Education Gazette 99.10

29 June 2020 | Vol. 99 No. 10

Celebrating our workforce Learning support coordinators find their stride

Leadership programme inspires tumuaki

Scholarships, study awards and sabbaticals

Tell your own stories…

The funding round for Te Aho Ngārahu opens on July 16 2020 and closes on 16 August 2020.

Te Aho Ngārahu is a fund set up to develop localised te reo Māori curriculum resources.

FOR MORE INFO GO TO: https://www.education.govt.nz/our-work/overall-strategies-and-policies/ moutereo/te-aho-ngarahu or email tereo.maorigroup@education.govt.nz

This issue:

Spotlight on our workforce Editor’s note The purpose of the Education Gazette is to celebrate New Zealand’s education sector – it provides an opportunity to reflect on some of the great learning and engagement that’s happening all over the country, and a chance to explore opportunities to continue to learn and grow. This issue is about celebrating the people who drive this learning and development – the teachers, principals, support staff and everyone who makes a difference to the lives of our tamariki.

In this issue we meet Kealyn, a teacher at a Wellington high school. We meet Sara and Amy, new learning support coordinators at an Auckland intermediate school. We meet Rawiri, a tumuaki driving leadership opportunities for others. We meet Penelope, an early learning teacher in Christchurch.

We meet Jess, a teacher aide in Waikanae.

They provide a small snapshot of the many people who rise to the daily opportunities and challenges to meet the needs of ākonga. The Ministry of Education is keen to recognise the capability of the workforce and ensure it feels valued, connected and supported.

29 June 2020 | Vol. 99 No. 10

On the cover

Celebrating our workforce Learning support coordinators find their stride

Leadership programme inspires tumuaki

Scholarships, study awards and sabbaticals

P18: Teacher aide Jess Galloway from Waikanae School says the recent teacher aide pay equity settlement makes her feel valued.

Regulars 28

Notices

35

Vacancies

6

2

Passion for sharing language and culture “We’ve really been able to run” - The impact of learning support coordinators

10

12

Tumuaki building capability for educational success

14 Learners at heart of refreshed specialist teaching diploma

24 Teaching Council goes digital

New civics resources for young New Zealanders

18

20

Reflections of a teacher aide

26

Weaving the past and the present

27

Relief teachers play an important role

Creatives in Schools gears up for second round

Key contacts

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TUKUTUKU KŌRERO 29 June 2020

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TE AO MĀORI/PĀKEHĀ MĀORI/PAKEHA

Kealyn Marshall was inspired by many role models and mentors including his aunty, Karleen Marshall, principal of Tawhero School, Whanganui.

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TE AO MĀORI/PĀKEHĀ

Passion for sharing language and culture A Newlands College teacher who received a TeachNZ Tipu Whakarito Te Reo Māori scholarship is making a significant difference in only his second full year at the school.

K

ealyn Marshall (Te Whānau-a-Apanui, Ngā Ruahine, Ngā Rauru, Ngāti Pamoana & Te Atihaunui-ā-paparangi) is kaiako of business studies, economics and te reo Māori and Māori performing arts. He has been instrumental in driving kapa haka at the Wellington high school.

He grew up in a te reo Māori-speaking whānau in Whanganui, brought up by his mum and his nan. He spent time with other grandparents who lived on a marae on the Whanganui River. He attended kōhanga reo, before switching to mainstream primary school and high school.

“I was fortunate enough to be brought up by my nan, who was a native speaker of te reo Māori. I feel that I was brought up in both worlds: that I was exposed to Te Ao Māori and Te Ao Pākehā,” he says.

“At boarding school in Palmerston North, there were two teachers who were strong in Te Ao Māori and I really resonated with them and they made an effort to make a connection with me and my Māori peers.

“They worked really hard for us, provided us with all these opportunities, made sure we were proud to be Māori and I really wanted to be able to provide that same experience for my tauira [students]. If I could represent that in a mainstream school, that was something I really wanted to do.”

OE confirmed love of culture When Kealyn finished school, he felt he was strong in his language and culture but wanted to experience more. He worked in the UK and spent 12 months travelling in Europe.

“It confirmed for me that my own language and culture is really important, and I should always base my foundation off that to be able to be successful.

“I came home and began study at Victoria University, where I pursued my love of my own culture through studying te reo Māori and also my huge interest in the business world and developing economic growth.”

Kealyn’s journey towards teaching was supported by a TeachNZ scholarship, which covered the cost of his course fees and provided him with an annual study allowance.

“I decided to go teaching because I felt there were lots of Māori kids who didn’t necessarily have the access to the Māori education sector, in terms of kura kaupapa Māori. I wanted to ensure that those Māori kids would have the same education experience in a mainstream school that our total immersion kids would have.

“Lots of my colleagues and friends ask me why I don’t work in a Māori immersion school and I say: ‘We have lots of Māori here at Newlands College and we’ve got to ensure that those 10 per cent get the same, if not better, learning experience as Māori in an immersion school.”

Support from senior leadership Kealyn says Newlands College has been developing its focus on te reo and Te Ao Māori significantly.

“We’ve been working really, really hard. We re-established kapa haka last year and that was a huge milestone for Newlands College. We took them back to the regionals, went on a four-day excursion to the Whanganui River and we stayed on my marae at Koroniti. That was really significant and also awesome to see our kids represent themselves so proudly at the Wellington Secondary School Regional Kapa Haka competition.

“We work closely alongside our senior leadership team in terms of discussions around things Māori and also work alongside staff to ensure the school is adhering to our commitment to Te Tiriti and to Te Ao Māori.

Building relationships with students – Māori and non-Māori – helps them become lifelong learners, says Kealyn.

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TE AO MĀORI/PĀKEHĀ

Kapa haka has been revitalised at Newlands College. Kealyn wants Māori children in mainstream schools to have the same opportunities as those who attend kura.

“We really do put it down to the support that our senior leadership team provides us. It’s kind of like a tuakana teina partnership where, when it comes to things Māori, we are the tuakana [mentors]. They have found that in allowing those opportunities, they have learned a lot and it’s really awesome to see,” he says.

Mahi produces results While it was initially hard mahi to get whānau involved in kapa haka at the school last year, Kealyn and his team were blown away when 100 people turned up at a whānau hui at the start of 2020.

“We only had about five whānau in the first year who would turn up week in, week out – who would take time off work to come and help our kaupapa, provide kai for our kids, drop the kids off after practice wherever they lived,” he says.

“When we came back this year, there were over 100 people at our first whānau hui. We couldn’t believe how far we had come in such a small time. It was really awesome to see that the mahi we put in last year, and the contribution those core whānau had made, had got back out into the community.

“We knew there were a lot of Māori coming through in our new Year 9 intake, but we just

needed them to get in the door and be comfortable with being part of the learning journey here at Newlands.”

Building relationships works Kealyn believes that forming relationships with all students – Māori and nonMāori – through whanaungatanga and manaakitanga helps students become connected and confident lifelong learners.

“Building relationships with them is really important, valuing things Māori, encouraging them to be proud to be Māori and also providing pathways, learning experiences, opportunities – things like kapa haka – in our school.

“What works for Māori works for all kids.

I have high expectations for all my students – we want them to be always pursuing excellence and pushing themselves to do the best that they can. It doesn’t matter what upbringing, ethnicity or cultural background that they come from; we want them to be the best they can. I find that the values that have been instilled in me through tikanga Māori and Te Ao Māori work really well for all students because you are digging deeper into that whole learning experience.

“The more opportunities I can give for whānau to be involved in the learning, breaks down some of those barriers that otherwise they would have found challenging in terms of being involved in the learning of their tamariki.”

Business is important too As for Kealyn’s passion for economics and business: he says that in terms of studying, he wanted to have pathways into both the Māori world and the business world.

“I think that being Māori we have the values and the culture to be successful in any pathway that we choose. Particularly in the business world, where, as Māori, we have the opportunity to make a difference or have an impact on the economic growth of our whānau, hapū and Iwi. “Academia isn’t the be-all and end-all throughout the learning journey. But if I’m able to instil some key principles and values, or help kids to identify what their values and principles are, then they will be successful no matter what they choose to do – whether it’s go to university, get an apprenticeship, or perhaps just get a job and start to work.”

“I find that the values that have been instilled in me through tikanga and Te Ao Māori work really well for all students because you are digging deeper into that whole learning experience.”

Kealyn Marshall 4

Education Gazette 29 June 2020

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TE AO MĀORI/PĀKEHĀ

Take your career to the next level Postgraduate course options for semester two (July start) • EDEM606 Curriculum Implementation in Science Education (C and D) • EDEM614 Assessment for Learning (D) • EDEM618 Dyslexia: Identification and Intervention (C) • EDEM622 Teaching and Learning in Inclusive Settings (C and D)

• EDEM630 Change with Digital Technologies in Education and Training (D) • EDEM633 Foundations of Technology-Enhanced Language Learning (C and D) • EDEM638 Teachers as Leaders (D) • EDEM641 Educational Leadership and the Law in New Zealand (D) • EDEM649 Te Tiriti o Waitangi i te Ao Matauranga (C)

• EDEM650 Educational Philosophy and Policy (C and D) • EDEM657 Whakaora ReoLanguage Revitalisation (C) • EDEM660 Te Reo Te Kohure (C) • EDEM670 Leadership as Partnering: Moving Beyond Boundaries (D) • EDEM694 Quantitative Research In Education (C and D) (15 points)

EDUCATION, HEALTH & HUMAN DEVELOPMENT

For more information: educationadvice@canterbury.ac.nz or 0800 VARSITY (827 748) www.canterbury.ac.nz/education

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TUKUTUKU KŌRERO 29 June 2020

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LEARNING SUPPORT

“We’ve really been able to run”

The impact of learning support coordinators

Kirsty Clark, Katrina Boxall and Angela Dye Hayes are taking a collaborative approach to implementing the Learning Support Delivery Model.

“Students are increasingly advocating for their own needs because the response is quicker, more visible and tailored to their needs.”

Katrina Boxall

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LEARNING SUPPORT

The addition of two learning support coordinators at Avonside Girls’ High School has made a world of difference to what the school’s learning support team is able to achieve within the school community.

learners who need support, and help track learners’ progress over time.

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Upon hearing that Avonside Girls’ was among the first tranche of schools to be allocated learning support coordinators (LSCs), Principal Sue Hume and the leadership team made the strategic decision to retain Katrina’s SENCo (Special Educational Needs Coordinator) role and expand the capacity and capability of the learning support team with the addition of two LSCs. The team also includes six learning support assistants.

he learning support team at Avonside Girls’ High School in Christchurch works out of the school’s Enrichment Centre, an open-plan, open-access space located at the heart of the school for students to access the learning support they require.

Head of Learning Support Katrina Boxall, with the support of her team and the school’s senior leadership, has led a whole-school approach to learning support, implementing the Learning Support Delivery Model to ensure that every learner is receiving the right support at the right time. This approach extends to working with agencies and alongside other schools in their cluster to support smooth transitions for students.

Learning support registers Over the past few years, Avonside Girls’ High School’s learning support register has been strengthened as steps have been taken to identify and understand the full range of students’ learning needs, which currently include specific learning difficulties, sensory impairments and self-regulation challenges.

Learning support registers are useful because they provide a consistent way to talk about learning support needs, show the number of

However, despite progress, Katrina was beginning to feel her role wasn’t sustainable.

“I’d been attempting to implement a range of initiatives and while it appeared change was impacting individual students well, I just couldn’t put the wheels on the ground for other, more wide-ranging, interventions.

I could advise, guide and suggest, but I couldn’t put enough of the physical support to enable that to happen.”

Real commitment Katrina says she is proud of the school’s approach and believes it shows a real commitment to providing targeted and meaningful support for the learners in their wider community.

They were clear from the outset what skill sets they needed within the new positions to deliver this support: a specific learning difficulties teacher and a primary teacher, preferably with RTLB experience, who would be able to assist in the drive for school improvement.

Kirsty Clark and Angela Dye Hayes emerged from the recruitment process as the new LSCs and started their new roles at the beginning of 2020. Katrina says they’re already having a positive impact on what

the learning support team is able to achieve within the school community and wider cluster of schools.

Consistency in practice Kirsty and Angela meet several times a term with the LSCs from their cluster to discuss issues pertinent to their Kāhui Ako, provide resources in their relevant specialist areas and to ensure some consistency in practice and procedure.

The LSCs compare notes on the learning support register, making sure it is fit for purpose and aligns with the priorities in the the Learning Support Action Plan – a plan that helps guide the cluster’s approach to learning support delivery. They are conscious of being flexible and adaptable, in order to meet the burgeoning needs across their wider school community.

“Transition between schools has been an early focus, ensuring our language around specific learning needs and behavioural difficulties has been consistent and therefore informative,” says Katrina.

It is evident that students are appreciating increased access to support for their learning.

“Students are increasingly advocating for their own needs because the response is quicker, more visible and tailored to their needs,” says Katrina.

Staff engagement Engagement with staff has increased, more students are being supported in a range of flexible ways, and they’re much further down the track with getting external support when needed.

“We’ve really been able to run. I’m really thrilled with how quickly we’ve been able to gain momentum.”

Learning support coordinator Kirsty Clark with Enrichment Centre team member Salaneta Ioane and student Zakea.

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LEARNING SUPPORT

New LSCs find their stride Education Gazette talks to two learning support coordinators who are enjoying the opportunities and challenges within their new roles.

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ara Badawi and Amy Russell are learning support coordinators (LSCs) at Glen Eden Intermediate School in Auckland. They were among the first tranche of LSCs to be allocated across the country as part of the Learning Support Action Plan 2019-2025.

Sara and Amy have taken similar pathways into the role. They completed the same course at university and enjoyed stints of teaching overseas before returning to New Zealand and working within the Resource Teachers: Learning and Behaviour (RTLB) service.

More access to support Sara says she was drawn to specialist teaching because she wanted to see more equitable access to learning support.

cluster level, they support and promote inclusive values and practices.

The set-up at Glen Eden Intermediate School is an example of how the LSC position can work well.

Amy and Sara worked with their senior leadership team to look at how the new LSC roles might work in their setting.

“Big picture, we’re working at a system level to get things running a bit smoother. But then there’s always the things that crop up on a day-today basis that mean we’re more reactionary in some aspects,” says Amy. Sara agrees. “On a day-to-day level it does vary. Our aim is to be strategic and proactive in what we do and be quite planned and targeted, but we’re working with people, so we have to be responsive and reflective.”

“For me it was the access to resourcing and the quality of teaching and learning and the mismatch between what students would get at some schools and not others, based on my experience.

Clear pathway

“That was what drove me to think how we could approach it in a more systemic way. That’s why I went into the RTLB service because I thought at least then I can hit a number of schools, rather than just being in one school.”

They are working on creating a clear pathway to identify the students who need to be included on the learning support register as well as using common language around describing the needs, challenges and strengths of those children.

Sara believes the introduction of the LSC role has been a positive step towards providing more access to support for students who need it. She would love to see LSCs rolled out to all schools.

Amy and Sara work closely with external agencies, the RTLB service and directly with teachers, teacher aides and students across the school – covering everything from professional development and day-to-day coaching for teacher aides, to establishing relationships with students’ families, to helping teachers support the diverse learning needs of every child in their class.

“It makes us really aware of wanting to do a good job so we can prove that this model really works and then hopefully that roll-out then continues,” agrees Amy.

Response to repeated requests The LSC role has been established in response to requests over many years for a dedicated, funded, full-time learning support role in schools.

The purpose of the role is to make sure that children and young people with mild-to-moderate neuro-diverse, or complex learning support needs, receive appropriate help when needed.

As part of their role, LSCs help identify, understand and plan for the needs of these learners in their local communities, coordinating and simplifying access to the relevant services and resources. At a classroom, school and

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Education Gazette 29 June 2020

“We’ve used Google Read&Write as an ‘in’ into each of the classrooms as a Universal Design for Learning approach. We’re trying to look at it more as, ‘here are some tools that could be used universally to support the needs of all your students, but it might really help the needs of this particular learner’,” says Sara.

Learning Support Delivery Model in action The LSCs are putting the Learning Support Delivery Model in action, working with early learning services, schools and kura in their cluster, in order to identify the needs and resources within their area. gazette.education.govt.nz

Long Bay Primary students spark up the Human Energy Generator

Sara Badawi and Amy Russell enjoy working with other learning support coordinators in their cluster to meet the needs of learners in their community.

“Our aim is to be strategic and proactive in what we do and be quite planned and targeted, but we’re working with people, so we have to be responsive and reflective.”

Sara Badawi They work with the Ministry of Education’s learning support service managers and specialist teams as well as other agencies and providers to deliver joined-up and appropriate support.

“Another big area that we’re looking at is transitions,” says Amy. “Being an intermediate school, we have 500-plus students arriving and leaving every year.

“And that’s one of the beauties of having LSCs in every school in our Kāhui Ako: all 14 of us can communicate and collaborate so that the transition process between schools can be a lot smoother for students.”

Joint inquiry Sara and Amy are pursuing a joint inquiry into finding out how the LSC role can achieve the greatest impact for all learners.

While it was a little difficult initially coming into a new role that wasn’t widely understood by staff, both have found their stride and are enjoying the LSC position.

“It’s great being based in a school – that sense of a community and the connections you can make with teachers, students and families,” says Amy.

About the LSC role Introducing learning support coordinators in schools and kura is a key priority in the Learning Support Action Plan 2019-2025.

They are an integral part of the Learning Support Delivery Model, a flexible and joined-up approach to learning support.

Within their schools and clusters, learning support coordinators will build the capability of kaiako and teachers; identify and plan for the learning support needs of all learners; and be available to support learners and their whānau.

The first tranche of Learning Support Coordinators started in January 2020. gazette.education.govt.nz

The kids have been mesmerised - and it’s led to some really robust discussions about how energy works.

Titirangi Primary

Hands-on STEM learning Borrow a Human Energy Generator for free from Genesis School-gen and your students will get to put their energy to good use!

Using the Human Energy Generator, they will experience how much energy it takes to power an LED versus an incandescent light bulb.

The learning experience can be enhanced using the Human Energy Generator education resource (Science / Maths Level 3-4).

To book the Human Energy Generator and download the resource go to www.schoolgen.co.nz

LEADERSHIP

Tumuaki building capability A new leadership programme for new and aspiring tumuaki is delivered from a kaupapa Māori, indigenous world view.

A

otearoa has a new tumuaki (principal) professional development programme, Whakangungu Tumuaki, to help new principals to excel in our unique indigenous education system.

That’s according to programme director Rawiri Wright, who is of Te Arawa, Ngāti Kahungunu and Ngāti Raukawa descent.

The programme was initiated, designed and is delivered by Te Rūnanganui o Ngā Kura Kaupapa Māori o Aotearoa with support from Te Uepū Reo Māori in the Ministry of Education.

Unique Māori programme Rawiri says that Kura Kaupapa Māori whānau nationwide had been calling for a unique Māori programme for many years as other principal development programmes on offer had nothing Māori about them and were counterproductive to many aspects of kaupapa Māori education.

The programme is specifically for new or nearnew Kura Kaupapa Māori Aho Matua tumuaki and covers everything they need to know, from preparing budgets to managing monthly and annual finances, doing strategic plans, writing official reports, managing staffing matters and conciliating matters of conflict.

Most importantly, everything is delivered from a kaupapa Māori, indigenous world view and is based on the guiding philosophy of Kura Kaupapa Māori, Te Aho Matua.

It is that aspect that makes the Whakangungu Tumuaki programme unique.

“Nothing else in the country comes close to it,” says Rawiri.

Empowering leaders “The design, approach and delivery of the programme is, we believe, something that will resonate with indigenous educators around the globe. It’s a potential world leader in indigenous education.

“It is about empowering leaders in education settings to be the absolute best they can, in terms of the profession itself, but also in terms of their specific cultural, linguistic, political, spiritual and economic setting.”

Rawiri says the programme is inspired by the freedom education ideology of the likes of Paolo Freire and the original Te Aho Matua Working Party, who are credited with the establishment of the Kura Kaupapa Māori movement.

“The programme is also about helping tumuaki shake off the shackles of colonisation and colonialisation, and adopting a tino rangatiratanga or self-determination approach to managing their kura,” adds Rawiri.

“We now have the right mix that will benefit these new tumuaki to be more effective and more confident more quickly.”

Rawiri Wright

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Education Gazette 29 June 2020

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LEADERSHIP

for educational success New opportunity

Upskilling and growth

In 2018, the opportunity arose to submit a programme outline to the Ministry of Education for consideration.

Rawiri says the aim is to run cohorts of eight to 10 tumuaki for the next six to eight years.

“To their credit, the programme and subsequent funding was made available for 2019,” says Rawiri. “Ka nui a mātou mihi ki a rātou!”

“We anticipate that will give us the opportunity to upskill all our new and near-new tumuaki currently working in our kura, and to also start growing a new crop of likely tumuaki ready to step up.

A 36-week pilot programme was run throughout 2019 for 10 new or relatively new Kura Kaupapa Māori Aho Matua tumuaki from throughout Aotearoa, including four from Te Waka a Māui, says Rawiri.

“It was such a success, we have decided to continue the programme for another year for the first cohort and have added another cohort for the next two years,” he adds.

“We’ve refined the programme and changed the format based on participant feedback and we think we now have the right mix that will benefit these new tumuaki to be more effective and more confident more quickly.”

“We are hopeful there will soon be a surge in the number and size of Kura Kaupapa Māori Aho Matua nationally and we need to be ready for that,” says Rawiri.

“The other matter, of course, is to grow more Kura Kaupapa Māori Aho Matua kaiako. We’re working on that through our joint venture programme with Massey University, but we know that needs to be ramped up also.

“So let’s just say, watch this space!”

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SCHOOL LEAVERS’ TOOLKIT

2019 Youth Parliament in action.

New civics resources for young New Zealanders New civics education resources have been developed as part of the School Leavers’ Toolkit to help prepare young people for life beyond school.

M

aria Perreau is looking forward to seeing the newly released civics education resources in action in schools around New Zealand.

Maria is the national facilitator for subject association Aotearoa Social Studies Educators’ Network, which has been included in consultations about the development of the resources since the beginning.

The resources have been developed by the Ministry of Education in consultation with the sector as part of the School Leavers’ Toolkit, which is designed to help young people transition into adulthood with confidence.

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Education Gazette 29 June 2020

“This is a really significant piece of work the Ministry has funded; we’re really pleased that we’ve been involved and we’re pleased with the quality of the product that is going out,” says Maria.

Civics and citizenship education is already well embedded in the principles and values of The New Zealand Curriculum as well as in the Social Studies learning area.

“I think this particular resource is necessary because it actually brings those things together for teachers in a way that hasn’t been done before,” she says.

“It’s quite empowering – teachers can approach this in ways that are really meaningful and authentic.”

Evidence-based approaches Maria says the resource provides excellent evidence-based approaches for teaching and learning civics and citizenship education that can be used in both specialist and nonspecialist subjects.

“One thing that it does really well is that it deals with issues that are relevant today,” she says.

She points to an example involving pōhutukawa trees in Takapuna that highlights the importance of decision-making around use of land and resources. gazette.education.govt.nz

SCHOOL LEAVERS’ TOOLKIT

“The idea is that they will be able to build their citizenship skills so that participating in our democracy becomes a lifelong habit.”

Maria Perreau “There’s some really rich learning there, and importantly, young people can get involved in those decision-making processes – it’s not just something that has to happen to them; it’s actually something that they can have a voice about, especially if it’s happening in their local area.”

Also included in the suite of resources are: » a teaching and learning guide that covers themes such as Te Tiriti o Waitangi, global citizenship and explores strategies to discuss controversial issues with your students. » learning activities that explore what living in a democracy means and informs students about their rights as citizens.

Students can also learn skills such as how to activate change and navigate diversity and conflict through these activities among other skills. » a curriculum approaches table to support understanding of what learning has been covered in earlier programmes and provide a springboard to create learning programmes that can be used at all levels.

With a national election fast approaching, the resource is bound to resonate with students.

“The idea is that they will be able to build their citizenship skills so that participating in our democracy becomes a lifelong habit – not just at a national level, but at a local level, too,” says Maria.

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Young people who are engaged in civics education are more likely to vote in the future and the skills they learn will contribute to future accountability and transparency in government and media (including social media).

Civics education can help build students’ skills surrounding community engagement, public speaking and effective communication with democratic institutions.

Maria points out that the research also shows that if young people are learning these things at school and discussing them in the classroom, they take it home and talk to their families and whānau about it.

“So it’s actually a really good way to engage whole communities,” she says.

Accessing the new civics resources The new resources can be accessed on the School Leavers’ Toolkit teacher-facing website.

Training workshops are also being held in term 3 to support educators and schools to integrate School Leavers’ Toolkit programmes, including these resources, into their local curriculum.

More information on these workshops will be coming soon.

Schools are encouraged to partner with organisations to build their civics and toolkit programmes to create significant learning experiences for students. More information can be found on the School Leavers’ Toolkit teacher’s website.

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SPECIALIST TEACHING

Learners at heart of refreshed specialist teaching diploma A specialist teaching programme is being re-visioned with a focus on partnerships and self-directed learning to help enhance the skills of specialist teachers.

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or the past decade, the Ministry of Education has supported over 300 teachers each year to undertake the Postgraduate Diploma in Specialist Teaching offered by Massey University’s Institute of Education and the University of Canterbury’s College of Education.

From 2021, Massey University will be the sole provider of the diploma. The Ministry acknowledges the University of Canterbury’s immense contribution to helping build a robust and relevant qualification. Building on the success of this programme, Massey has entered into a new funding agreement with the Ministry to work in partnership with the sector to refresh and relaunch the diploma.

The diploma has six endorsements: Early Intervention; Learning and Behaviour; Blind and Low Vision; Deaf and Hard of Hearing; Complex Educational Needs; and Gifted.

The Ministry of Education’s Learning Support Study Awards support classroom teachers and resource teachers to complete the qualification.

There will be a significant shift in focus for the two-year course, says Associate Professor Alison Kearney, Head of the Institute of Education, and Associate Professor Mandia Mentis, Associate Head of School. The re-visioned diploma will strongly feature partnerships to co-design and co-develop the programme.

“We are building on strength – we do want to acknowledge what has been contributed and we’re building on that work we have done over the past 10 years with the University of Canterbury and Ministry of Education. We’re just tweaking it in certain areas to strengthen it areas such as digital, flexibility and working in the regions with mana whenua,” says Mandia.

“We know that the biggest difference we can make for our children is having really effective, well-prepared teachers,” says Alison.

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“Historically we’ve focused on fixing children and it just hasn’t worked. And now we’re more focusing on getting a really great education system for a very diverse range of students that is fit for purpose in terms of inclusive environments and all children taking their place in a 21st-century society.”

Cross-sector partnerships key A governance kaitiaki group will guide the course and provide links to a range of partners in the education sector. The group is made up of Māori; representatives from stakeholders such as Blind and Low Vision Education Network NZ, Deaf Education Centre, Autism New Zealand; past students; people with disabilities; and parents of students with disabilities or who have experienced difficulty at school.

“This is a real partnership that is not about us developing something and then going to our stakeholders and saying ‘what do you think?’ but more about us asking ‘what is going to be a really good quality programme that is going to meet the needs of gifted learners, learners who are neuro-diverse or have disabilities?’,” says Alison.

Self-directed learning Mandia says the programme features a combination of theory and practice. The first year will focus mainly on theory, particularly regarding the chosen endorsement. The second year will include a practicum where the theory is applied, working with mana whenua in each student’s region.

“In one of the more innovative courses, called flexible learning pathways, students will take modules, attend webinars and do activities and tasks that will be fit for their purpose, so it’s very individualised,” says Mandia.

Feedback from past students is that students initially find self-directed learning challenging but then appreciate being able to design their own curriculum to meet the needs of their own learning and contexts.

“The curriculum allows students to meet the competencies through a self-assessment of their learning needs, as well as what’s required in their context and community. They then design their own learning goals that are

relevant for their context, themselves and meet the competencies,” explains Mandia.

“This is nothing like a university course that many of us might have taken,” says Alison.

“It makes us realise how innovative this programme is, because sometimes students haven’t been to university for a while and they think there might be a study guide with 10 readings, start on page one, and hand in three assignments. That could be nothing further from the truth in terms of this qualification.

“We’re really moving into new notions of what it means to be a programme based on 21st-century ideas about what we’re going to need moving forward. We have so much content with that depth of their professional knowledge, but the students will be designing their pathway through that content,” she says.

Neurodiversity is normal diversity The diploma used to include an endorsement for autism spectrum disorders, but autism and neurodiversity will now be spread across all of the endorsements.

“Autism and neurodiversity is a critical area and we’re starting to realise that all individuals have learning needs,” says Mandia.

“So this notion of neurodiversity as a new concept enables us to look at children who have diverse learning needs and how to best meet those needs. Our take is that all children who are marginalised should have their learning needs met, and our orientation to that is very much equity-based – meeting the language, cultural and identity needs of all learners.”

“This is a programme that ensures we have a system in place that meets the needs of all learners, particularly those who have historically not had the best deal in education,” adds Alison.

“We’re trying to turn that notion around – why is it that the children have to struggle? We need a system that meets their needs where they don’t have to struggle. We’ve still got work to go, but this is a programme that we hope is going to really develop those robust systems where we don’t have students struggle in the way they have been.” gazette.education.govt.nz

SPECIALIST TEACHING

Helping grow great teachers Education Gazette catches up with three recipients of Ministry of Education Learning Support Study Awards.

Associate Professor Mandia Mentis.

Broadening specialist teaching field The re-visioned programme aims to create ‘T-shaped’ professionals who have depth in their specialist areas and breadth to be able to work inter-professionally with teachers and other professionals in the field, in order to change the learning environment to best meet the needs of diverse learners.

It will build on digital skills and be more multi-modal, using digital pedagogies that are fit for a specialist way of learning. The programme’s leaders also want to encourage more Māori and Pacific students to undertake the qualification, as well as students with lived experience of disabilities.

“We work with classroom and resource teachers, who will then work with their colleagues and whānau to bring about that shift to start focusing on learners in a much more strength-based way – to have an optimistic approach to see how the environment can be changed and their teaching can be changed to bring about positive gains. It’s very much a strengths-based, evidence-based, optimistic alternative kind of approach,” says Mandia.

The 2021 round of applications for learning support study awards opens on 1 August 2020 and closes on 30 September 2020. For more information, please search ‘Learning Support Study Awards’ on the Ministry of Education’s website.

Gina Swart

Gina completed the Postgraduate Diploma in Specialist Teaching with a complex educational needs endorsement and then went on to receive her master’s degree with distinction. Gina is currently on extended maternity leave.

Has the course helped shape your understanding of children with complex learning needs?

The course allowed me to spend time listening to the voices of students, parents, practitioners, professionals and researchers, and this deepened my understanding of how to support students with complex needs.

It helped me create a repository of resources that I have made, resources that I have found, resources suggested by others, and links to research that I will be able to refer back to and continue to add to for years.

I learned new strategies, read the research behind different evidencebased approaches, found and made new resources, and learned more about child rights, student agency, culturally responsive pedagogy, and so much more.

I also met incredible people, including practitioners throughout New Zealand, who share my passions.

Definitely. It has provided me with opportunities to be reflective on my teaching practice in a way that I haven’t given myself time for in the past.

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What was the biggest ‘takeaway’ from the course for you?

My biggest takeaway has been my growth as a practitioner. This course has given me more courage and conviction, as I have had the time to reflect on who I am as a teacher and what I believe in.

Do you feel like the course has helped you grow as a teacher?

Associate Professor Alison Kearney.

practice, and I can now articulate the evidence behind the decisions I make in more detail and with more confidence.

Having the time to dig into relevant research has also supported my teaching

Would you recommend it to other specialist teachers?

This course offers specialist teachers an opportunity to pursue aspects of their own practice or other areas of interest. It sharpens your knowledge of up-to-date research and extends your understanding of yourself as a teacher.

I would recommend this course to others because it challenged me and inspired me and took me in directions I couldn’t have anticipated.

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SPECIALIST TEACHING

“This is a programme that ensures we have a system in place that meets the needs of all learners, particularly those who have historically not had the best deal in education.”

Alison Kearney

them, but this was very time-consuming and ultimately not that useful.

What was the biggest ‘takeaway’ from the course for you?

Now I see how our early childhood education (ECE) curriculum Te Whāriki and learning story assessment models are perfectly suited to working with diverse children, as they already focus on assessing and teaching children as individuals.

Relationships are key – it doesn’t matter how much you know about a particular condition or how many strategies you have under your belt if you don’t know the child.

Through this, I can trust in my knowledge of children, child development, and learning progressions to provide quality planning and teaching for children with identified needs.

Do you feel like the course has helped you grow as a teacher?

Alisa Bowden Alisa is senior teacher at Eastern Bays Learning Centre. Alisa completed the Postgraduate Diploma in Specialist Teaching with a complex educational needs endorsement.

How has the course helped shape your understanding of children with complex learning needs?

Absolutely. We all care deeply about the children we work with and want the best possible learning outcomes for them. But sometimes we get caught up in trying to address the needs and forget the child.

Before this course, I would research everything I could about the label/diagnosis given to a child and suggested strategies for supporting

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Most certainly. The Education Act 1989 is clear that everyone, regardless of their specific learning needs, is entitled to receive state education and that schools are required to provide inclusive opportunities for all learners.

It can feel overwhelming as a teacher when you do not feel confident or knowledgeable about how to provide this. Leading up to this course, working with children with identified needs made me feel unsure and often guilty about whether I was ‘doing the right thing’.

This course has given me more confidence in supporting children with specific learning needs and their families, using the knowledge, skills, and experience I already have.

I also realised our ‘notice, recognise, respond’ model of assessment is all about adjusting strategies to suit individual children, and it’s okay to ‘guess’ so long as you are reflective and responsive to a child’s strengths, needs, and interests.

Ultimately, the quality and strength of the relationships we forge with tamariki create the best learning opportunities.

Partnership with families is part of this, as they come with a wealth of knowledge about their child and can give you a head start on knowledge and support – more than any academic article, pedagogical theory, or diagnostic report.

Would you recommend it to other specialist teachers?

I would recommend it to all teachers. I am not a specialist teacher, and it has helped my teaching immensely.

All teachers will work with children who need individual support in the classroom or ECE centre, and so all teachers need to have skills, knowledge, and strategies for working with diverse children in their kete.

One of the best things about this course is that your assignments create personal goals for your context. I was able to focus on specific children in my centre and adjust my planning and teaching to best support them. That made it feel less theoretical and more applicable as a form of professional development.

The study award made a huge difference for me as well because it provided the time that I would not typically get in my working week to reflect, research, and record my progress.

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study period deepened my knowledge and understanding of children with diverse learning needs, and the professional growth provided a sound foundation for my role as an RTLB.

Through this course, I learned to really value the access whānau have to historical information, and their unique knowledge of their children.

Using local and international literature, studies and research in a range of fields, I gained strategies in supporting individual students, teachers and schools.

Would you recommend it to other specialist teachers?

During this time, I developed a keen interest in gifted education, and in 2017 I was granted an Area Schools Study Award to complete my Master of Specialist Teaching qualification with Massey University.

Do you feel like the course has helped you grow as a teacher?

Most definitely. These courses provided essential knowledge and skills in my role as an RTLB, and I also learned so much more about collaboration with other supporting agencies and the diverse roles and functions of others in education.

Runnitty TagaloasaPeteru Runnitty is a resource teacher of learning and behaviour at Mangere/Otahuhu Schools.

Runnitty completed the Postgraduate Diploma in Specialist Teaching with an endorsement in learning and behaviour.

How has the course helped shape your understanding of children with complex learning needs?

In 2013 and 2014 I received a study award to complete my Postgraduate Diploma in Specialist Teaching through Massey University.

The learning I gained from this two-year

I am a lifelong learner, and I am growing all the time as a teacher. When working with different students, their whānau, teachers and schools, I can contextualise, be open to understanding their identified needs, and work collaboratively to present successful outcomes.

What was the biggest ‘takeaway’ from the course for you?

My number one takeaway is about starting from a ‘strengths-based’ approach – what the student can do, their interests and what they enjoy.

My number two takeaway is that the ‘whānau voice’ is essential when supporting any learner.

At times, educational settings may not always provide opportunities to hear from parents, caregivers and whānau.

Every specialist teacher needs to be provided with this training as it will deepen their knowledge, skills set and understanding. It will also challenge and improve their practice as it most definitely did for me.

You did a short course with a focus on gifted learners. How has this aided your career?

In our RTLB cluster, I hold the ‘Area of Responsibility’ facilitator role for 2020, and the area of ‘giftedness’ with regard to the Learning Support Action Plan. Priority five of this plan is about meeting the learning needs of gifted children and young people, and this short course was especially essential for our team of seven to work through during the Covid-19 lockdown.

We used Zoom for one-hour lectures delivered by Massey University. Then as a team in weekly two-hour sessions, we would engage with literature and reading materials, and share summaries of these readings.

The collaboration, discussions and contributions that came out of this short course gave each member of our team a sound knowledge base for gifted education. Our team is now working on projects to support some schools in developing a gifted learner policy, relevant for their school community.

Wrestling with the new normal?

9 Huge easy to use Educational platform built for NZ Schools.

9 Students work from home or classroom.

9 Easy to prepare modifiable lessons within just a few minutes.

9 Covers most subjects.

9 Teacher led or student led options.

9 9 stages deep from learning intentions. to reporting.

9 Suitable for 7 to 16 year olds.

9 Thousands of lessons plus expanding YPI list of resources.

9 Seamlessly link with other programs & lessons as additional resources or links.

9 Mobile app for on-the-go notes/photos.

9 Teacher Professional development available through www.curiousminds.ac.nz

Get in contact today - www.youplanit.org gazette.education.govt.nz

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WORKFORCE

Reflections of a teacher aide

“It’s about compassion, confidentiality, trust, laughing out loud and crying with frustration…it’s about the moment that you look down and notice that a nervous, sweaty little hand has grabbed your own for the very first time.”

Jess Galloway

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WORKFORCE

Jess Galloway is a teacher aide at Waikanae School.

Here she reflects on the joys and challenges of her job, and why the teacher aide pay equity settlement matters.

second jobs, or work in supermarkets through the school holidays just to pay their rent.

I

It’s about taking a blood-stained tooth out of a half-eaten pear and carefully placing it in a ziplock bag to take home for the tooth fairy.

am a teacher aide. I work in a school that feels like home. I care for children with an array of needs whom I love like my own.

I currently earn less per hour than what I pay my teenage dog walker. I would do this labour of love for free if I had too. If you had spoken to me at any time in the last five years, I would have told you that it is not about the money.

But today I realised something. It is about the money. It feels good to be validated. I am proud of what I do. It is about recognition. It’s about single mothers not having to take on

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It’s about understanding that this role takes more initiative than the business I previously owned. A teacher aide needs to find the perfect balance between not disrupting the equilibrium of another person’s classroom, while intuitively understanding when it’s necessary to intervene.

It’s about feeding tubes and blood sugar tests. It’s about alternative pencils, PODDs, Jolly Phonics, Number Jacks and Go noodles.

It’s about poop! So much of it. It’s about being kicked more times than you can count, all the while hoping the little legs kicking are not themselves hurting.

It is about unconsciously scanning lunchboxes to see if there is enough food in them.

It’s about distraction. Distracting until the cows come home. Singing songs about cows, counting cows. Spelling C-O-W. It’s about Pokemon cards, Minecraft worlds, it’s about playing Polly Pockets on the playground when mum is running late.

It’s about knowing that the yellow plasters are better than the pink ones. It’s about running to the school office when seeing a parenting court order being violated at the school gate.

It’s about supporting dedicated, incredible teachers. Teachers who come in early and leave late. Teachers who know the names, birthdays and favourite colours of all 24 students on the first day of the school year.

It’s about compassion, confidentiality, trust, laughing out loud and crying with frustration.

But most of all, above the daily chaos that you learn to love, it’s about the moment that you look down and notice that a nervous, sweaty little hand has grabbed your own for the very first time. It’s about being that safe space.

Every single day.

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SABBATICAL AWARD

See this article in Education Gazette online for a video showing Sacred Heart’s korowai journey.

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Education Gazette 29 June 2020

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SABBATICAL AWARD

Weaving the past and the present A korowai project to honour a former principal will weave together a New Plymouth school’s past, present and future whānau and community.

S

acred Heart Girls’ College Manawa Tapu, New Plymouth, is a stateintegrated Catholic Year 7–13 college. When former principal Diane Kawana (Ngāi Tūāhuriri, Ngāi Tahu) died in 2015, the school community wanted to honour her 22 years of contribution to the school as a teacher and then principal.

Friend and colleague Pauline Koorey says that Diane was well loved by the whole community and while the school considered a number of options, it was thought that weaving a korowai would be the most appropriate way to honour her.

“She had done really good work in our community. We had already embarked on good cultural responsiveness methods as a school and this seemed to fit,” says Pauline.

Korowai symbolic Pauline applied for and was awarded a TeachNZ sabbatical in 2019. The sabbatical enabled Pauline to take a term’s leave to focus on the korowai project, while funding a reliever to cover her role and responsibilities. This allowed her to stay connected with the school as she wrote and recorded the project.

She says a cloak is symbolic of the school in many ways.

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“The school has a really strong tradition of looking after people. Our Mission founder, Euphrasie Barbier, came to New Zealand and her mission was about education for women and young girls – and particularly Māori. That’s the tradition we have tried to carry on.

Cloaks have come and gone within the school in terms of symbolism and imagery, says Pauline, but the school has never had that physical, but symbolic, embodiment of what it is about.

“I firmly believe that people’s stories need to be told – the stories of the people and the symbols and the narratives around how we do things are really important.

“I’ve been at Sacred Heart for quite a while so I’m really very concerned that who we are as a people currently doesn’t lose sight of where we’ve come from, because where we’ve come from will inform where we want to go.

“So it’s a story of how we’ve brought the ideologies of our cultural responsiveness and our Catholicity together,” she explains.

Weaver reflects manaakitanga The Kawana whānau were consulted about the korowai and chose kairaranga (weaver) Jo Ngaia (Ngāpuhi) to weave the korowai. Jo is a kaiako at Te Wānanga

O Aotearoa in New Plymouth. She has been helped by Mako Jones (Ngāti Pahauwera) who has whānau links to Sacred Heart.

“There are lots of languages that a korowai speaks. Every year we have a school focus and in 2018, when we began fundraising for this project, the focus was whiria te tangata – weave the people together.”

As the weaving progressed, Jo listened to what the school wanted and shared her whakaaro (thinking) around how the weaving (raranga) reflects Diane’s commitment to education, the education journeys of the students and the school’s rich Catholic traditions of aroha and manaakitanga in action.

She chose a māwhitiwhiti pattern of weaving to create a poutama or stairway.

The crossover māwhitiwhiti stitch is often referred to as the grasshopper; it captures the natural curiosity and inquisitiveness of students as they learn: “They’ll jump over here and have a nosey around – put an obstacle in their way they’ll jump in another area, until they find themselves. The huka tags (tassles) are like new challenges to work around as they progress on their learning journey.

As the students get to each level there’s going to be a new challenge, and it’s about overcoming those,” says Jo.

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SABBATICAL AWARD

Pauline learns how to plait the muka from weaver, Jo.

Many hands – and koha

Taonga for the ages

Staff, whānau and friends gathered to pluck, sort and roll huruhuru (feathers) from the pelts of paradise duck, female and male pheasant and black swan. There was also a koha of prepared weka feathers.

The finished korowai will be both an artefact and a wearable taonga which will keep the spirit of Diane Kawana alive. When not being worn, the korowai will be displayed in a glass case in the entrance foyer of the school.

The community participated in the next stage of preparing the muka (flax fibres) for weaving. Jo showed how to patu (beat) the muka to soften it for wearing close to the skin. The bundles of muka were plaited into hanks and each hank was soaked and beaten eight times.

Ian Dick, a cousin of Diane’s who has customary rights to gather pounamu (greenstone) from the West Coast, has gifted a heart carved from pounamu to be used as a clasp for the korowai. It is already worn at school and public events to infuse it with the mauri of Manawa Tapu Sacred Heart.

A resource booklet prepared by Pauline, which documents the process of making the korowai, will sit alongside the korowai. A series of videos have been made by Cat and Mouse Productions, documenting the stages of the work and gifting the school a historical visual narrative.

“Participation in the Korowai Project has provided a consummate opportunity to demonstrate commitment to all six Standards for the Teaching Profession (STPs) in an authentic and practical manner,

A symbolic heart, carved from pounamu, will be a clasp for the korowai.

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Education Gazette 29 June 2020

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SABBATICAL AWARD

“A korowai is a really nice way of joining our cultural responsiveness with our Catholicity – that enfolding and looking after people is our core business.”

Pauline Koorey

Feathers were gathered and gifted for the korowai.

most notably with regard to demonstrating commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand,” writes Pauline.

Teachers in a variety of curriculum areas have incorporated aspects of the Korowai Project into their learning programmes.

Professional development opportunities with TeachNZ The Ministry of Education and teaching unions are committed to supporting professional development opportunities.

A number of TeachNZ study awards, sabbaticals and grants are currently open for applications from teachers, educators and principals.

“We hope there will be some more curriculum spinoffs once it’s complete. We’ve learnt an awful lot about protocol. We’ve learnt an awful lot about the processes of weaving and the preparation of materials.

The programme can help you complete a qualification, take time off each week to study while teaching, move to another curriculum or subject area, or take time off to research a topic of interest.

“Our participation, from the fledgling idea through its many stages of creation, has meant that the korowai is made with us, by us, and is of us.

It embodies our past, present and future,” says Pauline.

More information about the awards and other development opportunities can be found by searching ‘Study Awards’ at TeachNZ.govt.nz.

The late Diane Kawana.

Grasshopper stitch captures the natural curiosity of students as they learn; huka (tags) represent life’s challenges. gazette.education.govt.nz

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WORKFORCE

Teaching Council goes digital The Teaching Council’s new online system Hapori Matatū went online in mid-May and hundreds of educators from throughout Aotearoa have already experienced the benefits of the move to digital.

T

eaching Council Chief Executive Lesley Hoskin says moving services online is transformational for the Council, teachers and education leaders. The organisation’s new online platform Hapori Matatū also provides registered teachers with access to an exclusive online community for discussion and sharing information.

“Front of mind throughout the whole project was ensuring teachers and professional leaders would have access to a platform that would make life easier for them,” says Lesley. “We wanted to enhance teachers’ experience with us: applying will be quicker and intuitive, application processing faster, lines of communication open and responsive.”

New registration and certification Alongside the launch of Hapori Matatū, there is a new policy for registration and certification. The Teacher Registration, Practising Certification and Limited Authority to Teach Policy was developed in consultation with teachers and has simplified the process so teachers and professional leaders can more easily understand what is required to register and apply for certification.

By the start of June, about 1,163 teachers had submitted applications and 143 of these had already been approved, with certificates issued through the new online system Hapori Matatū/Online Community. A digital certificate was launched in June and can be carried on a device or printed out.

Hundreds more applications were in the pipeline and Lesley says that educators are already impressed with how much easier and faster the application process is – for most teachers it takes only 10 minutes to submit an application for endorsement.

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“The Teaching Council has put its services online, with funding from Government not teacher fees, because we needed to find a way to free up our time and teachers’ time to do things that were important,” says Lesley.

“We had a very old paper-based system with multiple pages, which took teachers days, if not weeks, to complete. The new system can be done anytime on any kind of device, you can save it, come back to it. You don’t have to find a person to sign it, it will happen through the online system. The police vet doesn’t need to be requested separately – it will be done in parallel.

“Now we push the data to them – we hold data in our database, so when they log in, they’ll get what we currently have, they can add to it, they can edit it.”

Educators involved in design The Council wanted the online platform to be ‘designed by teachers for teachers’ and about 600 educators responded to a call to be involved in its development. Lesley is confident that the system is now responsive and intuitive due to their input. There are more improvements to the system scheduled this year and the Council encourages teachers to send in constructive feedback.

A group of beta testers helped iron out the kinks. Their involvement at the design stage highlighted some key issues such as confusion about which of eight possible application forms should be completed.

“Teachers told us ‘we don’t know which forms to fill in – it doesn’t make sense to us’. But now, once they log onto the platform via their Education Sector Logon, they answer two or three questions and then the system works out

the right form for them to fill out.”

Teachers will be able to track the progress of the application online. This could be a gamechanger for teachers and the Council.

“In the past, about a third of our calls or emails were asking where a person’s application is up to. Now with tracking, they can log into their profile and it will show where in the process their application is up to.

“With the paper-based forms, all we did was help get them through the process end to end,” says Lesley.

“Now for most teachers it will be pretty straightforward, but some teachers will need additional support and we’ll be able to spend our time working with those few.

“Our job is about lifting the quality of teaching and to do that, we need to give support to the right people. Now we’ll be able to nuance our process and focus on different types of teachers who need support.”

Safe online community Once teachers log into the secure Hapori Matatū platform via their Education Sector Logon they can track the progress of their applications in real-time, engage in any conduct or competency issues and join an online community with more than 100,000 of their peers.

“Hapori means community or family in te reo Māori and we hope to foster a welcoming and caring environment for teachers to share best practice and discuss high-quality teaching and leadership in the community. Teachers are just about always in a state of learning themselves and they don’t always get to share that,” says Lesley. gazette.education.govt.nz

WORKFORCE

Lesley Hoskin.

The transition from a paper-based application system to an online system is making the process a lot smoother for teachers.

“Hapori Matatū brings together all 100,00 plus registered teachers in New Zealand in a digital community to discuss what works and what doesn’t as they continue improving their practice.”

Lesley Hoskin “I believe this is the first platform of its kind for teachers to network, discuss and share their expertise as professionals in a trusting and safe space. As we have seen during lockdown, working online has incredible potential to help build strong and meaningful relationships, so the ability to discuss topics of interest, set up groups, run polls and have teachers working together across the country sharing best practice and knowledge is timely.”

Teaching Council research showed there were several key barriers to teachers engaging in online forums. Teachers would watch but not participate.

“One of the biggest barriers was, they didn’t feel safe. People posting online don’t always use their real names and you don’t know if a person is qualified to be talking about an issue or holding a position on a particular matter,” says Lesley. gazette.education.govt.nz

“The credentials aren’t there and so we wanted to create a space that really allowed teachers from across the whole of New Zealand to be able to reach out and talk to their colleagues across the country about what was happening in our unique context of education.

“Registration and certification or discipline cases are our bread and butter. Of course, it should be digital, easy, fast and sensible.

“Hapori Matatū brings together all 100,00 plus registered teachers in New Zealand in a digital community to discuss what works and what doesn’t as they continue improving their practice.

“It will be great to really get the workforce at the heart of our education system informing us, which we can then take up to policy makers, or legislation makers,” she says.

Easy and intuitive system Northland School principal Jeremy Edwards was one of the beta-testers for Hapori Matatū.

He says it was a privilege to be part of the testing and see its development based on user feedback.

“I know how easy and intuitive the system is and I think that teachers and principals will really appreciate the simplicity of the step-bystep process,” he says.

“The beta testers overwhelmingly told us the good things about the platform are the speed,” says Lesley.

“They told us: ‘These are not new systems. We live in a digital age, we do most of our business in a digital world’. They have high expectations that we should be doing our business like that.

Overwhelmingly the positive feedback is ‘oh my, goodness, it’s so fast and easy’.”

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WORKFORCE

Relief teachers play an important role Christchurch early learning teacher Penelope McRae says relief teaching has allowed her to learn from others and share her expertise at the same time.

‘

Are you a young girl or are you a lady?’ was not the first question Penelope McRae expected on her first day relief teaching at an early learning centre. However, given the nature of relief teaching – and the nature of early learning – Penelope knew to expect the unexpected.

About a year ago, the fully qualified teacher decided to take a break from full-time teaching.

She was keen to broaden her horizons and see what else was out there.

“I’m in my late twenties and I’ve only worked at three centres. I wanted to explore different centres and find the right fit for me – what fits with my philosophy.”

She signed up with teaching recruitment agency ep.education who helped her gain experience at a range of different centres on a relief teaching basis.

“I’ve worked at a big centre with 130 children and a small centre with a maximum of 33 children, so I’ve had the two extremes.”

Relationships are at the forefront Penelope believes she has found her niche at the smaller centres.

“Relationships are at the forefront for me. I really value relationships with the staff, with the families and with the children. I’ve found those smaller centres to be my spot, mostly because of the relationships I’ve been able to build while providing meaningful care.”

Penelope views relief teaching as a great opportunity to both learn from other teachers and impart her own expertise.

26

Education Gazette 29 June 2020

“As a passionate teacher you can go in with resources and ideas. And it’s a good chance to gain ideas and see how they use resources.

It’s like PLD (professional learning and development) in action.”

“Going into a new centre, you can be spontaneous and see what’s going on and you can add to that with your experience and ask questions. Quite often the staff are keen for you to get into it because it’s something fresh.”

Flexibility is important Penelope admits that relieving might not be for everyone – you have to be flexible, she says.

You have to have the right mindset as well, she adds.

“If you’re going out relieving and you don’t have that mindset of ‘I’m going to use my initiative, I’m going to find out what happens here’, then it’s very easy to just have an unsatisfying day. It’s up to the person to put their all into it and do their best for the children.”

Penelope is grateful when centres provide additional information to aid relief teaching staff. Details about children’s learning needs and requirements can be helpful, she says.

“I think the more information the better, because you can be better prepared.”

Having explored her options with relief teaching and having learned a lot in the process, Penelope has recently signed a contract with a centre that she feels is a good fit for her.

gazette.education.govt.nz

CREATIVES IN SCHOOLS

Creatives in Schools gears up for second round Applications are now open for the 2021 Creatives in Schools programme, which partners artists with teachers and kaiako to foster new learning experiences for students and ākonga.

T

he second round will see up to 110 Creatives in Schools projects selected for implementation during Terms 1 to 4 next year.

Applications will close on 21 August 2020 and the successful schools and kura will be confirmed in late October 2020. gazette.education.govt.nz

The programme is designed for students and ākonga aged from Years 1-13, to enhance their well-being and improve their core competencies in communication, collaboration and creative thinking, and raise their awareness of creative careers.

Creative learning opportunities

also opportunities for creatives to share their expertise in areas such as film making, game design, fashion design, spoken word, expertise in ngā toi Māori such as raranga, whakairo and more. They may include toi Māori, Pacific arts and creative practices from all cultural traditions in New Zealand.

The programme will involve professional artists, or creative practitioners, and teachers working together to plan projects that will give students new creative learning opportunities.

Schools and kura are also welcome to liaise with creative practitioners in their own community to plan a project and apply for funding.

Each project will be a high-calibre and indepth engagement, lasting from eight to 20 weeks.

Artists and creative practitioners are invited to continue to submit expressions of interest.

Projects need not be limited to the New Zealand Curriculum arts disciplines of visual arts, dance, drama and music – there are

How to apply Applications are now open for schools and kura to apply for funding. For more information visit the Arts Online website or email CreativesinSchools@education.govt.nz.

TUKUTUKU KŌRERO 29 June 2020

27

NOTICES

Contents

Classroom resources 28 Community involvement 28 Conference / AGM 28 Student competitions and scholarships 28 Teaching awards and scholarships 29 Professional development (PD) 29 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 20 July closes 4pm, Friday 10 July 2020.

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

28

Education Gazette 29 June 2020

Classroom resources

Conference / AGM

Books, Timers and Other Resources for Autism Spectrum Disorders

Celebrating Northland’s Tamariki Conference

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

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

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

Ref#: 1HA819

Avenues EduCare Our biannual conference is to be held at Kamo High School, Whangarei on Saturday 3 October.

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

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

Ref#: 1HA7yv

Teachers’ Lounge – It Makes Finding Learning Resources Easy!

Teachers’ Lounge Teachers’ Lounge NZ is a new website dedicated to saving you time while planning. It’s a library catalogue for learning resources, so instead of searching the whole world wide web for relevant resources, you can select the NZ Curriculum subject, strand or achievement objective that you are working on and instantly find lesson plans, worksheets, games, videos and other resources related to that area, whether from Twinkl, YouTube, Khan Academy, or any of the thousands of other sites out there.

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

Ref#: 1HA7kb

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

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

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

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

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

Ref#: 1HA82u

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

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

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

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

Ref#: 1HA82k

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

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

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

Ref#: 1HA8Je

Power Up! Physical Education New Zealand Power Up! is for physical education teachers and facilitators who want to share and challenge their thinking and approaches to improve their physical education teaching and learning.

This event will take place over three days Tuesday 14 – Thursday 16 July, and you can enjoy it from the comfort of your own home.

Check it out: https://conference.penz.org.nz/comingsoon.

Ref#: 1HA8EC

Student competitions and scholarships Call for Entries: 2020 Warren Trust Awards for Architectural Writing New Zealand Institute of Architects Entries are invited into the Secondary School category of the annual essay competition – The Warren Trust Awards for Architectural Writing.

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

Deadline: 10 August.

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

Ref#: 1HA8C7

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

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

PROFESSIONAL DEVELOPMENT NOTICES This years’ theme is Ahakoa he iti, he pounamu – Although it is small, it is precious.

Early learning PD

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

New Zealand (nationwide) Cognition Education

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

Ref#: 1HA8AN

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

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

Ref#: 1HA8L1

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

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

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

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

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

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

Ref#: 1HA7vG

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

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

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

All applications must be with NZAMT by Friday 25 September.

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

Ref#: 1HA8V6 gazette.education.govt.nz

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

CORE Education

» Growing Others: Mentoring and Coaching Ref#: 1HA7YW » History in Your Backyard Ref#: 1HA8Fc » Innovation is in Our DNA: Engaging Māori Students in Design Thinking Ref#: 1HA8FN » Leadership Stories of Strength and Action Ref#: 1HA8FR » Learning Through Play Ref#: 1HA8FU » Play-based History: Bringing our Stories to Life Ref#: 1HA8F_ » Pushing Boundaries Using Te Whāriki Ref#: 1HA8FX » Te Reo Puāwai Māori (Part 1) Ref#: 1HA7YZ

JK Developing Capabilities

» Strengthening Your Personal Resilience and Wellbeing – for Teachers and Teacher Aides Ref#: 1HA7bU

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

» Enhancing the Role of Learning Support Coordinators – Online Modules Ref#: 1HA7pk » Online Workshop: Exploring Mathematics Through Play in Y0–2 Ref#: 1HA7hJ

Auckland Building Minds Psychology » LEGO-based Therapy Training for Professionals Ref#: 1HA87W

Childspace Early Childhood Institute » Assessment and Documentation of Learning Stories Ref#: 1HA7e4 » Curriculum and Planning for 3 to 6-year-olds Ref#: 1HA7dR » Internal Evaluation for Quality Improvements Ref#: 1HA7dN » Leading with Heart and Soul Ref#: 1HA7gp » Nurture in Nature Ref#: 1HA7ds » Pathways to Primary School Ref#: 1HA7dX » Peaceful Curriculum for Infants and Toddlers Ref#: 1HA7eA » Performance Appraisal, Certification and Teaching as Inquiry Ref#: 1HA7e7 » Risk, Resilience and Loose Parts Play Ref#: 1HA7gm

» Rituals Ref#: 1HA7dp » Yeah Baby! Early Childhood Conference Ref#: 1HA7d_

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

Future Learning Solutions, Centre for Educational Leadership

» Growing Great Leaders™ Level 1 Ref#: 1HA7vc » Growing Great Leaders™ Level 2 Ref#: 1HA7vf » Open-to-learning™ Leadership Ref#: 1HA7x1

Improving Life Outcomes

» Managing Behaviours in Children Ref#: 1HA8Se

Kohia Centre, University of Auckland

» Starting Off in a New Entrant Setting, with Jo Williams Ref#: 1HA86N » Year One Provisionally Certificated Teachers Programme – Mid-year – Y5–8 Ref#: 1HA86p

Yogi Kids

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

Waikato Childspace Early Childhood Institute

» Curriculum and Planning for 3 to 6-year-olds Ref#: 1HA7dc » Internal Evaluation for Quality Improvements Ref#: 1HA7g4 » Nurture in Nature Ref#: 1HA7gf » Pathways to Primary School Ref#: 1HA7df » Rituals Ref#: 1HA7g_ » Yeah Baby! Early Childhood Conference Ref#: 1HA7gy

Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk

Bay of Plenty Childspace Early Childhood Institute

» Leading with Heart and Soul Ref#: 1HA7fy » Risk, Resilience and Loose Parts Play Ref#: 1HA7g1

Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk

Taranaki TalkLink Trust

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

Manawatu/Whanganui Childspace Early Childhood Institute

» Childspace Study Tour 2020

TUKUTUKU KŌRERO 29 June 2020

29

PROFESSIONAL DEVELOPMENT NOTICES Ref#: 1HA7gv » Nurture in Nature at Old Kura Ref#: 1HA7gs

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA8Nk

Wellington Building Minds Psychology » LEGO-based Therapy Training for Professionals Ref#: 1HA87W

Childspace Early Childhood Institute » Curriculum and Planning for 3 to 6-year-olds Ref#: 1HA7dD » Pathways to Primary School Ref#: 1HA7dG

CORE Education » Growing Your Leadership Through Courageous Conversations Ref#: 1HA7VD » Play-based History: Bringing our Stories to Life Ref#: 1HA8Ff » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA8Ss

Canterbury Building Minds Psychology » LEGO-based Therapy Training for Professionals Ref#: 1HA87W

Childspace Early Childhood Institute » Assessment and Documentation of Learning Stories Ref#: 1HA7dv » Leading with Heart and Soul Ref#: 1HA7gK » Peaceful Curriculum for Infants and Toddlers Ref#: 1HA7dm » Risk, Resilience and Loose Parts Play Ref#: 1HA7gA » Self-regulation, Behaviour and Social Competency Ref#: 1HA7dy » Yeah Baby! Early Childhood Conference Ref#: 1HA7gR

CORE Education » Making Sense of Tapasā Ref#: 1HA7VA » Play-based History: Bringing our Stories to Life Ref#: 1HA8Ff

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA8Nk

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

Yogi Kids » Storybook Yoga PD Ref#: 1HA8J_

Otago Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA8Nk

Primary / intermediate 30

Education Gazette 29 June 2020

PD New Zealand (nationwide) Asia New Zealand Foundation

» Online Workshops (Taiko Drumming, Bollywood, Wushu, Rakugo) Ref#: 1HA7Yv

Cognition Education

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

CORE Education

» Future-focused Schools: Aligning Strategies to Realise Positive Change Ref#: 1HA8Sv » Growing Others: Mentoring and Coaching Ref#: 1HA7YW » History in Your Backyard Ref#: 1HA8Fc » Innovation is in Our DNA: Engaging Māori Students in Design Thinking Ref#: 1HA8FN » Innovative Learning Practice Ref#: 1HA7Ye » Leadership Stories of Strength and Action Ref#: 1HA8FR » Learning Through Play Ref#: 1HA8FU » Play-based History: Bringing our Stories to Life Ref#: 1HA8F_ » Pushing Boundaries Using Te Whāriki Ref#: 1HA8FX » Te Reo Puāwai Māori (Part 1) Ref#: 1HA7YZ

JK Developing Capabilities

» Strengthening Your Personal Resilience and Wellbeing – for Teachers and Teacher Aides Ref#: 1HA7bU

Kohia Centre, University of Auckland

» Online: How to Enhance Your Practice Utilising the Google Suite Online Platform Ref#: 1HA86G » Online: Making the Most of Magenta and Red Texts, with Vera Unka Ref#: 1HA86R » Online: Number Talks & Building a Love of Maths, with Sarah Tohill Ref#: 1HA86K » Online: Tabitha Leonard – Using the “Deepen Teacher Inquiry” Ref#: 1HA86X

Learning Network NZ

» Literacy and the Inquiry Classroom - Online, with Kath Murdoch Ref#: 1HA7ei » Nurturing Learner Agency Through Inquiry Online, with Kath Murdoch Ref#: 1HA7ef

New Zealand Family Planning

» Introduction to Relationship and Sexuality Education Ref#: 1HA7_u

» The Colours of Sexuality Ref#: 1HA7a6 » Using Navigating the Journey (Y1–4) Ref#: 1HA7a3 » Using Navigating the Journey (Y5–8) Ref#: 1HA7a0

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

» Do You Measure Up Mathematically? – Online Workshops Ref#: 1HA7h0 » Enhancing the Role of Learning Support Coordinators – Online Modules Ref#: 1HA7pk » Fractions Freak Me Out! – Online Workshops Ref#: 1HA7gk » Fractions Freak Me Out! – Online Workshops Ref#: 1HA7gu » Getting the Most Out of Problem Solving – Online Workshops Ref#: 1HA7hF » Exploring Mathematics Through Play in Y0–2 – Online Workshops Ref#: 1HA7hJ

Northland Cognition Education

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

Auckland Building Minds Psychology

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

Cognition Education

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

CORE Education

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

Future Learning Solutions, Centre for Educational Leadership

» Growing Great Leaders™ Level 1 Ref#: 1HA7vc » Growing Great Leaders™ Level 2 Ref#: 1HA7vf » Open-to-learning™ Leadership Ref#: 1HA7x1

Improving Life Outcomes

» Managing Behaviours in Children Ref#: 1HA8Se

Kohia Centre, University of Auckland

» Fun, Practical Ideas to Support ESOL Students’ Learning Ref#: 1HA86f » Fun, Practical Ideas to Support ESOL Students’ Learning Ref#: 1HA8XS » Guided Reading: Using the Ready to Read Series, with Andy Butler gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES Ref#: 1HA8XV » NZ History and a Treaty Curriculum in Action, with Tamsin Hanly Ref#: 1HA86i » Starting Off in a New Entrant Setting, with Jo Williams Ref#: 1HA86N » Strengthening Self-efficacy in the Classroom for Both Teachers and Students Ref#: 1HA8XL » Teacher Aides Supporting Early Readers and Writers, with Andy Butler Ref#: 1HA8XY » Understanding and Supporting Students with Autism in the Mainstream Classroom Ref#: 1HA8XP » Year One Provisionally Certificated Teachers Programme – Mid-year – Y0–4 Ref#: 1HA86m » Year One Provisionally Certificated Teachers Programme – Mid-year – Y5–8 Ref#: 1HA86p

S&L Publishing Ltd

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

Yogi Kids

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

Waikato Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk

S&L Publishing Ltd

» A Balanced Reading Programme – Reviewing the Approaches Ref#: 1HA81C » A Closer Look at Guided Reading Ref#: 1HA83k » Developing an Effective Writing Programme Ref#: 1HA83e

Bay of Plenty Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk

Gisborne New Zealand Family Planning

» Gender and Sexual Diversity Ref#: 1HA7_W » Introduction to Relationship and Sexuality Education Ref#: 1HA7_b » The Colours of Sexuality Ref#: 1HA7_o » Using Navigating the Journey (Y5–8) Ref#: 1HA7_Q

Hawke’s Bay New Zealand Family Planning

» Gender and Sexual Diversity Ref#: 1HA7_W » Introduction to Relationship and Sexuality Education Ref#: 1HA7_b » The Colours of Sexuality Ref#: 1HA7_o » Using Navigating the Journey (Y5–8) Ref#: 1HA7_Q gazette.education.govt.nz

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

S&L Publishing Ltd

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

TalkLink Trust

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

Manawatu/Whanganui Cognition Education

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

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA8Nk

New Zealand Family Planning » Gender and Sexual Diversity Ref#: 1HA7_W » Introduction to Relationship and Sexuality Education Ref#: 1HA7_b » The Colours of Sexuality Ref#: 1HA7_o » Using Navigating the Journey (Y5–8) Ref#: 1HA7_Q

Wellington Building Minds Psychology » LEGO-based Therapy Training for Professionals Ref#: 1HA87W

Cognition Education

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

CORE Education

» Growing Your Leadership Through Courageous Conversations Ref#: 1HA7VD » Play-based History: Bringing our Stories to Life Ref#: 1HA8Ff » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA8Ss

New Zealand Family Planning

» Gender and Sexual Diversity Ref#: 1HA7_W » Introduction to Relationship and Sexuality Education Ref#: 1HA7_b » The Colours of Sexuality Ref#: 1HA7_o » Using Navigating the Journey (Y5–8) Ref#: 1HA7_Q

Rock and Water New Zealand Ltd

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

S&L Publishing Ltd

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

Marlborough New Zealand Family Planning

» Gender and Sexual Diversity Ref#: 1HA7_Z » Introduction to Relationship and Sexuality Education Ref#: 1HA7_h » The Colours of Sexuality Ref#: 1HA7_k » Using Navigating the Journey (Y5–8) Ref#: 1HA7_T

Tasman/Nelson S&L Publishing Ltd » A Balanced Reading Programme – Reviewing the Approaches Ref#: 1HA83r

Canterbury Building Minds Psychology » LEGO-based Therapy Training for Professionals Ref#: 1HA87W

CORE Education

» Making Sense of Tapasā Ref#: 1HA7VA » Play-based History: Bringing our Stories to Life Ref#: 1HA8Ff

Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk

impactED

» impactED Ako – Digital Technologies Ref#: 1HA8NK

InterLEAD

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

New Zealand Family Planning

» Gender and Sexual Diversity Ref#: 1HA7_Z » Introduction to Relationship and Sexuality Education Ref#: 1HA7_h » The Colours of Sexuality Ref#: 1HA7_k » Using Navigating the Journey (Y5–8) Ref#: 1HA7_T

Rock and Water New Zealand Ltd

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

TalkLink Trust

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

Yogi Kids » Storybook Yoga PD TUKUTUKU KŌRERO 29 June 2020

31

PROFESSIONAL DEVELOPMENT NOTICES Ref#: 1HA8J_

Otago Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA8Nk

New Zealand Family Planning » Gender and Sexual Diversity Ref#: 1HA7_Z » Introduction to Relationship and Sexuality Education Ref#: 1HA7_h » The Colours of Sexuality Ref#: 1HA7_k » Using Navigating the Journey (Y5–8) Ref#: 1HA7_T

S&L Publishing Ltd » A Balanced Reading Programme – Reviewing the Approaches Ref#: 1HA8Nx

Area / composite PD New Zealand (nationwide) Asia New Zealand Foundation » Online Workshops (Taiko Drumming, Bollywood, Wushu, Rakugo) Ref#: 1HA7Yv

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

Commission for Financial Capability » FREE Sorted in Schools PLD Webinar Ref#: 1HA8WH

CORE Education » Future-focused Schools: Aligning Strategies to Realise Positive Change Ref#: 1HA8Sv » Growing Others: Mentoring and Coaching Ref#: 1HA7YW » History in Your Backyard Ref#: 1HA8Fc » Innovation is in Our DNA: Engaging Māori Students in Design Thinking Ref#: 1HA8FN » Innovative Learning Practice Ref#: 1HA7Ye » Leadership Stories of Strength and Action Ref#: 1HA8FR » Learning Through Play Ref#: 1HA8FU » Play-based History: Bringing our Stories to Life Ref#: 1HA8F_ » Te Reo Puāwai Māori (Part 1) Ref#: 1HA7YZ

JK Developing Capabilities » Strengthening Your Personal Resilience and Wellbeing – for Teachers and Teacher Aides Ref#: 1HA7bU

32

Education Gazette 29 June 2020

Kohia Centre, University of Auckland » Online: How to Enhance Your Practice Utilising the Google Suite Online Platform Ref#: 1HA86G » Online: Making the Most of Magenta and Red Texts, with Vera Unka Ref#: 1HA86R » Online: Number Talks & Building a Love of Maths, with Sarah Tohill Ref#: 1HA86K » Online: Tabitha Leonard – Using the “Deepen Teacher Inquiry” Ref#: 1HA86X

Learning Network NZ » Literacy and the Inquiry Classroom – Online, with Kath Murdoch Ref#: 1HA7ei » Nurturing Learner Agency Through Inquiry – ONLINE, with Kath Murdoch Ref#: 1HA7ef

New Zealand Family Planning » Introduction to Relationship and Sexuality Education Ref#: 1HA7_u » The Colours of Sexuality Ref#: 1HA7a6 » Using Navigating the Journey (Y1–4) Ref#: 1HA7a3 » Using Navigating the Journey (Y5–8) Ref#: 1HA7a0 » Using Navigating the Journey (Y9–10) Ref#: 1HA7_x

Te Whai Toi Tangata: Institute of Professional Learning, University of Waikato » Do You Measure Up Mathematically? – Online Workshops Ref#: 1HA7h0 » Enhancing the Role of Learning Support Coordinators – Online Modules Ref#: 1HA7pk » Fractions Freak Me Out! – Online Workshops Ref#: 1HA7gk » Fractions Freak Me Out! – Online Workshops Ref#: 1HA7gu » Getting the Most Out of Problem Solving – Online Workshops Ref#: 1HA7hF » Online Workshop: Exploring Mathematics Through Play in Y0–2 Ref#: 1HA7hJ

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

Auckland Building Minds Psychology » LEGO-based Therapy Training for Professionals Ref#: 1HA87W

Cognition Education

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

CORE Education

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

Future Learning Solutions, Centre for Educational Leadership

» Growing Great Leaders™ Level 1 Ref#: 1HA7vc » Growing Great Leaders™ Level 2 Ref#: 1HA7vf » Open-to-learning™ Leadership Ref#: 1HA7x1

Improving Life Outcomes

» Managing Behaviours in Children Ref#: 1HA8Se

Kohia Centre, University of Auckland

» Fun, Practical Ideas to Support ESOL Students’ Learning Ref#: 1HA86f » Fun, Practical Ideas to Support ESOL Students’ Learning Ref#: 1HA8XS » Guided Reading: Using the Ready to Read Series, with Andy Butler Ref#: 1HA8XV » NZ History and a Treaty Curriculum in Action, with Tamsin Hanly Ref#: 1HA86i » Starting Off in a New Entrant Setting, with Jo Williams Ref#: 1HA86N » Strengthening Self-efficacy in the Classroom for Both Teachers and Students Ref#: 1HA8XL » Teacher Aides Supporting Early Readers and Writers, with Andy Butler Ref#: 1HA8XY » Understanding National Certificate of Educational Achievement (NCEA), with Robyn Headifen Ref#: 1HA86c » Year One Provisionally Certificated Teachers Programme – Mid-year – Y0–4 Ref#: 1HA86m » Year One Provisionally Certificated Teachers Programme – Mid-year – Y5–8 Ref#: 1HA86p

Waikato Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk

Bay of Plenty Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk

Gisborne New Zealand Family Planning

» Gender and Sexual Diversity Ref#: 1HA7_W » Introduction to Relationship and Sexuality Education Ref#: 1HA7_b » The Colours of Sexuality Ref#: 1HA7_o » Using Navigating the Journey (Y5–8) Ref#: 1HA7_Q

Hawke’s Bay New Zealand Family Planning

» Gender and Sexual Diversity Ref#: 1HA7_W

gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES » Introduction to Relationship and Sexuality Education Ref#: 1HA7_b » The Colours of Sexuality Ref#: 1HA7_o » Using Navigating the Journey (Y5–8) Ref#: 1HA7_Q

» Using Navigating the Journey (Y5–8) Ref#: 1HA7_Q

» Using Navigating the Journey (Y5–8) Ref#: 1HA7_T

Rock and Water New Zealand Ltd

Secondary PD

Taranaki Cognition Education

Marlborough New Zealand Family Planning

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

TalkLink Trust

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

Manawatu/Whanganui Cognition Education

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

» Gender and Sexual Diversity Ref#: 1HA7_Z » Introduction to Relationship and Sexuality Education Ref#: 1HA7_h » The Colours of Sexuality Ref#: 1HA7_k » Using Navigating the Journey (Y5–8) Ref#: 1HA7_T

Canterbury

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

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

Growth Culture

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

New Zealand Family Planning

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk

» Gender and Sexual Diversity Ref#: 1HA7_W » Introduction to Relationship and Sexuality Education Ref#: 1HA7_b » The Colours of Sexuality Ref#: 1HA7_o » Using Navigating the Journey (Y5–8) Ref#: 1HA7_Q

Wellington Building Minds Psychology

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

Cognition Education

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

CORE Education

» Growing Your Leadership Through Courageous Conversations Ref#: 1HA7VD » Play-based History: Bringing our Stories to Life Ref#: 1HA8Ff » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA8Ss

New Zealand Family Planning

» Gender and Sexual Diversity Ref#: 1HA7_W » Introduction to Relationship and Sexuality Education Ref#: 1HA7_b » The Colours of Sexuality Ref#: 1HA7_o gazette.education.govt.nz

Building Minds Psychology

CORE Education

Growth Culture

impactED

» impactED Ako – Digital Technologies Ref#: 1HA8NK

InterLEAD

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

New Zealand Family Planning

» Gender and Sexual Diversity Ref#: 1HA7_Z » Introduction to Relationship and Sexuality Education Ref#: 1HA7_h » The Colours of Sexuality Ref#: 1HA7_k » Using Navigating the Journey (Y5–8) Ref#: 1HA7_T

Rock and Water New Zealand Ltd

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

TalkLink Trust

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

Otago Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk

New Zealand Family Planning

» Gender and Sexual Diversity Ref#: 1HA7_Z » Introduction to Relationship and Sexuality Education Ref#: 1HA7_h » The Colours of Sexuality Ref#: 1HA7_k

New Zealand (nationwide) Asia New Zealand Foundation » Online Workshops (Taiko Drumming, Bollywood, Wushu, Rakugo) Ref#: 1HA7Yv

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

Commission for Financial Capability » FREE Sorted in Schools PLD Webinar Ref#: 1HA8WH

CORE Education » Future-focused Schools: Aligning Strategies to Realise Positive Change Ref#: 1HA8Sv » Growing Others: Mentoring and Coaching Ref#: 1HA7YW » History in Your Backyard Ref#: 1HA8Fc » Innovation is in Our DNA: Engaging Māori Students in Design Thinking Ref#: 1HA8FN » Innovative Learning Practice Ref#: 1HA7Ye » Leadership Stories of Strength and Action Ref#: 1HA8FR » Te Reo Puāwai Māori (Part 1) Ref#: 1HA7YZ

JK Developing Capabilities » Strengthening Your Personal Resilience and Wellbeing – for Teachers and Teacher Aides Ref#: 1HA7bU

Kohia Centre, University of Auckland » Online: How to Enhance Your Practice Utilising the Google Suite Online Platform Ref#: 1HA86G » Online: Number Talks & Building a Love of Maths, with Sarah Tohill Ref#: 1HA86K » Online: Tabitha Leonard – Using the “Deepen Teacher Inquiry” Ref#: 1HA86X

New Zealand Family Planning » Introduction to Relationship and Sexuality Education Ref#: 1HA7_u » The Colours of Sexuality Ref#: 1HA7a6 » Using Navigating the Journey (Y5–8) Ref#: 1HA7a0 » Using Navigating the Journey (Y9–10) Ref#: 1HA7_x TUKUTUKU KŌRERO 29 June 2020

33

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

Northland Cognition Education

Gisborne New Zealand Family Planning

» Gender and Sexual Diversity Ref#: 1HA7_W » Introduction to Relationship and Sexuality Education Ref#: 1HA7_b » The Colours of Sexuality Ref#: 1HA7_o

Hawke’s Bay New Zealand Family Planning

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

» Gender and Sexual Diversity Ref#: 1HA7_W » Introduction to Relationship and Sexuality Education Ref#: 1HA7_b » The Colours of Sexuality Ref#: 1HA7_o

Auckland Building Minds Psychology

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

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

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

Future Learning Solutions, Centre for Educational Leadership » Growing Great Leaders™ Level 1 Ref#: 1HA7vc » Growing Great Leaders™ Level 2 Ref#: 1HA7vf » Open-to-learning™ Leadership Ref#: 1HA7x1

Kohia Centre, University of Auckland » Fun, Practical Ideas to Support ESOL Students’ Learning Ref#: 1HA86f » Fun, Practical Ideas to Support ESOL Students’ Learning Ref#: 1HA8XS » NZ History and a Treaty Curriculum in Action, with Tamsin Hanly Ref#: 1HA86i » Strengthening Self-efficacy in the Classroom for Both Teachers and Students Ref#: 1HA8XL » Understanding National Certificate of Educational Achievement (NCEA), with Robyn Headifen Ref#: 1HA86c » Understanding and Supporting Students with Autism in the Mainstream Classroom Ref#: 1HA8XP » Year One Provisionally Certificated Teachers Programme – Mid-year – Y5–8 Ref#: 1HA86p

Waikato Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA8Nk

Bay of Plenty Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA8Nk

34

Education Gazette 29 June 2020

Taranaki Cognition Education

TalkLink Trust

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

Manawatu/Whanganui Cognition Education

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

Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk

New Zealand Family Planning

» Gender and Sexual Diversity Ref#: 1HA7_W » Introduction to Relationship and Sexuality Education Ref#: 1HA7_b » The Colours of Sexuality Ref#: 1HA7_o

Wellington Building Minds Psychology » LEGO-based Therapy Training for Professionals Ref#: 1HA87W

Cognition Education

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

CORE Education

» Growing Your Leadership Through Courageous Conversations Ref#: 1HA7VD

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

New Zealand Family Planning

» Gender and Sexual Diversity Ref#: 1HA7_W » Introduction to Relationship and Sexuality Education Ref#: 1HA7_b » The Colours of Sexuality Ref#: 1HA7_o

Rock and Water New Zealand Ltd

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

Marlborough New Zealand Family Planning

» Gender and Sexual Diversity Ref#: 1HA7_Z » Introduction to Relationship and Sexuality Education Ref#: 1HA7_h » The Colours of Sexuality Ref#: 1HA7_k

Canterbury Building Minds Psychology

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

Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk

impactED

» impactED Ako – Digital Technologies Ref#: 1HA8NK

InterLEAD

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

New Zealand Family Planning

» Gender and Sexual Diversity Ref#: 1HA7_Z » Introduction to Relationship and Sexuality Education Ref#: 1HA7_h » The Colours of Sexuality Ref#: 1HA7_k

Rock and Water New Zealand Ltd

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

TalkLink Trust

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

Otago Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk

New Zealand Family Planning

» Gender and Sexual Diversity Ref#: 1HA7_Z » Introduction to Relationship and Sexuality Education Ref#: 1HA7_h » The Colours of Sexuality Ref#: 1HA7_k gazette.education.govt.nz

VACANCIES

Contents

Government 35 Tertiary 35 Guidance and careers 35 Early learning 35 Primary and intermediate (Years 1-8)

» Resource teacher 39 » Mātauranga Māori 40 » Teachers 40 » Senior leadership 41

Area / composite (Years 1-15)

» Mātauranga Māori 44 » Teachers 44 » Senior leadership 44

Secondary (Years 7-15)

» Teachers 44 » Middle leadership 45 » Senior leadership 45

Equal Employment Opportunities (EEO)

Government

New Zealand (nationwide) New Zealand Qualifications Authority The New Zealand Qualifications Authority (NZQA) invites applications from individuals for NCEA and NZ Scholarship external assessment marker and verifier roles. Part-time, contract.

Applications close 30 October. Individuals can apply for the marker or verifier roles on the NZQA website at: www.nzqa.govt.nz/about-us/working-at-nzqa/ contract-vacancies. The role definitions for marker and verifier positions, as well as the details of marker regions, will be provided there too. » For more information, contact the Secondary Examinations team on (0800) 697 296 or examinations@nzqa.govt.nz.

Ref#: 1HA7hT

Tertiary

Canterbury University of Canterbury

Director Full-time, permanent Ref# 1HA8Ep

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.

Guidance and careers

Deadlines for vacancies

Wellington Upper Hutt College

Copy for 20 July 2020 closes 4pm, Friday 10 July 2020.

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

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

Listings are removed from the website after the closing date.

Listings sent by email will not be accepted.

Auckland James Cook High School

Guidance counsellor Full-time, permanent Ref#: 1HA7y_

Waikato St John’s College, Hillcrest Guidance counselling position Part-time, permanent Ref#: 1HA8Sk

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

Nga Puawai o Kaikohekohe Qualified teacher Full-time, permanent Ref#: 1HA7qC

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

Te Timatatanga o te Matauranga K1 teacher – Northland Kindergarten Association Full-time, permanent Ref#: 1HA8WE

Auckland Active Explorers, Camrose Certified ECE teacher Full-time, permanent Ref#: 1HA8P4

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

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

Bear Park Centre of Learning Qualified infants/toddlers teacher Full-time, permanent Ref#: 1HA7z9

Lead guidance counsellor Full-time, permanent, 2MU + 2MMA Ref#: 1HA8XG

Early learning Northland Avenues EduCare

Early childhood educator O2 Full-time, permanent Ref#: 1HA8MC

Christopher and Robin Early Childhood Centre Passionate infants and toddlers kaiako Full-time, permanent Ref#: 1HA8DG

Happy Steps Early Learning Centre Registered early childhood teacher Full-time, permanent Ref#: 1HA7_D

Little Gemz Childcare Early learning educator Full-time, permanent Ref#: 1HA8Rb gazette.education.govt.nz

TUKUTUKU KŌRERO 29 June 2020

35

VACANCIES

Early learning

Bear Park Early Childhood Centre

ChoiceKids, Alfriston Road

Happy Feet Childcare, Otahuhu

Qualified infants/toddlers teacher Full-time, permanent Ref#: 1HA7uh Qualified preschool teacher Full-time, permanent Ref#: 1HA8Dr

ECE registered/provisional teacher Full-time, permanent Ref#: 1HA7bp

Early childhood registered teacher Full-time, permanent Ref#: 1HA8So

ChoiceKids, Browns Road

Happy Kids Parrs Park Early Learning Centre

Bear Park Herne Bay Early Childhood Education Centre Qualified infants/toddlers teacher Full-time, permanent Ref#: 1HA7z6

Bear Park, Hobsonville Point In-training infants/toddlers teacher Full-time, fixed-term Ref#: 1HA7zF

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

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

Blockhouse Bay Baptist Kindergarten Head teacher/centre manager Full-time, permanent Ref#: 1HA8Te

Bright Beginnings Early Learning Centre, Mt Roskill Registered teacher Full-time, permanent Ref#: 1HA7yD

Bright Beginnings Early Learning Centre, Panmure Qualified and registered educator Full-time, permanent Ref#: 1HA8Cr

Bright Eyes Early Childhood Centre Centre manager Full-time, permanent Ref#: 1HA7o6

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

Bumble Bee Homebased Childcare Services Coordinator/visiting teacher Full-time, permanent Ref#: 1HA7qU

Care-A-Lot Childcare Centre Early learning teacher Full-time, permanent Ref#: 1HA843

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

ChoiceKids, Ormiston Road ECE registered/provisional teacher Full-time, permanent Ref#: 1HA7bf

ChoiceKids, Roscommon Road ECE registered/provisional teacher Full-time, permanent Ref#: 1HA7bc

ChoiceKids, Weymouth Road ECE registered/provisional teacher Full-time, permanent Ref#: 1HA7bi

Qualified ECE teacher Full-time, permanent Ref#: 1HA8Em

Just Kidz, Flatbush

Registered early learning teacher Full-time, permanent Ref#: 1HA7Zs

Dominion Childcare Centre

KC Birkenhead Trust

Cool Kids Castle Early Learning

Centre manager Full-time, permanent Ref#: 1HA7ne Early childhood teacher Full-time, permanent Ref#: 1HA7no

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

Early Impressions Learning Centre ECE qualified infants and toddlers teacher Full-time, permanent Ref#: 1HA8BM

East Tamaki Childcare Centre ECE educator Full-time, permanent Ref#: 1HA8Be

Eduplay Childcare, Otahuhu Early learning educator Full-time, permanent Ref#: 1HA7Yo

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

Fetu Aolele Multicultural ECE Service Early learning teacher Full-time, permanent Ref#: 1HA8M_

Flying Start Kindergarten

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

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

Education Gazette 29 June 2020

Henderson Early Learning Centre

Head teacher preschool Full-time, permanent Ref#: 1HA7tf Registered teacher Full-time, permanent Ref#: 1HA7sN

Caterpillar Kids Early Learning Centre

36

Head teacher U2s Full-time, permanent Ref#: 1HA7w6 Qualified and certificated teacher Full-time, permanent Ref#: 1HA7w9 Centre supervisor Full-time, permanent Ref#: 1HA7wk

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

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

Kid’s Cove Learning Centre, Newmarket ECE qualified and registered teacher Full-time, permanent Ref#: 1HA8Es

Kids’ Kampus (2000) ECE qualified teacher Full-time, permanent Ref#: 1HA7h_

Kiddie Garden Learning Corner Qualified, registered head teacher (2 to 5-years-olds) Full-time, permanent Ref#: 1HA8MT Qualified, registered teacher Full-time, permanent Ref#: 1HA8BR

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

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

Early learning Little Earth Montessori, Rosedale

Penguins School of Early Learning

Certified ECE teacher - Montessori Full-time, permanent Ref#: 1HA8P1

Qualified ECE teacher Full-time, permanent Ref#: 1HA8Nr

Little Hearts Childcare

Piccolo Park Early Learning Centre

ECE qualified and registered teacher Part-time, permanent Ref#: 1HA7TX

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

Living & Learning Family Centre, Mangere ECE teachers Full-time, permanent Ref#: 1HA8W5

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

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

Manukau Institute of Technology Children’s education centre manager Full-time, permanent Ref#: 1HA7u1

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

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

Naval Community Daycare, Calliope House Early learning educator Full-time, permanent Ref#: 1HA7y1 Early learning educator Full-time, permanent Ref#: 1HA7xv

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

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

Team leader infants Full-time, permanent Ref#: 1HA8Lr

Piccolo Park, Mt Richmond

VACANCIES

Qualified kaiako (several positions) Full-time, permanent Ref#: 1HA8Uf

Waikato Buckland St Childcare Centre Registered ECE teacher Full-time, fixed-term Ref#: 1HA89D

Creators @ Waipa Christian Kindergarten

Certificated registered teacher Full-time, permanent Ref#: 1HA8Lk

Centre manager Full-time, permanent Ref#: 1HA8Tv

Pohutukawa Kindergarten, Glendowie

Grasshoppers Early Learning Centre

Qualified or third year teacher Full-time, permanent Ref#: 1HA7TF

Team leader for toddlers room Full-time, permanent Ref#: 1HA7Vr

Reach for the Stars Early Learning Centre

House of Wonder, Chartwell

Experienced qualified teacher Full-time, permanent Ref#: 1HA8Bm

Scribbles, Onehunga Qualified and registered ECE teacher - babies and infants room Full-time, permanent Ref#: 1HA7Uv

Shining Starz Early Learning Centre Early childhood teacher Full-time, permanent Ref#: 1HA87M

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

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

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

Tamariki Ei Tiare Punanga Reo Qualified and registered teachers (2 positions) Full-time, permanent Ref#: 1HA8WR

Te Kohanga Reo o Kakariki Tūranga kaimahi - kōhanga Full-time, fixed-term Ref#: 1HA7Ru

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

Little Einsteins Educare Infant teacher Full-time, fixed-term Ref#: 1HA8EM

Paeroa Early Learning Centre Registered teacher Full-time, fixed-term Ref#: 1HA7kp

Pokeno Preschool Centre manager Full-time, permanent Ref#: 1HA8Bc

Reach Forward Early Learning Centre, TK ECE or primary qualified teacher Full-time, permanent Ref#: 1HA8Ts

Taupo Children’s Corner Registered ECE teacher Full-time, permanent Ref#: 1HA8KG

Te Kohanga Reo o Nga Kuaka Qualified teacher (primary or ECE) Full-time, permanent Ref#: 1HA7e9

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

Bay of Plenty

The Point Early Childhood Centre

Above & Beyond Tauriko

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

Infants and toddlers teacher Full-time, permanent Ref#: 1HA7zQ

Qualified early childhood educators Full-time, permanent Ref#: 1HA8Mi

Papakura Childcare

The Village Early Learning Centre

Douglas St Early Learning Centre

Qualified head teacher – infants, toddlers Full-time, permanent Ref#: 1HA8U_

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

Pakuranga Learning Centre

Qualified ECE teacher O2s Full-time, permanent Ref#: 1HA8Q_ gazette.education.govt.nz

TUKUTUKU KŌRERO 29 June 2020

37

VACANCIES

Early learning

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

Launch Waipukurau

Waiouru Kindergarten and Care

Future Focus

Team leader U2s Full-time, permanent Ref#: 1HA8SZ

Head teacher – Whānau Manaaki Kindergartens Full-time, permanent Ref#: 1HA8Wv

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

Taranaki BestStart, Stratford

Wellington Active Explorers, Kaiwharawhara

Golden Sands Early Learning Centre Centre manager Full-time, permanent Ref#: 1HA88R

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

Happy Times Childcare Certified ECE teachers Full-time, permanent Ref#: 1HA7d3

Qualified ECE teacher Full-time, permanent Ref#: 1HA7w1

Certified ECE teacher Full-time, permanent Ref#: 1HA897

Inglewood Community Childcare Centre

Active Explorers, Upper Hutt

Registered ECE kaiako Full-time, fixed-term Ref#: 1HA8KJ

Sophia Preschool Qualified and registered kaiako Full-time, permanent Ref#: 1HA8Qc

Kids Campus T.P.S. Childcare Society

Manawatu/Whanganui BestStart, Kelvin Grove

Qualified and registered U2 coordinator Part-time, permanent Ref#: 1HA85D

Qualified teacher infants Full-time, permanent Ref#: 1HA7vp

Kids.Com.Educare

Farmhouse Preschool and Nursery

Registered early childhood teacher Full-time, fixed-term Ref#: 1HA7_K

Lollipops, Papamoa Certified ECE teachers (2 positions) Full-time, fixed-term Ref#: 1HA8Up Certified ECE teacher – preschool room Full-time, permanent Ref#: 1HA8Um

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

Te Puke Free Kindergarten Teacher – Inspired Kindergartens Full-time, permanent Ref#: 1HA8SD

Gisborne House of Wonder, Gisborne Early childhood registered teacher Full-time, permanent Ref#: 1HA81K

Hawke’s Bay BestStart, Riverbend Road

Qualified ECE kaiako Full-time, permanent Ref#: 1HA8DQ

Foxton Preschool and Nursery Preschool teachers (2 positions) Full-time, fixed-term Ref#: 1HA7S0 Teacher Full-time, permanent Ref#: 1HA7Rx

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

Love and Learn Care and Education ECE kaikao Part-time, permanent Ref#: 1HA8MF

Marton Junction Community Preschool

Team leader – infants and toddlers Full-time, permanent Ref#: 1HA8NA

Ascot Park Kindergarten Teacher – Whānau Manaaki Kindergartens Part-time, permanent Ref#: 1HA8Wy

Awatea Kindergarten Teacher – Whānau Manaaki Kindergartens Part-time, permanent Ref#: 1HA8X1

BestStart, Arawhata, Road Kindy Centre manager Full-time, permanent Ref#: 1HA8C6

BestStart, Naenae Qualified teacher Full-time, permanent Ref#: 1HA8C9

Bright Future Early Childhood Lead coordinator home-based care Full-time, permanent Ref#: 1HA8TW

Brooklyn Kids Registered ECE teacher Full-time, fixed-term Ref#: 1HA8K0

Busy Beez Childcare Centre Early learning educator Part-time, permanent Ref#: 1HA7pA

Castle Kids Early Learning Centre

Senior teacher Full-time, permanent Ref#: 1HA8Ke

Teacher – 4-year-olds programme Full-time, permanent Ref#: 1HA83U

Matariki Rudolf Steiner Kindergarten

Chilton St James Preschool, Waterloo

Centre manager Full-time, permanent Ref#: 1HA7q6

Early learning teacher Full-time, permanent Ref#: 1HA8Q4

Preschool teacher Part-time, fixed-term Ref#: 1HA8Sf

Frederick Street, Family Centre

Puddleducks’ Featherston Street

Discovery Kindergarten

Early childhood educator Full-time, permanent Ref#: 1HA8PG

Provisionally/fully certified teachers Full-time, permanent Ref#: 1HA7cm

Teacher – Whānau Manaaki Kindergartens Part-time, permanent Ref#: 1HA8X4

Havelock North Village Kids

Puddleducks’ Nursery and Preschool

Discovery Preschool

Early learning teacher Full-time, permanent Ref#: 1HA8J7

Provisonal or fully certified teacher Full-time, permanent Ref#: 1HA7ci

Certified ECE teacher Full-time, permanent Ref#: 1HA8Sr

38

Education Gazette 29 June 2020

gazette.education.govt.nz

Primary and intermediate Y1-8 Resource teacher

VACANCIES

Epuni Kindergarten

Otaki Montessori Preschool

Lollipops Educare, Blighs Road

Teacher – Hutt City Kindergarten Full-time, permanent Ref#: 1HA8Mf

Early learning preschool teacher Full-time, permanent Ref#: 1HA8TD Early learning teacher Full-time, permanent Ref#: 1HA8Pf

Team leader – preschool room Full-time, permanent Ref#: 1HA8NG

Happy Days Childcare Centre Registered teacher Full-time, permanent Ref#: 1HA7fJ

Johnsonville West Kindergarten Head teacher – Whānau Manaaki Kindergartens Full-time, permanent Ref#: 1HA8Ws

Kakapo Kids ECC Early childhood teacher Full-time, permanent Ref#: 1HA7T9 Infants and toddlers teacher Full-time, fixed-term Ref#: 1HA7T6

Kindercare Learning Centre, Karori ECE qualified and trained teacher Full-time, permanent Ref#: 1HA8TN

Kindercare Learning Centres, Aotea ECE qualified and trained teacher Full-time, permanent Ref#: 1HA8T4

Kindercare Learning Centres, Kilbirnie ECE qualified and trained teacher Full-time, permanent Ref#: 1HA8T7

Marlborough St Childcare Centre Qualified ECE teacher Full-time, permanent Ref#: 1HA8TZ

Maungaraki Kindergarten Teacher – Hutt City Kindergarten Part-time, permanent Ref#: 1HA8QZ

Miramar Playcentre Session facilitator Part-time, permanent Ref#: 1HA8NW

Nettie Riley Kindergarten Assistant head teacher – Hutt City Kindergarten Full-time, permanent Ref#: 1HA8RM Kindergarten teachers Full-time, permanent Ref#: 1HA8RT

Otaki Early Learning Centre

Victoria University of Wellington Fairlie Terrace Early Childhood Service ECE teacher Full-time, fixed-term Ref#: 1HA8Qi

Wise Owl Early Childhood Centre Certified ECE teacher/kaiako Part-time, fixed-term Ref#: 1HA8Vm

Canterbury Annabels’ Educare, Avonhead Team leader Full-time, fixed-term Ref#: 1HA89m

Busy C’s Preschool, Lyttelton ECE kaiako Full-time, permanent Ref#: 1HA82U

Team leader – nursery Full-time, permanent Ref#: 1HA8P7

Millie’s House, Armagh St Qualified and registered early childhood teacher Full-time, permanent Ref#: 1HA7VJ

Seedlings Early Learning Centre Knights Stream Park Preschool teacher Full-time, permanent Ref#: 1HA7sD

The Crossing Preschool Qualified ECE teachers Full-time, permanent Ref#: 1HA8Me

Tigger’s Montessori Preschool Nursery team leader Full-time, permanent Ref#: 1HA81R

Buttercups Preschool, Dallington

Tree Bears Nursery and Preschool

Qualified early childhood teacher – nursery Full-time, permanent Ref#: 1HA8YB

Qualified early childhood teacher Full-time, permanent Ref#: 1HA7mC

Cornerstone Christian Early Learning Centre Middleton

Otago City Impact Church Queenstown Early Childhood Centre

Qualified teacher Full-time, permanent Ref#: 1HA85p

Freckles Early Learning Centre Early childhood head teacher Full-time, permanent Ref#: 1HA8HA

Grow Active, Essex Street Team leader O2s Full-time, permanent Ref#: 1HA807

Halswell Learning Tree Early childhood team leader Full-time, contract Ref#: 1HA87J

Heathcote Valley Montessori Preschool U3 teacher Full-time, permanent Ref#: 1HA7xy

Learning Blocks

Qualified ECE teacher Full-time, permanent Ref#: 1HA8DM

Visiting teacher/programme coordinator - homebased Part-time, fixed-term Ref#: 1HA8BZ

Otaki Kindergarten

Little Wonders Childcare, Aoraki

Head teacher –Whānau Manaaki Kindergartens Full-time, permanent Ref#: 1HA8Wm

Certified ECE teacher Full-time, permanent Ref#: 1HA88m

gazette.education.govt.nz

Lollipops Educare, Patten Street

ECE centre manager Full-time, permanent Ref#: 1HA8D1 Early learning education Full-time, permanent Ref#: 1HA8RR

Kidsfirst Kindergartens, Cromwell, Otago Kindergarten kaiako Full-time, permanent Ref#: 1HA8Vq

Southland Little Ones Early Learning Centre Early childhood kaiako Full-time, permanent Ref#: 1HA7px

Wee Nippers Early Childhood Centre Certified teacher Full-time, permanent Ref#: 1HA8Xv

Primary / intermediate Y1–8 Resource teacher Auckland Glen Taylor School Resource teacher of literacy (RTLit) Part-time, permanent Ref#: 1HA8Rh TUKUTUKU KŌRERO 29 June 2020

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VACANCIES

Primary and intermediate Y1-8 Teachers

Papatoetoe Intermediate

Freyberg Community School

Viscount School

RTLB (2 positions) Full-time, permanent, 1MU + PTSA + SDA Ref#: 1HA8Lv

Scale A classroom teacher Full-time, fixed-term Ref#: 1HA7Z4

Y1/new entrants teacher Full-time, fixed-term Ref#: 1HA87i

Royal Oak School

Fruitvale Road School

Yendarra School

RTLB – Cluster 8 Ngā Manu Āwhina Full-time, permanent, 1MU + SDA Ref#: 1HA8KM

New entrant teacher Full-time, fixed-term Ref#: 1HA7qG Reading Recovery teacher Part-time, fixed-term Ref#: 1HA7p1

Teacher (several positions) Full-time, permanent Ref#: 1HA83R

Mātauranga Māori Auckland Kowhai Intermediate Kaiako Te Whānau Pounamu Kōwhai Intermediate Full-time, permanent, MITA Ref#: 1HA84p

Manurewa East School Scale A teacher – bilingual unit Full-time, permanent Ref#: 1HA8Lc

Te Kura Akonga O Manurewa Kaiako reo Māori mō ngā pīpī paopao Full-time, permanent, MITA Ref#: 1HA8Ty

Waikato Kihikihi School Kaiako rūmaki reo. He tūranga whakapūmau Tau 0-2 Full-time, fixed-term, MITA Ref#: 1HA7ms

Teachers Northland Manaia View School Teacher upper junior school Full-time, permanent Ref#: 1HA8Gx

Mangawhai Beach School Scale A teacher Full-time, fixed-term Ref#: 1HA87f

Tautoro School Teacher Y3–4 level 3 te reo Full-time, permanent, MITA + PTSAR Ref#: 1HA83b

Auckland Churchill Park School New entrant teacher Full-time, fixed-term Ref#: 1HA8DT

Dairy Flat School Teacher Y0 Full-time, fixed-term Ref#: 1HA7pr

Kelvin Road School Y1-2 teacher Full-time, fixed-term, PTSA Ref#: 1HA8K7

Manurewa West School Scale A Y3–4 classroom teacher Full-time, permanent Ref#: 1HA8Kb

Opaheke School Teacher Y5–6 Full-time, fixed-term Ref#: 1HA8Pv

Papatoetoe Intermediate Performing arts teacher Full-time, permanent Ref#: 1HA8EW

Papatoetoe South School Teacher NE–Y1 Full-time, fixed-term, PTSA Ref#: 1HA853

Richmond Road School Junior school teacher Full-time, fixed-term Ref#: 1HA7yx

Riverhead School New entrant Scale A teacher Full-time, fixed-term Ref#: 1HA8WL

Rosehill School Scale A teacher Full-time, permanent, SDA Ref#: 1HA8Ti

Scott Point Primary School (Proposed opening date: 2021-01-01) Foundation teacher (several positions) Full-time, permanent Ref#: 1HA83Z

St Heliers School

Waikato Hikuai School Principal release teacher Y6–8 class Part-time, LTR Ref#: 1HA8QX

Kihikihi School Y7–8 hard materials wood tech teacher Part-time, fixed-term Ref#: 1HA7mm

Netherton School Y1 extension teacher Part-time, fixed-term Ref#: 1HA8RX

Tokirima School Principal release teacher Part-time, permanent Ref#: 1HA81i

Bay of Plenty Matua School Y1–2 classroom teacher Full-time, fixed-term Ref#: 1HA8S1

Nukuhou North School Scale A teacher – beginning teacher release Part-time, fixed-term Ref#: 1HA8Qy

Hawke’s Bay Omakere School Principal release teacher Part-time, permanent Ref#: 1HA8WV

Ruakituri School Qualified teacher Full-time, permanent Ref#: 1HA8Km

Taranaki Kakaramea School Scale A teacher Full-time, fixed-term Ref#: 1HA8Sb

Manawatu/Whanganui Central Normal School

ESOL teacher Part-time, permanent Ref#: 1HA8Cf

Scale A ORS teacher Part-time, fixed-term Ref#: 1HA8WG

Destiny School

St Joseph’s School, Otahuhu

Y5–6 teacher Full-time, permanent Ref#: 1HA7f0

Foxton Beach School

Junior school Scale A teacher Full-time, LTR Ref#: 1HA8Eu

Teaching position Y4–6 Full-time, fixed-term Ref#: 1HA7S1

For full details of these vacancies, search the job listings online at gazette.education.govt.nz 40

Education Gazette 29 June 2020

gazette.education.govt.nz

Primary and intermediate Y1-8 Senior leadership Taitoko School Scale A teacher Full-time, permanent

Ref#: 1HA7j7

Wellington Wainuiomata Intermediate Learning support coordinators (2 positions) – Wainuiomata Kāhui Ako Full-time, permanent

Ref#: 1HA8BG

Marlborough Havelock School Y6–8 class teacher Full-time, fixed-term

Ref#: 1HA8KC

West Coast Granity School Principal release Part-time, permanent

Ref#: 1HA82v

Canterbury Amuri Area School Primary teacher Y3–4 Full-time, permanent

Ref#: 1HA7yr

Highfield School Scale A teacher Y5–6

Senior leadership

VACANCIES

Papatoetoe Central School Deputy principal – curriculum, assessment and mentoring

Auckland Brookby School

Full-time, permanent, 8MU

Principal Full-time, permanent Ref#: 1HA8_A

Ref#: 1HA8Vs

Principal - Brookby School

U3, Year 1 – 8 . Roll of approx. 120. Commencing term 4 2020 (or as negotiated)

Situated in the beautiful Brookby Valley, South Auckland, between Alfriston, Clevedon and Whitford, 13 km from Manukau City and Botany.

Brookby School is in a unique rural setting, close to city amenities and is the heart of the community.

We have a strong set of values that reflect community aspirations. Positive relationships, open communication and a focus on wellbeing as the foundations of our success.

We value innovative and ‘hands-on’ learning experiences supported by quality teaching.

Environmental sustainability is an important focus for us.

We are looking for a principal who has strong interpersonal skills to build great relationships, is collaborative and can demonstrate strong leadership for staff, children and the community.

Our new principal will be enthusiastic, energetic, highly visible and prepared to ‘muck in.’

The Board encourages applications from new and experienced leaders.

We would welcome your visit to the school. Call Nicola in our office 09 5308569 Applications close at 1 pm on Wednesday, 29 July 2020.

Full-time, fixed-term

Ref#: 1HA8Jr

Leeston School New entrant Scale A teacher Full-time, fixed-term

Ref#: 1HA8Hx

Selwyn House School Junior school teacher Full-time, fixed-term

An application pack is available at www.educationgroup.co.nz If you have any queries please contact Tanya Prentice or David Ellery at admin@educationgroup.co.nz or phone 09 9202173

Ref#: 1HA8TU

gazette.education.govt.nz

TUKUTUKU KŌRERO 29 June 2020

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VACANCIES

Primary and intermediate Y1-8 Senior leadership

Special School Deputy Principal (5 PMU + 3 FT Units + SDA)

We are looking for an inspiring, student centred leader to join our senior leadership team from the beginning of Term 4, 2020. Current leadership experience, strengths in pastoral care and student management, excellent interpersonal skills and the ability to communicate with a variety of audiences both orally and in writing are essential.

For further information and an application pack please email applications@wvss.school.nz Due to Covid 19 restrictions – applications from applicants living overseas will not be considered.

Closing date for all applications is 12.00pm, Friday the 21st of August, 2020.

Principal U5 RUtheRFoRd PRiMARy School

Ac

c e nt

u a ti n g t h e P o s i t i v

e

Rutherford Primary School, situated in the attractive waterfront suburb of Te Atatū Peninsula, is looking for a new leader. Our school is well-resourced, multicultural, and part of a connected community. Our mission? To nurture passionate and caring children who have a positive influence on their world and live the school values of Manaakitanga, Whanaungatanga, Ako, and Tūrangawaewae.

Our new Principal will: • Develop and enhance strong relationships with all members of our community.

• Lead our school by creating innovative learning opportunities for each child.

• Value, inspire and empower our wonderful team of teaching and support staff.

Our commitment to you: • We will value and nurture a future-focused educational leader, passionate about our children’s lives and committed to guiding the Rutherford Primary journey to its fullest.

Applications close on July 9 2020, 1pm.

For an information pack, please email brendamauger@aheadassociates.co.nz For more information, please phone Brenda Mauger 021781574.

Principal, (U5) Multicultural Decile 2 Years 0 – 6, Roll 415 We seek a dynamic, motivated and innovative leader to continue our mission: “Empowering children to aim high, persevere and succeed while making a positive contribution to the world.”

We invite applications from outstanding professionals with: • Strength and experience in educational leadership and school management • A strong focus on community relationships • Excellent communication skills

Application pack available from: Board of Trustees, Linwood Avenue School Email: bot@linwoodave.school.nz Applications close at 5pm on Thursday, 16 July, 2020

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Education Gazette 29 June 2020

gazette.education.govt.nz

Primary and intermediate Y1-8 Senior leadership Rutherford School Principal U5 Full-time, permanent

Ref#: 1HA7wC

Wairau Valley Special School Deputy principal Full-time, permanent, 5PMU + 3FTU + SDA

Ref#: 1HA8Z_

Hawke’s Bay Heretaunga Intermediate Assistant principal Full-time, permanent, 3PMU + 1FTU

Ref#: 1HA87R

Taranaki Avon School Tumuaki/Principal Full-time, permanent

Ref#: 1HA8H_

Wellington Arakura School Principal/tumuaki Full-time, permanent

Ref#: 1HA8Uc

VACANCIES

Arakura School Principal / Tumuaki, U4 Contributing School School roll 150-190 Available from Term 1, 2021

Our school is in the lovely area of Wainuiomata, bordered by native bush. We are a caring school with supportive whanau and Board of Trustees. Our students have told us they would value someone who is nice, kind, caring and believes in our school values.

M ake positive choices A ct with respect N ever give up attitude A lways show empathy A hard working staff and an experienced senior leadership team is in place to support a new principal.

The Arakura School Board of Trustees seeks to appoint a principal who is passionate about student learning and achievement, and connecting our school and community to create a sense of belonging. They will also create a school environment that is inclusive and celebrates diversity, and is enthusiastic about leading our community to develop a responsive curriculum.

The successful applicant will: • have student achievement and wellbeing at the heart of everything • preferably have knowledge and experience in PB4L. If this sounds like you, please apply. We’d love for you to become a part of our school whanau.

The position will commence at the beginning of Term 1, 2021.

Applications close 5pm, Friday 24 July 2020.

An application pack and further information can be requested from: Katrina Barclay, Board Chairperson, boardchair@arakura.school.nz or 021 09022312

Seatoun School Associate principal Full-time, permanent, 5MU

Ref#: 1HA8H3

Wadestown School Principal U5 Full-time, permanent

Wadestown Full Primary

Ref#: 1HA8Mc

Canterbury Ashgrove School Principal Full-time, permanent

Ref#: 1HA7vD

Linwood Avenue School Principal U5 Full-time, permanent

Ref#: 1HA8J9

Principal U5 | Roll 350 Years 1-8 Wadestown School is a high performing school surrounded by native bush close to the Wellington town belt and CBD. The school is situated on two sites.

The Board of Trustees, in partnership with the community and a committed staff, is seeking to appoint a future focussed Principal who can treasure the current school culture whilst planning the next stage of the journey for Wadestown School.

Wadestown School is supported by a community proud of the school achievements and committed to resourcing and supporting the school.

We are seeking to appoint a new Principal with exceptional communication skills, strong pedagogical knowledge, proven collaborative skills and an educator able to lead our students and staff in reviewing and adapting to meet the needs of future focussed learning.

For full details of these vacancies, search the job listings online at gazette.education.govt.nz

An application pack can be obtained from the office. Please contact Lynda Sale at (04) 472 4779 or email lynda@wadestown.school.nz The Acting Principal can be contacted once applications have been received for a visit to our school.

The closing date for applications is 27th July.

Whilst open to negotiation it is envisioned the successful applicant will take up this position at the start of term 4 2020.

gazette.education.govt.nz

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VACANCIES

Secondary Y7-15 Teachers

Southland New River Primary Principal Full-time, permanent Ref#: 1HA8GD

Area / composite Y1–15 Mātauranga Māori

Canterbury

Gisborne Ngata Memorial College

TKKM o Waitaha

Teacher te reo Māori Full-time, permanent, 1MU Ref#: 1HA8K9

Pouako Aho Matua Full-time, fixed-term, MITA

Ref#: 1HA8RN

Manawatu/Whanganui

Teachers

Cornerstone Christian School

Waikato Hamilton Christian School

Wellington TKKM o Nga Mokopuna

Y10–13 teacher (junior mathematics and general

Kaiako Kura Tuatahi/Wharekura rānei Full-time, fixed-term, MITA Ref#: 1HA8FJ

Full-time, fixed-term

science)

Ref#: 1HA8Rp

Y7–9 homeroom teacher Part-time, fixed-term Ref#: 1HA8RD

Senior leadership Waikato Tokirima School Principal U1 Full-time, fixed-term Ref#: 1HA7zG

Gisborne Te Karaka Area School Principal U3 Full-time, permanent Ref#: 1HA7zD

Secondary Y7–15 Teachers Northland Northland College Biology / PE teacher Full-time, permanent Ref#: 1HA8PT

Auckland Avondale College Assistant director languages. Regraded Full-time, LTR, 1MU Ref#: 1HA8SK Digital literacy coordinator. Regraded Full-time, fixed-term, 1MU Ref#: 1HA8L7 Itinerant music teacher – trumpet

St Peter’s College, Palmerston North Principal St Peters College, Palmerston North is a Year 7-13 co-educational Catholic integrated college.

We are seeking a Catholic leader who will value and nurture the St. Peter’s College faith community. A leader of learning and faith who will continue our innovative educational journey, developing and empowering self-managing, lifelong learners striving towards excellence, who live the Gospel values in a changing world. A Principal who genuinely affirms and understands students, is progressive in their educational thinking, driving our College’s teaching and learning philosophy forward.

Our new Principal will assume leadership of all religious aspects of our school and be a role model to the staff, students and family/whanau who make up our St. Peters College faith community.

Starting date: Term 4 2020 (negotiable) Apply NOW: Closing Date for Application 5.00pm Friday 17th July 2020 Contact Teresa Shanks at shankst@stpeterspn.school.nz for an application pack.

For more information about the school please visit www.stpeterspn.school.nz.

We look forward to hearing from you.

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Education Gazette 29 June 2020

We welcome applications from a strong, Catholic Leader who will: • Uphold and witness to our strong Special Character • Provide inspirational and innovative leadership • Have a deep understanding of the New Zealand Curriculum • Be able to build and maintain strong links across our community • Uphold and honour Te Tiriti o Waitangi • Nurture cultural diversity • Have strength in financial management, digital and communication skills • Value and develop the extra -curricula life of our College A willingness and ability to participate in the religious instruction appropriate to the Special Character of the school, is a condition of appointment.

gazette.education.govt.nz

Secondary Y7-15 Senior leadership Part-time, fixed-term Ref#: 1HA8Ui Teacher-in-charge of classical studies. Regraded Full-time, LTR, 1MU + 1MMA Ref#: 1HA8Bs Teacher of art history / history / junior social sciences Full-time, LTR Ref#: 1HA8Bv

Liston College Teacher of mathematics Y7–13 Full-time, permanent Ref#: 1HA8X5

Titirangi Rudolf Steiner School High school mathematics and physics teacher for 2021 Part-time, permanent Ref#: 1HA7n1

Waikato Te Wharekura o Te Kaokaoroa o Patetere Sports director Full-time, permanent, MUFT01 + MITA + HPTSA Ref#: 1HA8BT

Bay of Plenty John Paul College Senior te reo Māori teacher Part-time, permanent Ref#: 1HA8R1

Waikato Melville High School Head of curriculum Māori Full-time, fixed-term, 1MU Ref#: 1HA8Sy

Te Wharekura o Te Kaokaoroa o Patetere Head of physical education Full-time, permanent, MUFT02 + MITA + HPTSA Ref#: 1HA8CM

Wellington Wellington Girls’ College Assistant HOD mathematics Full-time, LTR, 1FMU + 1FMMA Ref#: 1HA8Pu

VACANCIES

Mangere College Deputy principal Full-time, permanent, 6MU Ref#: 1HA8HQ

Rosehill College Deputy principal Full-time, permanent, 1SMA + 8MU Ref#: 1HA84D

Taranaki Inglewood High School Deputy principal Full-time, permanent, 5MU + 1SMA Ref#: 1HA85s

Manawatu/Whanganui St Peter’s College, Palmerston North

Southland Aparima College

Principal Full-time, permanent Ref#: 1HA8Wg

HOD science Full-time, permanent, 2PMU + HPSTA Ref#: 1HA7Rv

Marlborough Marlborough Boys’ College

Senior leadership Auckland Glendowie College Principal Full-time, permanent Ref#: 1HA8UG

Principal U8 Full-time, permanent Ref#: 1HA8L0

Canterbury Roncalli College Deputy principal Full-time, permanent, 7MU + 1SMA Ref#: 1HA8Hu

Opotiki College Mathematics / science teacher Full-time, permanent Ref#: 1HA89v

Manawatu/Whanganui Whanganui City College Across sector lead – Takitini Hauora Kahui Ako Full-time, fixed-term, ASL allowance Ref#: 1HA8Ni

Wellington Wellington Girls’ College Assistant teacher, mathematics Full-time, LTR Ref#: 1HA8Ph

Middle leadership Auckland Aorere College Permanent HOD food technology. Re-advertised Full-time, permanent, 1MU + 1MMA Ref#: 1HA8Lb

For full details of these vacancies, search the job listings online at gazette.education.govt.nz

Marlborough Boys' College School

Principal

Te Kāreti taitama o Wairau » A once in a lifetime opportunity - lead the change » A rich heritage of cultural and academic success » Open minded and progressive with a strong community focus This is an exciting opportunity for an outstanding, visionary educational leader to take on a role that has a real community purpose. Based in beautiful Marlborough, the Marlborough Boys’ College Principal is to lead and manage all aspects of the school, ensuring the effective development and implementation of the forward-focused strategic plan.

Established in 1899, Marlborough Boys’ College has a rich heritage of cultural, academic and sporting success. The school motto, Virtutem Doctrina Parat, can be translated as ‘learning prepares for life’.

The school is entering a significant phase in its history. Marlborough Boys’ and Marlborough Girls’ Colleges are to have a new shared campus, opening new exciting opportunities for students and staff to collaborate, learn and grow. This extraordinary, once in a lifetime co-location will be the legacy of the new Principal. In addition, the school has established an industry linked forward-thinking Wine School.

It is expected that the Principal has extensive pedagogical knowledge and experience which will benefit the learning and development of staff and students as their learning environment becomes more flexible and blended. The Principal will also promote an inclusive environment in which the diversity and prior experiences of students are acknowledged and respected.

For an application pack or any questions please contact: Craig McDowell; craig@aspire2lead.co.nz or Phone 0275277473. gazette.education.govt.nz

TUKUTUKU KŌRERO 29 June 2020

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Due to the impact of the COVID-19 pandemic, the 2020 Prime Minister’s Education Excellence Awards have been cancelled and will resume in 2021.

The Awards are about sharing and celebrating the amazing work that schools, kura and early learning services are doing for their learners, whÄ nau and communities, and we look forward to continuing this next year.

To watch some inspirational best practice stories and to find out more, go to

pmawards.education.govt.nz