Education Gazette 99.14

7 September 2020 | Vol. 99 No. 14

Spotlight on learning support Supporting diverse learners

Celebrating Te Wiki o te Reo MÄ ori

Embracing digital learning and assessment

ClassroomNZ2020 Available to all state and state-integrated schools or kura in response to COVID-19.

» What’s available: NCEA courses; Year 7-10 resources, for schools in regions under Alert Level 3 or above. » Register your interest via email: interestinclassroomnz2020@education.govt.nz » Read more: https://ncea.tki.org.nz/Resources-to-support-distance-learningduring-COVID-19/Information-on-ClassroomNZ2020 education.govt.nz

This issue:

Spotlight on learning support Editor’s note This issue tackles some big topics, many about supporting students with diverse learning needs. Our first story looks at trauma-informed practice in action at Glenview School and some of the research underpinning this approach.

September 14 marks the start of Te Wiki o te Reo Māori (Māori Language Week) and we look at the treasure trove of te reo Māori educational resources available on Kauwhata Reo. With continuing Covid-19 restrictions, online resources like Kauwhata Reo can be so useful to teachers and parents when students need to learn at home. We also catch up with NZQA for an update on digital NCEA exams and talk to two secondary schools about using the online learning tool ClassroomNZ2020.

2 Nature, nurturing and neuroscience

12 ClassroomNZ2020

We need to maintain a strong focus on wellbeing right now. The latest video from our wellbeing series is now online; this one discusses wellbeing in the context of Covid-19 from a range of perspectives.

On the cover

7 September 2020 | Vol. 99 No. 14

P30: Tawa Intermediate students Blake, Josh and Ashton enjoy participating in the school’s Feuerstein programme.

20 Schools welcome new wellbeing resource

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Te reo Māori – a taonga for us all

14

On track – supporting the move to school

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Hitting the road for pay equity

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Sleep and student wellbeing

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Focus on life skills helps students find success

What’s happening with digital exams?

Spotlight on learning support Supporting diverse learners

Celebrating Te Wiki o te Reo Māori

Embracing digital learning and assessment

Regulars 36

Notices

45

Vacancies

28 Huakina Mai – a wholeschool approach

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34

Retraining the brain

Autism teacher programme gains momentum

Key contacts

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ISSN 0111 1582

The deadline for vacancies and notices to be printed in the 21 September 2020 edition of Education Gazette is 4pm on Friday 11 September 2020.

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TUKUTUKU KŌRERO 7 September 2020

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STUDENT SUPPORT

Nature, nurturing and neuroscience A Porirua primary school has seen a transformation in children’s behaviours since adopting the Neuro-sequential Model in Education (NME) developed by American psychiatrist and author of The Boy Who Was Raised as a Dog, Dr Bruce Perry.

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bout two years ago, Glenview School in Cannons Creek was struggling with the behaviour and engagement of a small proportion of students.

“Many of these children struggled to settle and we saw much aggressive, defiant and disruptive behaviour. We knew we needed to do things differently,” says principal Lynda Knight-de Blois.

In 2018, during a sabbatical, Lynda visited schools in London, Finland and Estonia to research trauma-informed models. Her school has since had a strong focus on PLD on traumainformed practice.

“The PB4L (Positive Behaviour for Learning) framework and practice was well embedded when I came to Glenview five years ago. However, I think most people would acknowledge that there are a small percentage of children in most schools, often with backgrounds of trauma and stress, who need an increased level of support,” explains Lynda.

Trauma triggers stress responses Dr Perry’s Neuro-sequential Model of Education (NME) has been practised intensively for the past year. Prior to that, staff attended workshops with Nathan Mikaere Wallis (neuro-science educator) and Katherine Berkett (psychologist and NME practitioner) and all staff read The Boy Who Was Raised as a Dog. gazette.education.govt.nz

STUDENT SUPPORT

Dezmin, Jennyvette, Joe, Nicole and Sienna told Education Gazette about strategies they have learned for handling emotions.

Glenview School.

“Each chapter is a case history of a child who has suffered in different ways, who Dr Perry has worked with. We found ourselves making lots of connections to the children that we work with.

The practice, which shifts perspectives from asking students ‘what is wrong with you?’ to ‘what has happened to you?’ is increasingly being used in Australia, the United Kingdom and the United States.

“We have been learning how the brain and the nervous system work and the fact that the ongoing stress that our children have experienced means they develop an oversensitised stress response system. The smallest of things which wouldn’t normally be a trigger, can trigger them. We will see some children arrive at school and they are constantly scanning the environment: that’s hyper-vigilance,” says Lynda.

Jess Whatford teaches a New Entrant/Year 1 class at Glenview School. She says the NME model involves trying to identify what is causing behaviours and helping traumatised children rather than punishing them.

gazette.education.govt.nz

Bush play regulates behaviour

“We do that with a lot of talking – we talk to our families and our kids; we observe and we see patterns that emerge and try and work out the ‘why’ of why things are happening.

“What we had been doing for the nine years I have been teaching hadn’t worked. Maybe if this other approach is working overseas, this is something we should be looking into and I do think it is the way a lot of schools are going to be going,” she says.

Four days a week, first thing in the morning, Jess’s class spends about an hour in the bush. The dynamic nature of the bush play programme has changed the behaviours she was seeing in her class.

“I am really passionate about it. We play – it’s really as simple as that. We don’t take anything with us apart from a box of tissues, some hand sanitiser and some plasters.

TUKUTUKU KŌRERO | 7 September 2020

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STUDENT SUPPORT

Jess Whatford.

Lynda Knight-de-Blois.

“When they first get into the bush, they are a bit unsure and ask ‘What do I play with?’ and I say ‘Well, you’ll find something’ and they do. They play imagination games. There’s a creek – they pretend to fish with sticks, or we will look for actual fish.”

“Instead of responding from a punitive position of: ‘Time out!’, which is what we used to do a lot, we now say, ‘Just breathe’. They come to see Lynda and she plays some music and they sit out on the couch and look out to the hills... sometimes they do it on their own and other times they need to be encouraged to do that,” says Tufaina.

NME focuses on strategies to help children self-regulate their emotions and behaviour. “This is very easily achieved in the bush – it’s all about repetition, running, walking, swinging... and bird song.”

Breathe, music, manaakitanga Trauma may be caused by major events, but can also be due to ongoing stress. Assistant principal Tufaina Faraimo says this can include insecurity of housing, poverty, struggling with finances, alcoholism and family violence.

“We live in a fear-driven society and I think people are struggling with life. I think they are using multiple ways to try to cope and survive, and they don’t always pick up the skills required as adults in order to be calm and to raise children,” she says.

Common behavioural issues resulting from this kind of trauma among children include lack of attention and social skills and an inability to manage and regulate themselves.

“We see quite a bit of being in a pressure cooker and exploding when triggered by things. The ability to breathe through things are all skills that we can learn and that adults can support.

“This [NME] approach addresses those behaviours in the sense that we have changed the whole way we work as a school to manaaki [support] and look after our students who are in these situations.

Tamariki will seek out Lynda, or sometimes take themselves to the blue sofa outside her office to calm down.

“It’s very positive and it’s using the kids’ strengths that they already have inside them to help them regulate themselves, so they can do it themselves later,” says Jess.

Aligned with NZ framework As the Bruce Perry NME model is from the United States, Glenview School has developed a framework – Te Āiotanga – which locates and links to Te Whare Tapa Whā. Lynda thinks the time has come to adopt such a holistic framework.

“Recently we hosted a meeting for our Porirua East Kāhui Ako to test the water. We have surveyed educators to find out what PLD they want and need: trauma-informed practice, Te Ao Māori, Pacific worldview etc.

“I feel like we are at the tipping point because the US, England and Australia are much further down the track. It’s inevitable that we go that way. We currently aren’t looking in the right places to find solutions for children’s wellbeing and behaviours,” she says.

“When educators understand trauma, they are less likely to view related behaviours as intentional, or stemming from laziness or lack of motivation.”

Meera Balaji and Balaji Somasundaram 4

Education Gazette | 7 September 2020

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STUDENT SUPPORT

Learning support perspective Educators in Aotearoa should view trauma from a Māori and indigenous perspective and understand that it occurs from a cultural context, say Meera Balaji and Balaji Somasundaram, learning support coordinators for the Porirua East Kāhui Ako. Trauma impacts brain development which can affect students’ ability to learn, recognise emotions and regulate their attention and behaviour. This may result in impulsive or aggressive behaviours, or at the other extreme: withdrawal and inattentiveness.

Jennyvette.

Local curriculum resonates for tamariki In term 3, Glenview School began teaching senior tamariki about the brain, emotions and learning: curriculum the school has developed itself.

“We started with emotions so they could recognise their emotions, label them and communicate them: more than simply ‘I feel mad, sad, happy’, which is often all they can identify at this age.

“Then we talked about what that emotion feels like in your body – physically. If children are going to be able to regulate themselves and calm themselves down, it helps if they understand what’s going on and why,” says Lynda.

Joe.

Useful resources You can visit this article online to access links to the following information and resources: » Trauma-informed practice in New Zealand (Te Pou) » PLD in trauma-informed practice for teachers (Goodfellow Unit) » Trauma-informed model used in Australian schools (Berry Street Education Model) » Activities that help children recognise their feelings and keep calm (Sparklers)

gazette.education.govt.nz

Education Gazette sat down with some tamariki and talked about the brain, emotions, gut feelings and what happens if there is a bear in the classroom.

Upstairs/downstairs brains Jennyvette: I have learnt about when our downstairs brain and our upstairs brain don’t communicate. The bottom part of the brain is for the emotions you get like when you get frustrated, sad. The top is for thinking. If one of the brains gets overpowered with too many emotions, it won’t communicate properly.

Sienna: If the two parts of the brain lose communication, the downstairs brain goes crazy and if there’s something threatening you overreact.

Joe: The downstairs brain is your survival. If you are getting attacked by something... you

“When educators understand trauma, they are less likely to view related behaviours as intentional, or stemming from laziness or lack of motivation. We believe this understanding will reduce punitive types of responses that can re-traumatise students.”

The PLD undertaken by Glenview School has seen a paradigm shift to understand the learning needs of children impacted by trauma by shaping school culture and practices that are sensitive to the needs of traumatised learners, they note.

“Creating safe, supporting learning environments and developing positive relationships with students and their families who have experienced trauma play a key role in mitigating its effects.” can either fight, flight or freeze. Imagine it’s like two people and they communicate each time, but when they can’t communicate, the red brain takes control instead and you can’t think.

Nicole: Imagine there’s a bear in the classroom. Instead of thinking what to do, you can either fight, flight or freeze. Instead of thinking about it, your red brain takes control so you don’t just think about it. It keeps your body safe from danger. Sometimes your gut feelings are right.

When have you had to control emotions?

Joe: Sometimes emotions can take over your body. Like once I woke up and I heard my grandad had passed away. I had been happy but once I found out, for some reason I was angry. There was lots of sadness, but then anger. We went in the room and sat there and I walked out of the room and went to my auntie’s room and I cried my face off. It helped [letting my feelings out].

What do you do to calm down?

Dezmin: Breathe – sometimes it calms you.

Sienna: Jase Te Patu [mindfulness and yoga teacher] did stretches with us. After a long day and a lot of things are on your mind, it makes you feel calmer, happy and your emotions are in control.

Jennyvette: Sometimes when I get sad or angry, I could just sit down on a chair and think about something else.

Nicole: You also feel emotions in different places like when you feel nervous you feel something at the bottom of your stomach... it feels like your stomach is rising. When you feel scared, you feel shaky and don’t know what to do... you might hug yourself.

TUKUTUKU KŌRERO | 7 September 2020

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KAUWHATA REO

Kauwhata Reo: He whare rauemi reo Māori mā te katoa – a central place to find all te reo Māori educational resources.

Te reo Māori – a taonga for us all As we prepare to celebrate Te Wiki o te Reo Māori, kaiako Jamie Taylor reflects on one of her key go-to sites for te reo Māori educational resources: Kauwhata Reo.

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Education Gazette | 7 September 2020

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n 2019, Minister Kelvin Davis launched the Kauwhata Reo website to support the growing need for te reo Māori resources that are available and accessible on one central platform. It is designed for all users of te reo Māori, regardless of language proficiency.

access tools like the e-books from Ngā Kete Kōrero for her literacy programme.

For Jamie Taylor, who teaches a bilingual Year 1–4 class at Linton Camp School in Palmerston North, Kauwhata Reo has been a treasure trove of te reo Māori resources.

“In our class we read in English and in Māori, so I was teaching the same decoding skills with those books online as well. Look at the pictures, get a clue, and so on. The children realise that they understand more than they thought they did. Even the parents realised, ‘hey actually I know a lot of words in those books!’”

She initially started using the site to access the different curriculum. But it wasn’t long before she was delving deeper into Kauwhata Reo to

Jamie has found the resources on Kauwhata Reo to be a great tool to help engage parents and whānau – especially when students were gazette.education.govt.nz

KAUWHATA REO

‘Tahi, rua, toru, whā, rima’: what will your Māori Language Moment involve?

Find out more at kauwhatareo. govt.nz.

learning online from home during Alert Levels 3 and 4.

Jamie made a QR code that her students could scan on their devices, linking them to Ngā Kete Kōrero where they could select the books they wanted to read. She sent this code to the students’ family journals on Seesaw.

“It took the pressure off whānau who aren’t confident in reading Māori because it reads it to them.”

Jamie also found the Atua resources on Kauwhata Reo useful when it came to their school production. “We used the images to help us to recreate an actual costume that the kids wore for our production.”

Jamie also uses Kauwhata Reo as a resource to help support her colleagues in English medium classes with teaching and learning te reo Māori. gazette.education.govt.nz

Jamie Taylor teaches a Year 1-4 bilingual class at Linton Camp School in Palmerston North.

Share your school’s Māori Language Moment | Te Wā Tuku Reo Māori They are very much on board with raising the profile of te reo Māori in the wider school community, she says.

Jamie would love to see a senior bilingual class introduced at her school. She says the bilingual approach is about so much more than learning te reo Māori.

“It’s not just about the language, it’s also the culture in the class. It’s a big part of the students’ identity. That’s really important and it’s quite noticeable in terms of the success of the tamaiti.

Once they feel safe and proud of who they are and what they’re doing – everything else in other areas is spiked up too. That’s what I’m in it for – and for te reo Māori.”

Jamie is looking forward to Te Wiki o te Reo Māori.

“We’re already planning our Te Wiki o te Reo Māori celebration. Last year we joined the hikoi in Wellington. How do I top that?! I think I’m going to ask the kids for their ideas.”

Schools have started to sign up to this year’s Māori Language Moment | Te Wā Tuku Reo Māori as they prepare to celebrate Te Wiki o te Reo Māori.

What you do for your Māori Language Moment is up to you. It could be as easy as playing a Māori language song, pausing to do the daily quiz in te reo, or starting lunch with a karakia. It’s an open invitation to celebrate te reo for a moment, a week, a month or even the whole year-round.

Sign up to take part in the Māori Language Moment here: tuku.reomaori.co.nz Share your Māori Language event here: reomaori.co.nz/events

TUKUTUKU KŌRERO | 7 September 2020

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LEARNING SUPPORT

The Village in Tauranga is one of 24 early learning services benefitting from the learning support approach taken by the Ōtūmoetai Kāhui Ako.

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LEARNING SUPPORT

On track

Supporting the move from early learning to school Ōtūmoetai Kāhui Ako in Tauranga is seeing the benefits of allocating a learning support coordinator to work across early learning services and with schools.

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n her role as a learning support coordinator, Vicky Wilson works across the 24 early learning services in the Ōtūmoetai Kāhui Ako to help the centres meet the learning support needs of their children and ensure they enjoy smooth transitions into primary school.

“I liaise with the centre managers to make sure they are up to speed with the processes – getting observations done, getting referrals in, accessing the right sort of support for the children, knowing what sort of support they’re going to need as part of the transition.”

Vicky says there is a real need for the sort of work she is doing.

“In terms of supporting early learning teachers I think there’s a lot of value in being able to go in and get those requests moving and make sure they’re happening.

“Because sometimes those things can be tricky and timeconsuming: you’ve got to have the conversations, you’ve got to gather the data, you’ve got to get the requests written.

Whereas one person can just keep it all together for them and keep it all on the right track.”

Indeed, it’s a system that appears to be working well. But it didn’t happen overnight.

A springboard for success Vicky’s role has emerged as the product of strong relationships formed between schools and early learning services in the Ōtūmoetai community.

Early learning has always been considered an integral part of the community. As such, the early learning services were engaged in the Kāhui Ako process right from the very beginning in early 2016 and were included in the PLD model.

Two early learning representatives sit on the Kāhui Ako advisory group.

Learning support has also been a high priority for the community from the outset, with the Kāhui Ako allocating one of its across schools teacher positions into a learning support role. They were therefore well placed to work in partnership with the Ministry of Education from late 2016 to help develop the Learning Support Delivery Model.

education at the time; these informed the features of the Learning Support Delivery Model.

“One aspect that began to emerge as one of the most important was the Learning Support Register,” says Theresa.

“The register helps inform the PLD needs, strategic planning and budgeting for your schools and centres.”

Because the early learning services were already an integral part of the Kāhui Ako, it made sense to introduce Learning Support Registers into the centres as well as the schools.

“The Learning Support Register is the glue between early learning and primary. By having those registers in the ECEs, it helped us with those transitions in terms of knowing who was coming into our school system.”

However, Theresa quickly discovered the workload of monitoring the Learning Support Registers for 24 early learning centres, in addition to those for the schools, was clearly too much for one person.

So it was timely to learn that they would be among the first tranche of schools to be allocated learning support coordinators. They reshuffled the allocated positions to allow the smaller schools that would benefit from a learning support coordinator to have one, and crucially, they allocated one of the learning support coordinator roles to work across the early learning services. Enter Vicky.

Recognising the importance of early learning “We always start with the philosophy that we start in early childhood,” says Theresa.

“And it’s a straight-from-the-heart philosophy – there’s nothing tokenistic about it,” adds Vicky.

“If you align the Learning Support Delivery Model and the Early Learning Action Plan they talk very much about getting to everything early. And one of the first priorities for the Learning Support Delivery Model is early intervention.”

Relationships are key

Theresa Rosborough, who was appointed to the learning support across schools role, was instrumental in this process.

Matt Simeon, principal of Pillans Point School and the Kāhui Ako learning support lead, says their successful approach stems from a foundation of solid, collaborative relationships between the schools and early learning centres.

Theresa says based on feedback from workshops, they identified five things that weren’t working well in special

“It comes back to that whole notion of trust. True relational trust.”

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Early learning teachers grateful for support Pip Jonathan is assistant centre manager at The Village, one of the 24 early learning centres in the Ōtūmoetai Kāhui Ako. Pip says it is great to have access to the expertise and support Vicky brings as learning support coordinator for early learning.

“It’s good to have that extra set of eyes to discuss any ‘wonderings’ we might have about a child. And it encourages us to have those courageous conversations with parents,” says Pip. It is often the children with mild learning support needs who benefit from having someone like Vicky there to discuss concerns, as these are the children who risk not accessing the support they require, says Pip. Vicky’s input is particularly useful when it comes to preparing children and their families for the transition from early learning to school, she says.

She gives the example of one child who required some support with mental health. “The parents were really confused about where to go and what to do. Having the learning support coordinator there to report info to the school really helped with that child’s transition.”

Pip is also grateful that Vicky will manage the Learning Support Register for all the early learning services in their Kāhui Ako, ensuring everything is entered consistently and correctly.

A parent’s perspective Lisa Chan had some concerns about her son Bentley starting school.

Lisa and her husband Lindsay are the owners and managers of the early learning centre Bentley attended, and Lisa’s mother works there too.

“So Bentley is very connected to our whānau and we knew separation from that environment could be a challenge for him. He also gets anxious and he likes to know what’s going on,” says Lisa.

“It had been identified that he might potentially struggle with transition – although he was unlikely to continue to struggle once he was settled at school.”

“Having someone like Vicky to help has been wonderful.

She worked as the intermediary between the centre, school and whānau and coordinated an action plan.”

The plan which outlined additional school visits, helped make Bentley’s teachers aware of his needs and suggested some tools to assist with his transition.

“He’s had a wonderful transition,” says Lisa. She says the school has been really supportive of the process as well.

“From a centre’s perspective, we see tamariki with many different needs. For the sake of tweaking a few things to meet their needs, I can’t see why wouldn’t we want to do that?”

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Education Gazette | 7 September 2020

In her new role, Vicky was able to build on Theresa’s work in establishing relationships with the centres. “I just started re-establishing those relationships – building their knowledge and building those relationships,” says Vicky.

She gives an example of her work with one of the centres.

“We’ve got a really good relationship in there. It’s one of the places I go into regularly and we have regular conversations about who is on the Learning Support Register; without mentioning names we’ll have conversations about children they’re wondering about, how to support them with getting the right information and sharing teaching strategies that I think will be beneficial.”

Working with agencies The emphasis on good relationships extends to working with agencies, Matt says.

“I used to explain Theresa’s role as a ‘relationship broker’. She was essentially brokering relationships with all of the different agencies out there.

“The biggest ‘aha!’ for me as a principal has been how many agencies are actually out there when you know how to get hold of them.

“The Kāhui Ako model allowed agencies that one-point entry. Rather than having to broker relationships with eight schools and 24 ECEs, they had one person to come to – and that one person had the relationship. It became a much smarter model,” says Matt.

Theresa agrees their approach has helped them operate more efficiently.

“One thing we’re finding with the register is that it isn’t so necessary to have a oneto-one situation. So if there were four children in early learning centres across the Kāhui Ako who had communication difficulties, Vicky would try to address that more efficiently.”

“It’s working really well,” agrees Vicky.

“The more we spend time together and the more relational we are, the better we are becoming at sharing that information.”

agencies and putting little people’s names on lists.

“In Ōtūmoetai we say, ‘it’s a community of care’. If the little one comes into our community of care, we take their hand and for as long as they need their hand taken, we go on through with them. And the reason we do that is the trust of our parents and whānau in the sense that they are happy to sign a consent to say, ‘Yes, we would like our child to be part and parcel of all that you do with them’.”

Leadership and vision Theresa says effective leadership and collaboration have also been instrumental in achieving their vision.

Matt adds that it is important to maintain continuity in the event of changes to school leadership.

Boards of Trustees are aware of the importance of what the Kāhui Ako is doing in this area, so they can factor this in when appointing a new principal, he says.

“When new principals join the Kāhui Ako we take a bit of time to explain the history – this is what we’ve done and why we’ve done it and this is what works.”

It’s also about sharing good practice.

Together with Robyn Barraclough from Whakatane Kāhui Ako, Vicky coordinates a network with other learning support coordinators in early learning centres in other Kāhui Ako. There are currently 11 members, and she is keen to help develop good practice in and beyond this group.

Supporting smooth transitions Ōtūmoetai’s approach is helping support smooth transitions from early learning to school.

Matt says having Vicky there to help guide the transition process for children with learning support needs has made the whole process much easier for whānau and the receiving schools.

“It’s all about, ‘I know you, and you know me’; it’s bringing the families in so they can say, ‘These guys have got it, they know what they’re doing’.”

“We’re taking the whole family on the transition journey,” agrees Vicky.

Within the parameters of consent and privacy

Flexibility is also important when it comes to transitions.

Of course, when it comes to sharing information, it all has to be done within the parameters of consent and privacy.

“The school transition model is typically two visits, but some families need a little bit more than that,” says Theresa.

“If Vicky thinks they need six weeks’ transition, she’s able to say to the school, this one might need to pop over the fence a few more times.

“It’s not just a matter of just looping in early learning – the centres have also had to be brought on board with all that the Learning Support Delivery Model entails, things like privacy protocols, Memoranda of Understanding,” says Theresa.

“We had to get through all of that historical misunderstanding around

“It’s being relational, it’s being flexible, it’s being able to know the child from an early time and follow them through as much as you possibly can.”

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LEARNING SUPPORT

Pillans Point Principal Matt Simeon, Learning Support Coordinator Vicky Wilson, and Across School Teacher Learning Support Theresa Rosborough.

“It’s all about, ‘I know you, and you know me’; it’s bringing the families in so they can say, ‘These guys have got it, they know what they’re doing’.”

Matt Simeon

gazette.education.govt.nz

TUKUTUKU KŌRERO | 7 September 2020

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ONLINE LEARNING

ClassroomNZ2020: A back-up resource in the age of Covid

A Whakatane secondary school has made good use of the online learning platform ClassroomNZ2020, ensuring that teaching and learning continue amid the disruption caused by Covid-19.

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hen Covid-19 re-emerged in the community in August, Trident High School deputy principal Tui McCaull wasn’t worried about how their senior secondary students would continue learning from home if that was required again.

“We’ve been given access to this fantastic online learning platform ClassroomNZ2020.

I had no concerns because everybody knew exactly what they were doing,” says Tui, who teaches health at the coeducational secondary school in Whakatane.

Free to use To ensure teaching and learning continue amid the disruption caused by the Covid-19 pandemic, the Ministry of Education has made ClassroomNZ2020 available free to schools, kura and wharekura since June.

The platform has a range of online NCEA courses developed by Te Aho o Te Kura Pounamu (Te Kura). Since mid-August, resources for Years 7–10 have also been made available to schools.

“Through ClassroomNZ2020, we are providing schools with an optional resource that can supplement their existing learning programmes, and which can be used by learners and teachers remotely as well as within the school setting,” says Pauline Cleaver, the Ministry’s Associate Deputy Secretary, Early Learning and Student Achievement.

Around 20,400 students and teachers from 100 schools and kura across the country have been set up to access ClassroomNZ2020 to date. Another 110 schools and kura have registered their interest to access the online resource.

Trident High School student Caisley Edwards and teacher Adelaide Roper have found ClassroomNZ2020 a useful resource in the face of disruption to the school year.

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ONLINE LEARNING

“Using the site is easy as. The lessons and workbooks are also easy to understand and follow.”

Caisley Edwards

In response to Covid

working on’ and they can work from home.

Trident High was among the schools that signified interest early on.

“Having another trusted resource in my teaching kete that is aligned with The New Zealand Curriculum helps with our own anxiety levels and workload too. Hopefully, we’ll still have access to it next year.”

“Our school’s senior leadership team expect continued disruptions over the coming months due to Covid. So that was a key reason for our school signing up to ClassroomNZ2020,” McCaull explained.

Like tens of thousands of students across New Zealand, students at Trident High transitioned to distance learning overnight when the country moved into Alert Level 3 and then 4 in March. The school’s teachers also had to quickly adapt their teaching practices to the new reality forced by the global pandemic.

Blended approach To mitigate the drastic impact of potential disruptions, Trident High is maintaining the blended approach to learning – a mix of face-to-face as well as online learning – that it adopted during lockdown earlier this year.

“Some of my students were able to keep up with the work during lockdown, while others didn’t because of family circumstances or other reasons. ClassroomNZ2020 has supported me in dealing with the mixed ability in the classroom and in providing individual learning plans for my students,” says Adelaide Roper, who teaches health and physical education at Trident High.

“Some of the students were worried they had fallen behind. But having an extra resource like ClassroomNZ2020 meant I can assure them, ‘Here is your learning plan, this is what you’re

A lesson to support NCEA Level 3 Health. gazette.education.govt.nz

Easy to access For students, ClassroomNZ2020’s main appeal is its accessibility.

Students can access the online courses in which they have been enrolled by their teachers, whenever and wherever they are, says Skyla Stadnyk, a Year 13 student at Taieri College in Mosgiel.

Once a week, Skyla works in a vet clinic as part of her Gateway training.

“With ClassroomNZ2020, I can go home at the end of the day without feeling anxious that I missed valuable class time. I don’t get behind on schoolwork because I can log in and do it at home in my free time,” she says.

Taieri College student Skyla Stadnyk likes the flexibility of being able to use ClassroomNZ2020 at school and at home.

“I also think it will be helpful when I prepare for the end-of-year NCEA externals.”

some schools are using ClassroomNZ2020 to supplement their curriculum content.

Caisley Edwards, a Year 11 student at Trident High, says the platform’s user-friendly features make it a handy learning tool.

“ClassroomNZ2020 is more of a back-up. We use it alongside existing learning programmes and to alleviate any anxiety students may have about missing classes and falling behind,” says Kat Nichol, who teaches agriculture and horticulture at Taieri College.

“Using the site is easy as. The lessons and workbooks are also easy to understand and follow,” she says.

Supplementing the curriculum With blended learning becoming the norm for at least a while in the current Covid world,

“As a teacher, I feel confident that with ClassroomNZ2020, my students have what they need that sets them up to do well in their courses.”

A ClassroomNZ2020 maths lesson for Year 7 to 10 students.

TUKUTUKU KŌRERO | 7 September 2020

13

PAY EQUITY

The joint team of Ministry of Education and NZEI Te Riu Roa staff is investigating the school administration support staff and kaiārahi i te reo pay equity claims.

Hitting the road for pay equity

Pay equity means that people are paid the same for doing jobs that are different but of equal value. But who decides that someone isn’t being paid fairly?

R

ebecca Wilson knows how diverse the roles are of the 10,000 administrative staff working in our schools and kura. A senior analyst on the joint NZEI Te Riu Roa and Ministry of Education pay equity project team, Rebecca is investigating if the predominantly female administrative workforce in our schools is undervalued and underpaid.

In June the Ministry and NZEI kicked off the investigation and assessment stage of two pay equity claims – one for administration support staff and one for kaiārahi i te reo – that NZEI made on behalf of its members.

A lot of complex work goes into the joint pay equity process. Firstly the teams comprising of Ministry analysts and NZEI members (who are administrative staff themselves), interview the claimants.

“We are trying to find out about the responsibilities, skills, demands and working conditions of school administration staff in New Zealand,” explains Rebecca.

“We interview to try and gain thorough insight into the role beyond what we would get from a job description.”

After randomly picking 40 schools that represent the different types of school and kura in New Zealand, says Rebecca, they visit

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the schools to talk with people in a range of roles, from receptionists and accountants to Gateway coordinators and property managers.

“We also chat to their direct supervisors to get their perspective on the role,” she adds.

A month into the process, Rebecca says the team’s work has confirmed the extensive range of roles that exist in schools. “It’s a really diverse group and the support they give their schools, colleagues, students and beyond is amazing,” she explains.

“The thing I love the most is getting to go out to schools and learning about the roles directly from the people doing the work.”

Rebecca Wilson

First kaupapa Māori pay equity claim Kahu Haimona is an analyst for the kaiārahi i te reo claim. Kaiārahi play an important role in the education workforce, working alongside teachers to support Māori language and to advise on tikanga. They are recognised for their involvement within the community and their knowledge in te reo and tikanga.

Kahu says she loves ‘being part of this kaupapa Māori process, the very first pay equity claim to affect a kaupapa Māori workforce, and listening to all the kōrero about what kaiārahi i te reo do.’

Focus on less-visible skills Once they finish with the interviews the teams will look at the data they’ve gathered. They will identify the responsibilities, skills, demands and working conditions of administrative support staff and kaiārahi with a focus on the skills that are less visible, and not always recognised.

These can be so-called ‘soft-skills’, such as emotional effort, communication and social skills, taking responsibility for the wellbeing of others, cultural knowledge and sensitivity.

Alongside the information gained from the interviews, the analysts research the historical movement of women into the paid workforce gazette.education.govt.nz

PAY EQUITY

The five key stages of the pay equity claim process: 1. Raising the claim: NZEI Te Riu Roa, the union representing administration support staff and kaiārahi i te reo, notify the Secretary for Education that, because most people working in these occupations are women, their work is likely to be undervalued and underpaid. and collate and analyse data from job descriptions, collective agreements and other relevant documents.

Picking comparators The next step is choosing comparators. These are male-dominated professions, which can be very different from those of the claimants but require similar degrees of skills, responsibilities and effort.

The team will undertake the same analysis of the skills, responsibilities, conditions and effort requited to do the comparator work as they’ve done with administration staff and kaiārahi, and then compare earnings of claimants and comparators.

If they find in their analysis that the work of the comparators requires the same or similar level of skills and responsibilities, while the claimants earn less money, they will conclude that they are underpaid due to gender-based undervaluation. The parties would then negotiate a fair pay settlement.

“The thing I love the most is getting to go out to schools and learning about the roles directly from the people doing the work,” Rebecca says.

“It’s great to have the claimants directly involved in the process and to get to meet some of them.

“It’s also a process that I really believe in so it’s exciting to be involved in working towards pay equity for women and breaking down perceptions of roles.” gazette.education.govt.nz

2. Investigation of claimant role: Ministry and NZEI Te Riu Roa look at job descriptions and talk to school administrators/kaiārahi i te reo, supervisors and principals to learn more about the work they are doing. They look at their skills, responsibilities, working conditions and demands.

3. Investigation of comparator roles: They research male-dominated occupations where similar skills, responsibilities, working conditions and demands are needed.

4. Assessment/analysis of evidence: They then compare the skills, responsibilities, working conditions and demands of administration support staff/kaiārahi and the comparator occupations, and look at how much each group is being paid for their work. Then they decide if the staff in those occupations mostly done by women are paid less than staff in those mostly done by men.

5. Settlement: If they find there is no gender-based discrimination the claim is denied. If they find there is gender-based undervaluation the parties will negotiate a settlement with fair remuneration. From November, all employees covered by the claim vote on whether to endorse the proposed settlement.

The new Equal Pay Amendment Act Parliament has passed a new pay equity framework, designed to provide a practical and accessible process to raise and consider claims of systemic sex-based pay undervaluation in pay in female-dominated occupations. The Equal Pay Amendment Act comes into force in November.

Once a claim for an occupation is raised, all people performing the same or similar work as these employees will be covered by the claim, unless they chose to opt out. The Ministry will be in contact with everyone affected by the current claims to inform them of their rights under the new legislation. In preparation for this, please ensure your payroll administrator has your up-to-date contact details, including email address.

TUKUTUKU KŌRERO | 7 September 2020

15

SLEEP HEALTH

Sleep and student wellbeing A Christchurch student is highlighting the issue of insomnia in young children and wants schools to include sleep education in the curriculum.

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n June, Christchurch Girls’ High School student Neela van Gerwen wrote to Secretary for Education Iona Holsted suggesting that primary schools should teach students about sleep issues.

Between the ages of seven and 10, Neela suffered from chronic insomnia and she wrote that it would strongly benefit young children if primary schools talked about how to prevent insomnia and other sleep issues.

Neela was fortunate that her mother, Jay van Gerwen, researched a range of strategies, which have mainly helped her overcome insomnia.

The Year 9 student says that she now has the occasional bad night, but is now much better at dealing with it.

“I would have three months where I was really bad on and off. It was very frustrating and tiring because I would dread going to bed because it would be such a stressful environment.

“Normally people look forward to going to bed, but back then I would do everything to try to avoid going to bed because I just found it one of the hardest things to do to get to sleep. I was often tired and upset and very emotional in the mornings.”

Endless cycle of insomnia Neela says stress and anxiety are key causes of insomnia and can become an endless cycle.

“I might be thinking about the next day and seeing the time and thinking ‘Oh my gosh, it’s been an hour, I’m not going to get enough sleep, I’m gonna be so tired in the morning and I won’t be able to function properly and I won’t be able to go to school and learn anything because I will be falling asleep’. And that just makes the problem so much worse.”

She was prescribed melatonin, which works well for her and which she still occasionally uses. However, she also has a toolkit of strategies that see her generally getting a good night’s sleep.

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“First I found that moving my clock was the best thing.

It would just stress me out so much seeing the time on my clock, so I moved it off my bedside table and put it under it.

It’s still there so I can check what time it is in the morning but when I roll over, it’s not right in front of my face,” she says.

Neela’s sleep strategies » Affirmations: write on a piece of paper things like ‘I will fall asleep, ‘I will get plenty of sleep’, ‘I will get to sleep eventually and I will be fine’. Put them on the wall by your bed and repeat them. » Breathing techniques: breathe in for four seconds, hold for seven and then exhale for eight seconds. » The reading technique: if you haven’t gone to sleep after about 20 minutes, get up and read for 5-10 minutes and then go back to bed. Repeat until you fall asleep. “This one has worked the best for me. When you read in bed and put the book down and go to sleep, your brain is like: ‘I thought this place was for reading’, so it’s not properly turning off,” says Neela. » Meditations and mindfulness: Try headspace.com or hypnosisdownloads.com. gazette.education.govt.nz

Neela and her mother Jay, who helped her overcome insomnia when she was younger. Photo credits: Marcus van Gerwen.

“Normally people look forward to going to bed, but back then I would do everything to try to avoid going to bed because I just found it one of the hardest things to do to get to sleep.”

Neela van Gerwen

Neela’s letter Secretary for Education Iona Holsted asked Education Gazette to publish the letter, with Neela’s approval: 19 June 2020 Dear Ms Holsted, My name is Neela van Gerwen and I am 13 years old. From the age of 7-10, I had chronic insomnia. I would lie in bed for hours. Not being able to sleep without knowing what I was doing was making it worse.

It would strongly benefit young children if primary schools talked about insomnia and other sleep issues, and how to prevent them. How much sleep is needed is covered with other things such as keeping yourself healthy, but we aren’t taught what to do if you can’t get that sleep you need. Luckily my Mum thoroughly researched insomnia for me, which is mostly how I overcame it.

Neela, aged 7.

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Including one or two health lessons on sleep issues could reduce primary school students

experiencing ongoing loss of sleep. This could be about the association in the mind between your bed and sleeping. Your mind makes connections and you want the connection to your bed to be sleeping: not going on your phone, or staying awake and reading, but sleeping.

Covering other techniques such as breathing patterns (inhale for four seconds, hold for seven, exhale for eight), affirmations and meditation would be so helpful for preventing hours of lost sleep in primary school students.

I would love to see some changes in the way we educate children about sleep issues, and especially in stressful times like these: many children are struggling to get to sleep and not knowing what to do.

Yours sincerely Neela van Gerwen

(Abridged)

TUKUTUKU KŌRERO | 7 September 2020

17

SLEEP HEALTH

Sleep problems increasing in the young The area of research into children, young people and sleep is growing, but studies indicate that insomnia and sleep problems are increasing in children and young people around the world.

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t’s hard to pin down how widespread sleep problems are in pre-adolescents, says Dr Dee Muller, from Massey University’s Sleep Wake Research Centre, but research from overseas and New Zealand indicates that 25 to 30 per cent of children appear to have issues with their sleep. She agrees with Neela van Gerwen that sleep health should be taught in schools.

“The other area of concern is that sleep issues are associated with poorer mental health outcomes, including anxiety, low mood and attention difficulties. Research also indicates that insufficient sleep duration seems to play a role in the risk of obesity. And obesity is a growing issue for our young people,” she explains.

University of Otago research Sleep and pre-bedtime activities in New Zealand adolescents (lead researcher, B Galland) surveyed over 4,000 young people and found that 39 per cent of adolescents who took part were getting less than the recommended hours of sleep; 57 per cent reported poor sleep quality.

Sleep, healthy food and exercise make up the three pillars that are needed to be healthy mentally and physically from childhood, says Dee.

Three pillars of health

This is why she thinks education about sleep should begin in early childhood education and continue through to secondary school.

“I think that sleep should be included more in children’s education and I absolutely think it “The evidence is a bit mixed, but children could be included right from the beginning in and young people may be getting the ECE curriculum through the primary less sleep than they used to. This years and through secondary school – in highlights why it’s so important different forms. I think we could build that children are taught on the story about sleep throughout Visit the online the curriculum.” about sleep. Sleep changes version of this developmentally over time Sleep crosses the sciences and article for more in your first 20 years of life, health curricula, says Dee. “If you sleep health so understanding those understand how sleep works, that resources. normal changes is really makes more sense in relation to the important for children. general guidelines about what we

Sleep changes in first 20 years

“For children and adolescents sleep is really important for development. It plays a huge role and is why babies spend so much of their day and night sleeping. It’s really important for our developing brains and bodies.

“There tends to be quite a significant change in sleep patterns for a lot of young people when they move from pre-adolescence to adolescence because it’s very common for your body clock to shift,” says Dee.

Multiple aspects to sleep health Sleep health is a fairly new term which recognises there are multiple aspects to sleep including getting enough sleep, quality of sleep and efficiency of sleep – being able to fall asleep, sleep continuously and get back to sleep easily in the night.

Dr Dee Muller says children and young people may be getting less sleep than they used to.

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“What we find, which is a particular concern for children at school, is that not sleeping well can really affect how easy it is to learn.

It impacts concentration and memory.

Research backs up that we see poorer learning outcomes when there are sleep issues for children sometimes.

can do to support good sleep health.

The nuts and bolts of how sleep works is really interesting from a science perspective.

“I’m biased, but really, sleep impacts every aspect of our waking day – we all sleep, we all need to sleep and if our young people were better informed about sleep, we could see some really long-term, positive impacts further down the track,” she says.

Devices and anxiety International evidence backs up a connection between technology use and sleep.

“Technology can be great, but like anything in relation to sleep, you need to be mindful of timing. The timing and consistency of what we do when we are awake all make a difference to our sleep.

Anxiety is another big issue for people who suffer from insomnia, says Dee. “If you tend to be someone who overthinks things, then it can be really difficult to go off to sleep, or to go back to sleep easily in the night.”

Supporting young people to use strategies to help minimise the impact of worrying can be really helpful. gazette.education.govt.nz

“If our young people were better informed about sleep, we could see some really long-term, positive impacts further down the track.”

Dr Dee Muller “One strategy that can work quite well is setting aside a time earlier in the day – say sometime between finishing school and before bed – to have a little worry time. Check in with a trusted person in your life to talk about anything that is worrying you or to write it down in a journal and then set it aside. So that if those worries come back to you in bed, you can think ‘No – I will go back to them tomorrow at 5pm’.”

No blame and more education Dee says it’s important not to lay blame with young people (and adults) about their sleep habits because people can feel judged and that’s not going to help with sleep problems.

“Sleep is a tricky thing – you can’t actually make yourself sleep.

You can create the environment that’s really conducive to sleep, because as Neela beautifully wrote: you want positive associations with going to bed: not associations with doing your homework in bed or getting a hard time on social media in your bed.

“It’s a great learning opportunity for children. There could be some online resources developed as well as face-to-face teaching in class. It can be quite fun to track your sleep. It can be really powerful if you are learning about sleep and use a simple sleep diary to mark down when you go to bed, go to sleep and wake up and look at that pattern of sleep across the whole week,” says Dee.

Curriculum links and resources Sleep health education aligns with the Personal Health and Physical Development strand of the Health and Physical Education learning area of The New Zealand Curriculum.

Learning in this strand focuses on the personal health and physical development of students.

Students develop the knowledge, understandings, skills, and attitudes to meet their health and physical activity needs, both now and in the future. They learn about influences on their wellbeing and develop self-management skills that enhance their health.

Supporting resources A mental health education resource brought to schools by NZCER and the Ministry of Education contains some relevant information and teaching ideas about sleep, sleeping patterns, and the relationship between these and mental health.

The resource, ‘Mental health education and hauora: Teaching interpersonal skills, resilience, and wellbeing’ is being distributed to all schools with students at Year 7 and above.

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MENTAL HEALTH

Schools welcome wellbeing resource Feedback from schools about a much-needed mental health education and hauora resource has been extremely positive.

“

I have to say I am incredibly impressed with this resource; it is always out on our shared desks for our department to share and utilise. I feel this is really needed in schools.”

That’s what Lorraine Barton, a health and physical education teacher at Whangarei Girls’ High School, had to say about a mental health education resource that is being distributed to all schools catering to Year 7 and above, as well as Teen Parent Units, Activity Centres and RTLB clusters.

The book, titled Mental Health Education and Hauora: Teaching Interpersonal Skills, Resilience, and Wellbeing, was published

by NZCER in recognition of the increasing

importance placed on young people’s mental health and wellbeing, particularly in the wake of Covid-19.

But I was wrong; this is an excellent resource that covers so many things in a safe and appropriate way.”

The introduction notes that many of today’s young people are grappling with complex social, cultural, and environmental conditions which affect their mental health. It points to evidence that learning about mental health can have a positive protective impact on wellbeing.

Lorraine believes there exists a real fear in schools of saying and doing the wrong thing.

Aligned with the health and physical education learning area in The New Zealand Curriculum, the book aims to enhance learning in four broad areas: personal identity and wellbeing; communication and relationships; social issues and social justice; and health promotion and action.

Initial scepticism overcome Lorraine was initially sceptical of the resource.

“When I first saw it, I thought, ‘Oh no, here we go, another textbook warrior book about mental health by people who don’t get it.

“Many schools, including mine, still understandably have an immense fear surrounding talk about mental health.

Something has to change and education is a great start.

“This resource equips teachers with activities and resources from which they can create safe discussion and a depth of learning so that we all have a better understanding of what mental health is.

Lorraine says that building understanding about mental health can only serve to build compassion in the long run, to take away the stigma and to hopefully enable students who need it to know how to access help. She says it can also help fellow students to recognise signs

Gazette’s video series on wellbeing Hop onto the Gazette’s YouTube channel to check out the Education Gazette’s latest video series on wellbeing and hauora.

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gazette.education.govt.nz

MENTAL HEALTH

“Many schools, including mine, still understandably have an immense fear surrounding talk about mental health.

Something has to change and education is a great start.”

Lorraine Barton

in themselves and others that things may be a bit ‘wonky’ and to just build a community of care and understanding.

Knowledge important Lynfield College’s health and physical education faculty leader Kat Wells co-authored the book.

She agrees it’s a useful tool to help create safe spaces to explore these topics.

“It’s really important for students to have time to explore concepts such as identity and to learn more about mental health and wellbeing both in terms of themselves, their friends and whānau and society as a whole.

“The activities allow them to investigate both contributing factors and strategies and how to take action for themselves and others. This is a crazy year and this knowledge is even more important for our young people than ever.”

“We thought it would be a cool project to update and republish it so more teachers could access it,” says Kat. The Taking Action resource comprises just one of four chapters in the book.

“We just kept thinking of more great stuff to include and it snowballed!”

The book started out when Kat and coauthor Katie Fitzpatrick decided to update the highly sought-after, out-of-print resource Taking Action: Life Skills in Health Education

by Gillian Tasker, Rosemary Hipkins, Polly Parker and Jenny Whatman (1994) Wellington: Learning Media.

Kat says the resource is flexible enough for teachers to adjust content to suit the needs of their students. It’s most useful in Years 7 to 11 but can be adapted for younger or older students. It also includes background links and reading for teachers to develop their knowledge.

Supporting wellbeing in schools To support Mental Health Education, the Ministry of Education has partnered with the New Zealand Health Education Association to provide learning units showing how different lessons can be combined to respond to the needs of students, with further units to be released.

The Ministry will also be releasing a short video and teaching units to support the book’s activities. Teachers, parents and whānau can access these resources along with a free downloadable PDF of the book via The New Zealand Health Education Association website.

Curriculum leads The Ministry is planning for up to 40 new curriculum leads to be in place from term 2, 2021 to educators in schools, kura and early learning services to implement high-quality curriculum wellbeing initiatives.

The Ministry will be talking to educators, school and early learning leaders, boards, parents and whānau about how these roles could

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work, and how they could best support quality wellbeing teaching and learning, before these leads commence work.

These curriculum leads are among a series of new national and local initiatives to support the wellbeing of children and young people.

Others include greater access to guidance counsellors in large secondary schools and kura, and more funding for local community organisations to support primary and secondary students in areas most impacted by the economic effects of Covid-19.

Urgent Response Fund An Urgent Response Fund will also provide immediate support to schools and kura to improve attendance, and to help manage any learning, social, emotional, mental, or other wellbeing needs directly related to Covid-19.

A teacher’s role in supporting mental health is through teaching and learning. Referral pathways within schools for specialist support should be accessed for students and staff as needed.

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DIVERSE LEARNING

Focus on life skills helps students find success A flexible approach to different learning needs at Te Aroha College’s transition centre may include starting the day with yoga and mindfulness, followed by reading, writing and maths.

Trap building in Enviro class.

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Education Gazette | 7 September 2020

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DIVERSE LEARNING

Learning social skills/group work with the Body Signal Game.

Restoring second-hand furniture for the transition centre.

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here is a strong focus on life skills at Te Aroha College’s transition centre where students spend time baking in the kitchen, helping in the vegetable garden or with the chooks or guinea pigs in the class’s cosy home on the school grounds. Students may move between the transition class and mainstream classes during the school day, says deputy principal, Samantha Mortimer.

Meeting social and emotional needs

“We’re quite flexible – some of them might only come for part of the day, and then we slowly try to build it up. One boy comes until about lunchtime – we were hoping he would come more full-time from this term, but lockdown has put us back.”

In 2018, the transition class was moved onto the school campus with a tight team including Samantha, teacher aide Katja Wotherspoon and the school guidance counsellor Joseph Hartzenburg.

Samantha says that most students in the class do not fit into the alternative education model but may present with a mixed bag of learning disabilities, neuro-diversity, specific social and emotional needs and mental health issues.

Anxiety and mindfulness “We have a number of students with issues including autism, anxiety, gender identity, shyness, dyspraxia, low learning levels, intellectual disabilities, deafness, and being out of school for a long time. The thing most of them have in common is anxiety, but many are on the autism spectrum as well.”

Students work on social and emotional development as many find it difficult to express, understand and manage their emotions.

“So they start their day with ‘How are you feeling?’ and some mindfulness activities. They do a health check list for themselves. For one deaf student it’s ‘Have you got your hearing aids? Are the batteries working?’ For some of our kids it’s ‘Have you brushed your teeth?’”

Te Aroha College, located in the small rural town of Te Aroha, northeast of Hamilton, had noticed that a number of students weren’t suited to a mainstream school environment. In 2016, with strong support from the Board of Trustees and principal, Heather Gorrie, the school began working with an offsite alternative education provider.

Samantha remarks: “Having the right staff is key and we are so lucky to have Katja – she is the driving force!”

They also work closely with the school nurse, learning support coordinators, RTLBs, Northern Health School and Oranga Tamariki to try to meet the individual needs of the students and their families.

“When we talked to the students and their families, they often felt that mainstream school was not really the right place for them initially.

Some of them wanted to work in smaller groups, which we already did with teacher aides, but we felt these students needed more life skills, as well as more work around developing and meeting their social and emotional needs.

“One of the great things about having the centre fully integrated within school is that the students can go to the different classes they feel confident in. One of our Year 13s joined us recently – she has got Level 2 NCEA, but Level 3 was a bit too much. She’s doing a few mainstream classes, but the rest of the time she is in the transition centre because her levels of anxiety were so high that she was just making herself miserable,” explains Samantha.

“One of the great things about having the centre fully integrated within school is that the students can go to the different classes they feel confident in.”

Samantha Mortimer gazette.education.govt.nz

TUKUTUKU KŌRERO | 7 September 2020

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DIVERSE LEARNING Building bird feeders in Enviro class.

Catching up While students in the transition class may not have academic issues, many have missed a lot of school.

“A number of our kids read lower than where they should.

They probably do have some learning needs as well but they have also missed those big chunks of learning and are catching up. Not all of our students go back into mainstream, but some of them go back full-time and nearly all of them are somewhat involved in mainstream classes as well. We want all of our students to find success.

That’s our goal really,” says Samantha.

The transition class hasn’t been a good fit for some students. “That’s okay; there’s a bit of stigma and they don’t want to be there. They didn’t see themselves as needing that support, which is a shame, because if they gave the place a chance, they probably would have thrived. But some of our kids really need a place where they feel like they belong.”

Different goals for each student Goals for students at the transition centre may vary from turning up to class to being able to use the toilet at school.

“Our staff are really well trained in diffusing situations – they know the kids so well. One boy has massive issues with touching anything – he wouldn’t use the toilet, but now he does. He still wears gloves, but we are slowly working with him. I think it’s about trust and knowing that if there’s a problem we are firm but fair and will talk it out.”

Another boy on the autism spectrum is a top academic student but found mainstream school too overwhelming and is now in the transition class.

“He might not be able to work at the exact level but he can still use Google Classroom and do all the work the other kids are doing. I’m really hopeful that he will be able to go back into mainstream – just not at the moment.”

Flexibility important

Student kōrero Dharma (15) has been in the transition class for about a year and a half. She was curious about the centre and says it seemed like a nice place.

“I didn’t have any goals when I started, but I was able to concentrate. It has given me hope – I have been able to do my work without getting harassed.

“I have been able to make friends. I feel I have progressed – I am more talkative and more sociable. It’s a lot easier to think. It’s better than mainstream, trust me,” she says.

For Connor (18) the transition class feels like home. “It feels like we have our own house and our own room. It’s been helpful for my learning and my schooling. It’s a good place. There’s less noise, fewer arguments and fewer students so I am able to focus better.”

Connor likes making drinks for people when they arrive, or if he thinks they are feeling cold. He says that arriving on time, regular attendance and completing tasks like Mathletics have all been helpful improvements from being in the class.

Robert (15) had been in the class for a month and was already proud of completing two Te Kura workbooks. “It’s less distracting, less judgemental and we do more speaking. It feels homely, less people, less noise and more practical things to do.

“I have set a goal to achieve NZ Cert for Supported Learners Level 1, to improve my reading and spelling and get better attendance,” he says.

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In 2019 a student who had not been in education for just over a year decided, along with her family, that the transition centre would be the best place for her to restart her schooling.

“On the day she enrolled we took her over to the transition centre – it was like she had been there for years. Over time she slowly moved into mainstream classes starting with English, then adding maths, then the rest of her core subjects. Finally, after lockdown, she decided that she was ready to transition into mainstream full-time, even doing PE, which she had previously refused to participate in.

“One of our students, a boy with some learning disabilities, is never going to go into mainstream classes full-time, but he absolutely loves robotics and so he goes into a robotics class with Year 10s.”

Measures of success A former student from the transition class has now left school and volunteers at the SPCA –that’s success to Samantha.

“We have to think, ‘How can we support you to leave the centre, support you to get a job? What agencies can we use?’

“We have to understand that success will look different for each person. One of our students at the moment could go to university. But for me, it’s about everyone having the opportunity to contribute – that everyone feels like they have a role and are an active member of society,” she says. gazette.education.govt.nz

DIVERSE LEARNING

There is one rule: ‘We look after each other here at Hora Hora School’. From left: Manawa, Robert, Makareta and Reipae.

Looking after each other at Hora Hora School H

ora Hora School in Whangarei has established Te Manu Aute Trust to provide flexibility and raise funds for several initiatives which aim to help tamariki at the school.

“We have one rule: ‘We look after each other here at Hora Hora School’,” says principal Pat Newman.

introduced a programme of trusted role models and mentors who deliver art or sewing or woodwork/sculpture tuition to small groups of eight to 10 tamariki. They have all been identified as having challenging behaviours which can range from total withdrawal through to violence.

“That means we take all kids, including those that other schools exclude. We get a lot of children who are at the high end of behaviour and also a lot of children suffering from trauma and abuse at various levels.”

Hora Hora School also has a big focus on cooking, with a local poultry farm donating about 900 eggs a week.

“Having mentors is the most effective practice for children who are suffering from abuse and trauma,” says Pat.

The first initiative funded by the Trust was an early childhood transition programme that identifies children who are not ready for school and scaffolds their transition from early childhood education into a new entrant environment. The Trust is eager to broaden its transition programme, possibly to other schools with similar needs.

“Rather than a breakfast programme, the kids are cooking regularly through the day. They are learning skills which they can use at home and are also producing food. It’s a nice way to get around the fact that a lot of our families were having trouble with food and it is very educational. It’s covering a multitude of things – it’s exciting.

The Trust gained funding for a trial on counselling tamariki who have experienced trauma and abuse. After some research, the school

“There is still challenging behaviour in the school, but it’s had a huge calming influence and it’s helped the children’s learning.”

gazette.education.govt.nz

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NCEA

What’s happening with digital exams?

We ask Andrea Gray, Deputy Chief Executive Digital Assessment Transformation, NZQA for the latest update on the delivery and direction of digital NCEA exams.

Where are you at with delivering digital NCEA exams?

This year NZQA is offering 58 digital NCEA exams across 21 subjects at all levels. Last year around 200 schools participated, with more than one in 10 students sitting at least one digital exam. We are currently delivering most of the text-based subjects.

For harder to digitise subjects, like maths and sciences, we need to develop credible assessments with a good user experience before we offer them.

Andrea Gray.

What’s the longer-term vision for delivering digital exams? Why does it matter?

Most jobs require digital skills. How we assess students’ learning needs to reflect the digital world they live and learn in, supporting their transition to work or further study. Our vision is to offer digital exams that are authentic, relevant and credible.

We also know new ways of assessing will support innovative teaching and learning and drive equity of NCEA outcomes for Māori and Pacific students. This includes different ways of asking questions and students showing what they know and can do.

Students at Rongotai College embrace digital assessment.

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What is most important to deliver a successful digital exam experience?

To do their best work in the exam, students must be familiar with the device they are using and be experiencing digitally enabled teaching and learning. They must be familiar with the exam platform, including using features like spellcheck or toggling between te reo Māori and English for translated papers, The school network and internet connectivity must be secure and reliable, and students need connectivity beyond the school gate for learning and assessment.

As schools scale up their use of NCEA Online, we are working with Network for Learning (N4L) and the Ministry of Education, focussing on security, reliability and performance from the exam platform to the student’s device. $49 million is being spent over four years on ICT and cyber security support.

What difference has Covid-19 made?

Many schools increased online teaching and learning in their response. Covid-19 has highlighted that NCEA Online could support a more flexible approach to teaching, learning and assessment. For example, NZQA has research projects exploring options for exams being offered at different times of the year and remotely supervising exams.

What sort of investment is involved?

Almost $39 million over four years will enable NCEA Online to continue to grow and become embedded as digital learning increases.

When will all exams be delivered online and there are no paper exams?

We have no definitive date but we expect digital exams will be routine for most schools in two to three years. Ninety-seven percent of students who responded to our 2019 survey found it an overall positive experience and they may drive demand.

What other things are you working on to deliver in the future? » How we can integrate tools used by Special Assessment Conditions students into the exam platform so more of these students can be examined in the same way and place as their peers. » A new student interface for the exam platform, to implement from 2021, to give a better user experience generally, including for those with undiagnosed learning difficulties who work best on a computer. » Starting on 31 August, for the first time, using the NCEA Online platform to facilitate access to some subject association practice exams, and we will further develop this service for 2021. » A trial to provide audio which complements text in a digital Te Reo Rangatira assessment to reflect the oral learning experience and the traditions, and research into te reo Māori text to speech and spellcheck. » Trials of prototypes of new types of mathematics and statistics digital assessment activities.

See the NZQA website for more information about the direction digital assessment is taking.

What’s your message to schools that have yet to start offering digital exams?

When you are teaching digitally, start small and scale up, and work with NZQA and N4L to get the right supports.

gazette.education.govt.nz

TUKUTUKU KŌRERO | 7 September 2020

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SCHOOL CULTURE

Year 4 student Kayla and Year 1 student Arianna explore lava lamps during breaktime Science Club at Mairehau Primary School.

Huakina Mai

– a whole-school approach to wellbeing and belonging The Huakina Mai approach of adopting a Māori world view allows schools to see all learners in a positive light, setting the tone for positive relationship building across the whole school community.

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t’s a cool Canterbury morning and Mairehau School principal John Bangma is excited. He has just met with a new entrant, a little girl with severe cerebral palsy, and he can’t wait for the whole school to join her learning journey.

“We’re really looking forward to her starting because of the benefits that all our children will get from having her in our school. Just by being herself, she will quickly teach our children about caring, tolerance, understanding, acceptance of difference; all traits we cannot teach from a book.”

Creating a sense of belonging Mairehau School prides itself on being inclusive – “it’s something we work really hard at” – and follows the Huakina Mai model, a strengths-based,

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mana-enhancing approach designed to build and maintain a positive school culture.

It’s a culturally responsive approach to supporting positive behaviour in order to effect wellbeing and achievement, and was developed to address the over-representation of Māori tamariki in stand-downs, exclusions, underachievement statistics and referrals to special education support. And it’s working for all learners – of all ethnicities.

“It is clear that what works for Māori, works for all,” says programme codeveloper Sonja Macfarlane, Adjunct Associate Professor at the University of Canterbury. gazette.education.govt.nz

“The cultural values that underpin Huakina Mai are inclusive, collaborative, relational and mana-enhancing; they are restorative and strengths-based, and work from the position of aspiration and potential. These values create the sense of belonging, a culture of care, where learners do not need to leave their culture at the school gate, and instead feel like they are ‘coming home to school’.”

“Huakina Mai allows us to look and be able to say, ‘Actually we know that this child is really challenging in this and this, but we know that they have all these really great things about them.’ It gives us a different lens in looking at each of our children and what they are doing,” says John.

A teaching professional of 35 years, John says the Huakina Mai approach supports his experience in education.

“The more I looked at children who didn’t fit in the box, the more I realised that nobody fits in the box. And if we celebrate the individuality and what every child has to offer then we’re looking at them through a completely different lens.”

Demonstrating values Huakina Mai draws on a Māori values system where, compared with Western values, greater emphasis is placed upon maintaining the mana of both the individual and the collective. For example, aroha – when expressed out of care and love, and delivered in a genuine and supportive way – can also indicate disapproval and reaffirm high expectations.

The programme’s values – manaakitanga (an ethic of care), whanaungatanga (building and maintaining relationships), kotahitanga (unity and bonding as a team) and rangatiratanga (leadership and pedagogy) – are interconnected, with the resulting value being pūmanawatanga “which is like the pulse, the tone, the ambience, the resulting climate,” says Sonja.

Huakina Mai is “the how”: how these values are demonstrated in terms of teacher behaviours, systems and responding to behaviours.

It’s about adopting restorative approaches rather than punishment.

“The language that is used with children can infer a power imbalance, using a kaupapa Māori (Huakina Mai) approach moves to a more manaenhancing place,” says Sonja.

“It’s about looking at how whānau are involved in the school and decision-making, looking at how well we know our children and our whānau, how schools welcome whānau, and how schools reflect local knowledge and histories in their curriculum.

“Huakina Mai teachers think about the classroom culture, the language they use, the expectations they set, the connectedness with their community, how they infuse the local historical mana whenua knowledge into the curriculum, how they use te reo Māori, their pronunciation of tamariki names… all of those little things that are actually big things.

“So Huakina Mai draws from those four values – Ngā hau e whā (the four winds), which Māori often reference when they welcome people from the north, south, east and west. Doing so upholds the notions of inclusion, belonging and wellbeing.”

Embracing the concepts “One of the biggest aspects of Huakina Mai succeeding is advocacy from the leadership level,” says Sonja.

“We like to start with schools that have the will, the passion and the desire to get on the waka. Sometimes we struggle with the resistant settings, as they are more likely to default back to previous practices because, in their hearts, they may not embrace the concepts. It can put teachers outside their comfort zones.”

“I believe that 99.9 percent of teachers love kids and have a passion for seeing them all succeed. Huakina Mai, for many teachers, is about understanding how tamariki and whānau Māori think, feel and behave – to learn a little bit about what a Māori world view looks like, what Māori values look like and feel like, and what a restorative conversation sounds like.

“There’s a lot of professional learning and development that comes alongside implementing Huakina Mai and embedding it which is run concurrently throughout the process. We ask questions like, ‘How gazette.education.govt.nz

Becoming a Huakina Mai school The process begins with information-sharing and gaining an understanding about Huakina Mai, before systems and assumptions are tested. Planning for the next steps according to a school’s specific needs can then happen.

Schools set up systems and structures, and through the timely and targeted use of data, analyse key aspects of school functioning in terms of improvements.

Huakina Mai is “100 percent related to educational outcomes”, says Sonja.

“As per the Ka Hikitia strategy, it is about ‘Māori achieving and enjoying educational success, as Māori’, which includes attendance, engagement, participation and achievement data.”

Currently there are eight Huakina Mai schools, all primary, and plans are afoot to extend the approach to high schools during the next few years.

Resources Please see the online version of this article to access: » Tātaiako: cultural competencies for teachers of Māori learners (Teaching Council resource) » Ka Hikitia: refreshed Māori Education Strategy (Ministry of Education) » TKI resources for supporting Māori students (Ministry of Education) » Supporting success for Māori children in early learning (Education Review Office) » Hikairo Schema: Culturally responsive teaching and learning in early learning and primary (NZCER)

do you use your data? How does your data inform your decisions? Is what you’re doing improving your data statistics? Is it improving the attendance, engagement, participation and achievement of your Māori learners?’

“There is a real expectation for schools to use their data purposefully, and not just collect it because they have to.”

Palpable change For John and his team at Mairehau School, Huakina Mai continues to be a “work in progress” and he says the positive change is palpable, that visitors comment on the school’s welcoming vibe and that relationships with whānau have strengthened.

“It’s about talking with all whānau of our children with behaviour issues so that learning can actually take place. We are seeing a reduction in our playground incidents and an improvement in how our children are relating to each other and being role models.

“The other day we were talking about a couple of our children who were giving us quite a challenge and in each case we were saying, ‘Oh yeah, but he’s great at this’ and ‘Underneath those behaviours, he’s a great kid’ – and that’s hand on heart what we believe about each child, not just because it’s the right thing to say.”

“Huakina Mai, for many teachers, is about understanding how tamariki and whānau Māori think, feel and behave.”

Sonja Macfarlane

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DIVERSE LEARNERS

Katrina Green and Ruby work on a Feuerstein task together.

Blake, Josh and Ashton enjoyed working on an Organisation of Dots activity together.

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Jane Hannah (centre) watches as Ashton, Josh and Blake get stuck into a new task.

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DIVERSE LEARNERS

Retraining the brain

A programme supporting diverse learning needs – one of several such programmes in New Zealand schools – has been part of a north Wellington intermediate school’s approach to learning support since 2015, with remarkable results.

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ui sing in the kowhai tree outside a repurposed storeroom at Tawa Intermediate while three Year 8 boys put their heads together, happily absorbed in an Organisation of Dots activity that is training their brains.

Ashton, Josh and Blake are attending a specialised learning support session. They are among 38 learners at Tawa Intermediate currently involved in the Feuerstein programme, which has been part of the school’s approach to learning support since 2015.

The Feuerstein approach – one of a number of different approaches to support diverse learning needs – was developed in Israel after World War II to support children’s adjustment to learning after the Holocaust.

Feuerstein advocate Dr Dorothy Howie, from the University of Auckland, says the approach has many similarities to the Vygotskian approach, which is used by many New Zealand teachers, in that it focuses on partnerships between educators and students and looks at the processes that underlie thinking.

The Feuerstein approach aims to improve learning by enhancing analysis and reasoning skills. During Feuerstein sessions, a trained mediator leads learners through analysing problems and systematically solving increasingly complex cognitive problems.

Dorothy, who has recently released a book on the approach, emphasises that teaching thinking is a key competency requirement in The New Zealand Curriculum.

“New Zealand could lead the world in the teaching of thinking, because we do think about teaching and learning in a culturally appropriate and inclusive way,” says Dorothy.

“Amazing stuff happens” At Tawa Intermediate, the programme is delivered by Jane Hannah, Katrina Green and Claire Walker, who have all completed Feuerstein mediator training.

“Often students say, ‘Why have I been picked?’, but once they realise they are among like-minded people, amazing stuff happens,” says Claire.

Students are selected for the programme through information gathered from their primary schools, assessment data from term 1 and anecdotal feedback from classroom teachers. The programme consists of eight gazette.education.govt.nz

units over two years, with each student assessed after the first year to check it is the right approach.

“We are trying to provide something for students who either have a diagnosed learning difference like dyslexia, or when they fit the criteria where this programme would really boost their abilities and their self-belief so they can begin to see themselves as learners and start to make progress,” explains Jane.

Some students can act impulsively and this can mean they can miss the input phase of learning. “They don’t break down: what have I been given? How do I look into it? We really break that down for them, which is: what’s wanted?

What’s been given? Where’s the strategy? Where do I start? How do I check?” explains Claire.

With much of the material presented in pictorial form, the subject matter doesn’t trigger anxiety for students who may have had negative learning experiences previously.

“Feuerstein worked out all the thinking skills a person needs and matched them to all the tasks. What does the brain need to do the task? Then the activity retrains the brain,” explains Katrina.

Learning support in action When Education Gazette visited, Ashton, Josh and Blake were working on a unit that focuses on following instructions. The three boys have participated in the programme since Year 7.

“When we are reading instructions, what do we need to do to make sure we don’t get confused?” asks Jane.

“I look at the words and think about the meanings of the key words like the name of the shape, the size, the colour and then I do the page,” says Ashton.

“We have a picture of some shapes, we have to read the instructions and follow them and then put the shapes in order – maybe size, or it depends on the instructions.

When you first start the unit, it will be quite confusing, but when you start doing it for a few days, you start to get used to it,” says Josh.

“It’s interesting to learn things like following instructions and organising stuff,” adds Blake.

“Today’s a bit different because it’s writing and spelling and that’s not necessarily their comfortable area, so they do make spelling mistakes,” says Jane.

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DIVERSE LEARNERS

Activities such as Organisation of Dots help students learn how to solve cognitive problems.

“It’s not a facet of their programme, but because this is key vocabulary that will help them in their future, I like to remind them to get it right when they have written examples.

And it’s a safe space so they will ask how to spell things and they will want to make it accurate.”

Meanwhile, Claire’s Year 7 group has been working on orientation in space and she says the unit offers a range of learning opportunities from a practical way of sorting out directions – lefts and rights, fronts and backs – to soft skills such as empathy.

“You can’t find your direction, or give someone else directions, unless you put yourself in their shoes. That can be a mind-blowing thing for some children who aren’t used to seeing things from other perspectives. For a lot of the children that are here, sometimes it’s a social issue – they are not quite fitting in with their peers at school,” says Claire.

Sea change The programme makes a big difference to students’ confidence. The three staff trained

as Feuerstein mediators say students selected for the programme often have not achieved well at primary school and by the time they reach Year 7 are reticent and not willing to give things a go.

“Then we see this sea change where all of a sudden, things are manageable. They think ‘I can do that’ and they get stuck in. And we hear from their classroom teachers that that has changed in the classroom as well,” says Jane.

Katrina says students love attending the sessions. “They realise that their thinking is unique to them and they can build on what they know – it’s exciting for the students.

Suddenly it’s fun to learn and I think the tasks are really enticing to your brain,” she says.

Jane recalls a student who initially didn’t want to attend school. “His attendance rate at primary school was really low. He loved the programme; his attendance at Tawa Intermediate boosted up to 82 per cent.

“There was a huge difference in his attitude towards getting out of bed in the morning and coming to school. His parents said, ‘He now

sings in the shower before coming to school – he has got himself up and out of bed – he’s happy.’”

Sense of accomplishment Students regard being part of the Feuerstein cohort as a badge of honour and proudly wear the badge awarded to participants in the programme. “It feels like we have accomplished something,” explains Josh.

In the first year of the programme, the students were quite sceptical, says Claire.

“They would ask a lot of questions, which is great, because it’s very much a discussionbased programme. And it didn’t really click until the second year, when all of a sudden, one boy said, ‘You know what? This really works!’

“All of a sudden something would pop up in class that may not be directly related to what they do in here, but they were able to bridge it to what they had learnt. For example, in maths they were doing flow diagrams and trying to work out linear thinking. The student said, ‘Hold on a minute, we’ve done this thing in Feuerstein... I can do this!’

Tawa Intermediate’s Feuerstein team, Claire Walker, Katrina Green and Jane Hannah enjoy a kōrero together.

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DIVERSE LEARNERS

“We see this sea change where, all of a sudden, things are manageable. They think ‘I can do that’ and they get stuck in.”

Jane Hannah

“A lot of the kids we have here are non-linear thinkers. So it was that idea of getting lots of information and putting it in a form that you could express coherently,” says Claire.

Results and success Jane says it’s difficult to assess how much the programme contributes to achievement, but by the end of Year 8, there are definite improvements.

“It’s tricky to track exactly because we also pursue a diagnosis and once they have a diagnosis, they are entitled to a reader or writer in exams and they are getting the support that they are entitled to.

“You see an exponential jump because they are getting the support they need. For those who are already getting that help, you don’t see such a big jump, but we see a big change in the attitude; they become confident learners,” she says.

Tawa Intermediate tracks Feuerstein students as they progress through Tawa College. In 2019 all of the graduates from the programme achieved NCEA Level 1 at their first attempt.

“Intermediate is such a powerful time of change – they are only here for two years – but they come in as a young primary school child and we need to get them collegeready and those two years are a massive time of change really.

“It’s a great time to do the Feuerstein approach. It’s certainly worked here and there’s very strong community support for it. People know about it, will actively search you out and talk about it, and parents ask where they can find a high school that offers the approach,” says Claire.

Information and resources » Thinking about the Teaching of Thinking: The Feuerstein Approach by Dr Dorothy Howie has been republished by Routledge (2020). » Teaching Students Thinking Skills and Strategies: A Framework for Cognitive Education in Inclusive Settings by Dr Dorothy Howie (London: Jessica Kingsley). » Context Institute: Learning how to learn. » The Key Competencies: Realising the potential of the New Zealand Curriculum (Education Review Office). » Developing Key Competencies in Students Years 1–8 (Education Review Office). » Feuerstein workshops are due to be held in Auckland, Christchurch and Dunedin. Contact D.Howie@auckland.ac.nz or see nzfeuersteinforum.org.

Ashton lights up when talking about the Feuerstein approach. gazette.education.govt.nz

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INCREDIBLE YEARS

Incredible Years Autism Teacher programme gains momentum A pilot scheme in which Resource Teachers: Learning and Behaviour (RTLB) in south Auckland have been trained to deliver the Incredible Years Autism programme is already seeing results in the classroom.

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n 2018, the Incredible Years Autism Teacher (IYAT) programme was rolled out by the Ministry of Education in eight regions for teachers and parents who support preschool tamariki on the autism spectrum.

There has been a huge demand for the IYAT programme in Auckland since its rollout. The Auckland pilot scheme sees RTLB clusters, who normally work with Year 1–10 students, run training programmes for early learning services and primary school teachers, says Akari Miyamoto, IYA project lead for the Ministry of Education.

“It’s great for RTLB to get in touch with early learning teachers and having the two groups of teachers working together on the programme will make them aware of the importance of the transition between early learning and primary school,” she says.

Core business for RTLB Jane Keir and Susie Talimalo-Ikihele are RTLB in Manawanui Cluster 10, which works with 29 schools in Otara and Papatoetoe, and alongside early childhood centres to transition students to school. They have both been involved in the Incredible Years programmes for teachers and parents and became aware of the Incredible Years Autism programme which has been piloted

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in ECE settings around New Zealand. The pilot is the first time the programme has been offered in schools in south Auckland.

programme means that our case work is far more effective and reaches more people,” says Jane.

“It is very much core business for us. We said to the Ministry, ‘Train us, we need this programme’, and they agreed to trial it,” says Jane.

Think like a scientist

IYA has wider reach Once the Ministry gave the green light for the pilot scheme, Jane says nine RTLB from four south Auckland clusters (9, 10, 12, and 13) were trained in February this year by Dr Carolyn Webster-Stratton, American clinical psychologist and founder of the Incredible Years programmes.

The programmes were so popular that they are over-subscribed. Participants were enthusiastic about the ideas being shared and how they could be incorporated into their teaching practice.

“IYA complements a suite of programmes that we are able to offer and there is a definite overlap. We work with children who have neurodiversities all of the time and there is no core programme as well-structured [as IYA] that’s available for us to be involved in.

“We know that if we can upskill a teacher, then we can provide service to an entire class, rather than just working with one child who is referred to us. Having teachers coming into the IY teacher

During the programme, teachers are guided on ways to get into a child’s ‘attention spotlight’ (or world) using the tools and strategies outlined in the programme to better support children on the autism spectrum.

“One teacher was dealing with a child who was wetting himself at school, and his parents shared that he did not do this at home. The teacher began to monitor and investigate what was happening and realised that the toilet lights were off when he wanted to go. He was highly sensory and would not turn on the lights. The teacher turned on the toilet lights and kept them on during the day, and no more incidences occurred.

“That happened because we talked about spotlighting his ‘interest’ and finding out the real issue around what might be happening. During the IYA programme we use an ‘I am incredible’ template. This allows teachers to spotlight interests, sensory likes and dislikes, family background etc. It was in using this IYA tool that the teacher was able to identify possible sensory dislikes for each student,” says Susie.

gazette.education.govt.nz

“We know that if we can upskill a teacher, then we can provide service to an entire class rather than just working with one child who is referred to us.”

Jane Keir

Teacher kōrero Reeta Achary, Papatoetoe East School Every year I have had a child/children on the spectrum in my class and I have worked alongside an RTLB or tried my best using strategies that I was familiar with to implement into my programme.

When the opportunity for this course was offered, I grabbed it with both hands.

The programme is amazing, with a group of educators who are all experiencing the same challenges and are on this journey with the same vision ‘to help my student’.

The workshop is very inclusive and every discussion or ‘gem’ as we call it in our workshop is taken on board and valued.

There are ‘spotlights’ that are unpacked, which everyone can relate to.

It has an excellent vibe with the two facilitators delivering a great presentation where everyone has the opportunity to share their resources or strategies they have tried in their learning space.

Collaboration within diverse communities Susie says a programme like IYA has huge potential in south Auckland, where it can help Māori and Pacific families gain a better understanding of neurodiversity.

“The success of the programme is about positive participation, working collaboratively and group discussions.

It would definitely be valuable to have parents and teachers learning together in a culturally responsive way, as well as creating a safe and encouraging space to share and work together in,” explains Susie.

Jane also sees value in delivering the programme to parents alongside teachers.

“We would like to continue delivering IYA but we would actually like to have parents and the teachers in the same programme because we feel that if they are all learning the same material about the child, that’s really powerful. I think you could get a better outcome if you could have both together,” says Jane.

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Understanding needed South Auckland is the most densely populated area in New Zealand with the least amount of community resources, claims Jane.

“There’s just such a need for an understanding of neuro-diversity in our schools and a quality programme that delivers skills that teachers can practically use – otherwise the needs of those children are not being met in the classroom. We would love to see every one of the 40 RTLB clusters in New Zealand being able to offer it,” says Jane.

The Ministry of Education is currently working on enabling RTLB and Ministry staff to deliver the Incredible Years Autism programme in partnership to enhance the range of expertise and experience offered to schools and communities. IYA parent programmes, You can provided by the read about the Ministry, District Incredible Years Health Board (DHB) Autism programme staff and an NGO in Issue 20, are also available for 2019. caregivers in Auckland.

In the last session there was a lot of emphasis on ‘pretend or dramatic play’.

Being in a school that supports learning through play, I have the opportunity of using this idea in my class.

Sashi Rattan, Mayfield Primary School, Otara I found the IYA programme to be very informative. The three sessions I attended provided specific skills on promoting language development in students with Autism Spectrum Disorder.

Learning the skills, how to promote peer social communication through social coaching to children with limited language; demonstrating social behaviour by prompting and empathy during play thus encouraging social skills that you would like to see your child exhibit, helped my professional and personal life.

I appreciated the two facilitators, Jane and Susie, for their down-to-earth manner. Their concise presentation and warm empathy made me feel welcomed.

They listened to us with patience and with great consideration, really helping everyone to understand all aspects of language development in children.

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NOTICES

Contents

Classroom resources 36 Conference / AGM 36 Jubilees and reunions 37 Projects and programmes 37 Student competitions and scholarships 37 Teaching awards and scholarships 37 Other 38 Professional development (PD) 38 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.

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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 21 September closes 4pm, Friday 11 September 2020.

Copy for 12 October closes 4pm, Friday 2 October 2020.

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

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

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

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

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Education Gazette | 7 September 2020

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

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

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

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

Ref#: 1HA9HZ

Dissection Products Science Resource Box No hassle, no mess frozen dissection products prepared and packed specifically for learning about anatomy, including sheep hearts, kidneys and plucks, pig hearts and trotters, foetal pigs, cow eyes, chicken wings, chicken feet, etc. Reputable (MPI certified) supplier.

Delivered via courier to cities and larger towns throughout New Zealand. Allow a delivery time of between 7–10 working days from the time you place your order. Orders are sent on Mondays or Tuesdays.

Delivered frozen in chilly packs to attended addresses only.

Order from Science Resource Box at www.scienceresourcebox.co.nz.

Ref#: 1HAA9D

Job Seeking and Job Interview Skills Workshop – At Your Auckland School CareerStart The author of the popular resource ‘Job Interview Success’ brings an interactive workshop to your school for students seeking part-time work and those about to enter the workforce permanently.

The aim of the workshop is to develop confidence in students as they navigate the job search and interview process. This is achieved through a meaningful and realistic understanding while emphasising the power of preparation.

For further information visit: www.careerstart.co.nz.

Ref#: 1HA9ri

Transitioning with Te Rito Toi: Arts Return to School Centre for Arts and Social Transformation, University of Auckland “The Arts are the bridge to a better future” Te Rito Toi www.teritotoi.com supports teachers and principals to return to school following or during crisis. The site includes classroom support through detailed lesson plans developed and trialled by teacher-researchers to match situations in Aotearoa New Zealand schools created by COVID-19.

Te Rito Toi advocates for the arts as the heart of classroom activity in troubling times. The site is appropriate for all teachers regardless of experience teaching in/through the arts. Soon it will offer a space to share your work in our new online gallery space.

Ref#: 1HAAPi

ZooVentures Brings the Zoo to You – Educational Workshops for Auckland Schools!

ZooVentures ZooVentures brings interactive workshops to your Auckland school with an amazing range of exotic creatures and pets, covering many of the ‘living world’ curriculum topics, as well as providing inspiration for art and creative writing, plus animal careers workshops for seniors.

We deliver structured learning with high educational value.

Workshops are facilitated by a zoology graduate with a passion for inspiring students about animals and the environment.

One teacher describes it as ‘like a zoo trip, but more hands-on and no travel to organise’.

Students see and touch many reptiles and other animals to bring the learning experience to life!

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

Ref#: 1HA9s7

ZooVentures Live and Interactive via Zoom 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 schools and centres throughout NZ. We do this as a live and fully interactive experience with our expert zookeeper and amazing animal collection – in person by the magic of Zoom!

Our animals include bearded dragons, leopard geckos, tortoises, giant skinks, birds, chinchillas, rabbits, guinea pigs, mice, frogs, weta, newts and many more!

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

Ref#: 1HA9s4

Conference / AGM Inspire 2020 Conference Digital Circus Inspired teaching and learning starts here. ​This year’s kaupapa poses the question: How might we, as teachers, prepare our students for the innovation, creativity and technology in future workplaces?

2 day Inspire Conference – 28–29 September, 9am–4pm A huge number of exciting workshops to choose from.

Terrific keynote speakers.

Morning tea and lunch provided. $295 per person.

For teachers and leaders from primary right through to secondary.

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

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

Ref#: 1HA9JW

Leading for Equity: A Springboard Trust Virtual Learning Event Springboard Trust A virtual conference focused on building equitable practice in educational leadership.

Date: 9–10 September.

Time: 1–4.30pm.

Hosted online by Springboard Trust.

Tickets $10, available through Eventbrite.

Join Springboard Trust and a world-class lineup of speakers as we delve into leadership practice and ways of working to create fair and inclusive conditions for all.

Featured speakers: Russell Bishop, Pasi Sahlberg, Laurayne Tafa, Michelle Johansson, Pete Jones, gazette.education.govt.nz

Other Maurie Abraham, Donal Maclean, Tom Davison and a panel from some of Springboard’s key partners – Genesis, Fonterra and KPMG. For further information: www.springboardtrust.org. nz/leading-for-equity-an-sbt-learning-event.

Ref#: 1HAA9A

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

Venue: Rangi Ruru Girls’ School.

Date: Saturday 19 and Sunday 20 September.

This conference is suitable for teachers, parents and students.

There are a range of membership options, from NZAGC members, non-members and school groups.

If you are an NZAGC member you will need to login to access the member prices.

We hope that you will be able to join us.

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

Ref#: 1HA9H0

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

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

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

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

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

Ref#: 1HA9TP

Brandon Intermediate 50th Jubilee Brandon Intermediate Past students, staff and parents of our school whānau are invited to register to attend Brandon Intermediate’s 50th Jubilee celebrations being held Friday 23 and Saturday 24 October 2020.

Please register your attendance by completing the online form: www.brandonintermediate.school.nz or by emailing office@brandon.school.nz and requesting a registration form.

Registrations are essential.

Ref#: 1HA9nX

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

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

Friday 6 November: 10am–2pm School Open Day;

6.30–8.30pm Mix, Mingle and Reminisce. Light nibbles and a free drink on arrival (additional wine/ beer can be purchased.) Registration essential.

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

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

Ref#: 1HA9d0

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

Please register your attendance via bit.ly/Sunnyhills50.

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

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

Registration essential.

Ref#: 1HA9Pj

Projects and programmes Creatives in Schools Applications Extended Ministry of Education The deadline to apply for Round 2 of the Creatives in Schools programme has been extended to 11.59pm Sunday 20 September 2020.

The programme is open for up to 110 projects, for implementation at any time during terms 1 to 4 in 2021. Successful schools and kura will be confirmed by late November.

The Creatives in Schools programme is delivered by the Ministry of Education in partnership with the Ministry for Culture and Heritage Te Manatū Taonga and Creative New Zealand.

For more information about the programme and how to submit an application, go to https://artsonline.tki. org.nz/Teaching-and-Learning/Creatives-in-Schools.

Ref#: 1HAAJn

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

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

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

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

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

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

Ref#: 1HA9bV

NOTICES

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

Designed for students, this special iNVENTIONATOR is supported by 6 online resources. It’s free for gifted learners who want to Play. Think. Design. Innovative solutions to real-life problems. Are you ready to DREAM BIG? Find out more https://bit.ly/2P4yVvm .

Powered by CORE, in partnership with Ministry of Education.

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

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

Contact details: Suzi Gould, CORE Education; email: eventadmin@core-ed.ac.nz.

Ph: (0800) 267 301.

Ref#: 1HA9Lg

Student competitions and scholarships Art Poster Competition – Responding to Racism in Aotearoa New Zealand The Aotearoa Poster Competition The Aotearoa Poster Competition is a national anti-racism art event. The competition is now open and closes 21 September.

We’re keen to involve secondary and tertiary learners to use the power of art to reinforce our positive values as an inclusive society with posters that focus on ethnic diversity, Chinese New Zealand communities or responding to racism.

See www.AotearoaPoster.com for details and resources about Chinese New Zealand communities and responding to racism as a starting point for potential entrants.

Winning entrants receive $500, domestic travel (as needed) to attend the Wellington prize-giving and their posters displayed nationwide.

Contact: Bev@aotearoaposter.com.

Ref#: 1HAA1s

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

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

Entries close 17 September.

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

Ref#: 1HA9_J

Teaching awards and scholarships Introduction to Specific Learning Disabilities (SLD) – SPELD NZ SPELD NZ SPELD NZ Introduction to Specific Learning Disabilities, including dyslexia.

Are you struggling to support a child or adult with dyslexia?

Are you a teacher/teacher aide who wants to reach more children in your classroom?

Are you aware of children who are disruptive, withdrawn, bright but not achieving?

Are you a learning support coordinator taking on a new role?

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

TUKUTUKU KŌRERO | 7 September 2020

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PROFESSIONAL DEVELOPMENT NOTICES Are you working with a child who is not progressing as you would expect?

SPELD NZ’S two-day introductory course is for you!

Training subsidies may be available in your area towards teachers’ attending.

Visit www.speld.org.nz/our-services/training or phone (0800) 773 536.

Ref#: 1HAA0V

Other

The Great ECE Expo 2021

4E’s Consulting The Great ECE Expo is the only event of its kind in New Zealand, offering the latest information about essential topics in early childhood development for teachers, managers, owners, investors and those wanting to enter the sector. Interested in starting or furthering a career in Early Childhood Education?

Join us at The Great ECE Expo 2021 to discover a huge range of fantastic homegrown products and services developed for early childhood services.

The Great ECE Expo offers all the services you could possibly need to start-up, manage and grow in the Early Childhood Education sector.

For more information: www.eceexpo.nz.

Ref#: 1HAABt

Kohia Centre, University of Auckland » Online: Mindfulness Practices: Improving Attention, Mental Resilience and Self-regulation

Ref#: 1HAAPg

Lancewood Education

» Looking Through Authentic Lenses

Ref#: 1HA9xz » Nigel Latta – Wellbeing for Work-Life Balance

Ref#: 1HAABf » Notice, Recognise and Respond to Meaningful Learning

» James Nottingham Online – Leadership, Challenge, and Collective Efficacy

Ref#: 1HA9xw

Ref#: 1HA9aj » James Nottingham Online – Seven Steps to Maximising the Effectiveness of Feedback​ Ref#: 1HA9an

Ref#: 1HA9xj

Phonics Training Ltd

Ref#: 1HA9dn

» Webinar: Early Words Training for Primary Teachers and Teacher Aides

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

Ref#: 1HA9Aj

Ref#: 1HA9dq

Senior Teacher

Growth Culture

» Health and Safety – Employees’ Wellbeing

» Primary Caregiving and Respectful Relationships

Cognition Education » Leading Reo-a-Waha Oral Language – Online Workshop

» Cracking the Code – Boys in Literacy

Ref#: 1HA9HS

New Zealand (nationwide) Amesbury School

Ref#: 1HAAME » Implementing Tātaiako – 2 Consecutive Evening Sessions Ref#: 1HA9gE » Journey with Tapasā – 2 Consecutive Evening Sessions Ref#: 1HA9gL » Learning Dispositions in the 21st Century – 2 Consecutive Evening Sessions Ref#: 1HA9gS » Promoting Resilience Within Children, Families and Teams Ref#: 1HA9gH » Promoting Resilience Within Children, Families and Teams – Three Part Series Ref#: 1HA94k » Supporting Social and Emotional Competence in Early Learning Ref#: 1HA9gB » Te Reo Māori 1 Ref#: 1HA9gY » Te Tiriti-based Practice Ref#: 1HA94o » Te Tiriti-based Practice Ref#: 1HA9gP » Understanding and Cementing Bicultural Practice Ref#: 1HA9g8

» Coaching Leadership: How Am I Doing? Space for Reflection

Tabitha Leonard

Growth Culture

Ref#: 1HA9HL

» The Learn Culture Club

» Cracking the Code – Boys in Literacy

Ref#: 1HAA5c

Ref#: 1HA9HV

» History in Your Backyard

Te Rito Maioha ECNZ

Ref#: 1HAA8A » Innovation is in our DNA: Engaging Māori Students in Design Thinking Ref#: 1HAA81 » Making Sense of Tapasā Ref#: 1HAA7s » Play-based History: Bringing our Stories to Life Ref#: 1HAA87 » Pushing Boundaries Using Te Whāriki Ref#: 1HAA84 » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HAA7v

» An Introduction to Culturally Responsive Pedagogy in Aotearoa New Zealand

Bay of Plenty Childspace Early Childhood Institute

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

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

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

The database is fully supported by the Ministry of Education and referenced as an aspect of good practice in the EOTC Guidelines 2016, Bringing the Curriculum Alive (p59).

To register and for more information, go to: www.eonz.org.nz and click on the database logo.

Ref#: 1HA9SH

Early learning PD

CORE Education

JK Developing Capabilities » Strengthening Your Personal Resilience and Wellbeing – for Teachers and Teacher Aides

Ref#: 1HA98h

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Education Gazette | 7 September 2020

Ref#: 1HA9Ge » An Introduction to Te Reo Māori in Aotearoa New Zealand Ref#: 1HA9Gb » An Introduction to Te Whāriki Ref#: 1HA9Gh » An Introduction to Tikanga Māori in Aotearoa New Zealand Ref#: 1HA9GZ » Te Reo Pantry | He Pātaka Reo Ref#: 1HAADn

Auckland 4E’s Consulting

Improving Life Outcomes » Workshop – How to Overcome Obstacles and Achieve Goals with Children’s Learning

Ref#: 1HA9kN » Workshop – Teaching Emotions in Children

Ref#: 1HA985

Kurtovich Consulting » Administrators’ Big Day Out 2020

Ref#: 1HA9uY

Senior Teacher » Te Reo Māori 1

Ref#: 1HA9rX

The Team Building Company » Building and Maintaining a Connected and Collaborative Team

Ref#: 1HA91x

Waikato EDconnect » Engaging Conversations: A Workshop for Teacher Aides – Hamilton

Ref#: 1HA9FP

» Assessment and Documentation of Learning Stories

Ref#: 1HA9Lu » Leading with Heart and Soul

Ref#: 1HA9F3 » Peaceful Curriculum for Infants and Toddlers

Ref#: 1HA9Lo » Performance Appraisal, Certification and Teaching as Inquiry

Ref#: 1HA9Lr » Risk, Resilience and Loose Parts Play

Ref#: 1HA9F0

Growth Culture

» Engaging and Empowering Energetic Boys

» Cracking the Code – Boys in Literacy

Ref#: 1HA9xn

Ref#: 1HA9HV gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES Kurtovich Consulting

impactED

» Administrators’ Big Day Out 2020

Ref#: 1HA9uY

» Local Curriculum – Supporting Understanding of Local Curriculum

Manawatu/Whanganui Childspace Early Childhood Institute

InterLEAD

» Leading with Heart and Soul

Ref#: 1HA9Er » Risk, Resilience and Loose Parts Play

Ref#: 1HA9Ex

Growth Culture » Cracking the Code – Boys in Literacy

Ref#: 1HA9HS

Wellington Childspace Early Childhood Institute » Assessment and Documentation of Learning Stories

Ref#: 1HA9P3 » Peaceful Curriculum for Infants and Toddlers

Ref#: 1HA9P0 » Risk, Resilience and Loose Parts Play

Ref#: 1HA9Lk » Self-regulation, Behaviour and Social Competency

Ref#: 1HA9P6

The Team Building Company » Building and Maintaining a Connected and Collaborative Team

Ref#: 1HA91x

Tasman/Nelson impactED » Nelson Digital Technologies Implementation

Ref#: 1HA9S3

Te Rito Maioha ECNZ » Making Maui Come to Life – Practical Workshop

Ref#: 1HA9BB

The Team Building Company » Building and Maintaining a Connected and Collaborative Team

Ref#: 1HA91x

Canterbury 4E’s Consulting » Inquire into Your Journey

Ref#: 1HA9xt » Looking Through Authentic Lenses

Ref#: 1HA9xq

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

Ref#: 1HA9Mo » Engaging Conversations Workshop – Christchurch

Ref#: 1HA9FL

Growth Culture » Cracking the Code – Boys in Literacy

Ref#: 1HA9HS

Ref#: 1HA9Fu

» Stepping Up To Leadership – Half-day Workshop

Ref#: 1HA9LZ

The Team Building Company » Building and Maintaining a Connected and Collaborative Team

Ref#: 1HA91x

Otago Growth Culture » Cracking the Code – Boys in Literacy

Ref#: 1HA9HS

The Team Building Company » Building and Maintaining a Connected and Collaborative Team

Ref#: 1HA91x

Primary / intermediate PD New Zealand (nationwide) Amesbury School

» Online: Number Talks and Building a Love of Maths, with Sarah Tohill

Ref#: 1HAAPP » Online: Mindfulness Practices: Improving Attention, Mental Resilience and Self-regulation Ref#: 1HAAPg

Lancewood Education » James Nottingham Online – Leadership, Challenge, and Collective Efficacy

Ref#: 1HA9aj » James Nottingham Online – Seven Steps to Maximising the Effectiveness of Feedback​ Ref#: 1HA9an

NEX Kōtuitui » Design for Online – Workshop Series

Ref#: 1HAA9R

Phonics Training Ltd » Webinar: Early Words Training for Primary Teachers and Teacher Aides

Ref#: 1HA9Aj » Webinar: Primary Phonics Training for Teacher Aides and Teachers Ref#: 1HA9it » Webinar: Primary Phonics Training for Teacher Aides and Teachers Ref#: 1HA9iw

Senior Teacher

» Coaching Leadership: How Am I Doing? Space for Reflection

» Implementing Tātaiako – 2 Consecutive Evening Sessions

Ref#: 1HA9HL » Leading a Culturally Sustaining School Ref#: 1HA9HH

Ref#: 1HA9gE » Te Reo Māori 1 Ref#: 1HA9gY » Te Tiriti-based Practice Ref#: 1HA9gP » Understanding and Cementing Bicultural Practice Ref#: 1HA9g8

CORE Education » Future-focused Schools: Aligning Strategies to Realise Positive Change

Ref#: 1HAAMD » History in Your Backyard Ref#: 1HAA8A » Innovation is in our DNA: Engaging Māori Students in Design Thinking Ref#: 1HAA81 » Making Sense of Tapasā Ref#: 1HAA7s » Play-based History: Bringing our Stories to Life Ref#: 1HAA87 » Pushing Boundaries Using Te Whāriki Ref#: 1HAA84 » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HAA7v

JK Developing Capabilities » Strengthening Your Personal Resilience and Wellbeing – for Teachers and Teacher Aides

Ref#: 1HA98h

Kohia Centre, University of Auckland » Online: An Introduction to the New Zealand Curriculum for Overseas Trained Teachers

Ref#: 1HAAPY » Online: How to Enhance Your Practice Utilising the Google Suite Ref#: 1HAAPL

Tabitha Leonard » The Learn Culture Club

Ref#: 1HAA5c

Your Health NZ » School and Youth Nurse Symposium

Ref#: 1HA9Mw

Northland Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Dargaville)

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

Evaluation Associates » e-asTTle Writing Workshop (MoE funded)

Ref#: 1HA98F

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

TUKUTUKU KŌRERO | 7 September 2020

39

PROFESSIONAL DEVELOPMENT NOTICES Auckland 4E’s Consulting

» Teacher Aides Supporting Learners in Mathematics

» Nigel Latta – Wellbeing for Work-Life Balance

Phonics Training Ltd

Ref#: 1HAABf

Cognition Education » Leading Reo-a-Waha Oral Language – Online Workshop

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

EDconnect » Engaging Conversations Workshop – West Auckland

Ref#: 1HA99Q

» Auckland Primary Phonics Training for Teacher Aides and Teachers

Ref#: 1HA9j5 » Auckland Primary Phonics Training for Teacher Aides and Teachers Ref#: 1HA9jP

Senior Teacher » Te Reo Māori 1

Ref#: 1HAAPs

Ref#: 1HA9G8 » Engaging Conversations: A Workshop for Teacher Aides – Hamilton Ref#: 1HA9FP

Evaluation Associates

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

» e-asTTle Writing Workshop (MoE funded)

Growth Culture

» Hamilton Primary Phonics Training for Teacher Aides and Teachers

» Cracking the Code – Boys in Literacy

Ref#: 1HA9HS

Improving Life Outcomes » Workshop – How to Overcome Obstacles and Achieve Goals with Children’s Learning

Ref#: 1HA9kN » Workshop – Teaching Emotions in Children Ref#: 1HA985

Ref#: 1HA98F

Growth Culture » Cracking the Code – Boys in Literacy

Ref#: 1HA9HV

Phonics Training Ltd Ref#: 1HA9jB

Te Whai Toi Tangata: Institute of Professional Learning, University of Waikato » Hamilton: Mathematical Content Knowledge – Algebra

Ref#: 1HA99C

InterLEAD

Bay of Plenty EDconnect

» Developing Outstanding Middle Managers (2 x One-day Workshops)

» Dancing with Digi Tech Workshop – Te Puna, Tauranga

Ref#: 1HAAKU

Ref#: 1HA9G5

Kohia Centre, University of Auckland

Education Outdoors New Zealand

» Building Resilience and Mental Wellbeing for Teachers and Students

» Embedding Good Practice Systems for EOTC

Ref#: 1HA8uM » Decisions of a Writing Teacher, with Gail Loane Ref#: 1HA8nd » Fun, Practical Ideas to Support ESOL Students’ Learning Ref#: 1HAAPS » Understanding Anxiety in Children and Adolescents, with Dr Mary Miller Ref#: 1HAAPd » Using Materials and Games to Teach Vital Maths Concepts Ref#: 1HA9WJ

Ref#: 1HA99F

Gisborne S&L Publishing Ltd Ref#: 1HA9ZW

» Teacher Self-care Workshop

» Dancing with Digi Tech Workshop – Waihi

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

» Tauranga: Mathematical Content Knowledge – Algebra

TeacherGrow

Education Outdoors New Zealand

Evaluation Associates

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

» A Balanced Reading Programme – Reviewing the Approaches

Ref#: 1HA9FS

Ref#: 1HA9Rt

Ref#: 1HA9jH

Ref#: 1HA9rX

Waikato EDconnect

» Embedding Good Practice Systems for EOTC

» Tauranga Primary Phonics Training for Teacher Aides and Teachers

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

Ref#: 1HA98J

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

Ref#: 1HA9ZZ

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

Ref#: 1HA9dS

Evaluation Associates » e-asTTle Writing Workshop (MoE funded)

Ref#: 1HA989

Phonics Training Ltd » New Plymouth Primary Phonics Training for Teacher Aides and Teachers

Ref#: 1HA9j8

Manawatu/Whanganui Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Palmerston North/Horowhenua)

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

Ref#: 1HA9dP

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

Ref#: 1HA9Rt

Ref#: 1HA98M

Evaluation Associates

Growth Culture

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

Ref#: 1HA9HS

» Cracking the Code – Boys in Literacy

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

Cognition Education

Growth Culture

» Mathematics Leadership Communities Meetings | MLCs (Hutt Valley)

Wellington

» Cracking the Code – Boys in Literacy

Ref#: 1HA9cz

Ref#: 1HA9HV

» Mathematics Leadership Communities Meetings | MLCs (Wairarapa)

Phonics Training Ltd

Ref#: 1HA9dH

» Setting Up Maths for Success in 2021

» Rotorua Primary Phonics Training for Teacher Aides and Teachers

» Mathematics Leadership Communities Meetings | MLCs (Wellington Central/South)

Ref#: 1HAA9V

Ref#: 1HA9jE

Ref#: 1HA9dB

Maths Development

40

Education Gazette | 7 September 2020

gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES » Mathematics Leadership Communities Meetings | MLCs (Wellington North – Newlands/Kapiti)

Ref#: 1HA9dE

Education Outdoors New Zealand » Embedding Good Practice Systems for EOTC

Ref#: 1HA9Rt

Evaluation Associates » e-asTTle Writing Workshop (MoE funded)

Ref#: 1HA989

InterLEAD » Developing Outstanding Middle Managers

Ref#: 1HA8zg

Phonics Training Ltd » Wellington Primary Phonics Training for Teacher Aides and Teachers

Ref#: 1HA9iz

Tasman/Nelson impactED » Nelson Digital Technologies Implementation

Ref#: 1HA9S3

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

Ref#: 1HA98M

Canterbury EDconnect » Engaging Conversations: A Workshop for Teacher Aides – Christchurch

Ref#: 1HA9Mo » Engaging Conversations Workshop – Christchurch

Ref#: 1HA9FL

Growth Culture

Kohia Centre, University of Auckland

» Cracking the Code – Boys in Literacy

» Online: An Introduction to the New Zealand Curriculum for Overseas Trained Teachers

Ref#: 1HA9HS

impactED » DigiGirls: Engaging Girls in Digital Technologies

Ref#: 1HAAPY » Online: How to Enhance Your Practice Utilising the Google Suite

Ref#: 1HA9SC » Local Curriculum – Supporting Understanding of Local Curriculum Ref#: 1HA9Fu

Ref#: 1HAAPL

Otago Education Outdoors New Zealand

» Online: Mindfulness Practices: Improving Attention, Mental Resilience and Self-regulation

» Embedding Good Practice Systems for EOTC

» Online: Number Talks and Building a Love of Maths, with Sarah Tohill

Ref#: 1HAAPP

Ref#: 1HAAPg

Ref#: 1HA9Rt

Lancewood Education

Evaluation Associates

» James Nottingham Online – Leadership, Challenge, and Collective Efficacy

» e-asTTle Writing Workshop (MoE funded)

Ref#: 1HA9aj

Ref#: 1HA98F

» James Nottingham Online – Seven Steps to Maximising the Effectiveness of Feedback​

Growth Culture

Ref#: 1HA9an

» Cracking the Code – Boys in Literacy

Ref#: 1HA9HS

Southland Evaluation Associates

NEX Kōtuitui » Design for Online – Workshop Series

Ref#: 1HAA9R

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

Tabitha Leonard

Ref#: 1HA98M

Ref#: 1HAA5c

impactED

Your Health NZ

» Invercargill Local Curriculum: Supporting Your Understanding of Local Curriculum

Ref#: 1HA9XC

Area / composite PD New Zealand (nationwide) Amesbury School

» The Learn Culture Club

» School and Youth Nurse Symposium

Ref#: 1HA9Mw

Northland Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Dargaville)

Ref#: 1HA9dd

» Coaching Leadership: How Am I Doing? Space for Reflection

» Mathematics Leadership Communities Meetings | MLCs (Far North)

Ref#: 1HA9HL » Leading a Culturally Sustaining School Ref#: 1HA9HH

Ref#: 1HA9dV

Ref#: 1HA98T

CORE Education

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

» Future-focused Schools: Aligning Strategies to Realise Positive Change

» Mathematics Leadership Communities Meetings | MLCs (Whangarei)

» Sound Beginnings Workshop – Christchurch

Ref#: 1HA9F8

Evaluation Associates » Developing Expertise in Using e-asTTle – Workshop (MoE funded)

Ref#: 1HA98J » e-asTTle Writing Workshop (MoE funded)

Ref#: 1HA989

GCSN » Creating with Google (Full day Holiday Workshop)

Ref#: 1HA9V0 » Digital Technology Curriculum 101

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

Ref#: 1HA9Uo » Unleash Student Creativity with iPad

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

Ref#: 1HA9Ux

Ref#: 1HAAMD » History in Your Backyard Ref#: 1HAA8A » Innovation is in our DNA: Engaging Māori Students in Design Thinking Ref#: 1HAA81 » Play-based History: Bringing our Stories to Life Ref#: 1HAA87 » Pushing Boundaries Using Te Whāriki Ref#: 1HAA84 » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HAA7v

» Mathematics Leadership Communities Meetings | MLCs (Mid North – Paihia)

Ref#: 1HA9dY

Ref#: 1HA9da

Evaluation Associates » e-asTTle Writing Workshop (MoE funded)

Ref#: 1HA98F

Auckland 4E’s Consulting » Nigel Latta – Wellbeing for Work Life Balance

Ref#: 1HAABf

Cognition Education » Leading Reo-a-Waha Oral Language Online Workshop

JK Developing Capabilities

Ref#: 1HA9dn

» Strengthening Your Personal Resilience and Wellbeing – for Teachers and Teacher Aides

» Mathematics Leadership Communities Meetings | MLCs (Auckland)

Ref#: 1HA98h

Ref#: 1HA9dj

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

TUKUTUKU KŌRERO | 7 September 2020

41

PROFESSIONAL DEVELOPMENT NOTICES » Reo-a-Waha: Oral Language Tips and Tools for Teachers Online Workshop

Ref#: 1HA9dq

EDconnect » Engaging Conversations Workshop – West Auckland

Ref#: 1HA9FS

Waikato EDconnect

Growth Culture

» Dancing with Digi Tech Workshop – Waihi

Ref#: 1HA9HS

Ref#: 1HA9G8 » Engaging Conversations: A Workshop for Teacher Aides – Hamilton

Ref#: 1HA9FP

Evaluation Associates

» Cracking the Code – Boys in Literacy

Wellington Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Hutt Valley)

Bay of Plenty EDconnect

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

Ref#: 1HA98J

» Dancing with Digi Tech Workshop – Te Puna, Tauranga

Education Outdoors New Zealand

» e-asTTle Writing Workshop (MoE funded)

Ref#: 1HA9G5

» Embedding Good Practice Systems for EOTC

Ref#: 1HA989

Education Outdoors New Zealand

Education Outdoors New Zealand » Embedding Good Practice Systems for EOTC

Ref#: 1HA9Rt

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

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

» e-asTTle Writing Workshop (MoE funded)

Ref#: 1HA98F

Growth Culture » Cracking the Code – Boys in Literacy

Ref#: 1HA9HS

Improving Life Outcomes

» e-asTTle Writing Workshop (MoE funded)

Ref#: 1HA98F

Growth Culture » Cracking the Code – Boys in Literacy

Ref#: 1HA9HV

Ref#: 1HA9Rt

» Embedding Good Practice Systems for EOTC

Evaluation Associates

Ref#: 1HA9Rt

» e-asTTle Writing Workshop (MoE funded)

Evaluation Associates

Ref#: 1HA989

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

InterLEAD

Ref#: 1HA98M

Ref#: 1HA8zg

» e-asTTle Writing Workshop (MoE funded)

Tasman/Nelson impactED

» Developing Outstanding Middle Managers

» Workshop – How to Overcome Obstacles and Achieve Goals with Children’s Learning

Ref#: 1HA989

Ref#: 1HA9kN

Growth Culture

» Workshop – Teaching Emotions in Children

» Cracking the Code – Boys in Literacy

Ref#: 1HA9S3

Ref#: 1HA985

Ref#: 1HA9HV

InterLEAD

Hawke’s Bay Evaluation Associates

West Coast Evaluation Associates

» Developing Outstanding Middle Managers (2 x One-day Workshops)

Ref#: 1HAAKU

Kohia Centre, University of Auckland » Building Resilience and Mental Wellbeing for Teachers and Students

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

Ref#: 1HA98J

Taranaki Cognition Education

» Nelson Digital Technologies Implementation

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

Ref#: 1HA98M

Canterbury EDconnect » Engaging Conversations Workshop – Christchurch

Ref#: 1HA8uM

» Mathematics Leadership Communities Meetings | MLCs (New Plymouth)

» Decisions of a Writing Teacher, with Gail Loane

Ref#: 1HA9dS

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

» Fun, Practical Ideas to Support ESOL Students’ Learning

Evaluation Associates

Evaluation Associates

Ref#: 1HAAPS

Ref#: 1HA989

» Understanding Anxiety in Children and Adolescents, with Dr Mary Miller

Manawatu/Whanganui Cognition Education

Ref#: 1HA8nd

Ref#: 1HAAPd » Understanding National Certificate of Educational Achievement (NCEA), with Robyn Headifen

Ref#: 1HAAPa » Using Materials and Games to Teach Vital Maths Concepts

Ref#: 1HA9WJ

TeacherGrow

» e-asTTle Writing Workshop (MoE funded)

» Developing Expertise in Using e-asTTle – Workshop (MoE funded)

Ref#: 1HA9dL

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

» Mathematics Leadership Communities Meetings | MLCs (Whanganui)

GCSN

Ref#: 1HA9dP

» Creating with Google (Full day Holiday Workshop)

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

Evaluation Associates

» Teacher Self-care Workshop

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

Ref#: 1HAAPs

Ref#: 1HA98M

Ref#: 1HA9V0 » Play with a Digital Spin Workshop Ref#: 1HA9Uo » Unleash Student Creativity with iPad Ref#: 1HA9Uu

For full professional learning and development (PLD) listings see gazette.education.govt.nz/notices 42

Education Gazette | 7 September 2020

gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES » Unleash Student Creativity with iPad – Full-day Workshop

Kohia Centre, University of Auckland

EDconnect

Ref#: 1HA9Ux

» Online: An Introduction to the New Zealand Curriculum for Overseas Trained Teachers

» Engaging Conversations Workshop – West Auckland

Growth Culture

Ref#: 1HAAPY

Ref#: 1HA9FS

» Online: How to Enhance Your Practice Utilising the Google Suite

Education Outdoors New Zealand

Ref#: 1HAAPL

» Embedding Good Practice Systems for EOTC

» Online: Mindfulness Practices: Improving Attention, Mental Resilience and Self-regulation

Ref#: 1HA9Rt

» Cracking the Code – Boys in Literacy

Ref#: 1HA9HS

impactED » DigiGirls: Engaging Girls in Digital Technologies

Ref#: 1HA9SC

Ref#: 1HAAPg

Evaluation Associates

» Local Curriculum – Supporting Understanding of Local Curriculum

Lancewood Education

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

Ref#: 1HA9Fu

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

Ref#: 1HA9Rt

Evaluation Associates » e-asTTle Writing Workshop (MoE funded)

» James Nottingham Online – Leadership, Challenge, and Collective Efficacy

Ref#: 1HA9aj

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

» James Nottingham Online – Seven Steps to Maximising the Effectiveness of Feedback​

Ref#: 1HA98J

Ref#: 1HA9an

Ref#: 1HA989

NEX Kōtuitui » Design for Online – Workshop Series

Ref#: 1HA98F

Ref#: 1HAA9R

Growth Culture

Tabitha Leonard

» Cracking the Code – Boys in Literacy

Ref#: 1HA98M

» The Learn Culture Club

» e-asTTle Writing Workshop (MoE funded) » e-asTTle Writing Workshop (MoE funded)

Ref#: 1HA98F

Growth Culture » Cracking the Code – Boys in Literacy

Ref#: 1HA9HS

Ref#: 1HA9HS

Ref#: 1HAA5c

Improving Life Outcomes

Southland Evaluation Associates

Your Health NZ

» Workshop – How to Overcome Obstacles and Achieve Goals with Children’s Learning

» School and Youth Nurse Symposium

Ref#: 1HA9kN

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

Ref#: 1HA9Mw

InterLEAD

Ref#: 1HA98M

Northland Cognition Education

impactED

» Mathematics Leadership Communities Meetings | MLCs (Dargaville)

Ref#: 1HAAKU

Ref#: 1HA9dd

Kohia Centre, University of Auckland

» Mathematics Leadership Communities Meetings | MLCs (Far North)

» Building Resilience and Mental Wellbeing for Teachers and Students

Ref#: 1HA9dV

Ref#: 1HA8uM

» Mathematics Leadership Communities Meetings | MLCs (Mid North – Paihia)

» Understanding Anxiety in Children and Adolescents, with Dr Mary Miller

Ref#: 1HA9dY

Ref#: 1HAAPd

» Mathematics Leadership Communities Meetings | MLCs (Whangarei)

» Understanding National Certificate of Educational Achievement (NCEA), with Robyn Headifen

Ref#: 1HA9da

Ref#: 1HAAPa

Evaluation Associates

TeacherGrow

» Invercargill Local Curriculum: Supporting Your Understanding of Local Curriculum

Ref#: 1HA9XC

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

Ref#: 1HA9HL » Leading a Culturally Sustaining School

Ref#: 1HA9HH

CORE Education » Future-focused Schools: Aligning Strategies to Realise Positive Change

Ref#: 1HAAMD » History in Your Backyard

Ref#: 1HAA8A » Innovation is in our DNA: Engaging Māori Students in Design Thinking

» Developing Outstanding Middle Managers (2 x One-day Workshops)

» e-asTTle Writing Workshop (MoE funded)

» Teacher Self-care Workshop

Ref#: 1HA98F

Ref#: 1HAAPs

Auckland 4E’s Consulting

Waikato EDconnect

» Nigel Latta – Wellbeing for Work-life Balance

» Dancing with Digi Tech Workshop – Waihi

Ref#: 1HAABf

Ref#: 1HA9G8

Cognition Education

» Engaging Conversations: A Workshop for Teacher Aides – Hamilton

Ref#: 1HA9FP

Ref#: 1HAA81

» Leading Reo-a-Waha Oral Language – Online Workshop

» Ten Trends: Drivers of Change Shaping our Future

Ref#: 1HA9dn

Evaluation Associates

Ref#: 1HAA7v

» Mathematics Leadership Communities Meetings | MLCs (Auckland)

» e-asTTle Writing Workshop (MoE funded)

JK Developing Capabilities

Ref#: 1HA9dj

» Strengthening Your Personal Resilience and Wellbeing – for Teachers and Teacher Aides

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

Ref#: 1HA98h

Ref#: 1HA9dq

Ref#: 1HA98F

Growth Culture » Cracking the Code – Boys in Literacy

Ref#: 1HA9HV

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

TUKUTUKU KŌRERO | 7 September 2020

43

PROFESSIONAL DEVELOPMENT NOTICES Bay of Plenty EDconnect

Evaluation Associates

Evaluation Associates

» Dancing with Digi Tech Workshop – Te Puna, Tauranga

» e-asTTle Writing Workshop (MoE funded)

» e-asTTle Writing Workshop (MoE funded)

Ref#: 1HA989

Ref#: 1HA98F

Ref#: 1HA9G5

InterLEAD

Growth Culture

Education Outdoors New Zealand

» Developing Outstanding Middle Managers

» Cracking the Code – Boys in Literacy

» Embedding Good Practice Systems for EOTC

Ref#: 1HA8zg

Ref#: 1HA9HS

Ref#: 1HA9Rt

Tasman/Nelson impactED

Southland Evaluation Associates

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

» Nelson Digital Technologies Implementation

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

West Coast Evaluation Associates

Growth Culture

Ref#: 1HA9S3

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

» Cracking the Code – Boys in Literacy

Ref#: 1HA98M

Ref#: 1HA9HV

Canterbury EDConnect

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

Ref#: 1HA98J

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

» Engaging Conversations: A Workshop for Teacher Aides – Christchurch

Ref#: 1HA9Mo

EDconnect » Engaging Conversations Workshop – Christchurch

Ref#: 1HA9FL » Sound Beginnings Workshop – Christchurch

Ref#: 1HA9dS

Ref#: 1HA9F8

Evaluation Associates

Evaluation Associates

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

Manawatu/Whanganui Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Palmerston North/Horowhenua)

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

Ref#: 1HA9V0 » Play with a Digital Spin Workshop

Growth Culture

» Unleash Student Creativity with iPad

GCSN

Ref#: 1HA9Uo Ref#: 1HA9Uu » Unleash Student Creativity with iPad – Full-day Workshop

Ref#: 1HA9Ux

Growth Culture » Cracking the Code – Boys in Literacy

Ref#: 1HA9HS

Education Outdoors New Zealand

Education Outdoors New Zealand

impactED » DigiGirls: Engaging Girls in Digital Technologies

Ref#: 1HA9SC » Local Curriculum – Supporting Understanding of Local Curriculum

Ref#: 1HA9Fu

Otago

» Embedding Good Practice Systems for EOTC

» Embedding Good Practice Systems for EOTC

Ref#: 1HA9Rt

Ref#: 1HA9Rt

Education Gazette | 7 September 2020

Do you want your vacancy to stand out from the crowd?

Ref#: 1HA989

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

44

Ref#: 1HA9XC

Ref#: 1HA98J

» Creating with Google (Full day Holiday Workshop)

» Mathematics Leadership Communities Meetings | MLCs (Hutt Valley)

» Invercargill Local Curriculum: Supporting Your Understanding of Local Curriculum

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

Evaluation Associates

Wellington Cognition Education

impactED

Ref#: 1HA98T

» e-asTTle Writing Workshop (MoE funded)

Ref#: 1HA9HS

Ref#: 1HA98M

» Developing Expertise in Using e-asTTle – Workshop (MoE funded)

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

» Cracking the Code – Boys in Literacy

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

Place a shortened vacancy within the print version.

Get a 70 word listing in print for only $310 + GST per issue or add a logo to this for only $410 + GST.

Contact Jill Parker email: jill.parker@nzme.co.nz phone: (04) 915 9798 to find out more

gazette.education.govt.nz

Contents

General 45 Tertiary 45 Guidance and careers 46 Early learning 46 Primary and intermediate (Years 1-8) » Resource teacher 50 » Mātauranga Māori 50 » Teachers 50 » Senior leadership 55

Area / composite (Years 1-15)

» Teachers 58 » Middle leadership 59 » Senior leadership 59

Secondary (Years 7-15)

» Resource teacher 59 » Mātauranga Māori 59 » Teachers 59 » Middle leadership 61 » Senior leadership 63

Equal Employment Opportunities (EEO)

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

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

Deadlines for vacancies

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

Copy for 12 October closes 4pm, Friday 2 October 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.

General

New Zealand (nationwide) Te Kupenga – National Centre for Religious Studies Religious education curriculum resource developer Y7–10 specialist Full-time, permanent

Ref#: 1HA9oi Religious education curriculum resource developer Y1–6 specialist Full-time, permanent

Ref#: 1HA9of

Northland Blomfield Special School and Resource Centre

Hawke’s Bay Te Whakaritorito Trust Youth mentor coach Part-time, contract

Ref#: 1HA9fV

Manawatu/Whanganui Central Regional Health School Speech-language therapist Part-time, permanent, SDA + SLT unit

Ref#: 1HAANf

Wellington Central Regional Health School Speech-language therapist Part-time, permanent, SDA + SLT unit

Occupational therapist

Ref#: 1HAANR

Part-time, permanent

Tertiary

Ref#: 1HAAPX

Auckland The Sir John Kirwan Foundation

New Zealand (nationwide) The Learning Place

Coaches – delivering mental health education to Y1–8

Kaiako for essential skills Y11–13

Full-time, permanent

Ref#: 1HAACY

Ref#: 1HAACG

Part-time, contract

Write that Essay

Manawatu/Whanganui Massey University

Writing coach / facilitator

Professional clinician

Full-time, permanent

Full-time, permanent

Ref#: 1HA93P

Ref#: 1HAAFv

Chief Execu�ve Officer (CEO) School Sport NZ (NZSSSC) is seeking a Chief Execu�ve Officer to lead the organisa�on in con�nuing to provide access to quality school sport opportuni�es for our young people.

As our new CEO, you will be passionate about the difference sport can make in the lives of young people, understand, clearly ar�culate, and advocate for the value of sport in the educa�on, wellbeing and development of young people and the culture of our schools.

The CEO will possess the personal characteris�cs, demonstrate the professional skills, and have the experience required to meet the challenges that impact the sport and educa�on sectors in ensuring posi�ve school sport experiences for schools and students, their staff and families. You will have the ability to develop and maintain posi�ve rela�onships across mul�ple stakeholders in the educa�on and sport sectors, being innova�ve and showing awareness in developing responses to the changing nature of the way in which young people engage in sport.

School Sport NZ (NZSSSC) is the sports service organisa�on that co-ordinates, promotes and protects secondary school sport for all students. It has been established, by schools, to act as guardian of the heritage and the values of secondary school sport and to deliver leadership and support for all involved in the provision of sport to secondary schools and their students.

The role will require the ability to travel throughout NZ as required to achieve the objec�ves of School Sport NZ, along with a commitment to flexible working hours.

If this is you, then please seek an applica�on pack from Leece Gadsby, School Sport NZ Administrator at office@schoolsportnz.org.nz. Applica�ons including a CV, must be received by 5pm on Wednesday, 23rd October.

gazette.education.govt.nz

TUKUTUKU KŌRERO | 7 September 2020

45

VACANCIES

Early learning

Otago The Learning Place Moderator Part-time, contract

Ref#: 1HAABz

Guidance and careers

Northland Whangarei Girls’ High School Careers practitioner Full-time, permanent

Ref#: 1HAAAE

Auckland St Dominic’s Catholic College (Henderson) Guidance counsellor Part-time, fixed-term

Ref#: 1HAAMY

Kristin School Guidance counsellor Part-time, permanent

Ref#: 1HAAL7

Waikato Ngaruawahia High School Guidance counsellor Full-time, permanent

Ref#: 1HAAMs

Otago Bayfield High School Guidance counsellor Full-time, permanent, 1MU

Ref#: 1HA9_E

Dunstan High School Careers advisor Full-time, permanent, CA + 2MMA

Ref#: 1HAAHR

Early learning Northland Kerikeri Preschool Head teacher Full-time, permanent

Ref#: 1HAAH1

Manaia Kindergarten Teacher: salary scale K1 – Northland Kindergarten Association Full-time, fixed-term

Auckland Angels Childcare, Takapuna Infants educator Full-time, permanent Ref#: 1HA9JV

Awhi Whānau Early Childhood Centre Early learning qualified teacher or third year Full-time, permanent Ref#: 1HAAKS

Barnardos Early Learning Centre, Otara

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

Room Coordinator/head teacher Full-time, permanent Ref#: 1HA9Qo

Kiddie Academy Early Learning Centre

BestStart, Parnell Qualified teacher Full-time, permanent Ref#: 1HAABA

Birkenhead Point Montessori Preschool ECE qualified art teacher Full-time, permanent Ref#: 1HA9bx

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

Bright Beginnings Early Learning Centre, Panmure Registered educator Full-time, permanent Ref#: 1HA9n8

Bumblebees Whitford Childcare Centre Preschool room teacher Full-time, permanent Ref#: 1HAAAB

Central Park Early Learning Centre Qualified ECE teacher Full-time, permanent Ref#: 1HA9ry

Full-time, permanent

Childsteps Early Learning Centre

Ref#: 1HA9Kh

Head teacher Full-time, permanent Ref#: 1HAAKq

Ref#: 1HA9mi

46

Education Gazette | 7 September 2020

Flanshaw Infant and Toddler Centre

Qualified infants/toddlers teacher Full-time, permanent Ref#: 1HA97n

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

Part-time, permanent

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

Bear Park Centre of Learning

Mokopuna O Moerewa Early Childhood Centre

Unqualified ECE teacher

East Tamaki Childcare Centre

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

Childsplay Unlimited, Kingsland

Simply Kids Preschool

Qualified toddlers teacher Part-time, permanent Ref#: 1HA9nj

Centre manager – early learning Full-time, permanent Ref#: 1HA9wY

Ref#: 1HA9rc

Qualified teacher (pouako)

Country Village Preschool – Infant & Toddler Centre

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

Qualified ECE teachers Full-time, permanent Ref#: 1HA9WL Qualified ECE teachers (2 positions) Full-time, permanent Ref#: 1HA92Q

Kiddie Garden Learning Corner Experienced registered teacher (2 to 5 years) Full-time, permanent Ref#: 1HA9QY

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

Kids Count, Kelvin Road Qualified teacher Full-time, permanent Ref#: 1HAAB7

Kindercare Learning Centres, Pakuranga Toddlers teacher Full-time, permanent Ref#: 1HA9n4

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

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

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

Li’l Champs Early Learning Centre Qualified registered ECE teacher Full-time, permanent Ref#: 1HA9nH gazette.education.govt.nz

Early learning

VACANCIES

Little Feet Childcare Centre, Yates Rd

Peekaboo Childcare Centre

Tiny Explorers Early Learning Centre

Early learning educators (several positions) Full-time, permanent Ref#: 1HA97B

ECE preschool teacher

Little Kiwis Early Learning Centre

Fully certified or provisionally certified ECE/primary teacher Full-time, permanent Ref#: 1HA9WY

Peninsula Kids

Registered and certified teacher Full-time, permanent Ref#: 1HAACN

Magic Garden Care and Education Centre Infans and toddlers teacher Full-time, permanent Ref#: 1HAA48

Mairangi Bay Preschool Qualified infants teacher Full-time, permanent Ref#: 1HA92C Qualified infants teacher Full-time, permanent Ref#: 1HA9bz Qualified infants teacher Full-time, permanent Ref#: 1HAACD

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

Muddy Toes Early Learning Centre Head teacher / manager Full-time, permanent Ref#: 1HA96q Registered teacher Full-time, permanent Ref#: 1HA9Bk

New Shoots Children’s Centre, Westgate Qualified teacher Full-time, fixed-term Ref#: 1HA9oS

Nga Kakano o te Manuka Early Learning Centre Early learning educator Full-time, permanent Ref#: 1HA9zd

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

North Harbour Preschool U2s teacher Full-time, permanent Ref#: 1HAAJa

Full-time, permanent

Ref#: 1HA9JS

Qualified registered ECE teacher or teacher-in-training Full-time, permanent

Ref#: 1HA9FJ

Pokeno Preschool ECE qualified educator Full-time, permanent

Ref#: 1HAAAv

Poppies Kindergarten Qualified ECE teacher Full-time, permanent

Ref#: 1HA9N6

Prodigy Centre, Greenhithe

Toybox on Rawhiti ECE teacher Full-time, permanent Ref#: 1HAALG

Young Petals Early Learning Centre Drury Limited Registered early childhood teacher Full-time, permanent Ref#: 1HA9gw

Waikato BestStart, Peachgrove Road Qualified teacher Part-time, permanent Ref#: 1HAABE

Teacher

BestStart, Puketaha Road

Full-time, permanent

Qualified teacher Full-time, fixed-term Ref#: 1HAABH

Ref#: 1HA9Pg

Reach for the Stars Early Learning Centre

Borman Village Kids

Ref#: 1HA9pE

Early childhood teacher Full-time, permanent Ref#: 1HA9s_

Rise & Shine Childcare Centre

Bright Beginnings ELC, Peachgrove Rd

Qualified head teacher Full-time, permanent

Certified early childhood teacher Full-time, permanent

Ref#: 1HA9mq

Rockabye Early Learning Centre Qualified ECE teacher or 3rd year student Full-time, permanent

Ref#: 1HA9A3

Star Educare ECE centre manager Full-time, permanent

Ref#: 1HA96r

Centre manager Full-time, permanent Ref#: 1HA9DQ

Creators on Grandview Teacher Full-time, permanent Ref#: 1HA9rU

Little Minds Early Learning Centre Assistant manager Full-time, permanent Ref#: 1HA9ww

ECE teacher

Mini Miracles Educare, Claudelands

Full-time, permanent

Centre manager Full-time, permanent Ref#: 1HA9Qh

Ref#: 1HAA6f ECE teacher Full-time, permanent

Ref#: 1HA9Hb

Takapuna Learning Space Reggio inspired team leader – preschool Full-time, permanent

Ref#: 1HAAQ7

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

Nurture Early Learning, Red Beach

The Point Early Childhood Centre

Early preschool teacher Full-time, permanent Ref#: 1HA9j_

Early childhood teacher Full-time, permanent

Ref#: 1HAACB

Certificated teacher Full-time, permanent Ref#: 1HAA8K

Peacocks Early Learning Centre

The Rumpus Room, Waterview

Nurture Nannies 2

Qualified teacher Full-time, permanent Ref#: 1HA9jy

Team leader

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

gazette.education.govt.nz

Full-time, fixed-term

Ref#: 1HAA8G

Morrinsville Kids

TUKUTUKU KŌRERO | 7 September 2020

47

VACANCIES

Early learning

Suits and Gumboots Country Daycare

Pohutukawa Preschool

Head teacher kaiako Full-time, permanent Ref#: 1HA96o

Toddler teacher

Te Puna O Te Aroha Puna Reo

The Orchard Child Care & Preschool

Early childcare qualified kaiako Full-time, permanent Ref#: 1HA9rE

The Pentagon Early Learning Centre Team leader Full-time, permanent Ref#: 1HAAA4

Bay of Plenty Amber Early Learning Centre Early childhood qualified and certificated teacher Full-time, permanent Ref#: 1HAAAm

Full-time, permanent

Ref#: 1HA9zz

ECE teacher Full-time, fixed-term

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

Ref#: 1HA9MV

BestStart, Lemon Street

The Tot Spot

Centre manager Full-time, permanent Ref#: 1HAAE4

O2 qualified teacher Full-time, permanent

Ref#: 1HAABi

BestStart, Vivian Street

Gisborne Manaaki Tamariki Childcare and Education Centre

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

Kaiako Part-time, permanent

Manawatu/Whanganui Bee Kids Childcare Centre

BestStart, Greerton

Ref#: 1HA9ra

Qualified teacher Full-time, fixed-term Ref#: 1HAACs

Hawke’s Bay Awhina Day Nursery and Kindergarten

BestStart, Pukuatua

Part-time, permanent

Qualified teacher Full-time, permanent Ref#: 1HAAD1

Ref#: 1HA9yY

BestStart, Havelock North Qualified teacher

Bloom Early Learning and Play

Foxton Preschool and Nursery

Part-time, permanent

Qualified teacher Full-time, permanent Ref#: 1HAA8i

Ref#: 1HAADD

Qualified or teacher in-training Full-time, permanent Ref#: 1HA9qP

Happy Times Childcare Qualified ECE teacher Full-time, permanent Ref#: 1HAAK5

Inspired Kindergartens Senior teacher Full-time, permanent Ref#: 1HAAP2

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

Little Pipi Early Childhood Centre Infants and toddlers teacher Part-time, permanent Ref#: 1HAAE7 LTR teacher Part-time, LTR Ref#: 1HA9rL

Natures Cove Early Learning Centre Experienced, qualified preschool teacher Full-time, permanent Ref#: 1HA9Eh

New Shoots Children’s Centre, Tauranga Qualified teacher Full-time, fixed-term Ref#: 1HA9n_

48

Education Gazette | 7 September 2020

ECE practitioner

BestStart, Mahora

Qualified teacher Full-time, permanent Ref#: 1HA9iX

Eden Christian Kindergarten Early learning educator Part-time, fixed-term Ref#: 1HAA8X

Qualified teacher

Marton Junction Community Preschool

Full-time, permanent

Certified early childhood kaiako Full-time, permanent Ref#: 1HA9_F

Ref#: 1HAADs

BestStart, Napier Central Centre manager Full-time, permanent

Ref#: 1HAAD4

BestStart, Omahu Road Head teacher Full-time, permanent

Ref#: 1HA9eb

BestStart, Raureka Qualified teacher Full-time, permanent

Ref#: 1HAADp

BestStart, Riverbend Road Centre manager

Puddleducks’ Nursery and Preschool, Gladstone St Certified teachers nursery and toddlers (several positions) Full-time, permanent, Ref#: 1HA9p5

Puddleducks’ Nursery and Preschool Room leader toddlers Full-time, permanent,

Ref#: 1HA9p2 Teacher preschool Full-time, permanent Ref#: 1HA9p8

Puddleducks’, Ward Street

Ref#: 1HAAD7

Nursery and preschool teacher Full-time, permanent Ref#: 1HA9oz

BestStart, Taradale

Putiki Kindergarten

Full-time, permanent

Qualified teacher

Ref#: 1HAADN

Teacher – Whānau Manaaki Kindergartens Part-time, fixed-term Ref#: 1HAANX

Punavai o le Gagana Samoa

Takaro Kindergarten

Registered teacher

Teacher – Ruahine Kindergarten Assocation Part-time, permanent Ref#: 1HAAAR

Part-time, permanent

Part-time, fixed-term

Ref#: 1HA9p4

gazette.education.govt.nz

Early learning

VACANCIES

Te Aroha Noa Early Childhood Centre

Kidz Planet Preschool

Waterloo Kindergarten

Qualified kaiako Full-time, permanent Ref#: 1HAACf

Assistant manager / 2iC

Kindergarten teacher – Hutt City Kindergartens

Full-time, permanent

Full-time, permanent

Ref#: 1HAA3v

Ref#: 1HAACd

Waiouru Kindergarten and Care

Kindercare Learning Centre, Aotea

Teacher – Whānau Manaaki Kindergartens Full-time, permanent Ref#: 1HAANG

Wise Owl Early Childhood Centre

Transition-to-school teacher

Certified kaiako

Full-time, permanent

Full-time, permanent

Ref#: 1HAA3D

Ref#: 1HAA6q

Kindercare Learning Centre, Karori

Marlborough BestStart, Springlands

Wellington BestStart, Arawhata Road Kindy Centre manager (Kapiti) Full-time, permanent Ref#: 1HAA21

BestStart, Taita Centre manager Full-time, permanent Ref#: 1HAA2N

Betty Montford Kindergarten Teacher – Whānau Manaaki Kindergartens Part-time, permanent Ref#: 1HAANc

Preschool teacher Full-time, permanent

Ref#: 1HAAAq

Kindercare Learning Centre, Paraparaumu Preschool teacher Full-time, permanent

Ref#: 1HAAD5

Koraunui Kindergarten Teacher – Hutt City Kindergartens Part-time, fixed-term

Ref#: 1HAAFP

Centre manager Full-time, permanent

Ref#: 1HAA1R

West Coast Creators@home, Nelson Visiting teacher Full-time, permanent

Ref#: 1HAAGa

Canterbury BestStart, Wales Street Centre manager

Busy Beez Childcare Centre

Teacher – Hutt City Kindergartens

Full-time, permanent

Early learning educator Full-time, permanent Ref#: 1HA9f8

Full-time, fixed-term

Ref#: 1HAA1y

Ref#: 1HAAFL

Co Kids, Thorndon

Qualified ECE teacher

Preschool team leader Full-time, permanent Ref#: 1HA9fT

Full-time, permanent

Ref#: 1HA9ht

Farmyard Preschool

Early learning whaiakoga

Magic Sparks Care and Learning

Matiti Tokelau Akoga Kamata

Early learning educator Full-time, permanent Ref#: 1HA9qB

Part-time, permanent

Happy Days Childcare Centre

Session facilitator

Ref#: 1HAAC7

Miramar Playcentre

Registered teacher Full-time, permanent Ref#: 1HA7fJ

Part-time, permanent

Holborn Kindergarten

Certified ECE kaiako

Kindergarten teacher Part-time, permanent Ref#: 1HAAB1

Irmgard Ritchie Kindergarten Teacher – Whānau Manaaki Kindergartens Full-time, permanent Ref#: 1HAANA

Island Bay Kindergarten Head teacher – Whānau Manaaki Kindergartens Full-time, permanent Ref#: 1HAAN7

Ref#: 1HA9jV

Otaki Early Learning Centre Full-time, permanent

Ref#: 1HA9e9

Paraparaumu Kindergarten Teacher – Whānau Manaaki Kindergartens Full-time, permanent

Blossoms Educare, Rolleston Registered head teacher Full-time, permanent

Ref#: 1HA9Q2

Discovery Junction Nursery early learning teacher Full-time, permanent

Ref#: 1HAA91

Fundamentals, Merivale Infants and toddlers teacher Full-time, permanent

Ref#: 1HAALY

Kirwee Tree House Learning Centre Centre manager Full-time, permanent

Ref#: 1HA9mm

Phoenix Preschool Senior teacher Full-time, permanent

Ref#: 1HA9kn

Ref#: 1HAABD

Pipitea Childcare Centre

Rangiora Montessori

Early childhood teacher Full-time, fixed-term

Montessori centre manager Full-time, permanent

Ref#: 1HA9wz

Ref#: 1HA9Jr

Johnsonville West Kindergarten

Te Puna Ako ki Totara Puku

Rosy Cheeks Early Learning Centre

Teacher – Whānau Manaaki Kindergartens Part-time, fixed-term Ref#: 1HAANN

Head teacher – Whānau Manaaki Kindergartens

Early learning teacher

Full-time, permanent

Full-time, permanent

Ref#: 1HA9kg

Ref#: 1HAAEy

Karori Childcare Centre

Waiwhetu Kindergarten

Twizel Early Learning Centre

Early childhood teacher Part-time, permanent, Ref#: 1HAACv

Kindergarten teacher – Hutt City Kindergartens

Early childhood teacher

Part-time, permanent

Full-time, fixed-term

Ref#: 1HAACg

Ref#: 1HA97M

gazette.education.govt.nz

TUKUTUKU KŌRERO | 7 September 2020

49

VACANCIES

Primary and intermediate Y1-8 Teachers

Otago Bear Park, St Clair

Canterbury Leeston School

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

RTLB

City Impact Church Queenstown Early Childhood Centre

Full-time, permanent, 1MU + SDA

Ref#: 1HAAPv

Mātauranga Māori

Qualified early childhood educator Full-time, permanent Ref#: 1HA9iS

Auckland Orakei School

Edna McCulloch Kindergarten

Full-time, fixed-term

Teacher: salary scale K1 – Oamaru Kindergarten Association Full-time, permanent Ref#: 1HAA8w

Kanuka Corner Early Childhood Centre Infants and toddlers educator Full-time, permanent Ref#: 1HA9En

Little Wonders, Oanaka Certificated ECE teacher Full-time, permanent Ref#: 1HA9qE

Mamas Childcare Unqualified infants teacher Full-time, fixed-term Ref#: 1HAAFm

Montessori, Oamaru Qualified, registered early childhood teacher Full-time, fixed-term Ref#: 1HA9hq

Y0 classroom teacher

Ref#: 1HAAHv

Bay of Plenty TKKM o Te Matai Scale A teacher Full-time, permanent, MITA and possibility of units based on experience

Ref#: 1HAAF5

Wellington TKKM o Wairarapa Kaiako Tau 0–2 Full-time, permanent, MITA

Ref#: 1HAAEV Kaiako Tau 3–4 Full-time, permanent, MITA

Ref#: 1HAAEY

Teachers Northland Hukerenui School Y2 teacher Full-time, fixed-term

Ref#: 1HA96t

Riverside Educare Infants early childhood teacher Full-time, permanent Ref#: 1HAA7U

Southland Te Rourou Whakatipuranga O Awarua Early childhood educator Full-time, permanent Ref#: 1HAAKL

Primary / intermediate Y1–8 Resource teacher Auckland Royal Oak School RTLB practice leader Ngā Manu Āwhina – Cluster 8 Full-time, permanent, 1MU + SDA + LPs Ref#: 1HAA4D RTLB – Cluster 8 Ngā Manu Āwhina (2 positions) Full-time, permanent, 1MU + SDA Ref#: 1HAA4g

Tasman/Nelson Motueka South School RTLB (2 positions) Full-time, permanent, 1MU + SDA Ref#: 1HAA9n

50

Education Gazette | 7 September 2020

Kaitaia Abundant Life School Primary teacher Full-time, permanent

Ref#: 1HA9YY

Opua School Classroom teacher Y7–8 Full-time, permanent

Ref#: 1HA9vN

Te Kapehu Whetū (Teina) Pouako (2 positions) Full-time, permanent

Ref#: 1HA9xv

Umawera School Teacher Full-time, permanent

Cockle Bay School Music specialist Y0–6 Full-time, permanent Ref#: 1HAA4U

Edendale School Teachers / kaiako (several positions) Full-time, fixed-term Ref#: 1HAA45 Teachers / kaiako (several positions) Full-time, permanent Ref#: 1HAA42

Hobsonville Point Primary School Scale A teacher (several positions) Full-time, permanent Ref#: 1HA9fk

Kaipara Flats School Classroom teacher Full-time, permanent Ref#: 1HAA8_ Classroom teacher Full-time, permanent Ref#: 1HAA8c Teacher Full-time, fixed-term Ref#: 1HAA8m

Mangere East School Learning support coordinators (2 positions) Whakatipu Akoranga Kāhui Ako Full-time, permanent, PTSA Ref#: 1HAACK

Manurewa East School Scale A teacher (several positions) Full-time, permanent Ref#: 1HA9qt

Milford School Teacher Full-time, fixed-term Ref#: 1HAADU

Riverhead School Scale A teacher Full-time, fixed-term Ref#: 1HA9kH Team leader + ICT Full-time, permanent, 3PMU Ref#: 1HA9ca

Royal Oak Intermediate School Classroom teacher Y7–8 composite class Full-time, permanent Ref#: 1HAA5V

Ref#: 1HA9iV

Somerville Intermediate School

Auckland Birkdale North School

Dance and drama Scale A teacher Full-time, permanent Ref#: 1HA9oy

French bilingual NE–Y2 teacher Full-time, fixed-term

Ref#: 1HAA4S

Central Auckland Specialist School Scale A teacher

Te Matauranga Junior school teacher Full-time, fixed-term Ref#: 1HA9jL

Full-time, permanent, SDA

The Sir John Kirwan Foundation

Ref#: 1HAAA5

Coaches – delivering mental health education to gazette.education.govt.nz

Primary and intermediate Y1-8 Teachers Y1–8 Full-time, permanent

Ref#: 1HAACG

Tirimoana School Scale A teachers Y1–5 (several positions) Full-time, permanent

Ref#: 1HAADA

Whangaparaoa School, Auckland Teacher Full-time, permanent

Ref#: 1HA9yz

Waikato Cambridge East School Scale A teachers (2 positions) Full-time, permanent

Ref#: 1HAA6L Scale A teachers (2 positions) Full-time, fixed-term

Ref#: 1HAA6P

Cambridge Middle School Scale A teacher responsible for digital technology Full-time, permanent

Ref#: 1HAAEj

Goodwood School Teacher Full-time, permanent Ref#: 1HAAJR Teacher Full-time, fixed-term Ref#: 1HAAMG

Hamilton West School Scale A middle school Full-time, fixed-term

Ref#: 1HA9vX

Kihikihi School Kaiako rūmaki reo. He tūranga whakapūmau. Tau 0–2 Full-time, fixed-term, MITA

Ref#: 1HA9HB

Leamington School Teacher Full-time, permanent

Ref#: 1HAA7d Teacher Full-time, fixed-term

Ref#: 1HAA7a

Patricia Avenue School Teacher – special education Full-time, permanent, SDA

Ref#: 1HAAB_

Pukekawa School Teacher

Rototuna Junior High School

Omakere School

Generalist teacher (Y7–10) Full-time, fixed-term Ref#: 1HAAFq

Classroom teacher

Generalist teacher (Y7–10) Full-time, permanent Ref#: 1HAAFn

St Joseph’s Catholic School, Te Aroha Y3–4 teacher Full-time, fixed-term Ref#: 1HAAKa

gazette.education.govt.nz

Full-time, permanent

Ref#: 1HAAGf

Taranaki Bell Block School

Ref#: 1HAAPE

Ōtorohanga School

Full-time, permanent

Teacher Full-time, permanent Ref#: 1HA9yR

Scale A teacher

Ref#: 1HAANt

Normanby School Scale A teaching position Full-time, permanent

Ref#: 1HAABd

Bay of Plenty Mokoia Intermediate

Stratford Primary School

Specialist technology teacher Part-time, fixed-term Ref#: 1HA9wD

Full-time, fixed-term

Paengaroa School

Toko School

Teacher Y6 class Full-time, fixed-term Ref#: 1HAAHc

Full-time, fixed-term

Teacher Y1–6

Ref#: 1HA9yj

Teacher

Ref#: 1HAAJz

Western Heights Primary School, Rotorua Scale A teacher Full-time, permanent, 1FTU Ref#: 1HA9qz Senior teachers (2 positions) Full-time, permanent, 1PMU + 1FTU Ref#: 1HAA7X Teaching position Full-time, fixed-term Ref#: 1HA9qw

Gisborne TKKM o Tokomaru Kaiako Full-time, fixed-term, MITA + IA Ref#: 1HA9os

Hawke’s Bay Argyll East School Learning support coordinator – Te Angiangi and Ruahine Kāhui Ako Full-time, permanent Ref#: 1HAA6z

Haumoana School

Napier Central School

Ref#: 1HAADt

Classroom teachers (2 positions)

Full-time, fixed-term

Roto-O-Rangi School Full-time, permanent

Puketapu School

Teacher Y6–8 Full-time, permanent, 1FTU Ref#: 1HAA7P

Ref#: 1HA9PH

Teachers (2 positions)

Ref#: 1HA9ov

Scale A teacher

Scale A classroom teacher – new entrant support Part-time, fixed-term Ref#: 1HAAFB

Part-time, permanent

Part-time, permanent

Tairua School

Teacher Full-time, fixed-term Ref#: 1HA9yU

VACANCIES

Scale A teachers (4 positions) Full-time, permanent Ref#: 1HAA8p TUKUTUKU KŌRERO | 7 September 2020

51

VACANCIES

Primary and intermediate Y1-8 Teachers

Manawatu/Whanganui Aberfeldy School

Monrad Intermediate

Principal release teacher

Full-time, permanent

Brandon Intermediate

Ohakune School

Classroom teacher Y7–8 composite class Full-time, fixed-term Ref#: 1HAADY Classroom teachers Y7–8 composite class (2 positions) Full-time, permanent Ref#: 1HAADP

Teacher

Learning support coordinators – Ruapehu Kahui Ako (2 positions)

Clyde Quay School

Full-time, fixed-term

Full-time, permanent

Ref#: 1HAA3H

Ref#: 1HAA5B

Churton School

St Joseph’s School, Taihape

Part-time, fixed-term

Ref#: 1HAAAS

Bunnythorpe School

Teacher Full-time, fixed-term

Ref#: 1HA9i8

Kimbolton School Principal release teacher Part-time, permanent

Ref#: 1HA9oq

Levin School Scale A teacher Full-time, permanent

Ref#: 1HAAKN

Mangatainoka School New entrant Y0–2 teaching position

Scale A teacher

Ref#: 1HAAKE

Specialist ORS teacher Part-time, permanent

Scale A teacher Full-time, fixed-term Ref#: 1HA9vy Scale A teachers (2 positions) Full-time, permanent Ref#: 1HA9w4

Ref#: 1HAA3w

Hutt Intermediate

Takaro School

Scale A teachers Y7-8 (several positions) Full-time, permanent Ref#: 1HAABg

Teacher junior Part-time, fixed-term, MITA

Ref#: 1HA9wA

Kahurangi School

Whangaehu School

Teacher Full-time, permanent Ref#: 1HAAJH

Principal release Part-time, permanent

Ref#: 1HA9S6

Wellington Bellevue School, Newlands Scale A teachers (several positions)

Full-time, permanent

Full-time, permanent

Ref#: 1HAAFt

Ref#: 1HAA4R

Morningside School

Teacher Full-time, fixed-term Ref#: 1HAAJt

Plimmerton School Teacher Full-time, fixed-term Ref#: 1HAAJX

Empowering Learning Whakamana Akoranga

PRINCIPAL

Tēnā Koutou. Morningside School is a community-based primary school with more than half of our 330 culturally diverse students identifying as Māori. Attractively located in the suburbs of Whangārei, we are a well-resourced Decile 3, U5 school, justly proud of our collaborative teaching model that underpins a broad curriculum across Years 1-6. Our enthusiastic and dedicated teaching staff deliver innovative programmes within a modern learning environment with a strong emphasis towards digital technology.

Due to the retirement of our much-loved Principal, the Board is looking to appoint an inspirational school leader to commence in Term 1 next year.

OUR NEW PRINCIPAL STRONG LEADER an accomplished leader with sound business acumen, including experience in financial and property management, you will be personally committed to enhancing student achievement through new and innovative learning methodologies, with a dedication and passion for student well-being.

CULTURALLY COMPETENT you will develop and champion a Māori education strategy which will raise achievement levels and become embedded in the school’s whānau culture. You will role-model and shape behaviours supportive of the school’s cultural values.

COLLABORATIVELY DRIVEN you will work closely with our highly effective senior leadership team to lead our passionate staff along the next part of our journey. You will look to strengthen engagement and communication with the wider school community and key stakeholders including local schools, iwi, parent groups, etc.

APPLY NOW. Closing Date for Applications 5.00pm Monday 28th September 2020 Contact Jane Parkinson for an Application Pack on jane@blkcat.co.nz For a confidential chat please contact our retained consultant Jacqui Matthews-Harris on 0275 200 201 and visit our website www.blackcateducation.co.nz Thank you, we look forward to hearing from you.

52

Education Gazette | 7 September 2020

gazette.education.govt.nz

Primary and intermediate Y1-8 Teachers Teachers (2 positions) Full-time, permanent

Ref#: 1HAAJU

Fairlie School

Heathcote Valley School

Teacher junior school

Classroom teacher

Full-time, fixed-term

Full-time, permanent, Leadership responsibility and units available

St Teresa’s School, Featherston

Ref#: 1HAAH8

Teacher middle-senior school

Teacher middle/senior school

Full-time, fixed-term

Full-time, permanent

Ref#: 1HAAKB

Ref#: 1HAAHB

Wadestown School

Ferndale School, Christchurch

Scale A teachers (several positions) Full-time, permanent Ref#: 1HAALw

Waikanae School Y5-6 teacher Full-time, fixed-term Ref#: 1HAA5P Y5–6 teacher Full-time, fixed-term Ref#: 1HAA5a

Marlborough Redwoodtown School Classroom teacher Full-time, permanent Ref#: 1HAABR

Tasman/Nelson Motueka South School Learning support coordinator (LSC) – Motueka Kāhui Ako Full-time, permanent Ref#: 1HAAL5

VACANCIES

Ref#: 1HAA11

Hillview Christian School Y0–2 classroom teacher

Scale A fixed-term teachers (several positions) Full-time, fixed-term, SDA

Full-time, permanent

Ref#: 1HAAM7

Loburn School

Ref#: 1HAAFY

Scale A teacher – senior school

Scale A permanent teachers (several positions)

Full-time, fixed-term

Full-time, permanent, SDA

Ref#: 1HAAQ1

Ref#: 1HAAFV

St Andrew’s School, Timaru

Gleniti School

Teacher

Teachers

Full-time, permanent

Full-time, permanent

Ref#: 1HAA37

Ref#: 1HA9qf

St Joseph’s School, Papanui

Grantlea Downs School

Classroom teachers (3 positions) Full-time, permanent Ref#: 1HAA64

Teacher Full-time, permanent

Ref#: 1HA9Zw

Temuka Primary School

Teacher Full-time, fixed-term

Classroom teacher Y3–4 Full-time, permanent

Ref#: 1HA9Zt

Ref#: 1HAA78

Riwaka School Scale A classroom teacher Full-time, permanent

Ref#: 1HAAAU Scale A teacher Y3–4

Principal Alfriston School U5, Decile 8, Roll 400

Full-time, fixed-term

Ref#: 1HAAAy

Waimea Intermediate Y7–8 classroom teacher Full-time, permanent

Ref#: 1HA9u8 Y7–8 homeroom teachers Full-time, fixed-term

Ref#: 1HAA4B

West Coast Gloriavale Christian Community School English, mathematics, cognition teacher Full-time, permanent

Ref#: 1HA9bu

Canterbury Aidanfield Christian School Junior to mid primary teacher. Tagged Full-time, permanent, 1 unit tagged performing arts

Ref#: 1HAAHH

Amberley School Scale A teacher Full-time, fixed-term

Ref#: 1HA9v4 Scale A teacher Full-time, permanent

Alfriston School, catering for students from years 0-8, is situated in a beautiful semirural setting between Manurewa and Brookby. The school site is spacious, with extensive rural views to the Eastern boundary, where students can enjoy large open play spaces year round.

Our highly respected Principal is moving on, providing a real opportunity for the right person to step up in their career to lead our school into the future. The successful applicant will work alongside our committed staff and supportive Board, to build on the strengths already evident.

We are seeking a strategic and collaborative leader, with the ability to develop high trust relationships. It is expected the successful applicant will have leadership experience where the ability to achieve high educational outcomes for students has been demonstrated.

Here is a real opportunity for an experienced and successful educational leader to be part of a school that values the principles of challenge, pride and excellence.

Ian Fox, FoxEd Education Consultants Ltd ian@fox.co.nz Applications are to be received by Wednesday 30th September

Ref#: 1HA9v1 gazette.education.govt.nz

TUKUTUKU KŌRERO | 7 September 2020

53

VACANCIES

Primary and intermediate Y1-8 Teachers Teacher

Waimataitai School

Full-time, fixed-term Ref#: 1HAA6H

Full-time, permanent

New entrant–Y1 teacher Full-time, fixed-term Ref#: 1HAA68

Y5–6 teacher Full-time, fixed-term Ref#: 1HAA65

Ref#: 1HAAJ8 Y4 teacher

Y8 teacher Full-time, LTR Ref#: 1HAA6E

Whītau School Scale A classroom teachers (several positions) Full-time, permanent Ref#: 1HAABn

Otago Blue Mountain College

Mountain View School PRINCIPAL

U4. Roll 250. Commencing Term1 2021

Mountain View School is a contributing Year 1 to 6 primary school with exceptional learning landscapes and award-winning facilities situated on the slopes of Mangere Mountain, Auckland.

Learning support coordinator – Pomahaka Kahui Ako Full-time, permanent Ref#: 1HAA3Y

Queenstown Primary School Scale A teaching positions Full-time, fixed-term Ref#: 1HAAAN

St Gerard’s School, Alexandra

Our transformational principal is retiring after 25 years so we are seeking another inspirational leader, with aroha and high expectations of success for our wonderful children, to lead our jewel of a school.

Scale A teacher – DRS Full-time, permanent, 1MU Ref#: 1HAAFc

Our new principal will: • Have senior leadership and management experience, preferably as a Principal.

St Joseph’s Cathedral School

• Have the knowledge and skills to treasure our inclusive culture and relate to our Pasifika, Maori and diverse community.

Scale A teacher. Non-tagged Full-time, fixed-term Ref#: 1HA9wG

• Be committed, strategic, future-focused, with a clear professional vision.

• Provide a learning environment that promotes student leadership and achievement.

• Have the curriculum knowledge and ability to develop teachers and students who are resilient problem solvers and creative divergent thinkers.

• Partner with families to optimise learning.

APPLICATIONS CLOSE: WEDNESDAY 23RD SEPTEMBER

Senior Management Y0-8 display adverts refer pages 52-58

To request an application pack with further information please contact: Ian Fox, FoxEd Education Consultants Ltd ian@fox.co.nz

A BLUE SKY OPPORTUNITY!

PRINCIPAL OF THE NEW DRURY WEST SCHOOL (interim name)

U4 PRINCIPAL

• Stage 1 of a 2 Stage Development • Opening in January 2022 • Predicted Opening Roll 165 Application packs can be found on the KEA website www.keaeducation.nz. The essential application form must be obtained from Ngaire Jermaine of KEA Education at ngaire@keaeducation.nz.

54

Education Gazette | 7 September 2020

This is a unique opportunity for a passionate and enthusiastic educator to: • work with an Establishment Board of Trustees to develop and implement a Vision for the School • ensure that the school is a place where there is a voice for all and promotes a culture which strengthens belonging and wellbeing for those involved • inspire a collaborative approach to all areas of school leadership and management • develop an environment in which students will utilise critical thinking and creativity • encourage attitudes, languages and actions that contribute to peace and acceptance of others • enable learners to have the capacity to take responsibility for their learning • set in place the conditions where both teachers and learners will work with clarity consistent with a strong emphasis on formative feedback to learners • encourage parent and caregiver participation in their child’s development and school activities This new School will be located west of Drury and will be part of the Auranga Residential Development www.auranga.co.nz.

It is envisaged that the school will be an integral part of this rapidly growing community.

The School will also include a Satellite teaching area for Parkside Special School.

If you are curious about this NEW SCHOOL and ready for the challenges ahead the Establishment Board of Trustees would encourage you to apply.

Contact Alan Jermaine for any information on 021 119 3309 or alan@keaeducation.nz. Applications close at 5.00 pm on 21 September 2020.

Applicants will hear around 1 October 2020 if they go to interview on Saturday, 17 October 2020. The position commences at the start of the 2021 school year.

KEA

Education

Successful Recruitment for the Education Sector

gazette.education.govt.nz

Southland East Gore School Outreach specialist teacher Part-time, permanent Ref#: 1HA9zL

Deputy Principal (5MU)

St Thomas School, Winton Scale A, non-tagged, Y5–6 teacher Full-time, fixed-term Ref#: 1HAA8U

Senior leadership Northland Morningside School Principal U5 Full-time, permanent Ref#: 1HAA2g

Riverview School Assistant principal Full-time, permanent, 3MU Ref#: 1HA9kd

Auckland Alfriston School Principal Full-time, permanent Ref#: 1HAACi

Milford School (U6), on Auckland’s North Shore, has an amazing opportunity for an energetic and enthusiastic educator to join our leadership team as a Deputy Principal from the start of 2021.

We are a high-performing school with a focus on empowering our students to learn and achieve in a supportive and inclusive environment. We are an IBPYP Candidate School and a Green-Gold Enviro School, both of which drive what we do and who we are.

We seek a strong, dynamic, innovative and collaborative educator who: > Has proven leadership experience > Builds positive relationships with staff, students and wha-nau > Is forward thinking, creative and innovative > Is knowledgeable about concept-driven curriculum and/or the IBPYP > Has a high level of professionalism > Has comprehensive curriculum knowledge > Is committed to fostering student well-being > Embraces diversity and inclusion > Has outstanding communication skills > Uses coaching to develop professional capability to improve outcomes > Embraces the principles of the Treaty of Waitangi > Is approachable and empathetic > Has a sense of humour!

An information pack and further information is available from: Sue Cattell, Principal, Milford School: principal@milford.school.nz

Ararimu School Principal Full-time, permanent Ref#: 1HAAA8

Closing date for Applications is 1.00pm Tuesday 29 September 2020

Wairau Intermediate School

Empowering Learning Whakamana Akoranga

PRINCIPAL

Wairau Intermediate School was established in 1980 as the first variable space intermediate school for Years 7 – 8 on Auckland’s North Shore. With a growing roll approaching 300 students, this Decile 8, culturally diverse school was founded on the principles of caring, respect and collegial support. With the retirement of their long-serving Principal, the Board is looking to appoint a passionate, proactive and visionary leader who can work with staff and the community, to lead us into the future; embracing innovation, modern technologies and learning pedagogies.

Are you ready for Wairau Intermediate?

OUR NEW PRINCIPAL • You will be a strategic thinker, capable of preparing the school for the future, whilst continuing to strengthen the long-term and meaningful relationships with and within, the wider school community.

• You will be a visible and engaging role model for the students and staff, with an infectious enthusiasm, at the heart of which is your unshakable belief in holistic education and the desire to see every student achieve their true potential.

• Colleagues and parents would describe you as innovative, collaborative, empathetic and approachable.

You will always take the time to listen. You will make the tough decisions when necessary, be uncompromising when it comes to student achievement and, above all, relentless in your drive for excellence in everything the school does. Did we mention robust, resilient and having a keen sense of humour?

APPLY NOW. Closing Date for Applications 5.00pm Monday 28th September 2020 Contact Jane Parkinson at Blackcat Education for an Application Pack on jane@blkcat.co.nz For a confidential chat phone Jacqui Matthews-Harris on 0275 200 201.

Also please visit www.wairau.school.nz and our website www.blackcateducation.co.nz Thank you, we look forward to hearing from you.

VACANCIES

Primary and intermediate Y1-8 Senior leadership

Drury West Primary School (Proposed opening date: 2022-01-01) Principal U4 Full-time, permanent

Henderson Valley School

Milford School

Deputy principal, U5 Full-time, permanent, 5MU Ref#: 1HA9h5

Deputy principal Full-time, permanent, 5MU Ref#: 1HAADG

Ref#: 1HAADS

Mountain View School Principal Full-time, permanent Ref#: 1HAAK7

Principal

Rosehill School Associate principal (3 positions) Full-time, permanent, 4–6MU + SDA Ref#: 1HAAKP

Welcome to Roslyn School in Palmerston North! We’re looking for an innovative, creative principal to lead our strong team of staff and students.

You’ll embrace our highly multicultural community, with a strengths-based approach that respects and empowers all staff and students. You’ll allow students to grow as individuals, recognising the unique ideas, interests, passions and prior knowledge each of them bring to the school.

Your own love of learning, and seeing people discovering their potential, will inspire a thriving community of joyful learners who love coming to school each day. You’ll be up-to-date with student centred, inquiry and play-based pedagogy, and excited about seeing staff and students exploring their curiosity, and collaboratively sharing ideas.

You love seeing students become effective, emotionally intelligent, self-confident self-managers who drive their own learning. You’ll support passionate teachers to facilitate the co-creation of learning goals, reflection on learning, and sharing of learning with students.

You’ll be a strong advocate for all students, and ensure every student knows you will back them to succeed. You’ll be backed by a supportive Board, who will empower you to be the effective leader you are.

Your collaborative, open-door policy and strong communication with whānau will help create an extended community of support and whānaunatanga for all students.

We are a PB4L school and an Enviroschool.

Key qualities: • • • • • • •

Experienced and inspirational educational leader Innovative and progressive Creative problem solver Applications close 8 October Collaborative Please send your CV and direct enquiries to: Effective communicator with all stakeholders Vanessa Penn, Board Secretary Proactive, with a strong vision vpenn@roslyn.school.nz Passionate about learning.

(06) 357 9946

Deputy Principal Join a top-performing team at one of Wellington’s unique and innovative full primary schools.

Seatoun School is looking for an inspiring DP. You’ll: » Enjoy a parent community who support our pedagogy, and localised curriculum » Lead our teachers to deliver an engaging programme » Implement effective teaching with your Y5/6 students » Learn and grow from awesome PD » Love teaching in an Apple Distinguished School » Receive substantial release time » Be immersed in a culture that promotes wellbeing » Receive 5 MU’s Wellington’s the ‘coolest little capital in the world.’

Whether you’re an outdoor enthusiast, into the arts, or an avid café goer, Wellington’s got it all.

Opportunities like this are rare; if you’d like a phone chat give us a ring on 04 388 7600.

Panmure Auckland • U4 Declie 1 • Over 200+ Year 1 - 8

New photo to be taken

As a School We are Proud to be: ● Member Of The Manaiakalani Cluster ● Have Respectful Learners ● Be Fully Digital Environment ● Have Bilingual Maori , Tongan ● Have Numerous Support Staff ● Have a Supportive Board & Community

Kaitiakitanga Manaakitanga Whanaungatanga Ako Aroha

We want build a Safe Learning Environment for our students to be who they are.

We are very proud that we embrace innovation , modern technologies and learning pedagogies. Our School is expected to grow to a roll of 1000+

Applications close 5pm - Thursday 1st October. Position Commencing Term 1 2021 Please visit our website www.tamakiprimary.school.nz

An application pack is available from Sheryl - office@tamakiprimary.school.nz or ring 0272208994

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Education Gazette | 7 September 2020

WHAIA TE ARA TIKA LEARN CREATE SHARE Credits to : Timote & Auckland

gazette.education.govt.nz

Primary and intermediate Y1-8 Senior leadership Ruakituri School

Principal

Bay of Plenty Bellevue School, Tauranga

Full-time, permanent

Principal Full-time, permanent

Full-time, permanent, IA

Ref#: 1HAAG8

Tamaki School

VACANCIES

Principal U1

Ref#: 1HAACU

Ref#: 1HAA6d

Deputy principal – senior school and IT

Lynmore Primary School

Taranaki Ngamatapouri School

Full-time, permanent, 4MU + 1FU

Classroom teacher

Principal U1

Ref#: 1HAACy

Full-time, fixed-term

Full-time, permanent

Ref#: 1HAAJf

Ref#: 1HA9tv

Full-time, permanent

Hawke’s Bay Arthur Miller School

Ref#: 1HAA5q

Manawatu/Whanganui Central Normal School

Senior teacher Y5–6

Assistant principal (ORS)

Waikato Colville School

Full-time, permanent, 2MU

Full-time, permanent, 4PMU + 1FTMU + NSA

Ref#: 1HAAJ_

Ref#: 1HAAQB

Tirimoana School

Wairau Intermediate Principal U4

Principal U1 Full-time, permanent

PRINCIPAL APPOINTMENT NAYLAND PRIMARY SCHOOL

Ref#: 1HA9i2

Glenview School, Hamilton Principal Full-time, permanent

Ref#: 1HA9_W

Hikuai School Teaching principal U2 Full-time, permanent

Ref#: 1HAAM4

Rototuna Junior High School

This is an exciting opportunity for a dynamic and collaborative leader to further develop our strategic direction where outcomes for students are at the heart of decision making.

Hapū leader position (team leader) Y7–10 Full-time, permanent, 2MU + 1MMA

Ref#: 1HAAFz Social sciences specialist curriculum leader (HOD) Y7–10 Full-time, permanent, 2MU + 1MMA

Please visit our school website www.naylandprimary.school.nz for the Information Pack, Application information and form.

For enquiries please contact: judy@fanselowconsulting.co.nz 027 439 4325

Ref#: 1HAAGL

RAUMATI BEACH SCHOOL

ASSISTANT PRINCIPAL POSITIONS Central Regional Health School Assistant Principal: Operations Management Full-time, permanent, 6MU + SDA + HSU CRHS seeks an energetic Assistant Principal, starting Term 1, 2021. Responsibilities include driving innovation within systems and infrastructure to provide students with equitable learning opportunities, and support for teachers to do their job well.

Collaborative leadership experience is key, as is strong curriculum knowledge, ideally across education sectors. You will be familiar with the sustainable systems needed to underpin successful school practices. You will be a highly organised strategic thinker, skilled in working reflectively alongside colleagues and wider teams. Based in Wellington with travel required across the lower North Island.

Application requirements available on the school website: www.crhs.school.nz For further information contact the Principal, Jane Wills: jane.w@crhs.school.nz; (04) 801 5010

gazette.education.govt.nz

Full time, Permanent 4MU

We are seeking two experienced, innovative teachers and leaders with a “can-do” attitude to be the assistant principals for our junior/middle (1-4) and middle/senior (5-8) teams. These are new positions for 2021, replacing a single DP. Applicants should possess a deep understanding of current best practice in relation to teaching and leadership. The junior school position is expected to have a strength in balancing foundational skills with play-based learning, and our senior school position will be expected to guide the development of innovative approaches and creative outcomes for student-centred learning.

You will need excellent organisational and interpersonal skills, be calm, and positive, and have the vision and drive to make things happen.

This is a 0.5 leadership position, with a 0.5 teaching in-class at your level, so relationships are key: with your students, with your co-teacher, collaborating with your fellow AP, and as the glue with the senior leadership and our four syndicates.

Potential applicants are welcome to visit.

Nga- mihi nui.

Applications close 27 October.

Please send your CV, and direct enquiries to: Mike Farrelly, Principal office@raumatibeach.school.nz 04 9025596 www.raumatibeach.school.nz/Web/34/

TUKUTUKU KŌRERO | 7 September 2020

57

VACANCIES

Area / composite Y1–15 Teachers

Roslyn School

Seatoun School

Principal U5

Deputy principal

Full-time, permanent

Full-time, permanent, 5MU

Ref#: 1HAA4V

TKKM o Manawatu Principal

Ref#: 1HAA2j

St Bernard’s School, Brooklyn

Full-time, permanent

Director of religious studies

Ref#: 1HA9kY

Full-time, permanent, 1MU

Tokirima School Principal U1 Full-time, fixed-term

Ref#: 1HA9zt

Wellington Central Regional Health School Assistant principal – operations management Full-time, permanent, 6MU + HSU + SDA

Ref#: 1HA9hk

Karori Normal School Deputy principal Full-time, permanent, 8MU + NSA

Ref#: 1HAAFj

Raumati Beach School

Ref#: 1HAADa

Marlborough Redwoodtown School Team leader Full-time, permanent, 1PMU

Ref#: 1HAABX

Tasman/Nelson Riwaka School Senior team leader Full-time, permanent, 1PMU

Ref#: 1HAAAK

West Coast St Canice’s School, Westport

Assistant principals (2 positions)

Deputy principal

Full-time, permanent, 4MU

Full-time, permanent, 2MU

Ref#: 1HAA9L

Ref#: 1HA9uH

Canterbury Rolleston East Primary School (Proposed opening date: 2022-01-01) Foundation tumuaki Full-time, permanent Ref#: 1HAAMX

Sacred Heart School, Timaru Assistant principal – team leader Full-time, permanent, 2.5PMU Ref#: 1HAACa

St Bernadette’s School, Hornby Principal U3 Full-time, permanent Ref#: 1HAABw

St Joseph’s School, Papanui Team leader / classroom teacher Full-time, permanent, 2MU Ref#: 1HA9wv

St Joseph’s School, Timaru Deputy principal / learning leader Full-time, permanent, 2MU + 1FTU Ref#: 1HAABq

Otago Alexandra School Principal Full-time, permanent Ref#: 1HAA1z

Clinton School

Rolleston East Primary School Foundation Tumuaki/Principal – U4

Have you ever had a passion to lead and develop a school that encompasses te Reo at its heart? To create a school value system where there is a culture of inclusion? Do you see technology as an exciting curriculum area that is futurefocussed and has the dreams of its tamariki in its sights?

In February 2022 our foundation tumuaki, along with the staff, tamariki and whānau, will open the doors for the first time. This school will be a first for Rolleston with its bi-lingual provision and technology block. The starting principal grade is U4, with Stage One of the build catering for 450 ākonga.

We are looking for a passionate and experienced tumuaki who will help the Establishment Board of Trustees view and develop all of our following values through a lens of aroha: • • • • •

kotahitanga manaakitanga whanaungatanga tiakitanga rangatiratanga

You will need to be: • an engaging leader who is comfortable working collaboratively with whānau, hapū and iwi.

• an inclusive practitioner who values diverse ākonga and agencies involved.

• an experienced and dynamic educator with a deep understanding of good pedagogy.

• a future focussed and innovative motivator who nurtures and uplifts others.

The position commences on Monday, 25 January 2021. Applications close at 4:00 p.m. on Friday, 25 September 2020. Please contact Suzy Petersen, board chair for further information and electronic application pack.

Email suzy.petersen84@gmail.com. Phone 027 699 1768.

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Education Gazette | 7 September 2020

Principal Full-time, permanent Ref#: 1HAA41

Hanley’s Farm Primary School (Proposed opening date: 2022-01-01) Foundation principal U5 Full-time, permanent Ref#: 1HA9mV

St Gerard’s School, Alexandra DP – Scale A teacher Full-time, permanent, 2MU Ref#: 1HAAF_

Southland Lumsden School Principal U2 Full-time, permanent Ref#: 1HAAJ4

Area / composite Y1–15 Teachers Northland Kaitaia Abundant Life School Primary teacher Full-time, permanent, HPSA Ref#: 1HA9YV

Auckland Destiny School Y7–10 physical education / life skills / social studies Full-time, permanent Ref#: 1HA9n1 gazette.education.govt.nz

Secondary Y7-15 Teachers KingsWay School New entrant teacher Full-time, fixed-term

Ref#: 1HAA02

Gisborne Ngata Memorial College Social studies teacher Full-time, LTR

Ref#: 1HAAAV

Hawke’s Bay Hohepa School Special education teacher Full-time, permanent

Ref#: 1HAA4z

Taikura Rudolf Steiner School Lower school teacher / kaiako Full-time, permanent

Ref#: 1HAA3s

Manawatu/Whanganui Cornerstone Christian School Teacher, upper primary Full-time, permanent

Ref#: 1HAA8R

Mātauranga Māori Waikato St John’s College, Hillcrest TiC te reo Māori teacher Full-time, permanent, 1PSU + 1PMMA

Ref#: 1HAAJc

Teachers Northland Dargaville High School Teacher of science Full-time, permanent

Ref#: 1HAAK2

Kamo High School Drama and dance teacher Full-time, permanent

Ref#: 1HAAG2

Tikipunga High School Automotive trades tutor Full-time, fixed-term

Ref#: 1HAAEp

Auckland ACG Parnell College Teacher/tutor – English

Tasman/Nelson Tapawera Area School

Full-time, permanent

Soft materials / food technology teacher

Auckland International College

Full-time, permanent

Ref#: 1HAA9m

English specialist

Ref#: 1HAA4w

Part-time, LTR

Canterbury Hillview Christian School

Ref#: 1HAA7f

Y3–6 classroom teacher

Ref#: 1HAAHE

Y10 English senior secondary studies Full-time, fixed-term

Full-time, permanent

Ref#: 1HA9wg

Middle leadership Waikato Whangamata Area School

Avondale College Biology teacher Full-time, LTR

Ref#: 1HAAMK Teacher of art Full-time, LTR

Head of learning area, English

Ref#: 1HAAHP

Full-time, permanent, 1MU

Teacher of biology

Ref#: 1HA9kV

Senior leadership Auckland Te KKM o Puau Te Moananui-a-Kiwa Tumuaki, Tūranga Tūturu (Tau 1–15) Full-time, permanent

Ref#: 1HAA9U

Secondary Y7–15 Resource teacher

Full-time, LTR

Ref#: 1HA9sn

Diocesan School For Girls Mathematics teacher Full-time, permanent

Ref#: 1HAA4G

Glendowie College Science teacher Full-time, fixed-term

Ref#: 1HAAL4 Spanish language teacher Full-time, permanent

Canterbury Leeston School

Ref#: 1HAAAi

RTLB

Teacher of hard materials technology

Glenfield College

Full-time, permanent, 1MU + SDA

Full-time, permanent

Ref#: 1HAAPy

Ref#: 1HAAAn

gazette.education.govt.nz

VACANCIES

Hobsonville Point Secondary School Drama teacher Full-time, permanent Ref#: 1HA9vn Maths teacher Full-time, permanent Ref#: 1HA9va

King’s College Chemistry teacher Y9–13 Full-time, permanent Ref#: 1HA9np English teacher, Y9–13 Full-time, permanent Ref#: 1HA9nN Mathematics teacher Y9–13 Full-time, permanent Ref#: 1HA9nc Religious studies teacher Full-time, permanent Ref#: 1HA9rY

Mahurangi College English teacher Full-time, permanent Ref#: 1HA9Jg Hospitality teacher Full-time, permanent Ref#: 1HA9Ya Maths teacher Full-time, permanent Ref#: 1HA9us Science teacher with physics or biology Full-time, permanent Ref#: 1HA9Sk Technology teacher with strength in textiles Full-time, permanent Ref#: 1HAAJw

Marcellin College Geography/social studies teacher Full-time, permanent Ref#: 1HA9Tn Geography/social studies teacher. Tagged Full-time, permanent Ref#: 1HA9Tq Maths teacher. Tagged Full-time, permanent Ref#: 1HAA4d Technology teacher. Tagged Full-time, permanent Ref#: 1HAA4t

Massey High School Accounting teacher Full-time, permanent Ref#: 1HAA4s Art teacher Full-time, permanent Ref#: 1HAA25 Design and visual communication teacher Full-time, permanent Ref#: 1HAA2P Hard materials technology teacher Full-time, permanent Ref#: 1HAA2a Learning support coordinator Full-time, fixed-term Ref#: 1HAA2E TUKUTUKU KŌRERO | 7 September 2020

59

VACANCIES

Secondary Y7-15 Teachers Kaiako toi – art teacher Full-time, permanent, 1MU + MITA may apply to suitable candidates Ref#: 1HAAQE

Mathematics teacher Full-time, fixed-term Ref#: 1HAA2V Mathematics teacher Full-time, permanent Ref#: 1HAA2S

Rototuna Junior High School English teacher Y7–10 Full-time, permanent Ref#: 1HAAF2

Science teacher Full-time, permanent Ref#: 1HAA2L

Maths teacher Y7–10 Full-time, permanent Ref#: 1HAAFa Y7–10 secondary teacher (generalist) Full-time, fixed-term Ref#: 1HAAFg Y7–10 secondary teacher (generalist) Full-time, permanent Ref#: 1HAAFd

Te Reo Māori teacher Full-time, permanent Ref#: 1HAA2Y

Rosehill College Hard materials teacher Full-time, permanent Ref#: 1HAA5Y Teacher of physical education Full-time, fixed-term Ref#: 1HAA7j

St Paul’s Collegiate, Hamilton

Tuakau College

Teacher of biology Full-time, permanent, School allowance Ref#: 1HAALa Teacher of history – social studies Full-time, permanent, School allowance Ref#: 1HAALH

Assistant head of learning centre Full-time, permanent, 1SMU + 1MMA Ref#: 1HA9vS

Waikato Hamilton Girls’ High School Social science teacher Full-time, fixed-term Ref#: 1HAAF7

Nga Taiatea Wharekura Kaiako pūtaiao mātai ahupūngao / matū (sciencephysics / chemistry) Full-time, permanent Ref#: 1HA9tK

LINDISFARNE COLLEGE

Teacher of Mathematics Full-time Permanent As a result of retirement, we seek an enthusiastic teacher of mathematics who will teach to NCEA Level 3 and Scholarship level. The working environment encourages innovative teaching and seeks to meet the individual learning needs of each student.

The successful candidate would join a well- resourced, supportive, collaborative and enthusiastic mathematics department.

We are a state-integrated Presbyterian boarding and day school for boys in Y7–Y13 and has high academic expectations.

As a special character school, you will be required to contribute to the extra-curricular programme at the college.

Position commences term 1, 2021.

Applications close 25 September.

Please send your CV, and direct enquiries to: Campbell Howlett , Acting Rector Box 2341, Hastings 4153 rector@lindisfarne.school.nz (06) 873 1136 www.lindisfarne.school.nz/About-us-2/ Employment-at-Lindisfarne

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Education Gazette | 7 September 2020

Teacher of ESOL Part-time, fixed-term, School allowance Ref#: 1HAALq

Teacher of mathematics Full-time, permanent, School allowance Ref#: 1HAALE Teacher of physics Full-time, permanent, School allowance Ref#: 1HAALB Y10 teacher – outdoor instructor Full-time, permanent, School allowance Ref#: 1HAAKd

Bay of Plenty Rotorua Lakes High School Teacher of English Full-time, permanent Ref#: 1HAAMP Teacher of mathematics and statistics Full-time, permanent Ref#: 1HAAMa TiC drama and performing arts Full-time, permanent, 1MMA Ref#: 1HAAMS

Tauranga Boys’ College Design teacher Full-time, fixed-term Ref#: 1HAAP5 Drama / English teacher. Regraded.

Full-time, permanent Ref#: 1HAAPH Mathematics teacher Full-time, fixed-term Ref#: 1HAANw Mathematics teacher Full-time, permanent Ref#: 1HAANn

Hawke’s Bay Central Hawke’s Bay College Humanities faculty – assistant teacher Full-time, permanent Ref#: 1HAA1a

Hastings Boys’ High School Music itinerant teacher – piano Part-time, permanent Ref#: 1HAA8t

Lindisfarne College Teacher of mathematics Full-time, permanent Ref#: 1HAA4N

Taranaki Hawera High School Te reo Māori and Māori performing arts teacher Full-time, permanent, HPTSA Ref#: 1HA9im

Te Kahui Ako o Taranaki Mohoao Y7–8 technology teachers (2 positions) Full-time, permanent Ref#: 1HAA5U

Manawatu/Whanganui Awatapu College Digital technology teacher Full-time, permanent Ref#: 1HA9tp English teacher Full-time, permanent Ref#: 1HAA34 Mathematics teacher Full-time, permanent Ref#: 1HA9uK Physical education / health teacher Full-time, permanent Ref#: 1HA9tm Science teacher Full-time, permanent Ref#: 1HA9tc Science teacher 0.8–1 Full-time, fixed-term Ref#: 1HA9ti Social sciences teacher Full-time, permanent Ref#: 1HA9ts

Freyberg High School English / drama teacher Full-time, permanent Ref#: 1HAAGB Technology teacher Full-time, fixed-term Ref#: 1HA9vG

Palmerston North Boys’ High School

Science teacher Full-time, fixed-term Ref#: 1HAAPB

Assistant teacher Full-time, permanent Ref#: 1HAAP1

Tauranga Girls’ College

Waiopehu College

Art teacher Full-time, permanent Ref#: 1HA9tP

Teacher of hard materials technology Full-time, permanent Ref#: 1HA9f2 gazette.education.govt.nz

Secondary Y7-15 Middle leadership Whanganui Collegiate School Housemaster Full-time, permanent Ref#: 1HAAJm

Wellington Aotea College Teacher art Full-time, permanent Ref#: 1HAANB Teacher art and Samoan Full-time, permanent Ref#: 1HAANE Teacher health and physical education Full-time, permanent Ref#: 1HAAMz Teacher science Full-time, permanent Ref#: 1HAAN8 Teacher science and technology combination Full-time, permanent Ref#: 1HAAMj

Hutt Valley High School English teacher Full-time, fixed-term Ref#: 1HAA1V

Tasman/Nelson Nayland College

Teacher of mathematics Full-time, permanent Ref#: 1HAA17 Teacher of pathways Full-time, permanent Ref#: 1HAA24 Teacher of science Full-time, fixed-term Ref#: 1HAA1A Teacher of technology hard materials Full-time, permanent Ref#: 1HAA3i Teacher of te reo Māori Full-time, fixed-term Ref#: 1HAA1D

Canterbury Burnside High School English teacher Full-time, fixed-term Ref#: 1HAAJD English teacher Full-time, permanent Ref#: 1HAAJA Mathematics teacher Full-time, permanent Ref#: 1HAAJ7

Christchurch Boys’ High School

PE and health teacher Full-time, permanent Ref#: 1HAA1d

English teacher Full-time, permanent Ref#: 1HA9w8

Science teacher Full-time, permanent Ref#: 1HAA1g

Darfield High School

Science teacher Full-time, fixed-term Ref#: 1HAA1n Technology teacher Full-time, permanent Ref#: 1HAA1t

St Patrick’s College, Kilbirnie Teacher of physics Full-time, permanent Ref#: 1HAA2H

Wairarapa College Technology and/or design and visual communication teacher Full-time, permanent Ref#: 1HAABY

Wellington High School and Community Education Centre Teacher of chemistry and science Full-time, permanent Ref#: 1HAA3m Teacher of health and physical education Full-time, fixed-term Ref#: 1HAA3f Teacher of te reo Māori Full-time, permanent Ref#: 1HAAHz

English teacher Part-time, fixed-term Ref#: 1HAAHf

Oxford Area School Mathematics teacher Y9–13 Full-time, permanent Ref#: 1HAA1H

Waimate High School Teacher of geography and social studies Full-time, fixed-term Ref#: 1HA9mP

Otago Blue Mountain College Learning support coordnator – Pomahaka Kahui Ako Full-time, permanent Ref#: 1HAA2w

Queens High School Teacher of English Part-time, fixed-term Ref#: 1HA9sg

St Kevins College, Oamaru Technology teacher Full-time, permanent Ref#: 1HAADj

Waitaki Boys’ High School

Marlborough Marlborough Girls’ College

DVC teacher Full-time, permanent Ref#: 1HA9xX

Maths teacher (statistics preferred) Full-time, fixed-term Ref#: 1HAAJq

Teacher-in-charge of art Full-time, permanent, 1MMA Ref#: 1HAA0P

gazette.education.govt.nz

VACANCIES

Wakatipu High School Teacher of English Full-time, fixed-term Ref#: 1HAA2q Teacher of English Full-time, permanent Ref#: 1HAA2B Teacher of te reo Māori Full-time, permanent, 2MMA Ref#: 1HAA2n Teacher of performing arts Full-time, permanent Ref#: 1HAA28 Teacher of social sciences Full-time, permanent Ref#: 1HAA1w Teacher of social sciences Full-time, fixed-term Ref#: 1HAA2t

Southland Southland Boys’ High School Materials technology teacher Full-time, permanent Ref#: 1HA9zj

Middle leadership Northland Northland College Head of learning Te Puna Māori Full-time, permanent Ref#: 1HA9oD

Auckland Auckland International College Provisional head of IB Diploma biology Full-time, permanent Ref#: 1HA9Zb

Hobsonville Point Secondary School Drama and performing arts learning area leader Full-time, permanent, 1MU + 1MMA Ref#: 1HA9vj Maths learning area leader Full-time, permanent, 2MU + 1MMA Ref#: 1HA9vd

Liston College

HOD mathematics Y7–13 Full-time, permanent, 3MU + 2MMA Ref#: 1HAANS

Massey High School

Director of Māori student engagement Full-time, permanent, 1-2MU depending on experience Ref#: 1HAA22

Rosehill College

HOD hard materials Full-time, permanent, 2MU + 1MMA Ref#: 1HA9yE

Waikato Huntly College

Curriculum leader – technology Full-time, permanent, 2MU Ref#: 1HAA0X

Nga Taiatea Wharekura Upoko-ā-Tari – reo Māori Full-time, permanent, 2MU + MITA Ref#: 1HA9tN TUKUTUKU KŌRERO | 7 September 2020

61

VACANCIES

Secondary Y7-15 Middle leadership Rototuna Junior High School

Hapū leader position (team leader) Y7–10 Full-time, permanent, 2MU + 1MMA Ref#: 1HAAFw Social sciences specialist curriculum leader (HOD) Y7-10 Full-time, permanent, 2MU + 1MMA Ref#: 1HAAGE

St Paul’s Collegiate, Hamilton Assistant leader of curriculum – science Full-time, permanent, Ref#: 1HAALj Head of department – physics Full-time, permanent, Ref#: 1HAALd Head of department – biology Full-time, permanent Ref#: 1HAALg

Bay of Plenty Rotorua Lakes High School Assistant HOD English Full-time, permanent, 1MU Ref#: 1HAAML

Manawatu/Whanganui Freyberg High School HOD music. Regraded Full-time, permanent, 3MU + 1MMA Ref#: 1HAAGH

Waiopehu College Head teacher – Teen Parent Unit Full-time, permanent, 2MU Ref#: 1HAAEd

Wellington Aotea College Assistant HOF health and physical education Full-time, permanent, 1PMU Ref#: 1HA9QB

Wellington High School and Community Education Centre Head of He Kākano (ORS funded students) Full-time, permanent, 2MU Ref#: 1HAAAd Head of faculty: social sciences Full-time, permanent, 3MU + 1MMA Ref#: 1HAA3c

Canterbury Christchurch Boys’ High School Assistant HOD, English Full-time, permanent, 1–2MU + 1MMA Ref#: 1HA9w5

Mackenzie College Head of physical education and health Full-time, permanent, 2MU + 1MMA Ref#: 1HAANv

Otago Cromwell College Head of faculty social sciences Full-time, permanent, 2MMU + 1MMA Ref#: 1HA9vB

Dunstan High School Transition / Gateway coordinator Full-time, permanent, 1MU Ref#: 1HAAH_

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Education Gazette | 7 September 2020

gazette.education.govt.nz

Secondary Y7-15 Senior leadership

VACANCIES

Otago Girls’ High School HOD English Full-time, permanent, 3MU Ref#: 1HA9W9

Queens High School Assistant head of English Full-time, permanent, 1MU Ref#: 1HA9sj

PRINCIPAL

St Hildas Collegiate Head of English Full-time, permanent, 3MU + 1MMA Ref#: 1HA9eg

Waitaki Boys’ High School HOD technology Full-time, permanent Ref#: 1HA9y4

Senior leadership Northland Whangarei Boys’ High School Deputy principal Full-time, permanent, 8SMA Ref#: 1HAAHm

Auckland TKKM o Nga Maungarongo Deputy principal / pouarahi Full-time, permanent, MMA Ref#: 1HA9VC

Taranaki Taranaki Diocesan School for Girls

Taranaki Diocesan School for Girls is seeking a new Principal to lead us on the next part of our exciting educational journey. We are looking for an experienced leader with excellent interpersonal skills, innovative educational pedagogy and effective leadership practices.

Taranaki Diocesan School for Girls is a state-integrated secondary school situated in the attractive central Taranaki township of Stratford and serves a wide community base that extends throughout the Taranaki region. Featuring supportive Boards, stable staff and positive community spirit, Taranaki Diocesan School for Girls is an attractive option for an experienced or aspiring Principal.

Could this be you?

The successful applicant will: • Be a NZ registered teacher with experience in managing and leading change.

• Show a commitment to genuinely student-centred culturally responsive practice.

• Have implemented effective, innovative educational leadership practices.

• Demonstrate a commitment to te ao Māori.

• Assist in creating a learner-centred curriculum that excites and engages learners.

• Be inspirational, dynamic and able to maintain strong collaborative relationships.

• Uphold and enhance the Special Character of our school.

• Work collaboratively with our local schools to benefit the wider school community and its students.

• Support strong, ongoing pastoral care within our school and boarding hostel.

If this sounds like you then we look forward to your application. Commencement date will be Term 1, 2021 or by negotiation.

Applications close: 5pm, Friday 25 September 2020 An application pack is available from our Appointments Consultant, Graeme McFadyen: graememcfadyen@gmail.com or mobile 0221632892

Principal Full-time, permanent Ref#: 1HA9yD

Manawatu/Whanganui St Peter’s College, Palmerston North Principal Full-time, permanent Ref#: 1HAA57

Wellington Central Regional Health School Assistant principal – operations management Full-time, permanent, 6MU + HSU + SDA Ref#: 1HA9he

Ponatahi Christian School Curriculum leader maths/science. Our school is seeking a full-time permanent teacher of maths or physical science or combination. The successful applicant must be able to deliver a minimum of two out of calculus, statistics, chemistry, or physics to NCEA Level 3. Position commences term 1, 2021. Up to 3 units are negotiable for the right person to take a leadership role. Commitment to work within the school’s special character is essential. » Applications close 2 October. Please send your CV, and direct enquiries to: Peter Bertram, Principal; email principal@ponatahi.school.nz.

Ref#: 1HA9zY

Solway College Deputy principals (2 positions) Full-time, permanent, 5MU + 2SMA Ref#: 1HAA5S gazette.education.govt.nz

Deputy Principal (8SMA) Permanent We have a vacancy in our Senior Leadership Team for an innovative Deputy Principal who is motivated, organised and has proven skills in curriculum development and leadership. This is an exciting opportunity to lead the day-to-day operations of a large, progressive school. All members of the Senior Leadership Team have a role in leading pedagogical change in flexible learning spaces as we transition to our new school in 2022.

The successful applicant will be expected to have experience in strategic development, excellent interpersonal skills, a strong work ethic, a good sense of humour and an awareness of current educational issues particularly in a boy’s school.

Applicants should be well qualified and highly motivated, with a commitment to high standards of achievement in a progressive boys’ school environment. A strong commitment to restorative practice and culturally responsive and relational teaching approaches is essential.

Ka mohio hoki ki ngā ūara o te kura, ara ko te whakawhānaungatanga, manaakitanga, tika, pono, maia, aroha me te mahi tahi.

Commencement date Term 1, 2021.

Application details: Information pack (including application form) can be obtained from the Principal’s PA email f.semenoff@wbhs.school.nz or telephone: (09) 430 4170 extn 703. Applications and CV’s to Principal, Whangarei Boys’ High School, PO Box 5034, Whangarei.

Applications close on 25 September 2020

TUKUTUKU KŌRERO | 7 September 2020

63

VACANCIES

Secondary Y7-15 Senior leadership

SOLWAY COLLEGE GIRLS BOARDING SCHOOL MASTERTON

Deputy Principal 5MU + 2 SMA (Two positions available due to retirement) This is an exciting opportunity for experienced and innovative practitioners to take on significant leadership roles within our vibrant, stateintegrated boarding school for girls years 7-13.

The successful applicants will have a record of teaching excellence, administrative capability and the ability to help lead learning in a boutique school where every student counts!

For enquiries and an application package please contact: Paula Annear—Principal’s Secretary Solway College paula.annear@solwaycollege. school.nz 49 Fleet Street, Masterton 5810.

Ph. (06) 378-2219.

Applications close 4pm 21 September 2020.

Rototuna Junior High School Deputy Principal 2021 Full time, Permanent (Years 7–10) 7MUs + 1SMA

JUNIOR HIGH SCHOOL

Rototuna Junior High School is a school of 1340+ students and over 100 staff in north Hamilton. The school operates as part of Rototuna High Schools - with the Senior High School and Junior High School operating on a shared campus with some shared facilities.

Due to roll growth, current and future, we have a need to expand our senior leadership team. We are seeking an innovative, collaborative leader who is passionate about both academic and personal success.

The successful candidate will join our dynamic senior leadership team of three DPs and Principal.

We aim to provide rich, authentic and challenging opportunities for learning that give learners choice and agency, whilst still gaining important skills and knowledge. We believe in the concept of ako and that we are all learners. Collaborative practice is fundamental to our curriculum and as educators we know we can always learn from each other. All of our senior leadership team members have allocated teaching time and contribute as a teacher to our curriculum.

We are a restorative practices school and believe strongly in building and enhancing positive professional relationships with young people.

Our school is community-focused and we encourage all staff to contribute to the varied learning and extra-curricular opportunities that are offered to students in such an environment.

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

There will be no specific portfolio advertised for this role, we will negotiate roles and specific responsibilities based on the team strengths, passions and experience.

The closing date for applications is 30th September 2020 please contact nickyallen@rhs.school.nz to arrange a visit.

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Education Gazette | 7 September 2020

gazette.education.govt.nz

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