of a conference, saw teachers stepping back while tamariki took the lead in a series of workshops. It was based on Google Summits that the school’s teachers have attended in recent years to upskill themselves in the use of digital technology.

“The intention was that after working with expert facilitators and teachers, students would run workshops and sessions, but children quickly became the experts and led the workshops at the one and only summit,” says Annie Nelson, principal of St Mary’s, Gore.

Teachers and students worked with trainers from PLD (professional learning and development) providers Using Technology Better the day before the summit. They learned how to run workshops, restart and debug machines and upskill in areas such as Minecraft and Bee-bots.

Cascade learning is a learning framework used in the business world and teacher training overseas. The intention is to teach one person, who will cascade that knowledge/practice through an organisation.

Tamariki in charge Following the training workshop, the children’s knowledge and expertise was so good, they were able to take charge.

Around 220 students from Years 1–6 at St Mary’s were involved in the summit. The student leaders came from Years 3–6.

“When you know you have to tell somebody something afterwards, you tend to listen twice as hard and I think that’s where cascade is really important.

“There would be one large room for Bee-bots with small groups working together.

The student who had set

Year 4 student Tomas prepares to work with excited new entrant Cooper at the Digital Summit.

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LEARNER AGENCY

the activity up told them which order to do things in, gave them the coding card, then did the roaming around the room with an adult.

in coding it’s immediate, and for the kids to accept their mistakes and that they can take help, is amazing.

“Some of the kids were chosen to lead Minecraft Education. They had the leadership and training to teach adults in Minecraft,” says Annie.

“The external advisor was saying: ‘If you haven’t failed, we’re not doing it right, you need to fail at least 20 times in here today’.

Dynamic changed Teachers had to work out what their role was in the new dynamic as they were put into groups and given tasks to do at the workshops.

“It was like a physical thing: the teacher would be in the room but didn’t physically know where they should be.

“Coding was a specific skill, problem solving was another and computational thinking was taught through the Minecraft workshop.

We’ve already broken down the progress levels for the students and one is: ‘I can create simple algorithms to complete a task with or without using a digital device’,” says Annie.

Shot in the arm

“They worked as equals in that space. The child being able to talk to a teacher about learning is what we always want and it’s just nice that sometimes you can tip that balance and it can be the teacher sharing learning with the child.”

New skills: learning to fail The Children’s Summit has resulted in students and teachers learning a wide range of skills from coding and computational thinking to leadership and collaboration.

“At St Mary’s, we say: ‘good today, better tomorrow’, which means if you make a mistake it’s always forgivable. When you make a mistake

The Children’s Summit has helped school staff gain confidence; and in the classroom, teachers and students are learning alongside each other more. It was planned to continue to run workshops each Friday in term 2.

“They’ve continued with whānau grouping once a week for digital technologies, and teachers are present in that space, but kids are still leading.

“This has been a real shot in the arm for digital technology at St Mary’s.

Coming back from lockdown, it has been a brilliant way to bring us back together as a team and remind us: this is who we are and this is how we speak to each other, and there’s room for everybody to lead here.”

“Coming back from lockdown, it has been a brilliant way to bring us back together as a team and remind us this is who we are – and there’s room for everybody to lead here.”

Annie Nelson

After working with facilitators and teachers in a training session, student leaders were eager to start taking the reins.

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LEARNER AGENCY

Student voice Cascade learning model.

Students who led workshops at the Children’s Summit share their experiences. » I was a leader at Bee-bots. It was cool to work with younger kids.

It felt good to be the expert. I learnt that you can’t just tell the younger kids everything, you have to let them figure it out for themselves. I had to show instead of tell sometimes.

It was nice to be in the teacher role because we weren’t the ones getting told what to do. I think it is good for kids to learn from other kids because it’s easier for them to understand when it comes from a peer. I liked the Bee-bots best because I felt like an expert! I was confident in using them. When I teach someone else it helps me understand how things work better. Anya (Year 5)

Melissa (Year 5) takes new entrant Elsie’s picture for her avatar.

» I was a leader at Makey Makey.

I learnt that I need to have selfcontrol and not get frustrated when they don’t understand what to do.

I helped them to try again. I showed the younger children what to do and talked about how to work the Makey Makey as we went through. Leading by teaching the younger children helped me understand more about the Makey Makey. Maddie (Year 5) » My leading experience was good.

It was fun leading Scratch Jr. I learnt that I needed to talk through the steps slowly and you need to keep it easy. From leading Scratch Jr. I feel like I understand how it works better than I did before. I liked being able to work with younger kids. I would love to be a leader again!

Robbie (Year 5)

Leaders for the Bee-bot activity: Maddie, Cru and Shayla start their session with Alianne.

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LEARNER AGENCY

Serena leads younger students Maggie and Ruby in their Makey Makey session.

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One week never to be forgotten “Truly understanding the events of the Holocaust can be a very confronting and emotional experience for people, so we believe it is important for educators to take care of students’ emotional wellbeing,” begins a new teaching guide prepared by the Holocaust Centre of New Zealand.

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GROWING UNDERSTANDING

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he findings of a 2019 survey by the Holocaust Centre (HCNZ) of 1,000 New Zealanders exposed a need to broaden people’s understanding through education. The Just One Week campaign encourages schools to give students an understanding of what happened during the Holocaust and discuss themes relating to discrimination.

Undertaken by the Astor Foundation/HCNZ under the direction of historian Professor Paul Moon last year, the survey found that 70 per cent of people had little or no knowledge of the Holocaust; 57 per cent couldn’t identify how many Jews were murdered, and 34 per cent believed the Holocaust was exaggerated, or a myth.

Meaningful teaching More than 70 schools had signed up to the Just One Week campaign, launched in June, within a week of its launch, says Nicola Bain, who created the teaching resource for levels 4 and 5 in the social sciences and English curriculum on behalf of HCNZ.

“There was a previous campaign which called for just one hour of Holocaust teaching per year, but this new initiative seeks to move from a token acknowledgment of the Holocaust to more meaningful teaching. It enables educators to give their students a solid foundation of what happened during the Holocaust in a way that builds empathy,” she says.

Nicola, who is an English and media studies teacher at Albany Senior High School, was part of a group of New Zealand educators, sponsored by the Holocaust Centre, who travelled to Israel in 2017 to learn about teaching the Holocaust within international contexts at Yad Vashem, World Holocaust Remembrance Centre.

“The study that I did was around how to tell the stories of people safely. It can be overwhelming, and it can be a bit dangerous, in terms of learning about the Holocaust,” she says.

Understanding biases The three teaching units of four one-hour lessons can stand alone or be taught consecutively and are designed to lead students safely in and out of the sobering subject matter.

The aim of the resource is to encourage learners to understand their biases and develop empathy for others – no matter who they are.

The harrowing stories of Freda and Bob Narev and Clare Galambos Winter, who survived the Holocaust and made Aotearoa home after World War II, are at the heart of Just One Week.

“The first lesson barely deals with the Holocaust – it deals with life before – what was happening contextually across Europe; also what was happening in the lives of these individual families. It provides some context into who they are – all these people who were murdered or held in concentration camps went to the beach, had jobs, did the kind of stuff we do,” says Nicola.

“At the end of it, students are asked to reflect on learning all this story and history: why should we remember?”

Nicola Bain

Freda Malacki and Bob Narev survived the Holocaust and later met and married in New Zealand.

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Choiceless choices Lessons two and three largely deal with the experiences of Freda, Bob and Clare during the Holocaust and feature real-life scenarios where students are asked what they would do in particular situations – choiceless choices.

“Freda’s family, who were in Vilna, now in Lithuania, knew the Germans were coming. They had heard the stories and knew it wasn’t going to be great.

“When societies accept that some people are worth less than others, communities stop standing up to ethnic hatred, and atrocities such as the Holocaust and other genocides are able to occur,” he says.

Teaching the Holocaust to history students Justin Thompson teaches at Oxford Area School in North Canterbury and will be using the new resources with his Year 11 history class this year.

“Freda didn’t look Jewish at all – blonde hair, blue eyes. Do you leave one child with a family friend who owes them a favour, or does the whole family go, or do they try and go somewhere else? There are several scenarios as things progressively get worse and we ask students to walk in their shoes,” explains Nicola.

“I will be using the Powerpoints and Testimony, as well as using some of the activities as revision for my Year 11s leading into their examinations.

“I think all students should learn about this topic and this Just One Week Campaign has really given an easy entrance into the content that is quite vast and intimidating to navigate safely for teachers and students. Nicola has so professionally created a series of lessons we can take parts of and use as it suits our Ako.”

The fourth lesson focuses on life after the Holocaust for people who finally made it to New Zealand, where Bob and Freda met and married.

“At the end of it, students are asked to reflect on learning all this story and history: why should we remember? It finishes on that note of understanding and reflecting on why it’s important to understand and empathise with people that might be different to you, or are experiencing persecution.”

Lens of history vital With the increase of ‘fake news’ and misinformation in society and the current global turmoil, there is an increased need to develop young people’s ability to discern and interpret information and understand the present day through the lens of historic events, says Nicola.

The Holocaust was a landmark event, which will hopefully never be repeated and Justin says it’s important to teach the topic safely. By using stories and testimonies, students can understand the raw emotions of the people involved.

“The issues around hate or anti-Semitism are so important to be taught and acknowledged as they are occurring today – even being given voice by world leaders. Students need to understand what this all means and why it is important to care for all.

“Particularly with social media, we live in a clickbait/misinformation society. People will see a social media post and don’t necessarily read beyond it.”

“The Holocaust is an example of when evil wins out for a time. It was a systematic extermination of a race of people – never before had it been documented or on this scale. We need to remember so it never happens again,” says Justin.

Auckland solicitor and Holocaust survivor Bob Narev says future generations must be taught that allowing hate to grow can normalise racism.

To find out more about the free teaching resource Just One Week, see holocaustcentre.org.nz or contact Chris Harris at ceo@holocaustcentre.org.nz.

Above: Clare Galambos Winter's story is also shared in the resource. She died in 2014.

“When societies accept that some people are worth less than others... atrocities such as the Holocaust and other genocides are able to occur.”

Bob Narev

Bob and Freda Narev.

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Anne Frank’s Diary in te reo In June 2019, one of the world’s most famous books, Anne Frank’s Diary, was published in te reo Māori.

The production of the translation of Anne Frank’s Diary: Te Rātaka a Tētahi Kōhine, was a labour of love for 92-year-old Dutchman Boyd Klap, who raised $100,000 for the project. Translator, Te Haumihiata Mason (Tuhoe) tried to capture the voice of a girl facing discrimination in the 1940s. She told Stuff that she had grown up in the 1950s and faced many of the things Anne Frank faced, such as discrimination and food scarcities.

The translation was underwritten by the Holocaust Centre of New Zealand, which also wants to gift a free copy to every school in Aotearoa.

“Boyd Klap visited Parihaka in 2017 and at one point a kaumatua asked him if anybody had considered having the diary translated into te reo Māori. Boyd thought it was a great idea, discussed it with us and we thought

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this was an ideal opportunity to reach a different audience within New Zealand,” says Chris Harris, chief executive of the Holocaust Centre.

“New Zealand has three official languages and to be able to have this book, which is such a treasure, in te reo, will mean that we can reach young Māori who may think this is a book about a young girl living in Holland and has nothing to do with them.”

Relevant today Anne Frank’s story is as relevant today as it was then due to the rise in anti-Semitism and the deeper understanding communities have of racism, sexism and homophobia, he says.

“Anne Frank’s Diary can help address some of these issues because we have seen a young innocent girl, and her family, suffer the worst of discrimination and prejudice,” says Chris.

“She never lived to tell her story, but like her, there are still people in society who feel they have to hide away – that if they speak up, they could become victims of discrimination, violence or even death.”

The translation has been warmly received by Māori readers.

An ebook has been created and some teaching notes are also available.

For teaching notes, information about the ebook and a free school copy of Anne Frank’s Diary: Te Rātaka a Tētahi Kōhine, contact ceo@holocaustcentre.org.nz.

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CYBER SAFETY

“They are more independent and confident, and we are very proud of how much they are contributing.

They are young leaders.”

Lawrence Naiker

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CYBER SAFETY

Youth Action Squad: empowering young people to stay safe online Online bullying is a serious problem in our schools and communities. How can schools empower young people to keep themselves safe in cyber space?

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oung people’s lives are a complex combination of online and offline worlds, and the task of keeping them safe can feel overwhelming.

However, it’s becoming clear that young people are very capable of doing a lot to keep themselves and each other safe online.

This was illustrated effectively during lockdown, a time when our real world slowed into stillness and our virtual lives became frenetic, and a group of young New Zealanders stepped up to support their schools and peers online.

A team of 35 rangatahi known as the Youth Action Squad (YAS) devoted themselves to turning the tide on cyber bullying. They have already been working with online safety organisation Netsafe.

“We had assumed there would be very little activity for our YAS during lockdown but what they reported was an increased need for support,” says Sean Lyons from Netsafe. “And they responded by reaching out to schools and carrying on with their work.”

Young online safety role models Netsafe trains young people aged 14–20 to become online safety role models within their peer groups, schools and communities. Specifically, they learn to reduce incidents of online harm through sharing knowledge, creating discussion, empowering peers and collaborating with people who can make a difference.

Growth opportunity The YAS work is also a huge growth opportunity for the members themselves.

“They are more independent and confident, and we are very proud of how much they are contributing. They are young leaders,” says Lawrence.

As a Netsafe school, Manurewa High School completes regular self-reviews to grade its performance in cyber safety and identify target areas for improvement.

“There is so much happening in that space that just keeping your head above water can be difficult,” says Lawrence.

“Working with Netsafe gives us confidence that we are doing the right thing. From a legality point of view, they help keep us safe too. When dealing with some of the more serious incidents, we feel supported with some of the Netsafe action plans that are available.”

Schools play an integral role in the success of the programme.

By students, for students

“YAS members have told us they need the support of their school to successfully implement the programme. We provide or co-develop the content to be delivered, then actively support YAS and their schools throughout the year,” says Sean.

Bullying-Free New Zealand has identified student voice as key to positive change in keeping schools safe, both online and offline.

When students have a genuine say, it serves as a mechanism for change in schools. Positive outcomes include:

“We keep it as low impact as possible for teachers – we are not asking them to be online safety experts. This is about youth for youth.

» improving teacher-student relationships

“Our research has driven that message home. The most important people in their lives are their friends, their peers, and despite all the messaging about talking to a trusted adult, it isn’t who they turn to at first.”

The first cohort of YAS members was drawn from schools already signed up to the Netsafe membership programme, including Manurewa High School in South Auckland with two students on the squad.

“They have become the voice of young people in our community,” says deputy principal Lawrence Naiker.

“They are totally passionate about their work and about fighting for a cause. And, although we haven’t measured the impact of their work yet, there is already a growing awareness amongst students and teachers of what it means to be safe online.” gazette.education.govt.nz

» increasing student engagement with their learning » raising student self-esteem and efficacy.

For free anti-bullying resources, go to: » Bullying Free New Zealand Student Voice for ways to empower young people to deal with cyber bullying » Netsafe for ways to stay safe online » Keep It Real Online for advice on managing difficult conversations such as online grooming, pornography, harmful digital content and online bullying.

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CYBER SAFETY

Becoming a Netsafe school The Netsafe school membership scheme is designed to support schools to keep their students and staff safe online, and as a way for schools to demonstrate to their communities that they take cyber safety seriously.

Schools sign up, take the review to grade themselves, and then work through seven areas using the Netsafe framework and support to upgrade their online environments.

“The amount of energy and time that an average teen puts into their online existence means it can be a difficult task, quite depressing almost, trying to stay one step ahead, but we try to get schools and parents to think about the broader principles of the activities that young people are engaged in,” says Sean.

“There’s gaming, there’s messaging, there’s dating and that doesn’t change. So if we think about them as activities rather than technologies, and try to think about the challenges that go along with those things, then it’s slightly less daunting.

“It might be Snapchat today, Twitter tomorrow and Weibo the next but they’re all instant messaging sites; they’re communication platforms and even if the colours and the buttons have changed, what hasn’t changed are the challenges that young people face and the support that they need when they experience those challenges.”

Netsafe also provides an incident response guide for schools, designed as a first port of call when a school finds itself in a challenging situation in terms of online safety.

“We recognise that people may be in a slightly heightened stage of emotion, they might be scared about what’s going on, but with this guide they can start from a more level-headed or pragmatic viewpoint.”

One Youth Action Squad member’s experience Year 12 student Beitor Li (right) says being part of the Youth Action Squad (YAS) has helped him to regain confidence after enduring a long campaign of cyber stalking. For nine months he received threatening messages and images showing how he was being tracked – a photo of his mother’s car, a Google map link showing his route home from school.

Eventually Beitor worked out who was sending the messages and was told that it was because one of the girls involved liked him.

“The people behind this account thought they were doing something playful, but it wasn’t playful at all,” he says.

“It made me feel very intimidated, I had a lot of negative emotions at once, and I was afraid to tell anyone in case they were the person behind the stalking.”

Joining YAS has allowed Beitor to move from being a victim to a champion, sharing his experience to inform and support other young people, and to embrace leadership.

“I am super passionate about cyber safety and also very grateful to be part of the Squad. It’s amazing when we meet up – we are always so happy to see each other. And I am learning so much, especially morally.

“My advice to others is to be yourself online, and to ask for help when you need it. Often people are afraid to speak up but I would say reach out. And when you see something horrible happening online, check up on others instead of letting it slide.”

Joining the Youth Action Squad YAS members are given Netsafe-specific training as well as coaching in public speaking and general leadership. They are taught to get involved in broad, proactive discussions within their schools rather than getting dragged down into the negative aspects of being online.

The team upskills one module at a time, taking their work back into school to implement, with Netsafe on hand for back-up.

“Youth are powerful and we can promote positive change with our voices,” says Beitor.

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Education Gazette | 17 August 2020

gazette.education.govt.nz

VOCATIONAL EDUCATION

Celebrating topperforming students in vocational education Secondary schools and wharekura around Aotearoa New Zealand can now submit their nominations for a vocational award to present to their students this year.

T

he Prime Minister’s Vocational Excellence Award is back in its second year to help raise the status of vocational pathways and recognise top-performing secondary students in vocational education.

The award aims to inspire more rangatahi to pursue vocational pathways and careers when they leave school. It contributes to a wide range of initiatives currently underway to encourage more people to see vocational education and training as an attractive option.

Every state secondary school and wharekura can nominate their top Year 12 or 13 student who is engaged in a vocational programme of learning for the award. Each school’s winner receives a $2,000 cash prize and a certificate, which is intended to be presented at their school prizegiving ceremony alongside other top awards.

Awards provide confidence Former St Dominic’s College student and 2019 award recipient Sarah Engle says the award gave her the confidence to embark on her chosen career pathway.

“I was shocked,” she says of the win. “It’s a great feeling to know you’ve got the support of your teachers and your school.”

Sarah says she’s always had an interest in the beauty community, but it wasn’t until an opportunity arose through the Gateway Programme last year to explore hairdressing that she knew she had found the pathway for her.

Supporting vocational pathways In addition to Gateway and Trades Academies, programmes that allow school students to access workplace learning and education at tertiary institutions, the following initiatives help raise the profile of vocational education and encourage more young people to consider vocational careers: » School trades events – A series of local events are happening across New Zealand to promote trades and ‘earn while you learn’ pathways to students. These events will link students with employers and enable them to explore industry-specific career opportunities. Visit education.govt.nz/education-to-employment to find events in your region. » Targeted Training and Apprenticeship Fund – Young people who want to undergo training or apprenticeship in certain industries may be eligible to apply for the Targeted Training and Apprenticeship Fund. The fund covers the costs of training and apprenticeship and covers tuition fees, compulsory course costs, assessments and compulsory student services fees. Students can visit the Tertiary Education Commission website to check if they are eligible for this fund. » Apprenticeship Support Programme – A package of financial supports was announced this year to help employers keep apprentices and Mana in Mahi participants connected to work and training while New Zealand recovers from the impact of Covid-19. Visit Work and Income website for more information.

Since winning the award, Sarah has started working at The Hairdresser, a hair salon on Auckland’s North Shore, and has started working towards a hairdressing apprenticeship through the Hair and Beauty Industry Training Organisation (HITO).

“I love it. It’s been such a great experience so far,” she says.

Sarah encourages students to take opportunities that come their way, including applying for this year’s awards.

“Dive in head first,” she says. “Just do it!”

Applications will be processed in September in time for school prizegivings from mid-October to early December 2020. For more information visit www.pmvea.education.govt.nz gazette.education.govt.nz

TUKUTUKU KŌRERO | 17 August 2020

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CLIMATE CHANGE

Student Strike 4 Climate leaders’ vision for education Eight student leaders from the Auckland School Strike 4 Climate organisation articulated their vision for education about climate change.

G

reta Thunberg’s actions have mobilised youth internationally.

Aotearoa New Zealand youth are no exception, having organised three strikes to date. The last, held on 27 September 2019, involved 40 different events nationally and attracted approximately 170,000 people.

Youth vision

Resources

Eight secondary student leaders attended and about 40 adults, including teachers, were in the audience. These students spoke individually and all agreed on their vision for education about climate change. They identified six specific aspects:

When it comes to realising the students’ vision for climate change education, there are many existing resources which provide a good place to start:

With the lockdown now ended, more strikes are planned. Youth want to seize this moment in time to encourage leaders to rethink how they respond to climate change.

» Teachers who know how and what to teach about climate change. » Quality resources that are both age and culturally appropriate. » Unpacking the IPCC reports that are used to inform and guide policy and people’s actions, so that they are readily understood by teachers and students. » A ‘one-stop’ web-based repository for resources and teaching materials that both teachers and students could access. » Emphasis on learning individual and collective action-taking skills that will help bring about systemic change. » A discussion network or forum where students can talk about climate change with each other and their teachers.

While young people’s ideas, such as ensuring that domestic policies align with the Paris Agreement 1.5, were recorded in an open letter to Parliament, less is known about how they think education could support their ideas.

The Auckland Branch of the New Zealand Association for Environmental Education invited the leaders of the Auckland School Strike 4 Climate organisation to a panel discussion so that they could voice their ideas.

» Climate change education programme » Science Learning Hub teaching and learning resources » The Nature of Science strand on Te Kete Ipurangi. » Pūtātara: A Call to Action.

Student wellbeing The topic of climate change can evoke strong emotions among students, so supporting student wellbeing continues to be a priority. Again, general wellbeing resources that provide a good place to start are available, including Sparklers aimed at Year 1-8 students, Te Pakiaka Tangata for secondary students, and a free number (1737) which anyone can call or text anytime to talk to a trained counsellor.

In addition, the Level 4 climate change education programme Climate Change: Prepare today, live well tomorrow includes a wellbeing guide.

Auckland School Strike 4 Climate students leaders shared their vision for education about climate change.

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Education Gazette | 17 August 2020

gazette.education.govt.nz

OUTDOOR LEARNING

Students from Pongaroa School plant trees on their school’s grounds.

Photo credit: Sandra Burles.

Getting out into nature New Zealand’s educators are being encouraged to get students into nature during Conservation Week.

A

n annual initiative led by the Department of Conservation (DOC), this year’s Conservation Week runs from 15 to 23 August and has a theme of ‘Nature through new eyes’.

DOC’s Director General Lou Sanson says the theme reflects on the value to people’s wellbeing of time spent in nature: something which he believes the education sector and teachers can embrace in term 3.

“Take a little time in nature for the wellbeing of you and your students,” he says. “Get them out of the classroom and into the natural environment; it can be the local park, beach or riverside, or even the school’s immediate grounds.

“Encourage your students to look, listen, breathe and feel nature.”

Shake up routines Lou says outdoor learning in nature can help increase students’ critical thinking, creativity and ability to reflect – and also shakes up the classroom or laboratory routine for classes.

“DOC has a pallet of great conservation education resources linked to The New Zealand Curriculum,” he says.

DOC education resources are curriculum-linked for Levels 1 to 4, although they can be adapted outside of these levels. From nature taster cards, aimed at getting started in the outdoors, to fully integrated inquiry units, they provide a real-life context for teaching and learning. gazette.education.govt.nz

to specify the habitats, education level and curriculum level they are interested in.

Numerous international surveys are indicating fewer children are experiencing nature directly, with many playing indoors and plugged into virtual networks, far removed from nature and with a limited understanding of biodiversity and its importance.

DOC’s Lou Sanson in Nelson Lakes National Park. Photo credit: Georgia Sanson.

“Get them out of the classroom and into the natural environment; it can be the local park, beach or riverside, or even the school’s immediate grounds.”

Lou Sanson A range of conservation topics can be found, including protecting local green, marine and estuarine environments, learning about specific New Zealand threatened species and learning important kupu taiao i te reo Māori.

DOC education portal The education portal on DOC’s website includes a search function, which allows educators

“Conservation Week is a great opportunity to change that,” says Lou. “It might take a little bit of logistical planning, but the rewards will emerge when children have that sense of wonder when they’re out in the natural world.”

Lou says DOC chose a wellbeing focus for Conservation Week 2020 in light of the global Covid-19 situation – in particular the lockdown – and how it has led to many people pausing to reflect on the important things in their lives.

“Many New Zealanders found solace while doing daily exercise during the Covid-19 lockdown through engaging with nature on visits to local parks, beaches and waterways.”

Please visit this article online to access further details about Wellbeing in Education and the funding to address wellbeing needs as a result of Covid-19. In addition, two resources within the Social Sciences learning area provide curriculum content focusing on student engagement with nature. These are Pūtātara: A Call to Action, and Climate Change: Prepare today, live well tomorrow (which has an accompanying Wellbeing Guide).

TUKUTUKU KŌRERO | 17 August 2020

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NOTICES

Contents

Official notices 32 Classroom resources 32 Community involvement 32 Conference/AGM 32 Jubilees and reunions 33 Projects and programmes 33 Student competitions and scholarships 33 Teaching awards and scholarships 33 Other 34 Professional development (PD) 34 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 7 September closes 4pm, Friday 28 August 2020.

Copy for 21 September closes 4pm, Friday 11 September 2020.

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.

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Education Gazette | 17 August 2020

Official notices Annual Review of Deciles – 2020 Ministry of Education The 2020 Decile Review is open and applications close on 21 September.

Each year, schools can apply for a decile review if they believe there has been a significant change in the school’s roll profile since the original assessment was made.

Cabinet has agreed that deciles will not be recalculated using the 2018 Census information.

The Ministry will continue to carry out decile reviews based on the 2013 Census data.

To apply for a decile review, schools need to supply information as outlined in the application pack.

Application packs and information about how to apply are available on the Education Counts website.

Results will be available before the end of the 2020 school year. Where reviews are successful and the decile will be lowered, the increased funding will apply from the beginning of the 2021 school year.

Note: Indicative funding notices for the 2021 year (released in September 2020) will be calculated using a school’s current decile.

If a Board successfully applies for a decile review that results in them gaining eligibility for the donations scheme, they will be advised before the start of the school year.

Boards of Trustees will have until 1 March 2021 to consult with their communities and let us know their decision by filling in the online declaration form.

Schools will receive their donations funding as part of their April Operational Funding Instalment. The funding will be calculated based on the previous year’s July roll return.

Please note: If a school applies for a decile review and anticipates that they will be eligible to opt in to the donations scheme, they must not ask families for donations from the start of the school year.

You can email Decile.Reviews@education.govt.nz with any questions.

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Classroom resources Activity Plans for Teaching About Election Issues Policy Policy is New Zealand’s only comprehensive and easily accessible election information website. Ahead of the 2020 election, we’ve partnered with social science educators across New Zealand to create resources that help teachers navigate the election in the classroom.

Our activity plans help teachers guide students through discussions on the values, priorities, and impacts policies have on different groups of people.

Using Policy, students can learn about different election issues, strengthen their ability to make value-based decisions, and understand why different people and groups make decisions that are different to their own.

Resources are free and available at policy.nz/schools.

Ref#: 1HA9HZ

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.

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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.

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Community involvement 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.

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Conference/AGM Inspire 2020 Conference Digital Circus Inspired teaching and learning starts here. ​This year’s kaupapa poses the question: How

gazette.education.govt.nz

Teaching awards and scholarships might we, as teachers, prepare our students for the innovation, creativity and technology in future workplaces?

2 day Inspire Conference – 28–29 September, 9am–4pm. » A huge number of exciting workshops to choose from » Terrific keynote speakers » Morning tea and lunch provided $295 per person.

For teachers and leaders from primary right through to secondary.

Sessions will be delivered in English medium, but with Te Ao Māori values and perspectives integrated.

For further information: www.digitalcircus.org.nz/ inspire-conference-2020.

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NZAGC Conference 2020 – Gifted Wellbeing New Zealand Association for Gifted Children The NZAGC are excited to be bringing the New Zealand Association for Gifted Children conference to Christchurch this year with the theme Gifted Wellbeing.

Venue: Rangi Ruru Girls’ School Date: Saturday 19 and Sunday 20 September.

This conference is suitable for teachers, parents and students.

There are a range of membership options, from NZAGC members, non-members and school groups. If you are an NZAGC member you will need to login to access the member prices.

We hope that you will be able to join us.

For further details: www.giftedchildren.org.nz/ event-3532539?CalendarViewType=1&SelectedDa te=9/25/2020.

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Jubilees and reunions Ardmore Old Trouts Reunion Rescheduled – 27 March 2021 Old Trouts Reunion Committee The organising committee have altered our reunion date to Saturday 27 March 2021.

The location remains the same at Wairakei Resort Taupo as does the start time of 5pm.

We have good numbers of initial enrolments but really would like more.

Please email secretary Janeve Green janeve@volcanicvenues.com for details or join Ardmore Teachers College-Keeping the Memories Alive Facebook group or website www.ardmorereunion.com.

There is opportunity for year groups to organise activities for the Friday evening in and around the Taupo area.

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Mt Albert Primary School 150th Sesquicentennial Mt Albert Primary School Registrations are now open for Mt Albert Primary School, Mt Albert, Auckland 150th Sesquicentennial being held 6-7 November 2020.

Please register your attendance via: www.mtalbertprimary.school.nz.

Friday 6 November: School Open Day 10am–2pm. Mix, mingle and reminisce, 6.30–8.30pm, light nibbles and a free drink on arrival (additional wine/beer can be purchased.) Registration essential.

Saturday 7 November: 2–5.30pm – Official School Celebration Day, Registration essential.

For further information: Contact: reception@maps.school.nz.

Ref#: 1HA9d0 gazette.education.govt.nz

Sunnyhills School 50th Jubilee Sunnyhills School Registrations are now open for Sunnyhills School, Pakuranga, Auckland 50th Jubilee being held 13–14 November 2020.

Please register your attendance via bit.ly/Sunnyhills50.

Friday 13 November 7–9pm: Mix, mingle and reminisce $20 per person. Light nibbles and a free drink on arrival (additional wine/beer can be purchased). Registration essential.

Saturday 14 November: 10am–1pm – Free – Presentations and performances, followed by cake cutting, light morning tea and school tours.

Registration essential.

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Projects and programmes Does Your School Have an Innovative Approach to Timetabling?

The New Zealand Council for Educational Research (NZCER) Does your school have an innovative approach to timetabling?

NZCER is exploring timetabling innovations in secondary schools.

Would your school make an interesting case study?

We would love to hear from school leaders who have modernised their timetable structures and processes to meet the needs of their students.

Find out more about our project and submit your interest in taking part in It’s Time: Transformational Timetabling Practices Go to www.NZCER.org.nz Keyword search “timetabling” Ref#: 1HA9C3

Fully-funded leadership Programme for 2021 | Springboard Trust Springboard Trust Springboard Trust is now accepting applications for its 2021 foundation programmes: Strategic Leadership for Rural Teaching Principals, and the Strategic Leadership for Principals Programme.

SLPP is open to principals who have not worked with us before, while SLRTP is tailored to principals who teach in a rural setting.

These programmes are fully funded by our partners, therefore free for principals to participate in.

Both programmes are Springboard’s foundations – upon completion, you can continue your learning with our tailored workshops, coaching and School Innovation Services.

More information: (SLRTP) – www.springboardtrust. org.nz/what-we-do/strategic-leadership-for-ruralteaching-principals.

More information: (SLPP) – www.springboardtrust. org.nz/what-we-do/strategic-leadership-forprincipals-programme.

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iNVENTIONATOR for Gifted Learners CORE Education DREAM BIG! An exciting event is coming your way.

Designed for students, this special iNVENTIONATOR is supported by 6 online resources. It’s free for gifted learners who want to Play. Think. Design. Innovative solutions to real-life problems.

Are you ready to DREAM BIG? Find out more https://bit.ly/2P4yVvm. Powered by CORE, in partnership with Ministry of Education.

Virtual event 14-17 September (four half-days).

Nelson face-to-face event 28-29 October.

NOTICES

Contact details: Suzi Gould, CORE Education email: eventadmin@core-ed.ac.nz; ph (0800) 267 301.

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Student competitions and scholarships Best School Trip Competition Education Beyond the Classroom Get your class to submit a 200-word article with photos describing their best school trip to be in to win $250 for your school.

The best entries will be printed in Education Beyond the Classroom distributed to schools on 12 October.

Entries close 17 September.

Email entries to jill.parker@nzme.co.nz.

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Election 2020: Policy Idea Competition Policy The Policy idea competition asks students: If you were Prime Minister, what one thing would you do to change New Zealand for the better and why?

Students can enter policy ideas as 300 words or as a 90 second video, and be in to win great prizes.

Policy ideas will be judged by NBA basketballer Steven Adams, journalist Mihi Forbes, science educator Michelle Dickinson (Nanogirl), Professor of Public Policy and former MP Marilyn Waring, and Allbirds CEO and former All White Tim Brown.

More information, including how to enter, is available at policy.nz/competition. Entries close 5pm, Saturday 5 September.

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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. www.education.govt.nz/school/student-support/ scholarships-and-competitions/ngarimu-videocompetition.

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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 25th September.

See www.tiritirimatangi.org.nz//2020-sotm-fullers360-science-award.

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Teaching awards and scholarships 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 TUKUTUKU KŌRERO | 17 August 2020

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PROFESSIONAL DEVELOPMENT NOTICES 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 – online or 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 advisor Antoinette Vaha: pgt@auckland.ac.nz.

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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

Other The National EOTC Coordinator Database Education Outdoors New Zealand All schools are encouraged to ensure their EOTC coordinator is registered on this good practice database.

Communications include updates on health, safety and outdoor sector changes, links to useful resources, professional development opportunities for staff, and other flags relating to EOTC management.

Registration creates direct one-to-one access to EOTC expertise via EOTC Support.

The database is fully supported by the Ministry of Education and referenced as an aspect of good practice in the EOTC Guidelines 2016, Bringing the Curriculum Alive (p59) To register and for more information, go to www.eonz.org.nz and click on the database logo.

Ref#: 1HA9SH/Webinar Ref#: 1HA9Wz

Early learning PD New Zealand (nationwide) Amesbury School » Coaching Leadership: How Am I Doing? Space for Reflection

Ref#: 1HA9HL

CORE Education » Te Reo Puāwai Māori (part 2)

Ref#: 1HA9LP » uLearn20 Ref#: 1HA8_H

Growing Gratitude » Nurturing Spirituality Through Growing Gratitude

Ref#: 1HA9Rq

JK Developing Capabilities » Strengthening Your Personal Resilience and Wellbeing – for Teachers and Teacher Aides Ref#: 1HA98h

Kia Takatū ā-Matihiko » BUSTED: I Don’t Need to Teach DT, My Kids Can Google It Ref#: 1HA9Xd » Code Club 4 Teachers – Numeracy and Geometry – Kauhaurangi Tuihono/Webinar Ref#: 1HA9Vz » He Rauemi Ē-ako Tuhiwaehere – Code.org – Kauhaurangi Tuihono/Webinar Ref#: 1HA9XB » Ngā Waihere QR – Ngā kāri karakara – Kauhaurangi Tuihono/Webinar Ref#: 1HA9XS » Ngā waihere QR – Ngā kāri karakara- Kauhaurangi Tuihono/Webinar Ref#: 1HA9X5 » Rauemi Pikau – Hauora – Kauhaurangi Tuihono/ Webinar Ref#: 1HA9Wz » Rauemi Pīkau: Manaaki i a Papatūānuku – Kauhaurangi Tuihono/Webinar Ref#: 1HA9XP » Te Reo Hangarau – Kauhaurangi Tuihono/Webinar Ref#: 1HA9X8 » Te Reo Hangarau – Kauhaurangi Tuihono/Webinar Ref#: 1HA9XV » Te Tuhiwaehere – Kauhaurangi Tuihono/Webinar Ref#: 1HA9XY

Lancewood Education » James Nottingham Online: Leadership, Challenge, and Collective Efficacy Ref#: 1HA9aj » James Nottingham Online: Seven Steps To Maximising the Effectiveness of Feedback​ Ref#: 1HA9an

Learning Network NZ » Maker Spaces in Schools Ref#: 1HA8gG

PepTalks

» Journey with Tapasā – 2 Consecutive Evening Sessions Ref#: 1HA9gL » Learning Dispositions in the 21st Century – 2 Consecutive Evening Sessions Ref#: 1HA9gS » Promoting Resilience Within Children, Families and Teams Ref#: 1HA9gH » Promoting Resilience Within Children, Families and Teams – Three Part Series Ref#: 1HA94k » Supporting Social and Emotional Competence Ref#: 1HA8zV » Supporting Social and Emotional Competence in Early Learning Ref#: 1HA9gB » Te Reo Māori 1 Ref#: 1HA9gY » Te Tiriti-based Practice Ref#: 1HA94o » Te Tiriti-based Practice Ref#: 1HA9gP » Understanding and Cementing Bicultural Practice Ref#: 1HA9g8

Te Rito Maioha ECNZ » An Introduction to Culturally Responsive Pedagogy in Aotearoa New Zealand Ref#: 1HA9Ge » An Introduction to Te Reo Māori in Aotearoa New Zealand Ref#: 1HA9Gb » An Introduction to Te Whāriki Ref#: 1HA9Gh

Auckland Childspace Early Childhood Institute » Assessment and Documentation of Learning Stories Ref#: 1HA8wk » Leading with Heart and Soul Ref#: 1HA8xT » Peaceful Curriculum for Infants and Toddlers Ref#: 1HA8wu

» Dealing with Difficult Parents (Webinar) Ref#: 1HA9TS

» Performance Appraisal, Certification and Teaching as Inquiry Ref#: 1HA8wo

Phonics Training Ltd

» Risk, Resilience and Loose Parts Play Ref#: 1HA8xQ

» Webinar: Early Words Training for Primary Teachers and Teacher Aides Ref#: 1HA9Ad » Webinar: Early Words Training for Primary Teachers and Teacher Aides Ref#: 1HA9Aj

Senior Teacher » Health and Safety – Employees WellBeing Ref#: 1HA91W » Implementing Tātaiako Ref#: 1HA91T » Implementing Tātaiako – 2 Consecutive Evening Sessions Ref#: 1HA9gE » Journey with Tapasā Ref#: 1HA8zY » Journey with Tapasā Ref#: 1HA9g5

Cognition Education » Leading Reo-a-Waha Oral Language – Online Workshop Ref#: 1HA9dn » Reo-a-Waha: Oral Language Tips and Tools for Teachers – Online Workshop Ref#: 1HA9dq

Educational Leadership Project » UKE Can Too! Ukulele and Musical Workshop Series Ref#: 1HA9fh

Growth Culture » Cracking the Code – Boys in Literacy Ref#: 1HA9HS

For full professional learning and development (PLD) listings see gazette.education.govt.nz/notices 34

Education Gazette | 17 August 2020

gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES » Team Leaders TOOLBOX Ref#: 1HA8ew » Team Leaders TOOLBOX (Now More Than Even the Sector Needs Strong Leadership) Ref#: 1HA9HP

Improving Life Outcomes » Workshop – Teaching Emotions in Children Ref#: 1HA985

InterLEAD » Strategic Planning Ref#: 1HA91B » Wellbeing for Kaiako Breakfast Series – Foundations for Wellbeing Ref#: 1HA9LF » Wellbeing for Kaiako Breakfast Series – Resilience and Emotional Intelligence Ref#: 1HA9LM » Wellbeing for Kaiako Breakfast Series – Growth as a Sign of Health and Wellness Ref#: 1HA9LT

Kurtovich Consulting » Administrators’ Big Day Out 2020 Ref#: 1HA92B

The Team Building Company » Building and Maintaining A Connected and Collaborative Team Ref#: 1HA91x

Waikato Childspace Early Childhood Institute » Internal Evaluation for Quality Improvements Ref#: 1HA8wx » Nurture in Nature Ref#: 1HA8xJ » Rituals Ref#: 1HA8xF » Yeah Baby! Early Childhood Conference Ref#: 1HA8xZ

EDconnect » Engaging Conversations Workshop – Tokoroa Ref#: 1HA9FE » Engaging Conversations: A Workshop for Teacher Aides – Hamilton Ref#: 1HA9FP

Growth Culture » Cracking the Code – Boys in Literacy Ref#: 1HA9HV

Kurtovich Consulting

» Performance Appraisal, Certification and Teaching as Inquiry Ref#: 1HA9Lr » Risk, Resilience and Loose Parts Play Ref#: 1HA8x6 » Risk, Resilience and Loose Parts Play Ref#: 1HA9F0

Growth Culture » Cracking the Code – Boys in Literacy Ref#: 1HA9HV

Hawke’s Bay Kurtovich Consulting » Administrators’ Big Day Out 2020 Ref#: 1HA92B

Manawatu/Whanganui Childspace Early Childhood Institute » Leading with Heart and Soul Ref#: 1HA9Er » Nurture in Nature at Old Kura Ref#: 1HA8xW » Risk, Resilience and Loose Parts Play Ref#: 1HA9Ex

Growth Culture » Cracking the Code – Boys in Literacy Ref#: 1HA9HS

Wellington Childspace Early Childhood Institute » Assessment and Documentation of Learning Stories Ref#: 1HA9P3 » Childspace Leaders Retreat Ref#: 1HA8yn » Peaceful Curriculum for Infants and Toddlers Ref#: 1HA9P0 » Risk, Resilience and Loose Parts Play Ref#: 1HA9Lk » Self-regulation, Behaviour and Social Competency Ref#: 1HA9P6 » Zentangle Retreat Ref#: 1HA8wr

InterLEAD » Strengthening Your Leadership Ref#: 1HA91a

The Team Building Company » Building and Maintaining a Connected and Collaborative Team Ref#: 1HA91x

» Administrators’ Big Day Out 2020 Ref#: 1HA92B

Marlborough InterLEAD

Bay of Plenty Childspace Early Childhood Institute

» Leadership for Every Teacher (2 x One-day Workshops) Ref#: 1HA95P

» Assessment and Documentation of Learning Stories Ref#: 1HA9Lu » Leading with Heart and Soul Ref#: 1HA8x3 » Leading with Heart and Soul Ref#: 1HA9F3 » Peaceful Curriculum for Infants and Toddlers Ref#: 1HA9Lo

Tasman/Nelson impactED » Nelson Digital Technologies Implementation Ref#: 1HA9S3

The Team Building Company » Building and Maintaining a Connected and Collaborative Team Ref#: 1HA91x

Canterbury Childspace Early Childhood Institute » Assessment and Documentation of Learning Stories Ref#: 1HA8we » Leading with Heart and Sou 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 » Making Sense of Tapasā Ref#: 1HA9Gn

EDConnect » Engaging Conversations: A Workshop for Teacher Aides – Christchurch

Ref#: 1HA9Mo » Engaging Conversations Workshop – Christchurch Ref#: 1HA9FL

Growth Culture » Cracking the Code – Boys in Literacy Ref#: 1HA9HS

impactED » Local Curriculum – Supporting Understanding of Local Curriculum Ref#: 1HA9Fr » Local Curriculum – Supporting Understanding of Local Curriculum Ref#: 1HA9Fu

InterLEAD » Engaging Your Whole Team with Te Whāriki – via Zoom Ref#: 1HA9LW » Evaluation for Improvement Ref#: 1HA8zd » Play-based Pedagogy – Half-day Workshop Ref#: 1HA8_G » Stepping up to Leadership – Half-day Workshop Ref#: 1HA9LZ » Tikanga 101: Why, How, What Ref#: 1HA91Y

Kia Takatū ā-Matihiko

» Code Club 4 Teachers Exploring Bee-Bots and Edison Robot – Twizel Ref#: 1HA9Wa

The Team Building Company » Building and Maintaining a Connected and Collaborative Team Ref#: 1HA91x

Te Rito Maioha ECNZ

Otago Growth Culture

» Making Maui Come to Life – Practical Workshop Ref#: 1HA9BB

» Cracking the Code – Boys in Literacy Ref#: 1HA9HS

For full professional learning and development (PLD) listings see gazette.education.govt.nz/notices gazette.education.govt.nz

TUKUTUKU KŌRERO | 17 August 2020

35

PROFESSIONAL DEVELOPMENT NOTICES The Team Building Company » Building and Maintaining A Connected and Collaborative Team Ref#: 1HA91x

Primary/intermediate PD New Zealand (nationwide) Amesbury School » Coaching Leadership: How Am I Doing? Space for Reflection Ref#: 1HA9HL » Developing an Integrated Curriculum: Systems, Structures, Processes and Some Tips Ref#: 1HA9HE » Leading a Culturally Sustaining School Ref#: 1HA9HH

CORE Education » Te Reo Puāwai Māori (part 2) Ref#: 1HA9LP » uLearn20 Ref#: 1HA8_H

JK Developing Capabilities » Strengthening Your Personal Resilience and Wellbeing – for Teachers and Teacher Aides Ref#: 1HA98h

Kia Takatū ā-Matihiko » BUSTED: I Don’t Need to Teach DT, My Kids Can Google It Ref#: 1HA9Xd » Code Club 4 Teachers – Numeracy and Geometry – Kauhaurangi Tuihono/Webinar Ref#: 1HA9Vz » He Rauemi Ē-ako Tuhiwaehere – Code.org – Kauhaurangi Tuihono/Webinar Ref#: 1HA9XB » Ngā Waihere QR – Ngā kāri karakara – Kauhaurangi Tuihono/Webinar Ref#: 1HA9XS » Ngā Waihere QR – Ngā kāri karakara- Kauhaurangi Tuihono/Webinar Ref#: 1HA9X5 » Rauemi Pikau – Hauora – Kauhaurangi Tuihono/ Webinar Ref#: 1HA9Wz » Rauemi Pīkau: Manaaki i a Papatūānuku – Kauhaurangi Tuihono/Webinar Ref#: 1HA9XP » Te Reo Hangarau – Kauhaurangi Tuihono/Webinar Ref#: 1HA9X8 » Te Reo Hangarau – Kauhaurangi Tuihono/Webinar Ref#: 1HA9XV » Te Tuhiwaehere – Kauhaurangi Tuihono/Webinar Ref#: 1HA9XY

Kohia Centre, University of Auckland » Online: Number Talks and Building a Love of Maths, with Sarah Tohill Ref#: 1HA9CZ

Lancewood Education » James Nottingham Online – Leadership, Challenge, and Collective Efficacy Ref#: 1HA9aj

» James Nottingham Online – Seven Steps To Maximising the Effectiveness of Feedback​ Ref#: 1HA9an

» Reo-a-Waha: Oral Language Tips and Tools for Teachers – Online Workshop Ref#: 1HA9dq

Learning Network NZ

EDconnect

» Maker Spaces in Schools Ref#: 1HA8gG

» Engaging Conversations Workshop – West Auckland Ref#: 1HA9FS

PepTalks » Dealing with Difficult Parents (Webinar) Ref#: 1HA9TS » Project-based Learning and Inquiry (Webinar) Ref#: 1HA9Ta

Phonics Training Ltd » Webinar: Early Words Training for Primary Teachers and Teacher Aides Ref#: 1HA9Ad » Webinar: Early Words Training for Primary Teachers and Teacher Aides Ref#: 1HA9Aj

Senior Teacher » Implementing Tātaiako – 2 Consecutive Evening Sessions Ref#: 1HA9gE » Te Reo Māori 1 Ref#: 1HA9gY » Te Tiriti-based Practice Ref#: 1HA9gP » Understanding and Cementing Bicultural Practice Ref#: 1HA9g8

Your Health NZ » School and Youth Nurse Symposium Ref#: 1HA9Mw

Northland Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Dargaville) Ref#: 1HA9dd » Mathematics Leadership Communities Meetings | MLCs (Far North) Ref#: 1HA9dV » Mathematics Leadership Communities Meetings | MLCs (Mid North – Paihia) Ref#: 1HA9dY » Mathematics Leadership Communities Meetings | MLCs (Whangarei) Ref#: 1HA9da

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

Evaluation Associates » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA98F

Auckland Cognition Education » Leading Reo-a-Waha Oral Language – Online Workshop Ref#: 1HA9dn » Mathematics Leadership Communities Meetings | MLCs (Auckland) Ref#: 1HA9dj

Education Outdoors New Zealand » Embedding Good Practice Systems for EOTC Ref#: 1HA9Rt

Educational Leadership Project » UKE Can too! Ukulele and Musical Workshop Series Ref#: 1HA9fh

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

Evaluation Associates » e-asTTle Reading and Maths Workshop (MoE funded) Ref#: 1HA98M » e-asTTle Reading and Maths Workshop (MoE funded) Ref#: 1HA98J » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA989 » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA98F

Growth Culture » Cracking the Code – Boys in Literacy Ref#: 1HA9HS » Team Leaders TOOLBOX Ref#: 1HA8ew » Team Leaders TOOLBOX (Now More Than Even the Sector Needs Strong Leadership) Ref#: 1HA9HP

Improving Life Outcomes » Workshop – Teaching Emotions in Children Ref#: 1HA985

Kohia Centre, University of Auckland » Building Resilience and Mental Wellbeing for Teachers and Students Ref#: 1HA8uM » Decisions of a Writing Teacher, with Gail Loane Ref#: 1HA8nd » 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 » Online: The Role of the Leader in Building Learning Cultures Ref#: 1HA9Cu » Paying Attention to Attention, Frances Steinberg Ref#: 1HA910

For full professional learning and development (PLD) listings see gazette.education.govt.nz/notices 36

Education Gazette | 17 August 2020

gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES » Report Writing and Communicating with Parents, with Julie McDougall Ref#: 1HA8po » The Role of the Leader in Building Learning Cultures, Tabitha Leonard Ref#: 1HA90k » Using Materials and Games to Teach Vital Maths Concepts Ref#: 1HA9WJ » Working with Challenging Behaviour, Frances Steinberg Ref#: 1HA90x

Evaluation Associates » e-asTTle Reading and Maths Workshop (MoE funded)

Ref#: 1HA98M » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA989

Growth Culture » Cracking the Code – Boys in Literacy

Ref#: 1HA9HV

» STEM Unleashed – Chris Clay Ref#: 1HA8gA

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

Maths Development

» Tauranga: Mathematical Content Knowledge – Algebra

Learning Network NZ

» Maths Leadership Made Easy Ref#: 1HA91u » Maths Teaching Made Easy Workshops Ref#: 1HA91r » Teacher Aides Supporting Learners in Mathematics Ref#: 1HA99Q

Stonefields Collaborative Trust » Collaboration Workshop – The Game Changer Ref#: 1HA9aT

Waikato EDconnect » Dancing with Digi Tech Workshop – Waihi Ref#: 1HA9G8 » Engaging Conversations Workshop – Tokoroa Ref#: 1HA9FE » Engaging Conversations: A Workshop for Teacher Aides – Hamilton Ref#: 1HA9FP » Sound Beginnings Workshop – Taupo Ref#: 1HA9F5

Ref#: 1HA99F

Gisborne S&L Publishing Ltd » A Balanced Reading Programme – Reviewing the Approaches

Ref#: 1HA9ZW

Hawke’s Bay Evaluation Associates » e-asTTle Reading and Maths Workshops (MoE funded)

Ref#: 1HA98J

S&L Publishing Ltd » Supporting Students to Edit Their Writing

Ref#: 1HA9ZZ

Taranaki Cognition Education » Mathematics Leadership Communities Meetings | MLCs (New Plymouth)

Edushop

Ref#: 1HA9dS

» Numicon Maths for All Learners Including Those Who Struggle Ref#: 1HA9Lx

Evaluation Associates

Evaluation Associates

Evaluation Associates » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA989

InterLEAD » Developing Outstanding Middle Managers Ref#: 1HA8zg

Tasman/Nelson impactED » Nelson Digital Technologies Implementation Ref#: 1HA9S3

West Coast Evaluation Associates » e-asTTle Reading and Maths Workshop (MoE funded) Ref#: 1HA98M

Canterbury CORE Education » Making Sense of Tapasā Ref#: 1HA9Gn

» Engaging Conversations: A Workshop for Teacher Aides – Christchurch Ref#: 1HA9Mo » Engaging Conversations Workshop – Christchurch Ref#: 1HA9FL » Sound Beginnings Workshop – Christchurch Ref#: 1HA9F8

» Mathematics Leadership Communities Meetings | MLCs (Palmerston North/Horowhenua)

Bay of Plenty EDconnect

» Embedding Good Practice Systems for EOTC Ref#: 1HA9Rt

EDconnect

Growth Culture

» Hamilton: Mathematical Content Knowledge – Algebra Ref#: 1HA99C

Education Outdoors New Zealand

Ref#: 1HA989

Manawatu/Whanganui Cognition Education

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

» Mathematics Leadership Communities Meetings | MLCs (Hutt Valley) Ref#: 1HA9cz » Mathematics Leadership Communities Meetings | MLCs (Wairarapa) Ref#: 1HA9dH » Mathematics Leadership Communities Meetings | MLCs (Wellington Central/South) Ref#: 1HA9dB » Mathematics Leadership Communities Meetings | MLCs (Wellington North – Newlands/Kapiti) Ref#: 1HA9dE

» e-asTTle Writing Workshop (MoE funded)

» e-asTTle Writing Workshop (MoE funded) Ref#: 1HA98F

» Cracking the Code – Boys in Literacy Ref#: 1HA9HV

Wellington Cognition Education

Ref#: 1HA9dL » Mathematics Leadership Communities Meetings | MLCs (Whanganui) Ref#: 1HA9dP

Edushop » Numicon Maths for All Learners Including Those Who Struggle

Ref#: 1HA8s2

Evaluation Associates

Edushop » Christchurch Open Morning – Come See Numicon in Action!

Ref#: 1HA9BV

Evaluation Associates » Developing Expertise in Using e-asTTle – Workshop (MoE funded) Ref#: 1HA98T » e-asTTle Reading and Maths Workshops (MoE funded) Ref#: 1HA98J » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA989

» Dancing with Digi Tech Workshop – Te Puna, Tauranga Ref#: 1HA9G5

» e-asTTle Reading and Maths Workshop (MoE funded)

Education Outdoors New Zealand

Growth Culture

» Embedding Good Practice Systems for EOTC Ref#: 1HA9Rt

» Cracking the Code – Boys in Literacy

GCSN

Ref#: 1HA9HS

» Creating with Google (Full Day Holiday Workshop)

Ref#: 1HA98M

For full professional learning and development (PLD) listings see gazette.education.govt.nz/notices gazette.education.govt.nz

TUKUTUKU KŌRERO | 17 August 2020

37

PROFESSIONAL DEVELOPMENT NOTICES Ref#: 1HA9V0 » Creating with Google (Whole Day Workshop)

Ref#: 1HA9Uk » Digital Technology Curriculum 101

Ref#: 1HA9Ur » Play with a Digital Spin Workshop

Ref#: 1HA9Uo » Unleash Student Creativity with iPad

Ref#: 1HA9Uu » Unleash Student Creativity with iPad – Full Day Workshop

Ref#: 1HA9Ux

Growth Culture » Cracking the Code – Boys in Literacy

Ref#: 1HA9HS

impactED

Area/composite PD New Zealand (nationwide) Amesbury School » Coaching Leadership: How Am I Doing? Space for Reflection Ref#: 1HA9HL » Developing an Integrated Curriculum: Systems, Structures, Processes and Some Tips Ref#: 1HA9HE » Leading a Culturally Sustaining School Ref#: 1HA9HH

CORE Education » Te Reo Puāwai Māori (part 2) Ref#: 1HA9LP » uLearn20 Ref#: 1HA8_H

» DigiGirls: Engaging Girls in Digital Technologies

JK Developing Capabilities

Ref#: 1HA9SC

» Strengthening Your Personal Resilience and Wellbeing – for Teachers and Teacher Aides Ref#: 1HA98h

» Digital Fluency for Teacher Aides

Ref#: 1HA8pd » Inclusive Technology for Teacher Aides, Christchurch

Ref#: 1HA94t » Local Curriculum – Supporting Understanding of Local Curriculum

Ref#: 1HA9Fr » Local Curriculum – Supporting Understanding of Local Curriculum

Ref#: 1HA9Fu » Rangiora Local Curriculum – Supporting Understanding of Local Curriculum

Ref#: 1HA9Rx

InterLEAD » Play-based Pedagogy – Half-day Workshop

Ref#: 1HA8_G

Kia Takatū ā-Matihiko » Code Club 4 Teachers Exploring Bee-Bots and Edison Robot – Twizel

Ref#: 1HA9Wa

Otago Education Outdoors New Zealand » Embedding Good Practice Systems for EOTC

Ref#: 1HA9Rt

Evaluation Associates

Kia Takatū ā-Matihiko » BUSTED: I Don’t Need to Teach DT, My Kids Can Google It Ref#: 1HA9Xd » Code Club 4 Teachers – Numeracy and Geometry – Kauhaurangi Tuihono/Webinar Ref#: 1HA9Vz » He Rauemi Ē-ako Tuhiwaehere – Code.org – Kauhaurangi Tuihono/Webinar Ref#: 1HA9XB » Ngā Waihere QR – Ngā kāri karakara – Kauhaurangi Tuihono/Webinar Ref#: 1HA9XS » Ngā Waihere QR – Ngā kāri karakara- Kauhaurangi Tuihono/Webinar Ref#: 1HA9X5 » Rauemi Pikau – Hauora – Kauhaurangi Tuihono/ Webinar Ref#: 1HA9Wz » Rauemi Pīkau: Manaaki i a Papatūānuku – Kauhaurangi Tuihono/Webinar Ref#: 1HA9XP » Te Reo Hangarau – Kauhaurangi Tuihono/Webinar Ref#: 1HA9X8 » Te Reo Hangarau – Kauhaurangi Tuihono/Webinar Ref#: 1HA9XV » Te Tuhiwaehere – Kauhaurangi Tuihono/Webinar Ref#: 1HA9XY

Kohia Centre, University of Auckland

Ref#: 1HA98F

» Online: Number Talks and Building a Love of Maths, with Sarah Tohill Ref#: 1HA9CZ

Growth Culture

Lancewood Education

» Cracking the Code – Boys in Literacy

» James Nottingham Online – Leadership, Challenge, and Collective Efficacy Ref#: 1HA9aj » James Nottingham Online – Seven Steps To Maximising the Effectiveness of Feedback​ Ref#: 1HA9an

» e-asTTle Writing Workshop (MoE funded)

Ref#: 1HA9HS

Southland Evaluation Associates » e-asTTle Reading and Maths Workshop (MoE funded)

Ref#: 1HA98M

impactED » Invercargill Local Curriculum: Supporting Your Understanding of Local Curriculum

Ref#: 1HA9XC

38

Education Gazette | 17 August 2020

Your Health NZ » School and Youth Nurse Symposium Ref#: 1HA9Mw

Northland Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Dargaville) Ref#: 1HA9dd » Mathematics Leadership Communities Meetings | MLCs (Far North) Ref#: 1HA9dV » Mathematics Leadership Communities Meetings | MLCs (Mid North – Paihia) Ref#: 1HA9dY » Mathematics Leadership Communities Meetings | MLCs (Whangarei) Ref#: 1HA9da

Evaluation Associates » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA98F

Primary Industry Capability Alliance » GrowingNZ Teachers’ Day Out – Register Now! Ref#: 1HA9QC

Auckland Cognition Education » Leading Reo-a-Waha Oral Language – Online Workshop Ref#: 1HA9dn » Mathematics Leadership Communities Meetings | MLCs (Auckland) Ref#: 1HA9dj » Reo-a-Waha: Oral Language Tips and Tools for Teachers – Online Workshop Ref#: 1HA9dq

EDconnect » Engaging Conversations Workshop – West Auckland Ref#: 1HA9FS

Education Outdoors New Zealand » Embedding Good Practice Systems for EOTC Ref#: 1HA9Rt

Evaluation Associates » e-asTTle Reading and Maths Workshop (MoE funded) Ref#: 1HA98M » e-asTTle Reading and Maths Workshop (MoE funded) Ref#: 1HA98J » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA989 » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA98F

Growth Culture

» Maker Spaces in Schools Ref#: 1HA8gG

» Cracking the Code – Boys in Literacy Ref#: 1HA9HS » Team Leaders TOOLBOX Ref#: 1HA8ew » Team Leaders TOOLBOX (Now More Than Even the Sector Needs Strong Leadership) Ref#: 1HA9HP

PepTalks

Improving Life Outcomes

» Dealing with Difficult Parents (Webinar) Ref#: 1HA9TS

» Workshop – Teaching Emotions in Children Ref#: 1HA985

Learning Network NZ

gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES Kohia Centre, University of Auckland » Building Resilience and Mental Wellbeing for Teachers and Students Ref#: 1HA8uM » Decisions of a Writing Teacher, with Gail Loane Ref#: 1HA8nd » 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 » ONLINE: The Role of the Leader in Building Learning Cultures Ref#: 1HA9Cu » Paying Attention to Attention, Frances Steinberg Ref#: 1HA910 » Report Writing and Communicating with Parents, with Julie McDougall Ref#: 1HA8po » The Role of the Leader in Building Learning Cultures, Tabitha Leonard Ref#: 1HA90k » Using Materials and Games to Teach Vital Maths Concepts Ref#: 1HA9WJ » Working with Challenging Behaviour, Frances Steinberg Ref#: 1HA90x

Learning Network NZ » STEM Unleashed – Chris Clay Ref#: 1HA8gA

Waikato EDconnect » Dancing with Digi Tech Workshop – Waihi Ref#: 1HA9G8 » Engaging Conversations Workshop – Tokoroa Ref#: 1HA9FE » Engaging Conversations: A Workshop for Teacher Aides – Hamilton Ref#: 1HA9FP » Sound Beginnings Workshop – Taupo Ref#: 1HA9F5

Evaluation Associates » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA98F

Growth Culture

» Cracking the Code – Boys in Literacy Ref#: 1HA9HV

Bay of Plenty EDconnect » Dancing with Digi Tech Workshop – Te Puna, Tauranga Ref#: 1HA9G5

Education Outdoors New Zealand

» Embedding Good Practice Systems for EOTC Ref#: 1HA9Rt

Evaluation Associates » e-asTTle Reading and Maths Workshop (MoE funded) Ref#: 1HA98M

» e-asTTle Writing Workshop (MoE funded) Ref#: 1HA989

Education Outdoors New Zealand

Growth Culture

» Embedding Good Practice Systems for EOTC Ref#: 1HA9Rt

» Cracking the Code – Boys in Literacy Ref#: 1HA9HV

Evaluation Associates

Primary Industry Capability Alliance

» e-asTTle Writing Workshop (MoE funded) Ref#: 1HA989

» GrowingNZ Teachers’ Day Out – Register Now! Ref#: 1HA9QC

InterLEAD

Hawke’s Bay Evaluation Associates » e-asTTle Reading and Maths Workshops (MoE funded) Ref#: 1HA98J

Primary Industry Capability Alliance

» Developing Outstanding Middle Managers Ref#: 1HA8zg

Tasman/Nelson impactED » Nelson Digital Technologies Implementation Ref#: 1HA9S3

» GrowingNZ Teachers’ Day Out – Register Now! Ref#: 1HA9QC

West Coast Evaluation Associates

Taranaki Cognition Education

» e-asTTle Reading and Maths Workshop (MoE funded) Ref#: 1HA98M

» Mathematics Leadership Communities Meetings | MLCs (New Plymouth) Ref#: 1HA9dS

Canterbury EDconnect

» e-asTTle Writing Workshop (MoE funded) Ref#: 1HA989

» Engaging Conversations Workshop – Christchurch Ref#: 1HA9FL » Sound Beginnings Workshop – Christchurch Ref#: 1HA9F8

Primary Industry Capability Alliance

Evaluation Associates

Evaluation Associates

» GrowingNZ Teachers’ Day Out – Register Now! Ref#: 1HA9QC

Manawatu/Whanganui Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Palmerston North/Horowhenua) Ref#: 1HA9dL » Mathematics Leadership Communities Meetings | MLCs (Whanganui) Ref#: 1HA9dP

Evaluation Associates » e-asTTle Reading and Maths Workshop (MoE funded) Ref#: 1HA98M

Growth Culture » Cracking the Code – Boys in Literacy Ref#: 1HA9HS

Primary Industry Capability Alliance » GrowingNZ Teachers’ Day Out – Register Now! Ref#: 1HA9QC

Wellington Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Hutt Valley) Ref#: 1HA9cz » Mathematics Leadership Communities Meetings | MLCs (Wairarapa) Ref#: 1HA9dH » Mathematics Leadership Communities Meetings | MLCs (Wellington Central/South) Ref#: 1HA9dB » Mathematics Leadership Communities Meetings | MLCs (Wellington North – Newlands/Kapiti) Ref#: 1HA9dE

» Developing Expertise in Using e-asTTle – Workshop (MoE funded) Ref#: 1HA98T » e-asTTle Reading and Maths Workshop (MoE funded) Ref#: 1HA98J » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA989

GCSN » Creating with Google (Full Day Holiday Workshop) Ref#: 1HA9V0 » Creating with Google (Whole Day Workshop) Ref#: 1HA9Uk » Play with a Digital Spin Workshop Ref#: 1HA9Uo » Unleash Student Creativity with iPad Ref#: 1HA9Uu » Unleash Student Creativity with iPad – Full Day Workshop Ref#: 1HA9Ux

Growth Culture » Cracking the Code – Boys in Literacy Ref#: 1HA9HS

impactED » DigiGirls: Engaging Girls in Digital Technologies Ref#: 1HA9SC » Digital Fluency for Teacher Aides Ref#: 1HA8pd » Inclusive Technology for Teacher Aides, Christchurch Ref#: 1HA94t » Local Curriculum – Supporting Understanding of Local Curriculum Ref#: 1HA9Fr

For full professional learning and development (PLD) listings see gazette.education.govt.nz/notices gazette.education.govt.nz

TUKUTUKU KŌRERO | 17 August 2020

39

PROFESSIONAL DEVELOPMENT NOTICES » Local Curriculum – Supporting Understanding of Local Curriculum Ref#: 1HA9Fu » Rangiora Local Curriculum – Supporting Understanding of Local Curriculum Ref#: 1HA9Rx

» Ngā Waihere QR – Ngā kāri karakara – Kauhaurangi Tuihono/Webinar Ref#: 1HA9XS » Ngā Waihere QR – Ngā kāri karakara- Kauhaurangi Tuihono/Webinar Ref#: 1HA9X5

» Mathematics Leadership Communities Meetings | MLCs (Auckland) Ref#: 1HA9dj » Reo-a-Waha: Oral Language Tips and Tools for Teachers – Online Workshop Ref#: 1HA9dq

Kia Takatū ā-Matihiko

» Rauemi Pikau – Hauora – Kauhaurangi Tuihono/ Webinar Ref#: 1HA9Wz

EDconnect

» Code Club 4 Teachers Exploring Bee-Bots and Edison Robot – Twizel Ref#: 1HA9Wa

Otago Education Outdoors New Zealand » Embedding Good Practice Systems for EOTC Ref#: 1HA9Rt

Evaluation Associates » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA98F

Growth Culture » Cracking the Code – Boys in Literacy Ref#: 1HA9HS

Southland Evaluation Associates » e-asTTle Reading and Maths Workshop (MoE funded) Ref#: 1HA98M

impactED » Invercargill Local Curriculum: Supporting Your Understanding of Local Curriculum Ref#: 1HA9XC

Secondary PD New Zealand (nationwide) Amesbury School » Coaching Leadership: How Am I Doing? Space for Reflection Ref#: 1HA9HL » Developing an Integrated Curriculum: Systems, Structures, Processes and Some Tips Ref#: 1HA9HE » Leading a Culturally Sustaining School Ref#: 1HA9HH

CORE Education » Te Reo Puāwai Māori (part 2) Ref#: 1HA9LP » uLearn20 Ref#: 1HA8_H

JK Developing Capabilities

» Rauemi Pīkau: Manaaki i a Papatūānuku – Kauhaurangi Tuihono/Webinar Ref#: 1HA9XP » Te Reo Hangarau – Kauhaurangi Tuihono/Webinar Ref#: 1HA9X8 » Te Reo Hangarau – Kauhaurangi Tuihono/Webinar Ref#: 1HA9XV » Te Tuhiwaehere – Kauhaurangi Tuihono/Webinar Ref#: 1HA9XY

Lancewood Education » James Nottingham Online – Leadership, Challenge, and Collective Efficacy Ref#: 1HA9aj » James Nottingham Online – Seven Steps To Maximising the Effectiveness of Feedback​ Ref#: 1HA9an

Learning Network NZ » Maker Spaces in Schools Ref#: 1HA8gG

Education Outdoors New Zealand » Embedding Good Practice Systems for EOTC Ref#: 1HA9Rt

Evaluation Associates » e-asTTle Reading and Maths Workshop (MoE funded) Ref#: 1HA98M » e-asTTle Reading and Maths Workshop (MoE funded) Ref#: 1HA98J » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA989 » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA98F

Growth Culture

Your Health NZ

» Cracking the Code – Boys in Literacy Ref#: 1HA9HS » Team Leaders TOOLBOX Ref#: 1HA8ew » Team Leaders TOOLBOX (Now More Than Even the Sector Needs Strong Leadership) Ref#: 1HA9HP

» School and Youth Nurse Symposium Ref#: 1HA9Mw

Kohia Centre, University of Auckland

PepTalks » Dealing with Difficult Parents (Webinar) Ref#: 1HA9TS

Northland Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Dargaville) Ref#: 1HA9dd » Mathematics Leadership Communities Meetings | MLCs (Far North) Ref#: 1HA9dV » Mathematics Leadership Communities Meetings | MLCs (Mid North – Paihia) Ref#: 1HA9dY » Mathematics Leadership Communities Meetings | MLCs (Whangarei) Ref#: 1HA9da

» Strengthening Your Personal Resilience and Wellbeing – for Teachers and Teacher Aides Ref#: 1HA98h

Evaluation Associates

Kia Takatū ā-Matihiko

Primary Industry Capability Alliance

» BUSTED: I Don’t Need to Teach DT, My Kids Can Google It Ref#: 1HA9Xd » Code Club 4 Teachers – Numeracy and Geometry – Kauhaurangi Tuihono/Webinar Ref#: 1HA9Vz » He Rauemi Ē-ako Tuhiwaehere – Code.org – Kauhaurangi Tuihono/Webinar Ref#: 1HA9XB

» Engaging Conversations Workshop – West Auckland Ref#: 1HA9FS

» e-asTTle Writing Workshop (MoE funded) Ref#: 1HA98F

» GrowingNZ Teachers’ Day Out – Register Now! Ref#: 1HA9QC

Auckland Cognition Education » Leading Reo-a-Waha Oral Language – Online Workshop Ref#: 1HA9dn

» Building Resilience and Mental Wellbeing for Teachers and Students Ref#: 1HA8uM » Mindfulness Practices: Improving Attention, Mental Resilience and Self-regulation for Teachers and Students Ref#: 1HA913 » ONLINE: The Role of the Leader in Building Learning Cultures Ref#: 1HA9Cu » Paying Attention to Attention, Frances Steinberg Ref#: 1HA910 » The Role of the Leader in Building Learning Cultures, Tabitha Leonard Ref#: 1HA90k » Working with Challenging Behaviour, Frances Steinberg Ref#: 1HA90x

Learning Network NZ » STEM Unleashed – Chris Clay Ref#: 1HA8gA

Waikato EDconnect » Dancing with Digi Tech Workshop – Waihi Ref#: 1HA9G8 » Engaging Conversations Workshop – Tokoroa Ref#: 1HA9FE

For full professional learning and development (PLD) listings see gazette.education.govt.nz/notices 40

Education Gazette | 17 August 2020

gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES » Engaging Conversations: A Workshop for Teacher Aides – Hamilton Ref#: 1HA9FP » Sound Beginnings Workshop – Taupo Ref#: 1HA9F5

» Mathematics Leadership Communities Meetings | MLCs (Whanganui) Ref#: 1HA9dP

Evaluation Associates

Evaluation Associates

» e-asTTle Reading and Maths Workshop (MoE funded) Ref#: 1HA98M

» e-asTTle Writing Workshop (MoE funded) Ref#: 1HA98F

Growth Culture

Growth Culture

» Cracking the Code – Boys in Literacy Ref#: 1HA9HS

» Cracking the Code – Boys in Literacy Ref#: 1HA9HV

Primary Industry Capability Alliance

Bay of Plenty EDconnect » Dancing with Digi Tech Workshop – Te Puna, Tauranga Ref#: 1HA9G5

Education Outdoors New Zealand » Embedding Good Practice Systems for EOTC Ref#: 1HA9Rt

Evaluation Associates » e-asTTle Reading and Maths Workshop (MoE funded) Ref#: 1HA98M » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA989

Growth Culture » Cracking the Code – Boys in Literacy Ref#: 1HA9HV

Primary Industry Capability Alliance » GrowingNZ Teachers’ Day Out – Register Now! Ref#: 1HA9QC

Hawke’s Bay Evaluation Associates

» GrowingNZ Teachers’ Day Out – Register Now! Ref#: 1HA9QC

Wellington Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Hutt Valley) Ref#: 1HA9cz » Mathematics Leadership Communities Meetings | MLCs (Wairarapa) Ref#: 1HA9dH » Mathematics Leadership Communities Meetings | MLCs (Wellington Central/South) Ref#: 1HA9dB » Mathematics Leadership Communities Meetings | MLCs (Wellington North – Newlands/Kapiti) Ref#: 1HA9dE

Education Outdoors New Zealand » Embedding Good Practice Systems for EOTC Ref#: 1HA9Rt

Evaluation Associates » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA989

InterLEAD

» e-asTTle Reading and Maths Workshops (MoE funded) Ref#: 1HA98J

» Developing Outstanding Middle Managers Ref#: 1HA8zg

Primary Industry Capability Alliance

impactED

» GrowingNZ Teachers’ Day Out – Register Now! Ref#: 1HA9QC

» Nelson Digital Technologies Implementation Ref#: 1HA9S3

Taranaki Cognition Education

West Coast Evaluation Associates

» Mathematics Leadership Communities Meetings | MLCs (New Plymouth) Ref#: 1HA9dS

» e-asTTle Reading and Maths Workshop (MoE funded) Ref#: 1HA98M

Evaluation Associates

Canterbury EDConnect

» e-asTTle Writing Workshop (MoE funded) Ref#: 1HA989

Primary Industry Capability Alliance » GrowingNZ Teachers’ Day Out – Register Now! Ref#: 1HA9QC

Manawatu/Whanganui Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Palmerston North/Horowhenua) Ref#: 1HA9dL

Tasman/Nelson

» Engaging Conversations: A Workshop for Teacher Aides – Christchurch » Engaging Conversations Workshop – Christchurch Ref#: 1HA9FL » Sound Beginnings Workshop – Christchurch Ref#: 1HA9F8

Evaluation Associates » Developing Expertise in Using e-asTTle – Workshop (MoE funded) Ref#: 1HA98T

» e-asTTle Reading and Maths Workshops (MoE funded) Ref#: 1HA98J » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA989

GCSN » Creating with Google (Full Day Holiday Workshop) Ref#: 1HA9V0 » Creating with Google (Whole Day Workshop) Ref#: 1HA9Uk » Play with a Digital Spin Workshop Ref#: 1HA9Uo » Unleash Student Creativity with iPad Ref#: 1HA9Uu » Unleash Student Creativity with iPad – Full Day Workshop Ref#: 1HA9Ux

Growth Culture » Cracking the Code – Boys in Literacy Ref#: 1HA9HS

impactED » DigiGirls: Engaging Girls in Digital Technologies Ref#: 1HA9SC » Digital Fluency for Teacher Aides Ref#: 1HA8pd » Inclusive Technology for Teacher Aides, Christchurch Ref#: 1HA94t » Local Curriculum – Supporting Understanding of Local Curriculum Ref#: 1HA9Fr » Local Curriculum – Supporting Understanding of Local Curriculum Ref#: 1HA9Fu » Rangiora Local Curriculum – Supporting Understanding of Local Curriculum Ref#: 1HA9Rx

Kia Takatū ā-Matihiko » Code Club 4 Teachers Exploring Bee-Bots and Edison Robot – Twizel Ref#: 1HA9Wa

Otago Education Outdoors New Zealand » Embedding Good Practice Systems for EOTC Ref#: 1HA9Rt

Evaluation Associates » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA98F

Growth Culture » Cracking the Code – Boys in Literacy Ref#: 1HA9HS

Southland Evaluation Associates » e-asTTle Reading and Maths Workshop (MoE funded) Ref#: 1HA98M

impactED » Invercargill Local Curriculum: Supporting Your Understanding of Local Curriculum Ref#: 1HA9XC

For full professional learning and development (PLD) listings see gazette.education.govt.nz/notices gazette.education.govt.nz

TUKUTUKU KŌRERO | 17 August 2020

41

Contents

General 42 Tertiary 42 Guidance and careers 42 Early learning 42 Primary and intermediate (Years 1-8) » Resource teacher 46 » Teachers 46 » Senior leadership 48

Area/composite (Years 1-15)

» Teachers 49

Secondary (Years 7-15) » Mātauranga Māori 50 » Teachers 50 » Middle leadership 51 » Senior leadership 51

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 7 September 2020 closes 4pm, Friday 28 August 2020.

Copy for 21 September closes 4pm, Friday 11 September 2020.

Submit your vacancy online at: gazette.education.govt.nz

General

New Zealand (nationwide) Apii Te Uki Ou Primary School (Rarotonga) Classroom teachers Full-time, fixed-term Ref#: 1HA8hH

Auckland CCS Disability Action Early intervention teacher Full-time, fixed-term Ref#: 1HA9WM

Write that Essay Writing coach/facilitator Full-time, permanent Ref#: 1HA93P

Tertiary

New Zealand (nationwide) Massey University Kaitakawaenga/facilitator (ECE) Full-time, fixed-term Ref#: 1HA9d3

Guidance and careers Auckland Edgewater College

Head of guidance/guidance counsellor Full-time, permanent Ref#: 1HA9Yg

Otago Bayfield High School Guidance counsellor Full-time, permanent, 1MU Ref#: 1HA9_E

Early learning Northland Bream Bay Kindergarten

Teacher: salary scale K1 – Northland Kindergarten Association Full-time, permanent Ref#: 1HA9ba

Mokopuna O Moerewa Early Childhood Centre Qualified teacher (pouako) Full-time, permanent Ref#: 1HA9Kh

Auckland ACG Strathallan Preschool Centre Qualified ECE teacher Full-time, permanent Ref#: 1HA9Hg

Angels Childcare, Takapuna Centre leader Full-time, permanent Ref#: 1HA8mW Infants educator Full-time, permanent Ref#: 1HA9JV U2s educator Full-time, permanent Ref#: 1HA8ZP

Apple Tree Childcare Centre, Ballyboe ECE teacher Full-time, permanent Ref#: 1HA8yS

Bear Park Centre of Learning Qualified infants/toddlers teacher Full-time, permanent Ref#: 1HA97n Room co-ordinator/head teacher Full-time, permanent Ref#: 1HA9Qo

Cook Islands Ministry of Education Applications are invited from qualified and experienced Teachers and Education Specialist for the following positions to start in January 2021.

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.

Secondary Teaching Positions Tereora College, Rarotonga (6 positions): (The “National College” is a Year 9-13, co-ed school of 700 students, offers NCEA to Level 3) Building and Construction, English (x2), Health and PE, Mathematics, School Guidance Counsellor. W: www.tereora.edu.ck Araura College, Aitutaki: Visual Arts/materials technology (to NCEA Level 2).

Ministry of Education, Rarotonga (4 positions): 1) Learning and Teaching Advisors; able to share ideas and support teachers with a range of curriculum developments including NCEA: English (Secondary), Science (Secondary), Social Studies – curriculum support and review.

2) Planning and Development Division: Policy and Planning (M&E) Officer Applications close Monday 7 September, 2020. Visit website for more information and an application pack at: www.education.gov.ck . Send queries to: vacancy@education.gov.ck

42

Education Gazette | 17 August 2020

gazette.education.govt.nz

Early learning Bear Park Childcare, Mairangi Bay

Expressions Childcare

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

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

Birkenhead Point Montessori Preschool

Flanshaw Infant and Toddler Centre

ECE qualified art teacher Full-time, permanent Ref#: 1HA9bx

Blockhouse Bay Baptist Kindergarten Experienced, certificated early childhood teacher Full-time, permanent Ref#: 1HA9VY

Blossoms Educare Early childhood teachers, qualified and registered Full-time, permanent Ref#: 1HA9BH

Bright Beginnings Early Learning Centre Registered educator Full-time, permanent Ref#: 1HA9Vx Registered teacher Full-time, permanent Ref#: 1HA8yJ

Bright Beginnings Early Learning Centre, Howick Qualified and unqualified teachers Full-time, permanent Ref#: 1HA8yQ

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

Care-A-Lot Childcare Centre Qualified early learning educator Full-time, permanent Ref#: 1HA9VM

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

Childsplay Unlimited, Kingsland Qualified/registered ECE teacher Full-time, permanent Ref#: 1HA9bt

Qualified and registered teacher Full-time, fixed-term Ref#: 1HA9UQ

Future Stars Early Learning Centre Registered teacher Full-time, permanent Ref#: 1HA8_Y

Good Seeds Children’s Centre, Glendene Early learning teacher Full-time, permanent Ref#: 1HA9Bb

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

Just Kidz, Kelston Certified teacher Full-time, permanent Ref#: 1HA98k

Kiddie Academy Early Learning Centre Qualified ECE teachers Full-time, permanent Ref#: 1HA9WL Qualified ECE teachers (2 positions) Full-time, permanent Ref#: 1HA92Q

Kiddie Garden Learning Corner Experienced registered teacher (2–5 years) Full-time, permanent Ref#: 1HA9QY Head teacher for infants room (0-2 years) Full-time, permanent Ref#: 1HA8Zc

Kids Corner – Rothesay Learning Centre Registered ECE teacher Full-time, permanent Ref#: 1HA95S

Kids Count, Pukekohe

Qualified ECE kaiako Full-time, permanent Ref#: 1HA8fa

Head teacher junior – qualified and registered Full-time, permanent Ref#: 1HA9Jx Non-qualified teacher or teacher-in-training Full-time, permanent Ref#: 1HA9K3

East Tamaki Childcare Centre

Kids Cove ELC, Albany

Cockle Bay Private Kindergarten

ECE teacher Full-time, permanent Ref#: 1HA9Cd

Early learning educator Full-time, permanent Ref#: 1HA8ap

Everest Learning

Kids Domain Early Learning Centre

Visiting teacher Part-time, permanent Ref#: 1HA9He

Qualified/NZ registered ECE teacher Full-time, permanent Ref#: 1HA9bd

gazette.education.govt.nz

VACANCIES

Kindercare Learning Centres, Botany Downs ECE teacher Full-time, permanent Ref#: 1HA9b8

Kindercare Learning Centres, Randwick Park ECE teacher - Manurewa Full-time, permanent Ref#: 1HA9LE

Kingsway Preschool, Silverdale Qualified ECE teacher Full-time, permanent Ref#: 1HA9Zk

Kingsway Preschool, Snells Beach Qualified ECE teacher Full-time, permanent Ref#: 1HA9Zh

Koru Early Learning Centre ECE registered teacher Full-time, permanent Ref#: 1HA9GM

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

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

Little Feet Childcare Centre, Yates Rd Early learning educators (several positions) Full-time, permanent Ref#: 1HA97B

Little Hearts Childcare ECE qualified and registered teacher – provisional/ full registration Part-time, permanent Ref#: 1HA98d

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

Living and Learning Family Centre, Henderson Babies teacher Full-time, permanent Ref#: 1HA9MY ECE teacher Full-time, permanent Ref#: 1HA9a8 Preschool teacher Full-time, permanent Ref#: 1HA9Ma

Mairangi Bay Preschool Qualified infants teacher Full-time, permanent Ref#: 1HA9bz Qualified infants teacher Full-time, permanent Ref#: 1HA92C TUKUTUKU KŌRERO | 17August 2020

43

VACANCIES

Early learning

Mokopuna Ki Roscommon

Star Educare

Learning Links, Te Awamutu

Qualified ECE teacher (pouako) Full-time, permanent Ref#: 1HA9JM

ECE centre manager Full-time, permanent Ref#: 1HA96r ECE teacher Full-time, permanent Ref#: 1HA9Hb

Centre manager Full-time, permanent Ref#: 1HA9VQ Qualified ECE teacher Full-time, permanent Ref#: 1HA9VT

Talented Tots Early Childhood Centre

Mini Miracles Educare

Qualified early childhood teacher Full-time, permanent Ref#: 1HA8wJ

Centre manager Full-time, permanent Ref#: 1HA9Qb Qualified ECE teacher Full-time, permanent Ref#: 1HA9Qk

Muddy Toes Early Learning Centre Registered teacher Full-time, permanent Ref#: 1HA9Bk

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

Nga Tamariki, Puawai Qualified/registered ECE teacher Full-time, permanent Ref#: 1HA9Y6

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

Peekaboo Childcare Centre ECE preschool teacher Full-time, permanent Ref#: 1HA9JS

Penguins School of Early Learning Qualified ECE teacher Full-time, fixed-term Ref#: 1HA9Tw

Peninsula Kids Qualified registered ECE teacher or teacher-intraining Full-time, permanent Ref#: 1HA9FJ

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

Poppies Kindergarten Qualified ECE teacher Full-time, permanent Ref#: 1HA9N6 Qualified ECE teacher Part-time, permanent Ref#: 1HA90a

Prodigy Centre, Greenhithe Teacher Full-time, permanent Ref#: 1HA9Pg

Rockabye Early Learning Centre Qualified ECE teacher or 3rd year student Full-time, permanent Ref#: 1HA9A3

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

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Education Gazette | 17 August 2020

The Point Early Childhood Centre Infants and toddlers kaiako Full-time, permanent Ref#: 1HA9CW

The Village Early Learning Centre Qualified head teacher - infants Full-time, permanent Ref#: 1HA9A6 Qualified kaiako – infants Full-time, permanent Ref#: 1HA9A9

Tiny Explorers Early Learning Centre Fully certified or provisionally certified ECE/primary teacher Full-time, permanent Ref#: 1HA9WY

Mini Miracles Educare Claudelands Centre manager Full-time, permanent Ref#: 1HA9Qh

Mountaineers Childcare and Education Qualified ECE teacher Full-time, permanent Ref#: 1HA9QV

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

Tipu Montessori School

Nurture Nannies 2

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

Visiting teacher Part-time, LTR Ref#: 1HA9CC

Treetops ELC Pukekohe

Nurtured at Home Waikato 3

Certificated infants teacher Full-time, permanent Ref#: 1HA9XF

Visiting teacher Full-time, permanent Ref#: 1HA9_C

Young Petals Early Learning Centre, Drury

Paeroa Early Learning Centre

Registered early childhood teacher Full-time, permanent Ref#: 1HA9gw

Waikato Bright Beginnings ELC, Peachgrove Rd Centre manager Full-time, permanent Ref#: 1HA9DQ Registered teacher Full-time, permanent Ref#: 1HA8yF

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

Elim Early Learning Centre, Cambridge ECE qualified teacher Full-time, permanent Ref#: 1HA9Xg

Kauri Learners Early Education, Whitianga Registered early learning educator Full-time, permanent Ref#: 1HA8cf

Qualified and registered teacher Full-time, permanent Ref#: 1HA9b3 Team leader Full-time, permanent Ref#: 1HA9Mq

Suits and Gumboots Country Daycare Head teacher kaiako Full-time, permanent Ref#: 1HA96o

Taupo Children’s Corner Qualified ECE educator Full-time, fixed-term Ref#: 1HA9X3 Qualified ECE educator Full-time, permanent Ref#: 1HA9Wu

Te Kuiti Community Childcare Centre Preschool teacher Full-time, permanent Ref#: 1HA9Zq

Wondernauts Infants teacher Part-time, permanent Ref#: 1HA8nY gazette.education.govt.nz

Early learning Bay of Plenty Bloesem Early Learning Centre Early childhood educator Full-time, permanent Ref#: 1HA9Zn

Coastlands Preschool Teachers (2 positions) Full-time, permanent Ref#: 1HA95j

Garden of Life Qualified ECE kaiako Full-time, permanent Ref#: 1HA9V3

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

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

Kids Count, Rotorua Qualified experienced early learning teacher Full-time, permanent Ref#: 1HA9i5

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

Nature’s Cove Early Learning Centre

Infants/toddlers teacher Part-time, permanent Ref#: 1HA9Sq

Whare Amai Early Learning Centre Early learning educator Part-time, permanent Ref#: 1HA9L3

Hawke’s Bay BestStart, Havelock North Qualified teacher Part-time, permanent Ref#: 1HA9eW

BestStart, Omahu Road Head teacher Full-time, permanent Ref#: 1HA9eb

Chuckles Learning Centre Qualified early childhood teacher Part-time, permanent Ref#: 1HA92h

Frederick Street Kindergarten Early childhood educator Full-time, permanent Ref#: 1HA9EE

Future Kids Early learning educator Full-time, permanent Ref#: 1HA9PT

Taranaki BestStart, Inglewood Preschool head teacher Full-time, permanent Ref#: 1HA9eZ

Manawatu/Whanganui BestStart, Glasgow Street

Experienced, qualified preschool teacher Full-time, permanent Ref#: 1HA9Eh

Qualified teacher Full-time, permanent Ref#: 1HA9eT

Rotorua Childcare Centre

BestStart, Kelvin Grove

Centre manager Full-time, permanent Ref#: 1HA9aB

Tai o Fenua Kindergarten Teacher – Inspired Kindergartens Full-time, permanent Ref#: 1HA9hP

The Orchard Child Care and Preschool ECE teacher Full-time, fixed-term Ref#: 1HA9MV

The Village Preschool and Childcare Centre Team leader baby room Full-time, permanent Ref#: 1HA9CF

Gisborne Gisborne Community Early Education Centre, Te Whare Tiaki Tamariki Early childhood teacher Full-time, permanent Ref#: 1HA9St gazette.education.govt.nz

Head teacher (toddlers) Full-time, permanent Ref#: 1HA98z

Marton Junction Community Preschool Certified early childhood kaiako Full-time, permanent Ref#: 1HA9_F

Taihape Kindergarten Relieving head teacher – Whānau Manaaki Kindergartens Full-time, fixed-term Ref#: 1HA9hS

Tui Early Learners Young Investigators Qualified kaiako Full-time, permanent Ref#: 1HA8yM

Wellington Arohanui Kindergarten Teacher – Whānau Manaaki Kindergartens Full-time, permanent Ref#: 1HA9hV

VACANCIES

Bellevue Kindergarten Teacher – Whānau Manaaki Kindergartens Part-time, permanent Ref#: 1HA9Kb

Berhampore Kindergarten Teacher – Whānau Manaaki Kindergartens Part-time, permanent Ref#: 1HA9hB

BestStart, Naenae Assistant manager Full-time, permanent Ref#: 1HA9eh

BestStart, Waikanae Preschool head teacher Full-time, permanent Ref#: 1HA9ek

Birchville Kindergarten Head teacher – Whānau Manaaki Kindergartens Full-time, permanent Ref#: 1HA9hE

Busy Beez Childcare Centre Early learning educator Full-time, permanent Ref#: 1HA9f8

Childspace Early Learning Centre, Wilton Qualified kaiako Full-time, fixed-term Ref#: 1HA8jG

Co Kids, Thorndon Preschool team leader Full-time, permanent Ref#: 1HA9fT Team leader preschool room Full-time, permanent Ref#: 1HA8vQ

Cottle Kindergarten Teacher – Whānau Manaaki Kindergartens Full-time, permanent Ref#: 1HA9Ke

Happy Days Childcare Centre Registered teacher Full-time, permanent Ref#: 1HA7fJ

Johnsonville Childcare Certified teacher Part-time, fixed-term Ref#: 1HA8p3 Certified teacher 2–5-year-olds Full-time, permanent Ref#: 1HA8or

Kilbirnie Early Learners Early childhood teacher Part-time, permanent Ref#: 1HA9XM

Kindercare Learning Centres, Aotea Preschool teacher Full-time, permanent Ref#: 1HA993 TUKUTUKU KŌRERO | 17August 2020

45

VACANCIES

Primary and intermediate Y1-8 Teachers

Kindercare Learning Centres, Boulcott

Nayland Kindergarten

Babies teacher Full-time, permanent Ref#: 1HA9AZ

Early childhood teacher – Nelson Tasman Kindergartens Full-time, permanent Ref#: 1HA9W8

Kindercare Learning Centres, Paraparaumu Preschool teacher Full-time, permanent Ref#: 1HA8kd Toddlers teacher Full-time, permanent Ref#: 1HA9LL

Little Farm Preschool and Nursery Certified ECE travelling kaiako Full-time, permanent Ref#: 1HA9e6

Magic Sparks Care and Learning Qualified ECE teacher Full-time, permanent Ref#: 1HA9ht

Miramar Childcare Certified ECE kaiako Full-time, permanent Ref#: 1HA8uB

Otaki Early Learning Centre Certified ECE kaiako Full-time, permanent Ref#: 1HA9e9

Otaki Kindergarten Teacher – Whānau Manaaki Kindergartens Full-time, permanent Ref#: 1HA9KW

Waikanae Kindergarten Relieving teacher – Whānau Manaaki Kindergartens Part-time, fixed-term Ref#: 1HA9KZ

Wellington South Kindergarten Head teacher – Whānau Manaaki Kindergartens Full-time, permanent Ref#: 1HA9hH

Whānau Manaaki Kindergartens Senior teacher: salary scale K3 Full-time, permanent Ref#: 1HA9hL

Wise Owl Early Childhood Centre Certified kaiako Full-time, permanent Ref#: 1HA8yd

York Street Kindergarten Teacher – Whānau Manaaki Kindergartens Part-time, permanent Ref#: 1HA9ha

Tasman/Nelson Active Explorers Richmond

Y Kids Early Learning Centre ECE teacher Full-time, permanent Ref#: 1HA8jK

Canterbury Blossoms Educare, Rolleston Registered head teacher Full-time, permanent Ref#: 1HA9Q2

Fundamentals, Merivale Infants and toddlers teacher Full-time, permanent Ref#: 1HA9J2

Southland BestStart, Kelvin Street Qualified teacher Full-time, permanent Ref#: 1HA97j

Weka Preschool Early childhood teacher Full-time, permanent Ref#: 1HA95F

Primary/ intermediate Y1–8 Resource teacher Auckland Don Buck School

Halswell Preschool

Resource teacher learning and behavior– RTLB (2 positions) Full-time, permanent Ref#: 1HA9RL

Preschool kaiako Full-time, fixed-term Ref#: 1HA8w8

Canterbury Leeston School

Millie’s House, Armagh St Qualified ECE teacher Full-time, permanent Ref#: 1HA9GE

Rangiora Montessori Montessori centre manager Full-time, permanent Ref#: 1HA9Jr

Sweet Pea Early Learning Centre Preschool room teacher Full-time, permanent Ref#: 1HA8ye

Twizel Early Learning Centre Early childhood teacher Full-time, fixed-term Ref#: 1HA97M

Otago City Impact Church Queenstown Early Childhood Centre

RTLB Full-time, permanent, 1MU + SDA Ref#: 1HA9MQ

Teachers Northland Hukerenui School Y2 teacher Full-time, fixed-term Ref#: 1HA96t

Kaitaia Abundant Life School Primary teacher Full-time, permanent Ref#: 1HA9YY

Auckland Central Auckland Specialist School Scale A teacher Full-time, fixed-term, SDA Ref#: 1HA9Rg

East Tamaki School

Early childhood centre manager Full-time, permanent Ref#: 1HA9K0

New entrant teacher Full-time, fixed-term Ref#: 1HA9bB

Gems Rata

Everglade School

Teaching position infants and toddlers Full-time, permanent Ref#: 1HA95q

Teacher Y0 (start up) class Full-time, fixed-term Ref#: 1HA9V9

Kanuka Corner Early Childhood Centre

Glenfield Primary School

Infants and toddlers educator Full-time, permanent Ref#: 1HA9En

New entrant classroom teacher Full-time, fixed-term Ref#: 1HA9aF

Maheno Kindergarten

Gulf Harbour School

ECE certified teacher Full-time, permanent Ref#: 1HA9Y9

0.775 teacher: salary scale K1 Part-time, permanent Ref#: 1HA9V6

New entrant class teacher Full-time, fixed-term Ref#: 1HA9A5

Golden Bay Kindergarten

Montessori Oamaru

Hobsonville Point Primary School

Early childhood teacher Part-time, fixed-term Ref#: 1HA9bT

Qualified, registered early childhood teacher Full-time, fixed-term Ref#: 1HA9hq

Scale A teacher (several positions) Full-time, permanent Ref#: 1HA9fk

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Education Gazette | 17 August 2020

gazette.education.govt.nz

Primary and intermediate Y1-8 Teachers Newton Central School Y3–4 classroom teacher Full-time, permanent Ref#: 1HA9gC

Otahuhu Intermediate Learning support coordinator Full-time, permanent Ref#: 1HA9J3

Otahuhu School Team leader, Māori bilingual hub Full-time, permanent, 2MU + MITA Ref#: 1HA9g0

Riverhead School Team leader + ICT Full-time, permanent, 3PMU Ref#: 1HA9ca

Full-time, permanent, SDA Ref#: 1HA9An Specialist teacher outreach service Part-time, contract, SDA Ref#: 1HA9DZ

Te Ranga School Y7–8 teacher Full-time, LTR Ref#: 1HA9MB

Upper Atiamuri School Teacher Full-time, permanent Ref#: 1HA9eM

Hawke’s Bay Kowhai School

Saint Kentigern Girls’ School

Special education teacher Full-time, permanent, SDA Ref#: 1HA9e3

Scale A teacher – junior/middle Full-time, permanent Ref#: 1HA9ga

Taranaki Eltham School

Sir Keith Park School Outreach special education teacher Part-time, permanent, SDA + PTSA Ref#: 1HA8hm Teacher special education (3 positions) Full-time, permanent, SDA + PTSA Ref#: 1HA8hf

St Mary’s School, Northcote New entrant teacher Full-time, fixed-term Ref#: 1HA9YF

St Thomas School, Auckland STEAM leader Full-time, permanent Ref#: 1HA9Yn

Waikato Kihikihi School Kaiako rūmaki reo. He tūranga whakapūmau. Tau 0–2 Full-time, fixed-term, MITA Ref#: 1HA9HB

Pukekawa School Teacher Part-time, permanent Ref#: 1HA9PH

Ruawaro Combined School Principal release teacher Part-time, fixed-term Ref#: 1HA9AP

Bay of Plenty Tauranga Primary School Team leader – senior school Full-time, permanent, 2MU Ref#: 1HA9PM

Tauranga Special School Autism and behaviour support specialist Part-time, fixed-term, SDA Ref#: 1HA9Aw Classroom teacher Full-time, fixed-term, SDA Ref#: 1HA9EZ Classroom teachers (several position) gazette.education.govt.nz

Teacher – senior school Full-time, fixed-term Ref#: 1HA96u

Hawera Intermediate Scale A teacher Full-time, permanent Ref#: 1HA9WC

VACANCIES

Rata Street School Teacher – new entrants Full-time, fixed-term Ref#: 1HA9cd

Tawa School New entrant teacher Full-time, fixed-term Ref#: 1HA9Qa

Waikanae School Y0–2 teachers (2 positions) Full-time, permanent Ref#: 1HA9RZ

Waterloo School Scale A teacher (3 positions) Full-time, permanent Ref#: 1HA9eF Scale A teacher Y2 Full-time, fixed-term Ref#: 1HA9eJ

Tasman/Nelson Nayland Primary School Classroom teachers (2 positions) Full-time, permanent Ref#: 1HA9Eo Classroom teachers (up to 2 positions) Full-time, fixed-term Ref#: 1HA9Ht

Manawatu/Whanganui Churton School

West Coast Gloriavale Christian Community School

Teacher Full-time, fixed-term Ref#: 1HA9i8

English, mathematics, cognition teacher Full-time, permanent Ref#: 1HA9bu

Whangaehu School

Canterbury Grantlea Downs School

Principal release Part-time, permanent Ref#: 1HA9S6

Woodville School Scale A teacher Full-time, permanent Ref#: 1HA8nn

Wellington Amesbury School Scale A teachers (several positions) Full-time, fixed-term Ref#: 1HA9H8 Scale A teachers (several positions) Full-time, permanent Ref#: 1HA9H5

Belmont School, Lower Hutt Classroom teacher Y2–3 Full-time, fixed-term Ref#: 1HA9Z6

Miramar Central School Scale A Y5–6 class teacher Full-time, permanent Ref#: 1HA9ZJ

Otari School Māori Immersion kaiako Full-time, permanent, MITA Ref#: 1HA9WH

Teacher Full-time, permanent Ref#: 1HA9Zw Teacher Full-time, fixed-term Ref#: 1HA9Zt

Merrin School Teachers (several positions) Full-time, permanent Ref#: 1HA9b6

Te Matauru Primary Foundation technology teacher Full-time, permanent Ref#: 1HA9WB

Woodbury School Scale A primary teacher, Y1-2 Full-time, permanent Ref#: 1HA9cQ

Otago Clinton School Classroom teacher Full-time, fixed-term Ref#: 1HA9WE

Green Island School Scale A teachers (2 positions) Full-time, permanent Ref#: 1HA9a5 TUKUTUKU KŌRERO | 17August 2020

47

Cosgrove Primary School Deputy Principal Full time, Permanent Primary (Years 1-6) 4MU

Māori Hill School Assistant principal Full-time, permanent, 3MU Ref#: 1HA9cj

Port Chalmers School An opportunity exists for an inspiring, energetic and high performing individual to join our leadership team. They will be an excellent teacher with current leadership experience who is keen to further develop their leadership skills. The successful applicant will have an in-depth understanding of the NZ Curriculum, excellent interpersonal skills and the ability to communicate effectively. We require strengths in pastoral care and student management, recent SENCO experience is preferred. A sense of humour is a must.

The person we seek will: • Have a genuine passion for education.

• Be competent and confident user of digital technologies.

• Experienced as an educational leader and proven record of teaching excellence. Has the ability to initiate and lead change.

• Ensure the well-being and education achievement of all students • Have knowledge of current assessment practices and confident in presenting school wide data.

• Demonstrate and promote the school vision/culture and values system. Is empathetic to students of diverse abilities and cultures.

• Be approachable with very good interpersonal skills and communicates effectively with children, BOT, staff, and external agencies.

• Possesses excellent organisational skills and go the extra mile in the best interest of the school.

• Maintains a commitment to ongoing professional development.

Application pack available from the office (09) 298 8365 or email meaganm@cosgrove.school.nz or on our school website www.cosgrove.school.nz.

Closing date Friday 4 September 2020. Visits welcomed.

Henderson Valley School (U5) Auckland

Deputy Principal (5MU) Henderson Valley School is situated in the foothills of the Waitakere Ranges Heritage area. We are in a unique semi-rural setting, close to city amenities and at the heart of the community. We are a contributing primary school with a roll of 355. We have a strong set of values that reflect community aspirations and support students and staff to be curious, creative, connected, successful learners.

We are a proud Green Gold Enviro School with sustainability driving who we are and what we do.

We seek a strong, dynamic, innovative, and collaborative educator with proven leadership experience.

We are looking for an inclusive leader who… » Builds positive relationships with staff, students and whānau » Has the ability to go above and beyond for our students » Is forward thinking, creative and innovative » Takes the initiative and helps drive the strategic direction of the school » Has a proven ability to build on culturally responsive practices and celebrate diversity » Is responsible for SENCO and schoolwide Positive Behaviour for Learning » Uses coaching to develop professional capability and collective capacity to improve outcomes for students » Supports students to achieve and progress in the breadth and depth of the New Zealand Curriculum

Scale A classroom teacher Full-time, permanent Ref#: 1HA9Xz

Southland East Gore School Outreach specialist teacher Part-time, permanent Ref#: 1HA9MP

Senior leadership Auckland Balmoral School, Auckland Syndicate leader, 2MU Full-time, permanent Ref#: 1HA9aq

Clevedon School Principal U5 Full-time, permanent Ref#: 1HA9Ed

Cosgrove School Deputy principal Full-time, permanent, 4PMU Ref#: 1HA9fu

Henderson Valley School, Auckland Deputy principal U5 Full-time, permanent Ref#: 1HA9h5

Ormiston Junior College Associate leader of learning (deputy principal) Full-time, permanent, MU negotiable, 7+ Ref#: 1HA9M5

Otahuhu Intermediate Associate principal Full-time, permanent Ref#: 1HA9Hu

Pakiri School Teaching principal U1, permanent, term 1, 2021 start. Lead us through an exciting period of growth and change working with a supportive Board and community. Provide quality teaching to our students, connect with our community, and bring affirming, unifying leadership to our staff. Pakiri is a small rural school, with worldclass beaches and native bush on our doorstep.

Te reo Māori knowledge is important. Montessori philosophy knowledge an advantage. » For more information and to apply, email: jillc@pakiri.school.nz

Ref#1HA9GQ

Victoria Avenue School Principal Full-time, permanent Ref#: 1HA9E2

Waikato Colville School Applications close at 1:00 pm on Friday 11 September 2020.

An Application Pack is available at www.educationgroup.co.nz. If you have any queries, please contact Tanya Prentice or Nicky Knight at admin@educationgroup.co.nz or phone 09 920 2173

Principal U1 Full-time, permanent Ref#: 1HA9i2 gazette.education.govt.nz

Composite / Area Y1-15 Teachers Glenview School, Hamilton Principal Full-time, permanent Ref#: 1HA9_W

Tirau Primary School Junior team leader and teacher Full-time, permanent, 1PMU + 1FMU Ref#: 1HA9ce

Bay of Plenty Ngakuru School

Area/composite Y1–15 Teachers Northland Kaitaia Abundant Life School

Art teaching position Full-time, permanent, SDA Ref#: 1HA9fJ Teacher Full-time, permanent, SDA Ref#: 1HA9et

This is a wonderful opportunity for a dynamic and innovative teaching principal. We are seeking someone who is a self motivated and energised teaching practitioner and leader to invest in the learning and lives of our students in a unique remote setting.

Hawke’s Bay Heretaunga Intermediate Hub coordinator Full-time, permanent, 2PU Ref#: 1HA9KM

Assistant principal – operations management Full-time, permanent, 6MU + HSU + SDA Ref#: 1HA9hk

Waikato Hamilton North School

Primary teacher Full-time, permanent, HPSA Ref#: 1HA9YV

Acting principal Full-time, fixed-term Ref#: 1HA9c2

Wellington Central Regional Health School

VACANCIES

This position is available from the beginning of Term 1, 2021.

Principal (teaching) Pitt Island School

Applications close 4pm, Friday 11th September 2020. Please send your application and CV electronically to Tom Scollard at email: tom@tomscollard.co.nz. For the application pack and further information contact Tom by email or on 0211836462.

Y1-8, U1

Canterbury Christchurch Adventist School Head of primary. Tagged Full-time, permanent, MU by negotiation.

Ref#: 1HA9Tr

Lincoln Primary School Learning leaders (3 positions) Full-time, permanent, 2PMU Ref#: 1HA9ag

Tamariki School Principal Full-time, permanent Ref#: 1HA9Wx

Otago Oamaru Intermediate Principal U5 Full-time, permanent Ref#: 1HA8ta

Southland New River Primary Principal Full-time, permanent Ref#: 1HA9D6

Sacred Heart School, Waikiwi Principal U3. Tagged Full-time, permanent Ref#: 1HA9Eg

Principal (U1) Primary and intermediate (Years 1–8) / kura tuatahi, Teaching Principal (roll 34, 2 classes) Sadly, our current principal is retiring. We are looking for a Principal with leadership experience to join our team in 2021. This is an exciting opportunity for a community-oriented leader who would love a lifestyle in a beautiful, rural, seaside environment. You will have lots of energy, a love of the outdoors as well as a sense of humour.

The vacancy offers a tremendous opportunity for a motivated, experienced teacher with ideas and a passion to further raise achievement and promote local curriculum through our school vision and values.

Colville School is a well-resourced, two teacher, decile 2, full primary (years 1-8) with a stable roll. Situated on the shores of Colville Bay on the Hauraki Gulf the school is 30 minutes north of historic Coromandel town. Visit our Colville School website and facebook page to learn more about us.

A school house is available. There is a fantastic pre-school onsite. The position qualifies for SIA and Isolation allowances. Free relocation may also be available.

The role will commence at the beginning of the 2021 school year.

St Patrick’s School, Invercargill Principal. Tagged Full-time, permanent Ref#: 1HA9Kn

Wallacetown School Principal Full-time, permanent

An application pack will be sent to you. Please email your interest to Jan Autumn, Board of Trustees Chair janautumn1950@gmail.com 0274788930 or 078668341 School visits and questions are welcome. Applications close Monday 7th September and shortlisted 10th September.

Ref#: 1HA9J0 gazette.education.govt.nz

TUKUTUKU KŌRERO | 17August 2020

49

VACANCIES

Secondary Y7-15 Teachers

TKKM o Toku Mapihi Maurea Kairukuruku tautoko akoranga (learning support coordinator) Full-time, permanent Ref#: 1HA976

Secondary Y7–15 Mātauranga Māori

Te Wharekura o Manaia

Wellington Wellington High School and Community Education Centre

Teacher Y1–8 Full-time, permanent, MITA Ref#: 1HA8eq

Teacher of te reo Māori Full-time, fixed-term Ref#: 1HA9J8

Whangamata Area School Teacher in charge of music Y7–13 Full-time, permanent Ref#: 1HA9Ho

Bay of Plenty Bethlehem College English teacher Y9–13 Full-time, permanent Ref#: 1HA9Vn Maths teacher Y9-13 Full-time, permanent Ref#: 1HA9Ug Science teacher Y9–11 Full-time, permanent Ref#: 1HA9Vg

Murupara Area School Science teacher Full-time, permanent, ATSAR + 1MU Ref#: 1HA9aW

Manawatu/Whanganui Cornerstone Christian School New entrant teacher Full-time, permanent Ref#: 1HA9Bx

Central Regional Health School Assistant Principal: Operations Management Full-time, permanent, 6MU + SDA + HSU CRHS seeks an energetic Assistant Principal, starting Term 1, 2021. Responsibilities include driving innovation within systems and infrastructure to provide students with equitable learning opportunities, and support for teachers to do their job well.

Collaborative leadership experience is key, as is strong curriculum knowledge, ideally across education sectors. You will be familiar with the sustainable systems needed to underpin successful school practices. You will be a highly organised strategic thinker, skilled in working reflectively alongside colleagues and wider teams. Based in Wellington with travel required across the lower North Island.

Application requirements available on the school website: www.crhs.school.nz For further information contact the Principal, Jane Wills: jane.w@crhs.school.nz; (04) 801 5010

50

Education Gazette | 17 August 2020

Teachers Northland Kamo High School Mathematics teacher Full-time, permanent Ref#: 1HA9Xt

Marcellin College Geography/social studies teacher Full-time, permanent Ref#: 1HA9Tn Geography/social studies teacher. Tagged Full-time, permanent Ref#: 1HA9Tq

Saint Kentigern College English teacher Full-time, permanent Ref#: 1HA9Sj

St Peter’s College, Epsom English teacher Full-time, permanent Ref#: 1HA9N8

Otamatea High School

Waikato St John’s College, Hillcrest

Science teacher Full-time, permanent Ref#: 1HA9G9

Technology - hard materials teacher Full-time, permanent Ref#: 1HA9gk

Auckland Albany Senior High School

Bay of Plenty Bethlehem College

Spanish teacher and correspondence coordinator Part-time, permanent Ref#: 1HA9TT

Aorere College Music teacher Full-time, permanent Ref#: 1HA9Xa

Auckland Grammar Teacher of English Full time, LTR Ref#: 1HA9du Teacher of English (2 positions) Full-time, permanent Ref#: 1HA9dr Teacher of physical education Full-time, permanent Ref#: 1HA9dx Teacher of physical education with business studies Full time, LTR Ref#: 1HA9e0 Teacher of technology (TIC of trades and construction 2MMA) Full-time, permanent, 2MMA Ref#: 1HA9Mb

De La Salle College Gagana Samoa teacher Full-time, fixed-term Ref#: 1HA9Px

Long Bay College Science teacher Full-time, permanent Ref#: 1HA9Pd

Mahurangi College English teacher Full-time, permanent Ref#: 1HA9Jg Hospitality teacher Full-time, permanent Ref#: 1HA9Ya Science teacher with physics or biology Full-time, permanent Ref#: 1HA9Sk

English teacher Y9–13 Full-time, permanent Ref#: 1HA9Vj Maths teacher Y9–13 Full-time, permanent Ref#: 1HA9Ud Science teacher Y9–11 Full-time, permanent Ref#: 1HA9Vd

Rotorua Boys’ High School Employment-based trainee teacher of science Full-time, fixed-term Ref#: 1HA9T2 Employment-based trainee teacher of technology Full-time, fixed-term Ref#: 1HA9TB Teacher of English Full-time, permanent Ref#: 1HA9T5 Teacher of Māori Full-time, permanent Ref#: 1HA9T8 Teacher of physical education, outdoor education and health Full-time, permanent Ref#: 1HA9TE Teacher of science Full-time, permanent Ref#: 1HA9Sz Teacher of social sciences Full-time, permanent Ref#: 1HA9Sw

Tauhara College Physical education/health teacher Part-time, fixed-term Ref#: 1HA9Tu

Hawke’s Bay Hastings Boys’ High School Mathematics teacher Full-time, permanent Ref#: 1HA8k5 Science teacher Full-time, permanent Ref#: 1HA8k8 gazette.education.govt.nz

Secondary Y7-15 Senior leadership Manawatu/Whanganui Awatapu College

Waikato St John’s College, Hillcrest

Art – painting teacher 0.8–1FTE Full-time, fixed-term Ref#: 1HA9SE

Head of faculty, mathematics Full-time, permanent, 3MU + 2MMA Ref#: 1HA9fr Head of faculty, technology Full-time, permanent, 3MU + 2MMA Ref#: 1HA9gb

Waiopehu College Teacher of hard materials technology Full-time, permanent Ref#: 1HA9f2

Wellington St Oran’s College Art design and art teacher Part-time, fixed-term Ref#: 1HA9MF Te Reo Māori teacher Part-time, fixed-term Ref#: 1HA9_T

St Patrick’s College, Kilbirnie Teacher of physics Full-time, fixed-term Ref#: 1HA9Z9

Canterbury Craighead Diocesan School Teacher of science and physics or chemistry Full-time, permanent Ref#: 1HA8oM

Wellington Aotea College Assistant HOF health and physical education 2021 Full-time, permanent, 1PMU Ref#: 1HA9QB

Canterbury Burnside High School Head of department – ESL Full-time, permanent, 2MU Ref#: 1HA9_P

Craighead Diocesan School Head of physical education and health Full-time, permanent, 2MU Ref#: 1HA8oF

Mairehau High School Supported learning leader Full-time, permanent, 2MU + 1MMA Ref#: 1HA8xV

Mountainview High School

Otago Otago Girls’ High School

Science teacher - physics and/or agriculture Full-time, permanent Ref#: 1HA9KV

HOD English Full-time, permanent, 3MU Ref#: 1HA9W9

Middle leadership Auckland Auckland International College Provisional head of IB Diploma biology Full-time, permanent Ref#: 1HA9Zb

Baradene College Assistant head of faculty - religious education Full-time, permanent, 2MU Ref#: 1HA9fC

Edgewater College Head of English Full-time, permanent, 3MU + 1MMA Ref#: 1HA9Yj

Long Bay College Assistant head of English Full-time, permanent, 2MU Ref#: 1HA9PV Teacher in charge of Junior English Full-time, permanent, 1MU Ref#: 1HA9Pa

St Hilda’s Collegiate Head of English Full-time, permanent, 3MU + 1MMA Ref#: 1HA9eg

Senior leadership Auckland Orewa College

Deputy principal/tumuaki tuarua Full-time, permanent, 6MU + 1SMA Ref#: 1HA9UW

Bay of Plenty Trident High School Principal U9 Full-time, permanent Ref#: 1HA9Gt

Hawke’s Bay Flaxmere College Principal Full-time, permanent Ref#: 1HA9AC

Karamu High School Deputy principal Full-time, permanent, 7MMU + 1SMA Ref#: 1HA9cB

Taranaki Francis Douglas Memorial College Principal Full-time, permanent Ref#: 1HA9GJ

Wellington Central Regional Health School Assistant principal – operations management Full-time, permanent, 6MU + HSU + SDA Ref#: 1HA9he

St Mary’s College, Wellington Principal Full-time, permanent Ref#: 1HA9Gk

Canterbury Christchurch Girls’ High School – Te Kura o Hine Waiora Assistant principal (relationships and culture – staff) Full-time, permanent, 6MU + 1SMA Ref#: 1HA9cY

Ormiston Junior College Associate leader of learning (deputy principal) Full-time, permanent, MU negotiable, 7+ Ref#: 1HA9M2

TKKM o Nga Maungarongo Deputy principal/pouarahi Full-time, permanent, MMA Ref#: 1HA9VC

Waikato Hamilton Boys’ High School

HOD digital technologies Full-time, permanent, 1MU + 1MMA Ref#: 1HA9cE

St Peter’s College, Epsom

Melville High School

Head of physical education Full-time, permanent, 3MU + 1MMA Ref#: 1HA9NE

Assistant principal Full-time, permanent, 5MU Ref#: 1HA9Td

gazette.education.govt.nz

Thames High School

Principal Full-time, permanent Ref#: 1HA9eq

Assistant principal – communication and organisation Full-time, permanent, 5MU Ref#: 1HA9Fj Assistant principal – teaching and learning Full-time, permanent, 5MU Ref#: 1HA9Fn

Mt Roskill Grammar

VACANCIES

St Peter’s College – Epsom

Head of Physical Education Full-time, permanent, 3MU + 1MMA

We are seeking an energetic and highly skilled practitioner to lead our physical education faculty from Term 1, 2021. The ability to teach NCEA, Cambridge and Scholarship Physical Education is essential.

Applications close 7 September 2020.

Application pack can be requested from: Kerry van Alphen, Headmaster’s PA humanresources@st-peters.school.nz Ph (09) 524 3932 TUKUTUKU KŌRERO | 17August 2020

51

PRINCIPAL

For full details of these vacancies, search the job listings online at gazette.education.govt.nz

Taranaki Diocesan School for Girls is seeking a new Principal to lead us on the next part of our exciting educational journey. We are looking for an experienced leader with excellent interpersonal skills, innovative educational pedagogy and effective leadership practices.

Taranaki Diocesan School for Girls is a state-integrated secondary school situated in the attractive central Taranaki township of Stratford and serves a wide community base that extends throughout the Taranaki region. Featuring supportive Boards, stable staff and positive community spirit, Taranaki Diocesan School for Girls is an attractive option for an experienced or aspiring Principal.

Could this be you?

The successful applicant will: • Be a NZ registered teacher with experience in managing and leading change.

• Show a commitment to genuinely student-centred culturally responsive practice.

• Have implemented effective, innovative educational leadership practices.

• Demonstrate a commitment to te ao Māori.

• Assist in creating a learner-centred curriculum that excites and engages learners.

• Be inspirational, dynamic and able to maintain strong collaborative relationships.

• Uphold and enhance the Special Character of our school.

• Work collaboratively with our local schools to benefit the wider school community and its students.

• Support strong, ongoing pastoral care within our school and boarding hostel.

Do you want your vacancy to stand out from the crowd?

If this sounds like you then we look forward to your application. Commencement date will be Term 1, 2021 or by negotiation.

Applications close: 5pm, Friday 25 September 2020 An application pack is available from our Appointments Consultant, Graeme McFadyen: graememcfadyen@gmail.com or mobile 0221632892

ST MARY'S COLLEGE (WELLINGTON)

Principal We are a proud Catholic integrated girls college. Our Catholic character and Mercy values are woven into every part of our college life.

We are seeking an outstanding leader who will provide strong direction for the Catholic Special Character and the learning environment of our college. Our principal will nurture the college’s faith community, and inspire the development of confident young women who thrive as life-long learners.

As the leader of our college, the principal will continually strive for excellence in education.

The principal will give practical recognition to the significance of Te Tiriti o Waitangi, will embrace all cultures and celebrate diverse backgrounds.

Our ideal candidate will ♦ Inspire and lead our special character and Mercy values ♦ Be a visionary and inspirational leader, demonstrating a thorough understanding of current approaches to effective teaching and learning ♦ Have a proven ability to provide strong professional leadership for staff ♦ Be a strong communicator who builds high trust relationships ♦ Advocate for the principles of Te Tiriti o Waitangi to be embedded in our school practices and culture ♦ Have strength in financial and property management, and understanding of digital structures ♦ Motivate students to take responsibility for their own learning, and to take pride in the college ♦ Be passionate about all students achieving to the best of their ability.

A willingness and ability to participate in the religious instruction appropriate to the Special Character of the school, is a condition of appointment.

Applications close 31 August

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

For an application pack please contact sharyn.hoerara@stmw.school.nz. gazette.education.govt.nz

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CELEBRATING EXCELLENCE IN VOCATIONAL EDUCATION To celebrate our future creators, innovators, crafters and tradespeople, there’s a $2,000 prize for the top vocational student at each school.

One student per school or wharekura is eligible.

RECIPIENTS RECEIVE A CASH PRIZE OF

$2,000

Nomination forms and other information available at

pmvea.education.govt.nz