Education Gazette 99.16

12 October 2020 | Vol. 99 No. 16

Keeping it local

Learners make a difference in their community Celebrating diversity on Pink Shirt Day

The Pasifika Early Literacy Project in action

Embedding Ka Hikitia in learning

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This issue:

Spotlight on learner agency Editor’s note This issue celebrates learner agency, looking at several different examples from a range of schools. Learner agency is about enabling students to be active participants of the learning process in order to affect outcomes and become powerful lifelong learners.

This was aptly demonstrated by students at Naenae Intermediate School, who took the initiative to explore the impact of the closure of the town swimming pool on local businesses.

We also look at Ka Hikitia in action at a specialist school in Tai Tokerau, and how it’s making a difference for their learners.

And with Pink Shirt Day coming up, we consider ways that schools and kura can celebrate diversity and promote inclusive environments.

On the cover

12 October 2020 | Vol. 99 No. 16

Keeping it local

Learners make a difference in their community Celebrating diversity on Pink Shirt Day

The Pasifika Early Literacy Project in action

Embedding Ka Hikitia in learning

P2: Students from Naenae Intermediate developed a childfocused redesign of their town centre with the help of Te Papa's Raranga Matihiko programme.

Regulars 24

Notices

32

Vacancies

2 Students make a splash in their local community

6 Maker culture meets learner agency

16 Bilingual approaches open linguistic spaces

10

14

Ka Hikitia in action at Blomfield Special School

20

Learner agency in school’s DNA

22

Pink Shirt Day an opportunity to celebrate diversity

Hapū response plan meets whānau learning needs during lockdown

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TUKUTUKU KŌRERO 12 October 2020

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Katiah, Kobe, Holly and Tui out and about in Naenae, with the closed swimming pool in the background.

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Education Gazette | 12 October 2020

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LOCAL CURRICULUM

Students make a splash in their local community Children at Naenae Intermediate relished an opportunity to contribute their ideas to the redesign of their town, including the addition of a new swimming pool.

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hen Naenae’s town pool was found to be earthquake prone and was closed in 2019, plans for an adjacent multipurpose community hub were brought to a screeching halt, leaving the Lower Hutt suburb’s children and young people with few recreational options.

However, the closure provided students from Room 12 at Naenae Intermediate with an opportunity to develop a child-focused redesign of their town centre with the help of Te Papa’s Raranga Matihiko|Weaving Digital Futures team.

“When the pool closed, that took away a lot of their social activities.

We have kids who have never been to Te Papa,” says class teacher Kelly Steere.

“We’re a low socioeconomic area and the pool was a destination: they went there after school and at weekends. A lot of them would go to the pool, get some fish and chips afterward. I guess once the pool has gone, what else is there for them to do?”

Redesigning the Naenae township, including a new pool, was a captivating authentic context with a clear local curriculum focus for the students in Room 12 in the last term of 2019. The recentness of the pool closure engaged and motivated the students – and they got results.

“We’re an inquiry-based school; our inquiry last year was ‘Te Awa Kairangi [Hutt River]: what is our future?’”

Digital tools activate thinking The Year 7 and 8 class attended two workshops at Te Papa’s Learning Lab as part of its museum and digital technology education programme.

Raranga Matihiko facilitators showed the tamariki how to use various digital tools to activate their thinking and set the scene around urban development. Digital tools included a ‘heat’ map to show population density and why people live where they live, participating in a live poll (pollev.com) to share what they value when building and designing a township, and researching design and innovation in community centres and pools around the world.

“When we spoke to Alisha (Spekking, a facilitator), I said I needed a tool that the children would be able to use back in the classroom, so I didn’t want her to talk about robots because we don’t have them.

“But we have 15 Chromebooks in a class so the students can buddy up with someone. She suggested Tinkercad, the free online 3D digital drawing tool, so that the students would be able to learn how to use it at the Learning Lab and then be able to use it in the classroom setting,” says Kelly.

Teacher PLD Working with the Raranga Matihiko facilitators, teachers were able to access useful professional learning and development (PLD).

“They were able to show us what tools we could use to meet Digital Technologies and Hangarau Matihiko (DT&HM) curriculum objectives and how you could interweave that into other curriculum areas. They showed us that you don’t need computers to meet digitech objectives – you can be doing that with everyday activities.

“For example, one activity involves some students being blindfolded and other students giving them short sharp precise instructions to get to the school canteen – that teaches computational thinking,” says Kelly, who is digital lead at the school.

Real-life learning The students enjoyed using the digital tools because they were able to bring their ideas to life and select what would make Naenae a better place for young people. As well as learning to use a range of digital tools, students did face-to-face interviews with Naenae business owners to find out about the impact of the pool closure.

“There’s a lawnmower man who’s been there for a long time and he said he’s been fine because people come to him to get their lawn mower fixed. But people can go anywhere for fish and chips – it was fascinating to have that firsthand account from shopkeepers who said they had seen such a downturn in business because people weren’t coming to the town centre to go to the pool and getting tea afterwards.”

Scientists have produced a vision of a city in 2050 as part of Te Papa’s new $12 million exhibition zone: Te Taiao Nature. Mentors from Raranga Matihiko had discussions with students about urban sprawl and its impact on populations. They also explored how cities are moving towards establishing sustainable environments within urban areas.

“The children wanted to make Naenae great again. They had lost the supermarket; a lot of shops had gone. The fact is that most of these students are limited by their resources, so they need to walk everywhere. They might have a bike but they certainly don’t have transport at the ready like some others,” says Kelly.

Back to the drawing board Using Sketchup, the students brainstormed to develop detailed models of a town centre that is safe, unique, attractive and inviting.

Their vision included free wifi and a computer room, VR room, a hangout space, outdoor activities like rock climbing, swimming pool, library, netball/basketball courts, shops and a massage room.

TUKUTUKU KŌRERO | 12 October 2020

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Youth vision for their suburb On the day Education Gazette visited Naenae, a cold wind blew through the pedestrian precinct, Hillary Court. A lone busker was singing, there were a higher than average number of mobility scooters, people passed through.

A butcher’s shop was empty, another shop that offered coffee and a doughnut for $1 was closed and operated for limited hours. There’s a trendy café and Te Puna Manawa, a church-run community drop-in centre, invites people to cut fresh herbs from pavement planter boxes.

Some of last year’s Year 7s, now in Year 8, told us about the Raranga Matihiko project, which saw some students focus on the future of Naenae’s town centre, while others explored topics such as climate change, palm oil and the future of food.

Impact of pool closure Students discovered that the closure of the pool had impacted local businesses.

“Lots of shops have closed because of the pool closing. When we went last year, there was nothing in the shops. There was no-one in Naenae.” Jacob, 12.

Jacob and his classmates talked about their vision for their suburb.

“Sketchup is really similar to Tinkercad, but it enabled them to be more specific in what they are trying to create. They were given choice about how they did their drawing: one student drew a concept drawing and then from the concept he went to Sketchup,” explains Kelly.

Mayor and Prime Minister visit Some of the girls wrote to Lower Hutt’s mayor, Campbell Barry, who was so impressed with their work that he visited the class.

“It gave them some empowerment. I think they were proud of the fact that the mayor came and was listening to them and was really genuine in understanding where they were coming from. One of the girls said to him: ‘Naenae’s a great place. We need you to take our concerns seriously’,” remembers Kelly.

Prime Minister, Jacinda Ardern’s visit to Naenae in July to announce a grant for the rebuild of the Naenae Pool also resonated with the students.

“For them, that was a real resolution in the sense that in their minds, they spoke to the mayor and the PM was involved and said the Naenae Pool will be redeveloped and reopened.”

Rich inquiry potential While Kelly’s class is currently exploring a different topic, she feels there are a lot of rich learning opportunities within the topic of Te Awa Kairangi: what is our future?

“I would love to do this Inquiry topic again – it was so good. It was powerful and engaging for the students and at the right time. I think it wouldn’t have engaged them so much if the pool hadn’t closed and taken away something that was vital to them,” she says.

The Raranga Matihiko|Weaving Digital Futures programme offers relevant digital technologies curriculum content learning to those with limited learning opportunities in this area, as part of the Ministry of Education Digital Technologies for All Equity Fund.

Read this article online for a range of online resources designed to help teachers implement new activities in the classroom.

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Education Gazette | 12 October 2020

“We had a day when we went into Naenae and we talked to all these business owners and because of the pool closure, they lost a lot of foot traffic that had come in from different places to the pool, so that’s why a lot of businesses had shut down. We felt that Naenae wasn’t vibrant and lively and didn’t have a lot of new things for young people to do. It just felt boring because after school there wasn’t really much for us to do,” says Hope, 13.

“It was quite obvious that the smaller businesses were struggling. It was quite sad to see that because in, like the 1950s, it was such a vibrant place, but now there are hardly any people and it’s quite dodgy and just dead. But I feel it could be so much more,” says Tui, 12.

Vision for their suburb The five students interviewed all wanted more facilities for young people. Kobe, 13, would like skateboard parks and laser tag to bring more young people into the suburb.

“I want to see the pool back. I just want to swim – I went there a lot in the summer, and sometimes in the winter. I used to go after school and in the holidays,” says Sione, 12.

“I would like some more shops and parks to make it more fun and for more people to come to Naenae and to see what’s here,” says Katiah, whose grandfather, Mark, gives away free sausages each week. “He just wants to bring the community together.”

Learning about digital tools Last year’s Room 12 students have learned how to use a range of digital tools and say: ‘it’s really cool to be learning new stuff all the time’.

“We went to Te Papa for two days and we did a little project with Sketchup and that was quite fun because we could explore and create anything we wanted to do with Naenae. Me and Hope created a pool and a movie theatre, supermarket. This year we are starting to learn to use Tinkercad and Ben in our class has been making plans, so you can make all sorts of stuff,” says Tui. “Me and Ben have been working on a project for quite a few days: we are making a city and stuff like that,” adds Jacob.

The students have used Chromebooks to research subjects; a group used Kahoot to make a quiz to inform the class about palm oil, along with a short iMovie about Doritos and palm oil.

“I used the Chromebook to research climate change and did a Google slide show about it,” says Sione.

“This year we are starting to use Google forms so we sent out a survey to the whole school,” says Hope.

Action for Naenae Tui and Hope wrote the letter to the mayor “because we were just thinking how important it was to explain how we urgently wanted something to happen in Naenae – anything. And he actually came and visited us. He talked to us and asked us questions and we told him everything we wanted and we gave him our ideas,” says Tui. gazette.education.govt.nz

LOCAL CURRICULUM

Learning about their suburb and the issues it faces, from left: Sione, Tui, Katiah, Kobe, Jacob and Hope.

“It gave them some empowerment. I think they were proud of the fact that the mayor came and was listening to them and was really genuine in understanding where they were coming from.”

Kelly Steere

Curriculum connections Technological modelling At curriculum level 2 in the technology learning area the indicators of progression for technological modelling include: students can describe the sorts of things that functional modelling can be used for in technology and can identify the design concept being tested in particular functional models.

Naenae Intermediate’s Room 12 students used various forms of functional modelling when designing conceptual ideas.

These included discussion, written descriptions, drawings and 3D digital modelling. They also looked at other forms of functional modelling that technologists use during practice such as heat maps, and Google tours.

The use of these forms of functional modelling provide opportunities to discuss with students the sorts of things that functional modelling can be used for in technology and the design concept being tested.

Designing and developing digital outcomes Progress outcome 2 includes the following aspect: in authentic contexts and taking account of end-users, students make decisions about creating, manipulating, storing, retrieving, sharing, and testing digital content for a specific purpose, given particular parameters, tools, and techniques.

The Room 12 students could make decisions about creating, manipulating, storing, retrieving, sharing and testing digital content using Sketchbook and Sketchup when designing their concepts. This was an authentic local context. They took into account the end users (young locals and retailers) and gave feedback to wider stakeholders like the mayor.

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TUKUTUKU KŌRERO | 12 October 2020

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LEARNER AGENCY

Maker culture meets learner agency A Masterton school has turned teaching and learning inside out with a fresh focus on maker culture, play-based learning and learner agency.

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For us, our definition of agency is around setting goals, making plans, showing initiative, being able to self-monitor, reflect, evaluate, have a growth mindset and be confident to action change,” says Douglas Park School principal Gareth Sinton, who believes learner agency is a disposition that can be taught.

The key competencies in The New Zealand Curriculum provide rich opportunities for students to develop learner agency. As students build skills in areas such as managing self, they are able to make plans, establish personal goals, manage projects and set high standards. They know when to lead, when to follow, when and how to act independently.

Douglas Park School has seen these capabilities start to flourish among its learners, thanks to a journey it started around five years ago.

“In about 2015, we went through a revisioning process and it started by asking what beliefs teachers would need for our vision to come to life. That’s where our four core beliefs came from: agency, collaboration, critical thinking, and creativity. Then we realised they were actual outcomes that we wanted for our kids,” explains Gareth.

What agency looks like

Scaffolding alongside freedom

‘Learner agency’ is an easy-to-throw-around buzzword, says Gareth, but working with Mark Osborne from Leading Learning, staff unpacked the school’s four core beliefs, which include agency.

The school has successfully experimented with connecting maker pedagogy with the school’s core beliefs and offering cross-curricular learning opportunities by using technological practices. The ‘maker movement’ is about enabling learners to be creators and solvers of problems using technology.

“We spent several staff sessions actually saying to ourselves, ‘If someone has agency in their learning, what does that actually look like?

What would we be able to see? teach? and what would we be able to measure the kids being able to do?’” says Gareth.

In tandem with the work with Mark, the staff explored what agency looked like.

“After each meeting, we would set a goal: what are we going to do in the classroom with agency? How are we providing that opportunity for children to set their own goal, or to make the choice of what type of equipment they are going to use when they are not with the teacher? What things do we have to provide in the environment to expose them to a range of materials?”

Early on, when experimenting with play and making, Douglas Park School learned that teacher scaffolding needs to sit alongside children becoming truly agentic.

“You have to put a bit of explicit teaching in behind it; teacher-controlled experiences. If you give kids total freedom and just send them off to do stuff, they will do what they are able to do within the limits of their own knowledge.

If they are not exposed to new ideas or techniques, or new technologies or materials, they don’t know what they don’t know.

“If we sent them off to do making, we noticed they weren’t able to push themselves, so we had to come along and say, ‘How about instead of hot glue, we teach you some cardboard engineering tricks so you can join cardboard together without using hot glue?’ Or ‘If you are wanting to prototype an object, instead of using cardboard, how about we use Tinkercad and teach you 3D design skills?’

“Otherwise it’s too easy just to give them a false set of choices, or a kind of false freedom where by default they are going to do what they are exposed to in their own life,” says Gareth.

Callum (10), Gareth Sinton, and Levi (10) use a LEGO WeDo kit to build and code a robot with working arms.

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LEARNER AGENCY

“You have to put a bit of explicit teaching in behind it: teacher-controlled experiences. If you give kids total freedom and just send them off to do stuff, they will do what they are able to do within the limits of their own knowledge.”

Gareth Sinton

Lachlan (5) coded a Bee-Bot to navigate a maze.

Agency recognised

Jewellery making: teacher Kiri Eagle helps Ella (6) thread a needle as she creates some jewellery.

The work ramped up in 2018-19 when Douglas Park School was chosen for the Teacher-Led Innovation Fund (TLIF), which provided more freedom to test their ideas. It allowed them to continue working with Mark and to bring in Ben Layborne from Evaluation Associates as the school’s critical friend. It also allowed them to release teachers several times a term.

Learner agency and maker movement: catalysts for change

“We would come together and start to unpack what our classroom culture would look like if you were really valuing the maker movement.”

In a school context, learner agency is about shifting the ownership of learning from teachers to students, enabling students to have the understanding, ability, and opportunity to be part of the learning design and to take action to intervene in the learning process, to affect outcomes and become powerful lifelong learners.

Once staff got to grips with what learner agency means in the classroom, they began making it visible for children. This includes displays in classrooms, referencing agency in learning criteria and publicly recognising agency.

The maker movement has grown out of a desire to use technology for active creation rather than passive consumption. Advances in the areas of 3D printing, programming, electronics and robotics enable learners of all ages to be creators and solvers of problems using technology.

“We have shields that we give out at assembly every fortnight which recognise children who are showing our four beliefs.

Our lead councillors put together a video for the whole school to see with a story that explains how the child is being successful in terms of showing agency, or one of their core beliefs,” says Gareth. gazette.education.govt.nz

Learner agency is about having the power, combined with choices, to take meaningful action and see the results of your decisions. It can be thought of as a catalyst for change or transformation.

The maker movement is also a response to the fact that advances in technology over the last few decades mean that many devices now don’t even let users replace simple things like batteries, which ultimately means learners don’t get to explore and learn how things work.

Another important element in the maker movement is the democratising of learning: where anybody may have the expertise required to complete a project and anyone, in turn, may have the missing piece of someone else’s puzzle.

TUKUTUKU KŌRERO | 12 October 2020

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LEARNER AGENCY

Playful thinking The school runs a play-based learning environment. Gareth says most tamariki who have come from early learning centres are used to having quite a lot of control and freedom of choice.

“When they come to us, we are building on the great work that our colleagues have done already. Right from five, the kids are still given guidance and instructions just like any other school in the country, but when they are not with a teacher, they are in control of what their learning looks like. We value that time away from the teacher as much as we do the instructional time.

“In our New Entrant class, like any play-based school, there’s a raft of activities, loose parts, story books or provocations for the children to be engaging with. We build on that throughout the school. It looks like play-based learning for our younger kids; for the older students, it looks like maker projects. The key threads that tie them together are our core beliefs and that we are trying to keep playful thinking alive.”

Super-charged learning environment Learner agency has super-charged the learning play environment because learners now have more sophisticated skills and ability to make and create.

“It’s a return to kids being active and making physical stuff within their learning,” comments Gareth.

“We are now at a point where they are able to use a variety of materials, so they won’t just default to use the cardboard, for example. Our kids are 3D printing, they are getting sewing machines out, hand-sewing kits; all sorts of things just to be able to make their ideas come to life.”

Interwoven with digital technologies The Digital Technologies and Hangarau Matihiko (DT&HM) curriculum content is interwoven into the school’s approach and helps to facilitate the maker culture and learner agency.

“The children have undoubtedly got a great skill set. Against the progress outcomes, most of our kids out-performed what was expected of them, based on their year level in that new part of the DT&HM curriculum.

“There’s that explicit teaching but because the kids have got a mindset of ‘I can make/create when I’m not with a teacher’, they are able to apply that learning. That whole designing digital outcomes part of the new curriculum is all about a kid creating stuff. It’s more than just teaching kids how to code; I want them to be able to do something with that skill.”

Ashton (10) combined low and high tech in the first prototype of a robot (M-Bot) golf ball collector.

Creative, collaborative learners Visitors to Douglas Park School have commented on the engagement of students.

“When they’re not with an adult, they are just super-dedicated to their playing and making in the classroom. They have agency – they have that choice and control about what they’re into,” says Gareth.

A total refurbishment of the school in 2017 means there are now four large open learning environments with 70–100 tamariki and three to five teachers in each. The general consensus among staff is they wouldn’t go back to being single cell teachers.

“You will see groups of children working collaboratively. You will probably see some teachers taking small groups for instruction, and you will probably see a teacher who was freed up to facilitate the play or the making.

“You will see tamariki involved in low tech to high tech; someone with a hot glue gun and cardboard, and right next to them someone preparing a 3D print file to go and print their design.

“There are robots in the classroom – Bee-Bots through to M-Bots – and Lego everywhere. You just see a really creative space where the kids are engaged in making and creating their own stuff.”

In their everyday learning, Douglas Park School students are living the national curriculum vision for confident, connected, actively involved and lifelong learners.

Read this article online for a link to the MakerSpace Playbook and information about how play and making can shape the brain.

Tinkercad is used to create a 3D print file.

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Student kōrero Q: What does a learner with agency do? How does that help you as a learner/person?

Riley, 6: When you have a growth mindset, and set a goal for yourself. It means you can make your own decisions.

Erika, 6: When I am in charge of my learning, and what I choose to do.

Kate, 10: They show initiative, they set goals. When you set a goal, you are putting an expectation on yourself, then trying to meet that. It is good for you.

Rylee, 10: They do stuff independently and take the initiative to get it done. It teaches you how to take care of yourself, and not wait for others to do things for you.

Long Bay Primary students spark up the Human Energy Generator

Shaun, 9: They self-monitor and co-construct a goal, a goal you set that you want to reach. When there is a job that needs to be done, you don’t need someone to tell you to do it, you do it.

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

Q: What do you like most about play-based learning/ maker learning? Do you need a teacher?

Titirangi Primary

Riley: That I share my ideas, and other people share ideas and then we make our ideas happen. I don’t always need a teacher, because I know lots of techniques to help me build.

Erika: Creating...I get to be creative and make new things like clothes and jewellery. No, because we have our own ideas, we want to make.

Kate: I like that we get to be creative, and we get the chance to solve problems. Yes, to set the problems or help us find a focus.

Rylee: The time to be doing what we want, especially the freemaking weeks when we get to plan our own projects and work on them. They help us when we are stuck – they try to help us, but they also let us do it by ourselves.

Shaun: I like to share our creative ideas with other people, and make what we want from those ideas. No, it is technically selfmonitoring, so it is all on us.

Q: Tell me about one thing you have done in maker time/play-based learning time that you are most proud of?

Riley T: My pterodactyl I made. It was hard, especially cutting out the claws. I painted some string green so that you can’t see it on the green screen. When you use the green screen, if you paint things green you can’t see it and it looks more real.

Erika: I made some bracelets and rings when I made jewellery.

I had to use wire, beads and twisted the wire together to make them.

Kate: I was really happy with a slideshow my friends and I made about native birds for Conservation Week. We learnt a lot of information about birds Rylee: A weight challenge...we had to be able to weigh some peanuts, and we had to make the machine. We had to prototype the machine, and fix things when they didn’t work. We learnt about grams, litres and measurement.

Shaun: A tree house model I made with my friends that had a curved slide going around it that we prototyped out of cardboard.

gazette.education.govt.nz

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

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

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

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

KA HIKITIA

Sophie cooks up a storm.

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Education Gazette | 12 October 2020

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Ka Hikitia in action at Blomfield Special School Ka Hikitia, the Māori Education Strategy, is an integral part of life at Blomfield Special School and Resource Centre in Tai Tokerau – and it’s benefitting staff, students and whānau.

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ocated in Whangārei, with satellite hubs at schools across Tai Tokerau, Blomfield Special School supports over 100 students aged between five and 21 with learning support needs that include autism, Down’s syndrome, chromosomal deletion, global developmental delay and cerebral palsy.

With 60 per cent of its students identifying as Māori, the school has had a strong focus on its Māori learners for many years, and has found that the principles of Ka Hikitia benefit all of its students.

Whakarongo David Robinson, outreach team lead at Blomfield, says actively listening and working with whānau is helping bring to life the domains of Ka Hikitia: te whānau, te tangata, te kanorautanga, te tuakiritanga, and te rangatiratanga.

“If we go back seven or eight years, we knew what principles like whanaungatanga were, but it was the unpacking of what they actually meant. So now when we have our IEPs (individual education plans), we have designated time to listen to whānau and hear what they want for their students.

“For example, they might say: ‘I’d really like my child to learn how to cook, or to be able to go to the shop, or budget’. By listening to their voice and those goals, we structure some of our curriculum time to actually doing that,” says David.

“We think that because whānau are feeling more heard, there is generally a growing support for the children to be in school, to be learning. We’re trying to do it more and more and we are finding that it’s working!”

The teachers at Blomfield School are focused on modifying the delivery of the curriculum so that all children can have meaningful learning.

“A student might be in a world where it’s difficult to have expressive communication, but might have significant understanding. To support students with delivery of the curriculum, we have our own specialists on hand: two speech language therapists, a physiotherapist and an occupational therapist,” explains David.

Connecting with te whānau It has been a learning curve for the mainly Pākehā staff and David recalls when the school began its journey to better connect with whānau.

“About six years ago when we began this journey, we had a hui where we tried to get the families in and we had written an agenda that included things like calling them onto the school at 6.15pm, waiata at 6.30pm, and then it finished at 9pm. We didn’t actually achieve any of the things on the agenda because what happened was the families came in and said, ‘We’ve not been in this school yet, I just want to sing you a waiata’.

“The sense of connection was incredible! After a while, the principal said: ‘The agenda’s off’. I see that meeting as one of our watershed moments,” he says.

Several years ago, the school wondered why many Māori whānau weren’t attending hui or IEP meetings, so they tried something different.

“A number of our students come from the Moerewa region – in the middle of Northland. The attendance to IEPs wasn’t high, so we found a school in the area to partner with and the parental inclusion in the IEPs went through the roof. They said: ‘This is fantastic, it’s in our space, our whenua –we’re happy to come’.

“And just that one action brought a lot better partnership and a willingness to say what they would like their child to be learning at school.”

Small steps to success Twice a year, the school’s management team meets to look at the IEP data and review where students are at with their goals. The IEP goals are honed to meet where the learner is, so that he or she begins with success.

“We think that because whānau are feeling more heard, there is generally a growing support for the children to be in school, to be learning.”

David Robinson

gazette.education.govt.nz

TUKUTUKU KŌRERO | 12 October 2020

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KA HIKITIA

David Robinson.

Whaea Brooke enjoys water play with tamariki.

“We have found that things that work well for our Māori students, work well for all of our students.”

David Robinson “We look very carefully at what is achievable and what’s realistic with the learner and then we tailor their education to them so that as they go through the school, these children can achieve more and more success.

“We are constantly thinking about the small steps to success, rather than the giant leaps to falling off and not getting anywhere. Small goals regularly achieved produce greater outcomes long-term rather than one big long-term goal, where it gets muddled and blurred.

“We prefer our teams and our learners to be reflecting and thinking: how do we specifically get this child into a swimming pool, or to be able to change themselves by themselves, or to put a hat on when it’s sunny.

And we focus on success bringing success rather than making things too big.”

Mauri ora Blomfield School has created a paid responsibility unit for a designated team leader Māori. In doing this, the school demonstrates a commitment to actively valuing and nurturing te ao Māori and David says it has made a big difference.

“Whaea Brooke helps us understand the different aspects of kaupapa Māori. For example, our staff meetings always start with a karakia and a waiata. On a deeper level, Whaea Brooke gives presentations on subjects such as how te reo is linked to culture, and that has enabled deeper understanding.

“It’s not rocket science, but once the relationships have been built, it just seems as though other things become easier. At one time, whānau wouldn’t ring if their child didn’t want to come to school, but we have

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got to the stage where they will happily ring us up and talk about what is happening and we can construct some kind of solution.

“Because it’s constructed with the family and they feel they can be open and honest enough to say this, solutions seem to be happening,” he says.

Māori tikanga works for all Understanding concepts such as whanaungatanga and manaakitanga has helped all of Blomfield School’s learners, as well as staff.

“We have found that things that work well for our Māori students, work well for all of our students,” says David.

“Whaea Brooke says that this is because the Māori way is holistic, student-centred and a more natural and down-to-earth approach. When you respect and strive to nurture the whole being of a person, you will see positive changes and growth.”

David says that the wellbeing of educators is improved when they understand how to best educate the children in their care.

“In doing this we see the interconnectedness of ako; we learn from our ākonga how to support them, they show us their needs and we respond.

We also recognise that we need to take care of our own wellbeing and learning so that we can best support them; in this way ako is reciprocal,” he says.

“For us, Māori inclusion and raising awareness has just made us aware of so many new, different things. That understanding that culture can be accepted and celebrated is a very powerful life lesson in this multicultural world we live in. We need that lesson to come through with tolerance, acceptance and understanding.” gazette.education.govt.nz

Ka Hikitia domains at a glance » Te whānau: Supporting learners within the context of their whānau. The school seeks significant input from whānau into goals for their ākonga. » Te tangata: Ensuring that Māori learners are free from racism, discrimination and stigma in education. The school has placed emphasis on relationships, raising awareness and building an inclusive culture. » Te kanorautanga: Recognising that Māori learners are diverse. The school tailors the learning experiences for its students based on their specific needs and goals. » Te tuakiritanga: Supporting the identity, language and culture of Māori learners. Blomfield’s Māori Lead, Whaea Brooke, helps staff to gain a stronger understanding of Māori culture and world views. » Te rangatiratanga: Allowing Māori to exercise their authority and agency in education. Students and their whānau have a voice at Blomfield. Māori enjoy educational success as Māori and that success is celebrated.

Ka Hikitia is the Māori Education Strategy that has been refreshed in 2020. For more information, visit education.govt.nz.

In conversation with Whaea Brooke Atlantis It is the wairua of the land and the people that lead. I believe in ako, the Māori worldview, a perspective that goes beyond time and space. The more I learn, the more I realise there is to know. The depth of te ao Māori astounds me, I am in awe of the knowledge hidden within nga kupu.

I want us to all learn more so that we can support our ākonga to develop themselves and each other: mana tangata, wairua, manawa, hinengaro and hauora tinana.

Regarding tino rangatiratanga (Māori self-determination), one meaning for the kupu ranga is to raise up and to set in motion. I see my role as being underneath, supporting and raising up instead of on top in comparison with the western perspective of leadership.

This involves striving to raise up our kura kaupapa me ona tikanga, set new initiatives in motion, plant seeds, nurture and stir up some inspiration and motivation among staff.

We are a community of learners who have established relationships with our wider school community including whānau and elders who we value and consult with. gazette.education.govt.nz

Alyssa and Maraki (Year 12) with their Zero-Waste Living Project, an Impact Project designed to build personal agency.

Learner agency in school’s DNA Albany Senior High School has been developing a range of skills and mindsets, including learner agency, since the school opened in 2009, but a new strategy and Covid-19 have accelerated the process, says principal Claire Amos.

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his year, the Auckland school instigated a three-phase learner agency strategy to equip its students with skills including adaptability and self-directed learning. For the past 10 years, the school’s Impact Projects, where each week students work on real world projects with mentors and partners, has been a mechanism for developing learner agency at Albany Senior High.

When the country moved into Alert Level 4 in March, Albany Senior High School was well set up with 1:1 devices and classroom learning supported by Google Classroom. The school timetable offers a mix of timetabled classes in core subjects and tutorial groups which focus on independent learning.

“The Impact Projects aim to build the personal agency needed to tackle life and the world’s challenges, so has always been part of the Albany DNA,” says Claire.

“We had the foundations to be able to move the learning online. After the first week of lockdown, we had school holidays and we gathered a whole lot of voice around what was, and what wasn’t, working from students, teachers and the community.

She believes learner agency is at the heart of what 21st century learning needs to look like in terms of the changing world of work, the integration of technology and the opportunities that young people have.

“After the holidays, we developed our 2.0 version of lockdown. We recognised there was going to be a need for supporting more learner agency and more self-direction and that we had a really neat timetable to support this,” explains Claire.

Remote learning 2.0

Structure and flexibility

The impact of Covid-19 Alert Levels 3 and 4 accentuated the need to take a flexible and agile approach to teaching and learning.

Learner agency requires a framework of planning along with structured teaching and learning sitting behind it so that conditions can be set up for students to work more independently, explains Claire.

“I just think now more than ever, we need to design an education system end-to-end that can cope with us moving in and out of school spaces. The flipside of that is we need to be equipping our young people with skills so they can cope with that; because if you throw young people into a more self-directed context where there’s learner agency and they don’t have those skills, they are going to struggle,” she says.

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“How do we achieve this structure? We talk very explicitly about teachers having to really articulate clearly to students to outline what they are learning, how they are going to achieve success, outline their learning activities, give them clear timelines and make sure they have all the resources and opportunities to engage with those resources.”

Jamie and Ethan (Year 12) with their Motorised Drift Trike Project.

During Alert Levels 3 and 4, students enjoyed being able to manage and prioritise their own learning at home. Feedback was that they enjoyed the mixture of structure and flexibility.

“We set up the expectations explicitly that teachers were expected to frame up the learning for the week on a Monday and Tuesday and really focus on any direct instruction and explicit explanation of learning activities and tasks in the first session of the week. That would mean they could then focus on being available for more one-on-one support for students in the second session of the week, or the students could get on and complete the work independently if that suited them,” says Claire.

Ultimately, the last two days of the week should be the busiest time of the week for teachers, she says. gazette.education.govt.nz

LEARNER AGENCY AND COVID

“We have increased the focus on learner agency, but I make no bones about it, this is going to be a long-term journey. It’s not something that you can flick the switch and everyone is doing it really effectively.”

Claire Amos “This isn’t about teachers stepping back and letting kids get on with it. It’s saying that ‘I have given the student what they need to continue on with their teaching and learning and that frees me up to be on the floor alongside students, really coaching them through’.

“It’s really working with students to make sure they know what they are learning, what their assessment opportunities are and helping them to prioritise,” says Claire.

Three-phase approach Albany Senior High School is implementing its learner agency strategy in a slow and steady manner. By the end of Term 3, they were moving into Phase 2. Phases 1 and 2 see teachers increasingly framing up the learning for each subject at the beginning of each week and students encouraged to become more agentic and self-directed in their learning in the second tutorial session of the week.

“Phase 3 is where it gets exciting but you need to step into this really carefully. In the first half of the week, the students will all be in their timetabled classes. In the second half of the week, they have the power to negotiate where they might be working. Many of them may just stick to their timetable teacher and focus on their timetable subject. But there is the power for students to negotiate and potentially prioritise moving into a different space because, for example, they need to spend more time on maths, or art, or whatever it might be.”

At the end of Term 2, the school held ‘Sprint’ workshops, which in essence were a Phase 3 trial.

A schedule was created where students let their tutor teachers know where they were going to be

for the two days. Eighty five per cent of students reported: ‘that was so good, so useful’.

“They had to go and see their tutor teacher in the morning, have their roll taken, confirm where they were going to be working and then at the end of the school day, they were checked out by their tutor teacher and they did a little reflection exercise on how they had gone.

“This all relies on a level of trust in our young people and a level of forward planning from our teachers,” says Claire.

PLD necessary While Claire says she has been an advocate for flexibility and self-directed learning for a long time, she acknowledges that it’s a highly skilled approach and that she may have underestimated the amount of PLD required for teachers.

“Just as we have to get alongside each learner and understand them and how we can help them, I’m really starting to recognise it’s the same for our teachers. Because for some teachers it makes complete sense and it’s in their teaching DNA, so they’re fine. For others, there’s a real sense of a loss of control in the classroom and it’s trying to understand where that’s coming from and supporting them as well.”

Key competencies Claire says that learner agency is bringing key competencies to life.

“We talk about managing self and in a secondary school context, competencies have been the poor cousins; we are so focused on the subjects and the learning areas, that we have often done so at the expense of developing those key competencies.

“To me, it’s about weaving the two together because in managing self and relating to others, there are so many elements of the key competencies that are about developing learner agency and supporting them to manage their own learning and themselves more effectively.

The curriculum enables this to be our way of working – it’s actually living out the curriculum.”

Lifetime of learning It has been an interesting year to introduce a new strategy because while the school is seeing increased levels of learner agency, Claire says they are not going to see the wins because of the Covid-19 disruptions.

“There’s no question that Covid is going to negatively impact their results and while we shouldn’t worry about that, because what matters is their health and wellbeing and our community at this point, my sadness is that we won’t necessarily see it reflected in their academic outcomes this year.

“But we can’t underestimate the amount of learning that is coming out of living through a lockdown and we also can’t afford to lose sight of the fact that this is one moment in time in what is going to be a lifetime of learning for these young people.

“Everything has been accelerated because of lockdown. We have increased the focus on learner agency, but I make no bones about it, this is going to be a long-term journey. It’s not something that you can flick the switch and everyone is doing it really effectively,” says Claire.

Check out this article online to see Claire talking about learner agency.

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gazette.education.govt.nz

TUKUTUKU KŌRERO | 12 October 2020

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LITERACY

Bilingual approaches open linguistic spaces Children and their families are benefitting from the Pasifika Early Literacy Project (PELP) – and some Auckland teachers are finding the programme has transformed their teaching practice.

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ELP offers up to 25 dual language books in English and five Pacific languages – gagana Sāmoa, lea faka Tonga, vagahau Niue, te reo Māori Kūki Āirani (Cook Islands Māori) and gagana Tokelau – along with support to grow Pacific children’s language and literacy capabilities.

the importance of her name and that the other children learn to say her name correctly. Whenever we use that book in a family fono (meetings) it resonates a lot, not just with children, but with families and parents.

Many of them say ‘that’s my story – my name was changed when I went to school’,” she says.

The project is targeted at Years 0–2 teachers and, for the first time this year, early learning teachers. Over 40 teachers from 20 schools and early learning services in Auckland were invited to participate in PELP this year.

PLD strengthens connections

“The resources are catalysts to support teachers to open up the linguistic space in their classrooms. They go beyond English-only approaches and support them to tap into the language and cultural resources that children bring with them to early learning or school, that may have been overlooked by some teachers,” says Dr Rae Si‘ilata, director of Va‘atele Education Consulting Ltd and senior lecturer at Te Whare Wānanga o Awanuiārangi.

“The books help them to create those opportunities for children to speak, read and write in their own languages.”

Stories connect with lives The dual language books have been repurposed from Pacific-focused Ready to Read books and Tupu readers, with some new stories written

by Pacific authors. Rae says the underpinning principle is that the stories connect with Pacific learners’ lives and lived experiences.

“For example, one of the books is titled My name is Laloifi in the Samoan version and My Name is Melepaea in the Tongan version. It’s about a little girl who goes to school and her mother talks to her about

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Education Gazette | 12 October 2020

Teachers can attend three professional learning and development (PLD) workshops which cover: connecting book stories with child and family experiences; co-creating classrooms which respond to children’s multimodal literacies and experiences; and making connections with oracy and literacy by interacting with books to support deep thinking.

Rae says that while the expertise of teachers in their junior classrooms and early learning centres is recognised, PELP aims to open up teachers’ ideas about what constitutes literacy and strengthen connections with Te Whāriki and the idea of embodied Pacific language and literacy practices.

“When we first piloted this work, I told teachers that getting them to work bilingually or multilingually with their Pasifika children was a new approach in English medium classrooms, so we wanted to co-construct this with teachers. They have to make the choices and decisions around how much they are able to put into practice and, when they feel they have ownership of it, they are willing to have a go.”

Different literacies validated The PLD project also features family fono where whānau learn about the importance and value of maintaining their own languages and cultures to support their children’s success, as well as about making connections between the books, their lives and experiences. gazette.education.govt.nz

Seven-year-olds Opharas and Toko enjoy reading dual language books in Samoan and Tongan.

“We talk a lot about wellbeing, but what does it mean to be well?

It’s that we are secure and strong in who we are. I believe that part of enabling Pasifika tamariki to be fully who they are includes the maintenance and revitalisation of their Pacific languages.”

Dr Rae Si‘ilata “Translanguaging is the idea of having input in one language and output in another language: listening, reading or viewing in one language and speaking, writing or presenting in another language across different text purposes or types,” explains Rae.

Success through linguistic identity Rae says it’s important that Pacific young people and children see that success includes all of their linguistic and cultural identities.

“For too long we have had a particular idea of what success looks like – what does that really mean? Does it mean I am able to be strong in a whānau-cultural space as much as in a palagi space? We want Pacific children to be equally at home whether they go home to their island nations of Samoa or Tonga etc. as they are here in an English medium space – it shouldn’t be an either/or option.”

The connection between language and identity can even be seen with children who are not fully productive speakers of their heritage languages, when they begin to hear their languages at school and have opportunities to read books in their languages, explains Rae.

“What we have found at those fono is that it can be quite an emotional time for some Pacific families because it could well be the first time they have been told by schools or people in educational authority, that their language is important and that it is the foundational basis on which their success in English can be accomplished.

“For so many years, our families have been told that the way to be successful is through English. Earlier generations were not allowed to speak their languages in the classroom. Actually, coming to a school fono where they are told that their languages, cultures and ways of being embody literacies that are just as important as palagi literacies to children’s success, is life changing,” explains Rae.

Pedagogy of second language acquisition Stephen May’s recently released report on (see box page 19) Pacific bilingual education discusses the theoretical justification of using Pacific languages in school. Founded on theory that English-only submersion approaches are subtractive bilingual contexts, Rae argues that these approaches assume that children are experiencing cognitive overload.

“In fact, if we create space for them to use their languages, we are creating opportunity for children to tap into their common underlying proficiency where all languages operate out of the same central processing system.

“When I’m trying to make sense of something that the teacher is saying, and I’m not a fluent speaker of English, I translate that into my stronger language, make sense of it and then I think about my response in my stronger language. Then I translate my response in my head, and I output it in English. gazette.education.govt.nz

“We had a lovely example in a school in 2018, a little Samoan boy was not really a productive speaker of Samoan, but his grandmother and mother both attended the family fono. Although the grandmother was a fluent Samoan speaker, her daughter was not. But because the child was so keen to read and write in Samoan, it had a big impact on the mother who then also wanted to work on her own Samoan proficiency, and of course the grandmother was delighted.

“We talk a lot about wellbeing, but what does it mean to be well?

It’s that we are secure and strong in who we are. I believe that part of enabling Pasifika tamariki to be fully who they are includes the maintenance and revitalisation of their Pacific languages.”

Bigger picture The Ministry of Education developed PELP, first piloted in 2014, because research around the importance of inter-dependence across languages showed that strengthening Pacific languages for Pacific children would have an impact on their English literacy, says Rae. “The ultimate goal is that they become biliterate (speaking, reading, writing) in their own language and in English. For the Ministry, it was initially about using Pacific languages as a transitional tool to support English language and literacy development, but for us, it’s a bigger picture than that.

“It’s not just about using Pacific language resources to support English literacy, it’s about strengthening Pacific language and literacy development as well as their Pacific identities to support children and families to become bilingual and biliterate. PELP cannot achieve that on its own. The ideal is Pacific Bilingual/Immersion Education, and PELP is part of the journey we are on, to achieving that goal,” she says.

The 2019 Budget allocated $2.3 million over four years to extend the Pasifika Early Literacy Project to early learning services and more English medium primary schools. Next year, the project will be rolled out to another 10 schools and 10 early learning services.

Continued on the next page >> TUKUTUKU KŌRERO | 12 October 2020

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LITERACY

Children from Jo's classes enjoy reading stories they can relate to.

Tamaki Primary School whānau kōrero Tamariki Q&A Q: What do you like the most about reading stories in your first language?

A: Because it is my language. I have to speak more so I can be a Tongan person and know people that have passed away.

It makes me happy to read books. It is hard to think about the story if you get stuck on it in English. Toko, 7 A: They make me smart. The books have stories and pictures, some are easy and some are hard. Virginia, 7 Q: What do you like the most about speaking your own language at school?

A: You get to teach people different languages and you get to see if anyone else knows your language. I don’t really know much about Niuean and I get to learn about it. Saryah, 6 A: I can teach the teachers how to speak in Tongan. I can speak in Tongan to my friends. Epalahame, 7

Tamariki are language experts Jo Gormly, a SENCo and junior team leader at Tāmaki Primary School, has written a blog post about how PELP has changed her practice and understanding about valuing language, culture, and identity in literacy acquisition.

“They are constantly translating for me but also they are talking to each other in their heritage language. They love seeing me being the learner.

They are at the point now where they will slow their speech down for me so I can repeat new words, they are the experts and they are so proud!”

She bubbles with enthusiasm when talking about her journey with the Pasifika Early Literacy Project (PELP). Having previously taught at schools with mainly European students, she jumped at the opportunity to do the PELP workshops.

Jo explains that there’s significant transference across the curriculum now that children know they can speak their first language at school.

“I didn’t know how to be culturally responsive. I remember on that first workshop feeling out of my comfort zone and thinking, how can I teach using bilingual books when I can’t speak Tongan? How can I teach in Tongan or Samoan? I remember that fear!” she says.

Faces light up Jo was surprised at how easy it was to use the PELP dual language books, and says that children love reading and talking about the pictures and stories in their heritage language.

“You don’t need to be fluent in the language, let the children be the experts. They just step up and shine and it just transforms your classroom culture – the children love it. It strengthens their literacy in English too because of the way you are working with the dual books.

The ESOL activities shared at the PELP workshops are brilliant,” she says.

“The first time I used the books was during guided reading, playing the dual language audio book online. We’d stop and talk about the text at different parts of the story. As soon as we began, they said: ‘Oh – this is Tongan!’ and their little faces lit up.”

Culture of expression and pride “They start making connections between languages. We might be talking about a picture in a story – then they start talking to each other in their language and explain to me what words mean. What is lovely is they start using both languages, they will start translating and even have little arguments about what the English word is.

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Education Gazette | 12 October 2020

“The change in classroom culture is mind-blowing. It’s a culture of talk and expressing themselves, of being proud of who you are and your language and country and accepting of everybody else’s language and culture.”

Jo says her connections with whānau have improved, with better attendance at school hui and fono. Families have become more confident in communicating with the school.

“That’s quite big. It’s given them more of an understanding of how they can help their children and how important heritage language is.

“Many of my parents said they didn’t know the importance of learning in their first language. They said, ‘we thought that schools wanted English’.”

Easy transition Talk flows naturally in a classroom where English, te reo Māori, Cook Islands Māori, Samoan or Tongan may be spoken by tamariki and Jo is sure this helped a boy recently arrived from Tonga to feel at home in the classroom.

“He’s a really confident boy and he has so much to share. He can speak and write in Tongan, but I can imagine what it might have been like for him coming into a New Zealand school not speaking much English. But instead of him sitting quietly, he is just totally involved in what we are doing. And I think, ‘how much does that have to do with the fact that he can speak Tongan in the class?’ He feels this is his learning place where his language is valued and used.”

See jogormly.blogspot.com Read this article at Education Gazette online for Pasifika Early Literacy Project (PELP) resources and information. gazette.education.govt.nz

LITERACY

Whānau Q&A Q: Has the Pasifika Early Literacy Project (PELP) helped your child?

A: YES, it has helped my child learn more about our language and culture and it has encouraged our family to speak more of our language at home.

Q: What do you like the most about the dual-language books?

A: The fact that the books have both English and Tongan versions; that way our children can understand what they are reading about and make connections to their culture.

Q: What difference does it make for you (and your child) that they can do some classroom learning in their own language?

A: It makes a huge difference, especially in today’s world. My children are encouraged in the classroom to use their language and it’s amazing for me as a mother, to hear them speak and understand.

My child has also taken on the role of sharing and helping other students and teachers to speak our language and he shows great pride in sharing our Lea-fakatonga.

Q: Why do you think this is important?

A: It is significant that my children learn our Lea-fakatonga and to do that in the classroom is amazing. This is a part of their identity as a person and I believe that all our tamariki need to have access to learn their language and about their culture in order for our culture to thrive. This will also teach them how sacred all cultures are no matter the differences and beliefs; we are fortunate to live in Aotearoa as a country that encourages diversity. Jade Fonua

Research consistent with international findings Sixty years of research on the relationships between bilingualism, cognition and language learning has shown that English-only submersion approaches, or subtractive bilingual programmes, are highly ineffective in the education of bilingual students, says Professor Stephen May from the University of Auckland’s Faculty of Education and Social Work.

In a November 2019 report, Research to understand the features of quality Pacific bilingual education: review of best practices, Stephen writes that a more effective model of language learning is underpinned by the interconnectedness of language learning, specifically the way knowledge of a first language supports the development of another language.

“Additive bilingual programmes specifically value and include all the languages students know, as well as aiming for bilingualism and biliteracy. These programmes are found to be consistently more effective in achieving bilingualism and biliteracy as well as wider high-level education for bilingual students,” he writes.

Stephen states there are three key reasons to support the expansion of Pacific bilingual education: » Language revitalisation and maintenance of Pacific communities. » Building on students’ emergent bilingualism. » Moving from subtractive to additive bilingual educational approaches.

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Southern Cross has recently joined forces with the Pause Breathe Smile Trust and the Mental Health Foundation to offer Pause Breathe Smile training to all primary and intermediate schools in New Zealand. Funding from Southern Cross now means any primary or intermediate school can apply to implement the programme at no cost.

Pause Breathe Smile is New Zealand’s own locally and internationally recognised schools’ mind health programme. Developed at the Mental Health Foundation, the Pause Breathe Smile programme was launched in 2013 and has reached around 380 schools and more than 65,000 children to date.

Southern Cross Chair Greg Gent said teaming up with Pause Breathe Smile was an opportunity to help build a healthier future for Kiwi kids.

“Southern Cross has been looking for a way to make a tangible difference for Kiwi kids for some time. We’re committed to helping to build a healthier future for all New Zealanders.”

The programme’s preventive approach and proven results made it an obvious choice, Gent said.

Pause Breathe Smile is curriculum-aligned, offering professional development that enables teachers to implement this hauora programme in their own classrooms. Pause Breathe Smile is contextualised by Te Whare Tapa Whā.

- Reduced stress for teachers - Statistically significant increase in wellbeing

Co-Founder and Director of Pause Breathe Smile Trust Grant Rix said the programme could now help thousands more kids to build positive mind health.

“With Southern Cross on board, Pause Breathe Smile will be freely available to all primary and intermediate schools in New Zealand.

“That has been a long-term aspiration and to have Southern Cross helping to make a difference on such a large scale is incredible.”

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• Part 1: Breathe online mindfulness course for teacher wellbeing • Part 2: Professional Learning and Development 1-Day In-School Workshop • Part 3: Online Resources Expressions of interest in the programme from schools can be sent to info@pausebreathesmile.nz For more information, see the Pause Breathe Smile website www.pausebreathesmile.nz.

POSITIVE SCHOOL CULTURE

Pink Shirt Day an opportunity to celebrate diversity Pink Shirt Day officially falls on Friday 16 October, but this year, schools are welcome to celebrate the day at a time that suits them to cater for any disruption to school calendars caused by Covid-19.

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ink Shirt Day at Onslow College, Wellington, had all the markings of a festival, with loud music, flashing lights, candy floss and an adult-sized bouncy castle.

The college held their Pink Shirt Day to coincide with Pride Week on 24–28 August and organiser Simon Armstrong, a Year 13 student, wanted to create an atmosphere showing that difference is something to be celebrated.

“My main focus was getting students who may not have been engaged with this topic to participate in a meaningful way. These might be students who either may not be comfortable as themselves, or who are not comfortable with their peers being themselves.

“So it was not a matter of ‘wouldn’t it be fun to have a bouncy castle?’ but a matter of ‘would a bouncy castle get students involved who otherwise might not have supported or heard the message that difference needs to be celebrated and advocated for?’.”

Photo credit Rion Anderson.

Massive team event Simon says it was a massive team event, with groups of students pitching in from across the school. The Year 9 students manufactured over 200 mini Pride flags with the school logo on them.

“I was proud to see a wide range of students taking part, jumping on the bouncy castle (sometimes with our principal Sheena Millar), getting their faces bedazzled, and watching the drag performance compered by an exOnslow College student.

“I am impressed with the progress that is happening at our school. Of course, the atmosphere and culture of inclusion takes a long time to cultivate, but events like Pink Shirt Day help send a clear and direct message to students that they are welcome and celebrated here.”

Simon’s efforts in leading Pink Shirt Day were supported by teachers Tessa Hope and Ana Welham.

For more information about Pink Shirt Day, visit pinkshirtday. org.nz.

“This is where Simon was an absolute legend as he really made Pink Shirt Day into an awesome celebration that really helped our school reinforce our positive and inclusive culture,” says Ana.

“We have a whakapapa of very courageous students who have spoken openly about their gender and sexual identity to their peers and been supported by teachers and our student support team to be themselves.”

It’s all about visibility Onslow College is committed to preventing bullying bullying, with tuakana-teina-based programmes helping build community and care among its students. It is constantly seeking to improve: the school conducted a survey to help identify areas they needed to work on to help build the school’s inclusive culture.

Events that promote inclusivity, like Pink Shirt Day, are allocated a budget by the school to give validity to the concept being celebrated.

Tessa says it’s all about visibility.

“Pink Shirt Day as a whole-school event brings diversity out into the open to promote pride of self and inclusion. Our school community celebrates difference; we don’t hide from it, or shy away from difficult discussions.

“Visibility encourages questions, which promotes discussion. I had a significant conversation with a Year 11 student who

Bullying-Free New Zealand Week Bullying-Free New Zealand Week, originally scheduled for 18–22 May, has been cancelled this year due to the disruption caused by Covid-19. Keep an eye out for updates on next year’s Bullying-Free New Zealand Week at bullyingfree.nz.

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POSITIVE SCHOOL CULTURE

Please see this article online to access: » more Pink Shirt Day resources for teachers/kaiako and students/tauira » resources from Sticks ’n Stones including training courses, research, an app and a card game. Download the ICON app » more information about harnessing the power of student voice: go to Bullying Free NZ » Netsafe for ways to stay safe online, including finding out about becoming part of the Youth Action Squad

Photo credit Tom Lewis.

described our Pink Shirt Day Drag Show as ‘scary’.

“I was able to talk them through the difference between being ‘scared of’ something, implying there is danger to you, and being ‘challenged by’ something, which implies there is more for you to learn and understand.

“They recognised that they were indeed not ‘scared’, but had questions,” says Tessa.

The school has a student-led and teachersupported LGBTQ+ group called ‘Club Sandwich’. There are gender-neutral bathrooms available for all students to use.

Student voice and agency Tessa says Onslow College takes a studentcentred approach to school life and learning,

» Keep It Real Online for advice on managing difficult conversations such as online grooming, pornography, harmful digital content and online bullying » Wellbeing @School survey toolkit and resources.

meaning that student voice is considered when changes are made, with all voices being valid and heard.

“When young people feel seen, they feel valued. When they feel valued, they build honest relationships. And when relationships are strong with staff, that’s when trust has been built up to foster deep and meaningful learning.”

Ana agrees: “I feel that being in a school where people can express themselves and be themselves makes them feel safe, and if they feel safe, they can learn and blossom.

“It is really critical for teachers who want to share a message of inclusivity that we put students in the driver’s seat to organise these events and let them have the creative control,” adds Ana.

What is Pink Shirt Day? Pink Shirt Day began in Canada in 2007 when two students took a stand against homophobic bullying after a new Year 10 student was harassed for wearing pink.

The students distributed pink shirts to their classmates to wear the next day.

Their actions went viral and it is now celebrated by countries all over the world, including New Zealand.

Shaun Robinson, chief executive of the Mental Health Foundation of New Zealand, says Pink Shirt Day helps to create school environments free from bullying, where diversity is celebrated.

“It’s a day to remind students that it’s okay to be different from others and it’s not okay to bully people just because they’re not the same as you.”

Shaun emphasises that while Pink Shirt Day is just one day on the school calendar, it is a chance for schools to reflect on their culture on an everyday basis.

“It focuses schools/kura to develop programmes and resources to ensure that the commitment to an inclusive environment, where bullying is not tolerated, continues throughout the school year.”

New Zealand schools are encouraged to join the Pink Shirt Day movement and to Kōrero Mai, Kōrero Atu, Mauri Tū, Mauri Ora – Speak Up, Stand Together, Stop Bullying!

Onslow College Pink Shirt Day staff photo. gazette.education.govt.nz

TUKUTUKU KŌRERO | 12 October 2020

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IWI EDUCATION

Hapū response plan meets whānau learning needs during lockdown A look at how the Ngāti Whātua Ōrākei Whai Māia response plan supported their hapū during Covid-19 Alert Level 4.

Hapū provides support

itting in her house on Kupe Street in Ōrākei, Tāmaki Makaurau, mother-of-seven Mereana Povey (Ngāti Whātua, Ngāpuhi) recalls the nervousness she felt as the country went into Covid-19 Alert Level 4.

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“I was overwhelmed,” recalls Mereana. “I was so thankful and grateful, especially in that lockdown period. I was just so happy and so thankful for the Iwi taking that initiative and helping whānau out.”

“I had great concerns about my children’s education because I didn’t know how long they were going to be out of school. I thought about how they were going to do the learning being at home. And for us as parents, how were we going to provide that education that I know they really need?”

This initiative was just one of the Covid-19 responses by Ngāti Whātua Ōrakei, who reached out to their 5,500 hapū members across Aotearoa, and around the world.

The Povey whānau has children who attend primary, intermediate and secondary schools all living under the same roof. When Alert Level 4 was enforced, Mereana’s secondary school rangatahi had digital devices so they could take part in online learning. However, when the primary school shifted to online learning, the whānau found their two devices just weren’t enough.

“All the children needed to go on them at certain times of the day. They had their own class learning sessions, and their own assignments or activities, plus they needed to be online with their teacher at different times of the day. So that was hard, trying to work around it,” says Mereana.

But help was on the way. During Alert Level 4, Mereana received an email from her hapū asking her to complete a survey about the number of children in her household, their level of schooling and number of digital devices. As a result, her whānau was gifted two brand new Chromebooks.

Rangimarie Hunia, CEO of Ngāti Whātua Ōrākei Whai Māia, explains: “Our response was a hapū effort. We all figured out how we were going to support our families during one of the most unprecedented times of our generation.”

Following a Tiriti o Waitangi settlement in 1991 and subsequent settlement in 2011, the structure of the hapū emerged. Under the Ngāti Whātua Ōrākei Trust, two entities have been created – a tribal development entity (Ngāti Whātua Ōrākei Whai Māia) and a commercial entity (Ngāti Whātua Ōrakei Whai Rawa). At the heart of the hapū is Ngāti Whātua Ōrākei marae.

Meeting the need The Ngāti Whātua Ōrākei Covid-19 response plan, developed by the

hapū, drew on all of their resources, including existing health and housing services, and – their biggest asset – their people.

“Ngāti Whātua Ōrakei took the approach that if anybody’s going to do it, it’s going to be ourselves for ourselves... we won’t wait for the government,” says Rangimarie.

“Although we acknowledge the efforts and the work that they put in to drive this approach for a team of five million, I think we all recognise that Māori needed to be able to stand up and drive this in a speed and a way that made sense for us, not only Ngāti Whātua Ōrākei, but across the motu.”

Like other hapū, Ngāti Whātua Ōrākei focused on reaching out to whānau through health services and through online and social media platforms. Outreach teams were mobilised to provide care to people who were isolated in their homes.

Each week over 2,500 meals were delivered to kaumātua from as far south as Papakura and west to the Kaipara. Podcasts, webinars and chat groups were created on Zoom and their website to connect whānau to each other.

Finding out through an online survey that over 50 per cent of whānau did not have ready access to a digital device confirmed that whānau were struggling to access educational resources.

“This made us a lot more determined to address not only health inequities but also educational inequities,” says Rangimarie.

Mereana Povey watches her son and his friend working with a Chromebook.

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IWI EDUCATION

“Māori needed to be able to stand up and drive this in a speed and a way that made sense for us, not only Ngāti Whātua Ōrākei, but across the motu.”

Rangimarie Hunia

Shazeaa Salim.

Rangimarie Hunia.

“We can’t talk about great educational outcomes for Māori when half of our whānau can’t participate in online learning,” she says.

Quick response The response to this was quick and practical.

“Our solution was to distribute over 400 Chromebooks into homes to ensure that all of our tamariki and rangatahi could be active participants over that lockdown period,” explains Shazeaa Salim, Kaiarahi Mātauranga Matua with Ngāti Whātua Ōrākei Whai Māia.

Through online tutorials and chat forums, whānau were taught how to use and care for their devices. In addition, over 1,100 whānau in Aotearoa and Australia received education packs that included stationery items such as rulers, pens, rubbers, felts and pencils, and also learning booklets with activities relating to English, maths, sports/PE and art.

For Rangimarie and her team, the responsibility of looking after the health and wellbeing of a team of 5,000 continues.

For all of the highs and lows the Covid-19 environment is presenting, the hapū remains committed to its mandate to serve its people, no matter where they are.

The Povey whānau feel lucky to have received two devices and an education pack. Twelve-year-old Malachi remembers the Zoom calls with his teacher and the excitement of seeing his classmates online.

Although he is back in the classroom now, he still uses the Chromebook to download and upload his homework and access online resources like a Māori language dictionary.

“This isn’t going away. The social and economic recovery is only just beginning.

“We need to be invested over the next couple of years to make sure that we’re not only saving lives but also reviving livelihoods out of something that our kids, our parents and our grandparents could never, ever have anticipated or planned for,” concludes Rangimarie.

It’s stories like this that assures Rangimarie that the investment has been worthwhile.

“I think the key learning here is that the inequity for Māori education outcomes has been polarised through Covid-19.

And it takes determination, leadership and investment from Māori, hāpu, Iwi and whānau to invest in our future generations,” says Rangimarie.

Visit this article online to see a video of how Ngāti Whātua Ōrākei supported whānau during Covid-19.

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www.tataiangitu.ac.nz TUKUTUKU KŌRERO | 12 October 2020

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NOTICES

Contents

Classroom resources 24 Jubilees and reunions 24 Projects and programmes 25 Student competitions and scholarships 25 Teaching awards and scholarships 25 Other 26 Professional development (PD) 26 Notices

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

Reminder

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

Word limit

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

Deadlines for notices

Copy for 26 October closes 4pm, Friday 16 October 2020.

Copy for 9 November closes 4pm, Friday 30 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 | 12 October 2020

Classroom resources 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

Rangi – Weather and Climate Lessons for Teachers by NIWA NIWA Check out Rangi – NIWA’s new online weather and climate curriculum for teachers, supported by Unlocking Curious Minds. Find it at https://niwa. co.nz/education-and-training/schools/teachingresources/rangi-weather-and-climate-lessons-forteachers.

Rangi means weather or sky in te reo and the 14 lessons offer intermediate age students an engaging and interactive way to learn about Aotearoa’s weather and climate. Each lesson contains easyto-understand information, videos, an activity or experiment and a quiz.

The content was co-developed by NIWA’s climate researchers and meteorologists, with a group of West Auckland intermediate schools.

Please email any feedback to stacy.mohan@niwa.co.nz.

Ref#: 1HAAbp

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.org 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! 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

Jubilees and reunions 150 Year Celebration of Education at Tuturau School, Eastern Southland 150 year Celebration Organising Team Tuturau school is celebrating 150 years of education on 26–27 March 2021.

We welcome all past and present families, staff and friends to be part of the festivities which will include a meet and greet, old school bus run, school open day, photos and formal dinner.

For more information or to pre-register please contact Sue Shaw on (027) 292 4412 or rb.sishaw@velocitynet.co.nz or Lisa Perkins on (027) 231 4043.

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Kohimarama School 100 Year Centennial – 2021 Kohimarama School In 2021, Kohimarama School will be celebrating 100 years of service to our community and we want to keep you informed with news and updates of our celebration plans!

Register to join our centennial mailing list at www.kohimarama.school.nz.

We’d love to hear your stories and see any historical images you may have: email centennial@kohimarama.school.nz.

Ref#: 1HAAo8

St Hilda’s Collegiate School 125th Anniversary St Hilda’s Collegiate School.

St Hilda’s Collegiate School is turning 125 and we would like to celebrate this milestone with Old Girls, families, staff and friends. gazette.education.govt.nz

Teaching awards and scholarships The 125th is a wonderful opportunity for our St Hilda’s community to come together and celebrate this special milestone in the history of our school.

The weekend will begin at 4pm on Friday, 19 March 19th, 2021, with registration and a cocktail function at the school.

There are many activities and functions planned for the weekend; see our website for further details www.eventbrite.co.nz/e/st-hildas-collegiate-school125th-anniversary-tickets-72878943883.

Ref#: 1HAAwi

Woodlands Full Primary School 150th Jubilee Woodlands Full Primary School Jubilee Committee Dates: 5–7 February 2021.

Register at: woodlands-school-jubilee.org.

Ref#: 1HAArB

Projects and programmes Get Outdoors Safely: With Maps!

CORE Education During Get Outdoors Week, you are encouraged to get out and about safely in New Zealand’s beautiful, but sometimes dangerous, outdoor environment.

An important part of staying safe is understanding where you are going and letting others know about your location. Mapping plays a key role in enabling you to stay safe and have fun when you go off the beaten track.

On this field trip, find out how maps help you plan your adventure, keep you safe in the outdoors, and assist organisations in finding you if something goes wrong.

For more information and to enrol: rata.learnz.org.nz/summary.php?vft=getoutdoors204.

Ref#: 1HABQd

Getting Around: Your Options for a Sustainable Future CORE Education Most of us get around in cars, either as drivers or passengers. However, many students walk or bike to school while some take the bus or train. Every time you bus, walk, or take the train, you help reduce traffic congestion and pollution.

This trip fits well with big ideas such as: design thinking; future focus; personal health and wellbeing; perspectives; transport; technological change and innovation.

For more information and to enrol: rata.learnz.org.nz/summary.php?vft=roadsafety204.

Ref#: 1HABQa

Government House Wellington – Free Visits and Programmes – All Year Levels Government House Visitor Centre Free school tours and programmes at Government House Wellington.

Visit the home of the Governor-General and explore the changing role of our Head of State. Discover how NZ acknowledges bravery and service to the community.

Check out our NZ art collection and coats of arms.

Tours take 1½–2 hours, and up to 2 classes can visit at the same time. For Wellington schools we can arrange a pre-visit session at your school.

Email bookings@govthouse.govt.nz or call (04) 382 0837 or visit our website www.gg.govt.nz/tours.

Ref#: 1HACE7 gazette.education.govt.nz

Science Roadshow National Science Technology Roadshow Trust Board The Science Roadshow strongly supports the nature of science strand and the five foundational science capabilities and is an exciting and entertaining learning programme of two live demonstrations and 55–60 hands-on exhibits that broaden students’ knowledge of the STEM subjects.

The Science Roadshow will be touring the South Island during term 4.

The programme includes: Two shows: “Kitchen Chemistry” – chemistry from the kitchen pantry “Balloons and Bernoulli” – a question of pressure Exhibit themes: » Earth Science » Inferences » Movement » My Body » Significant Instruments » Sight and Illusion Admission: $9 per student; supervising teachers/adults free.

Online bookings: www.roadshow.org.

Further information: info@roadshow.org or (04) 499 7865.

Ref#: 1HAC2d

Special U18 ANZAC Rowing Regatta – Rescheduled 2022 in Malta Malta ANZACs Due to Covid-19, the first sports Rowing Regatta will feature on ANZAC Day 2022 in Malta to remember and bring awareness behind the scenes of Gallipoli.

At this stage, expression of interest, from schools/ rowing clubs to form a NZ team consisting of: 5x U18 boys and 5x U18 girls... also a mixed doubles race will include 3 boys and 2 girls – 4x Olympic boats will be used.

Malta University Rowing Club has started preparations for the event. The one week stay will be educational with special sites of WW1 / WWII. For more details, please contact John via email: malta. anzacs@gmail.com.

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The Alpine Fault: When AF8 Goes Big! CORE Education The Alpine Fault is one of Earth’s most impressive geological features and capable of generating big earthquakes; in fact we’re already a little overdue for one.

Scientists are trying to understand how the Alpine Fault works and how a really big earthquake will affect land, infrastructure and people. Such an earthquake will be felt by everyone in Aotearoa and AF8 (Alpine Fault magnitude 8) is helping us get better prepared.

Join us on a journey along the spectacular Alpine Fault as we share scientists’ findings with you and your class.

More info and enrol at rata.learnz.org.nz/summary. php?vft=naturalhazards203.

Ref#: 1HABQY

What’s the Plan, Stan? Online Field Trip during ShakeOut Week CORE Education On this virtual fieldtrip to the Bay of Plenty find out about New Zealand’s history of emergencies caused by natural hazards, learn what you and your school need to do during an emergency, understand the impacts of a natural hazard emergency, and prepare for these impacts to get through an emergency.

More info at rata.learnz.org.nz/summary. php?vft=whatstheplanstan204.

Ref#: 1HABQH

NOTICES

Student competitions and scholarships Competition – Authentic Game Creation using Gamefroot impactED Do you know ākonga who have some game-making skills or would like to experience creating a game?

Authentic Game Creation using Gamefroot is a game creation competition for school-aged ākonga and their whānau across Canterbury. The aim is to create a game using pick-a-path style coding using Gamefroot.

The competition runs from 9am Monday 12 to 5pm Sunday 18 October 2020.

Visit impactED.co.nz events page for more details.

Ref#: 1HABmz

Riverina School Charitable Trust Funding Applications Riverina School Charitable Trust Board If there are any former Riverina Primary School students in their final year at your secondary school, could you please encourage them to apply to the Riverina School Charitable Trust for financial help to further their educational or career opportunities in 2021. Grants of varying amounts are awarded annually.

Full details and application forms are available on the Riverina School Charitable Trust Facebook Group; email riverinaschoolcharitabletrust@gmail.com; contact (021) 106 3347. Emailed applications preferred; otherwise, mail/drop off to 2 Stanniland St, Sunnyhills, Auckland 2010, by Friday, 13 November.

Ref#: 1HAB8p

Rocket Lab Scholarship Rocket Lab Rocket Lab has opened applications for its Rocket Lab Scholarship.

The Rocket Lab Scholarship covers up to $20,000 in tertiary fees for one outstanding student to pursue STEM education. The recipient is also paired with a Rocket Lab mentor, giving them a rare opportunity for one-on-one experience with a world leading space and engineering expert.

The Rocket Lab Scholarship is open to all New Zealanders. However, applicants with a strong connection to Māhia and the wider Wairoa District in Hawke’s Bay – where Rocket Lab’s launch site, Launch Complex 1, is located – are prioritised and strongly encouraged to apply. www.rocketlabusa. com/careers/scholarships Ref#: 1HAAmj

Teaching awards and scholarships Doctoral Scholarship Opportunity in Education Policy University Of Auckland- Faculty of Education and Social Work A one-time doctoral scholarship designed for an outstanding new full-time applicant in the area of education policy formation, implementation or evaluation. » Value: NZ$28,200 plus domestic fees per year (three years) » Closing date: 1 November 2020 » Acceptance into doctoral programme required before 1 March 2021.

The successful applicant will engage in doctoral study of education policy, focused on New Zealand or international* education policy, at a school, TUKUTUKU KŌRERO | 12 October 2020

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PROFESSIONAL DEVELOPMENT NOTICES regional or national level, supervised by Dr Jo Smith. *Note: Given the uncertain Covid-19 situation, international applicants will need to qualify under applicable requirements related to travel.

For more details: auckland.ac.nz/education-policy.

Ref#: 1HAAeg

Ministry of Education TESSOL Tuition Fees Scholarships for Teachers Ministry of Education Commence study in 2021 towards a Teaching English in Schools for Speakers of Other Languages (TESSOL) qualification.

You’re eligible to apply if you: » Are a NZ citizen or NZ resident » Work full or part-time in a state-funded school or ECE » Are a NZ registered teacher teaching English language learners » Have at least 2 years’ teaching experience.

Scholarships are offered for study at selected tertiary providers throughout NZ. Scholarship funds tuition fees for core papers and $200 towards course-related costs.

Applications close Friday 1 November.

Applications can be made via the Ministry of Education’s website: https://www.education.govt. nz/school/people-and-employment/principalsand-teachers/scholarships-for-people-working-inschools/tessol.

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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

Early learning PD New Zealand (nationwide) CORE Education » Making Sense of Tapasā Ref#: 1HAA7s » Play-based History: Bringing our Stories to Life Ref#: 1HAA87 » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HAA7v

Educatalysts: Education for Change » Critical Literacy Online PLD with Expert Panel Ref#: 1HABRa

Learning Network NZ » Succeeding with Habits of Mind – Online/Selfpaced Ref#: 1HAAcG

Music Therapy New Zealand » FREE Series of Webinars from Music Therapy NZ Ref#: 1HAB4Y

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Education Gazette | 12 October 2020

Safe for Children » Assisting Behaviour Change in Children Ref#: 1HABLq » Live Online Course – Child Protection Training Ref#: 1HABLw » Live Online Course – Te Reo for Beginners Ref#: 1HABMB » Live Online Course – Child First Aid Ref#: 1HAC3m » Live Online Course – Child Protection Training Ref#: 1HABLj » Live Online Course – Child Protection Training (A Refresher Course) Ref#: 1HAC3i » Live Online Course – Halberg Inclusion Training in a Sport Setting Ref#: 1HABLg » Live Online Course – Pool Safety Awareness Training Ref#: 1HAC3X » Live Online Course – Working with Children with ADHD (Part 1) Ref#: 1HAC3D » Live Online Course – Working with Children with ASD Ref#: 1HAC3R » Live Online Course – Working with Children with ADHD (Part 2 & 3) Ref#: 1HAC3K

Science Learning Hub » Free Science PLD: All About Insects Ref#: 1HABgd

Senior Teacher » Journey with Tapasā Ref#: 1HAAdR » Promoting Resilience with Children, Families and Teams Ref#: 1HAAdU » Supporting Social and Emotional Competence in Early Learning: A Practical Implementation Ref#: 1HAAd_ » Te Reo Māori 1 Ref#: 1HAAdc » Understanding and Cementing Bicultural Practice – 2 Consecutive Evening Sessions Ref#: 1HAAdA

Te Rito Maioha ECNZ

» Change and Transitions for Children and Young People on the Autism Spectrum Ref#: 1HABeH » Dealing with Anxiety in Children and Young People on the Autism Spectrum Ref#: 1HABbg

Childspace Early Childhood Institute » Assessment and Documentation of Learning Stories Ref#: 1HAAc8 » Peaceful Curriculum for Infants and Toddlers Ref#: 1HAAcL

Educational Leadership Project » Celebrating Learning Stories Conference 2020 Ref#: 1HAARA » Unpacking Te Whāriki 2017 Assessment, Planning and Evaluation Ref#: 1HAAe_

Growth Culture » ASPIRING NLP – Leading a Generation with Grit and Courage Ref#: 1HABBH

Improving Life Outcomes » Workshop – How to Overcome Obstacles and Achieve Goals with Children’s Learning Ref#: 1HA9kN

Kurtovich Consulting » Administrator’s Big Day Out 2020 Ref#: 1HA9uY » Leadership Bootcamp 2020 – Early Childhood Education Services Ref#: 1HAAUq

Learning Network NZ » Taking the Panic Out of Public Speaking Ref#: 1HAAc4

New Zealand Infant and Toddler Consortium

» RIE® Foundations Theory and Observation™ Course Ref#: 1HAB8d

Yogi Kids » Storybook Yoga PD Ref#: 1HAB5S

» Te Reo Pantry | He Pātaka Reo Ref#: 1HAADn

Waikato Children’s Autism Foundation

Northland Kurtovich Consulting

» Dealing with Anxiety in Children and Young People on the Autism Spectrum Ref#: 1HABbg

» Leadership Bootcamp 2020 – Early Childhood Education Services Ref#: 1HAAUq

Auckland 4E’s Consulting » Engaging and Empowering Energetic Boys Ref#: 1HA9xn » Looking Through Authentic Lenses Ref#: 1HA9xz » Nigel Latta – Wellbeing for Work Life Balance Ref#: 1HAABf » Primary Caregiving and Respectful Relationships Ref#: 1HA9xj

Children’s Autism Foundation » ASK (Autism Spectrum Knowledge) Training for Teacher Aides Ref#: 1HABbV

Childspace Early Childhood Institute » Yeah Baby! Early Childhood Conference – Hamilton Ref#: 1HAAcS

Growth Culture » ASPIRING NLP – Leading a Generation with Grit and Courage Ref#: 1HABBH

Kurtovich Consulting » Leadership Bootcamp 2020 – Early Childhood Education Services Ref#: 1HAAUq

SPELD NZ » Introduction to Specific Learning Disabilities (SLD) – SPELD NZ Ref#: 1HAA0V gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES Bay of Plenty Growth Culture » ASPIRING NLP – Leading a Generation with Grit and Courage Ref#: 1HABBH

Kurtovich Consulting » Administrator’s Big Day Out 2020 Ref#: 1HA9uY » Leadership Bootcamp 2020 – Early Childhood Education Services Ref#: 1HAAUq

Hawke’s Bay Kurtovich Consulting » Leadership Bootcamp 2020 – Early Childhood Education Services Ref#: 1HAAUq

Taranaki SPELD NZ » Introduction to Specific Learning Disabilities (SLD) – SPELD NZ Ref#: 1HAA0V

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

Kurtovich Consulting » Leadership Bootcamp 2020 – Early Childhood Education Services Ref#: 1HAAUw

Wellington Childspace Early Childhood Institute » Assessment and Documentation of Learning Stories Ref#: 1HAAc5 » Peaceful Curriculum for Infants and Toddlers Ref#: 1HAAbV » Risk, Resilience and Loose Parts Play Ref#: 1HAAbw » Self-regulation, Behaviour and Social Competency Ref#: 1HAAcP

Growth Culture » ASPIRING NLP – Leading a Generation with Grit and Courage Ref#: 1HABBH

Kurtovich Consulting » Leadership Bootcamp 2020 – Early Childhood Education Services Ref#: 1HAAUw

Te Rito Maioha ECNZ » Nga Aronga Whai Hua: Evaluation for Improvement Ref#: 1HABFV

Canterbury 4E’s Consulting » Inquire into Your Journey Ref#: 1HA9xt

Childspace Early Childhood Institute

Learning Network NZ

» Internal Evaluation for Quality Improvements Ref#: 1HAAc2

» Succeeding with Habits of Mind – Online/Selfpaced Ref#: 1HAAcG

Growth Culture » ASPIRING NLP – Leading a Generation with Grit and Courage Ref#: 1HABBH

InterLEAD » Supporting Social and Emotional Competence – Half-day Workshop Ref#: 1HABTg

Kurtovich Consulting » Leadership Bootcamp 2020 – Early Childhood Education Services Ref#: 1HAAUw

New Zealand Infant and Toddler Consortium » NZITC New Zealand Infant and Toddler Consortium Christchurch Seminar Day Ref#: 1HAB84

Yogi Kids » Storybook Yoga PD Ref#: 1HAB5S

Southland Kurtovich Consulting » Leadership Bootcamp 2020 – Early Childhood Education Services Ref#: 1HAAUw1

SPELD NZ » Introduction to Specific Learning Disabilities (SLD) – SPELD NZ Ref#: 1HAA0V

Primary / intermediate PD New Zealand (nationwide) CORE Education » Future-focused Schools: Aligning Strategies to Realise Positive Change Ref#: 1HAAMD » Making Sense of Tapasā Ref#: 1HAA7s » Play-based History: Bringing our Stories to Life Ref#: 1HAA87 » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HAA7v

Educatalysts: Education for Change » Critical Literacy Online PLD with Expert Panel Ref#: 1HABRa

Kohia Centre, University of Auckland » Online: Mindfulness Practices, with Rita Riccola Ref#: 1HACJi » Online: Tabitha Leonard – Leading with Insight Ref#: 1HABk4 » Online: Tabitha Leonard – The Role of the Leader in Building Learning Cultures Ref#: 1HAC3p

Music Therapy New Zealand » FREE Series of Webinars from Music Therapy NZ Ref#: 1HAB4Y

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

Safe for Children » Assisting Behaviour Change in Children Ref#: 1HABLq » Live Online Course – Child Protection Training Ref#: 1HABLw » Live Online Course – Te Reo for Beginners Ref#: 1HABMB » Live Online Course – Teens with ADHD Ref#: 1HABM5 » Live Online Course – Child First Aid Ref#: 1HAC3m » Live Online Course – Child Protection Training Ref#: 1HABLj » Live Online Course – Child Protection Training (A Refresher Course) Ref#: 1HAC3i » Live Online Course – Halberg Inclusion Training in a Sport Setting Ref#: 1HABLg » Live Online Course – Pool Safety Awareness Training Ref#: 1HAC3X » Live Online Course – Strategies for Challenging Behaviour in Children 10+ Years Ref#: 1HAC3s » Live Online Course – Working with Children with ADHD (Part 1) Ref#: 1HAC3D » Live Online Course – Working with Children with ASD Ref#: 1HAC3R » Live Online Course – Working with Children with ADHD (Part 2 & 3) Ref#: 1HAC3K

Science Learning Hub » Free Science PLD: All About Insects Ref#: 1HABgd

Senior Teacher » Journey with Tapasā Ref#: 1HAAdR » Promoting Resilience with Children, Families and Teams Ref#: 1HAAdU » Te Reo Māori 1 Ref#: 1HAAdc » Understanding and Cementing Bicultural Practice – 2 Consecutive Evening Sessions Ref#: 1HAAdA

Northland Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Dargaville) Ref#: 1HAC8H

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

TUKUTUKU KŌRERO | 12 October 2020

27

PROFESSIONAL DEVELOPMENT NOTICES » Mathematics Leadership Communities Meetings | MLCs (Far North) Ref#: 1HAC7t » Mathematics Leadership Communities Meetings | MLCs (Mid North – Paihia) Ref#: 1HAC82 » Mathematics Leadership Communities Meetings | MLCs (Whangarei) Ref#: 1HAC8E

Kohia Centre, University of Auckland » 2021 Year One Provisionally Certificated Teachers Programme – Northland – Y0–8 Ref#: 1HACK1

Auckland 4E’s Consulting » Nigel Latta – Wellbeing for Work Life Balance Ref#: 1HAABf

Chartwell Trust » Bringing Arts Back into the Classroom – Squiggla PD Ref#: 1HAC0j

Children’s Autism Foundation » ASK (Autism Spectrum Knowledge) Training for Teacher Aides Ref#: 1HABbV » Change and Transitions for Children and Young People on the Autism Spectrum Ref#: 1HABeH » Dealing with Anxiety in Children and Young People on the Autism Spectrum Ref#: 1HABbg

Cognition Education » Reo-a-waha: Oral Language for Learning (PLD for Teacher Aides) Ref#: 1HAAkU

Educational Leadership Project » Celebrating Learning Stories Conference 2020 Ref#: 1HAARA » Unpacking Te Whāriki 2017 Assessment, Planning and Evaluation Ref#: 1HAAe_

Edushop » An Introduction to Numicon Ref#: 1HAB3d » Breaking Barriers, NIP and Big Ideas Ref#: 1HAB3j » Breaking Barriers, NIP and Big Ideas Ref#: 1HAB3n » Introduction to Numicon for Y1–9 Including Those Who Struggle Ref#: 1HAB48 » Introduction to Numicon for Y5–9 Including Those Who Struggle Ref#: 1HAB3q » Introduction to Numicon in the Junior School Ref#: 1HAB3w » Teacher Aides Course: How to Help Learners Struggling with Mathematics Ref#: 1HAB4d

Growth Culture

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

Kohia Centre, University of Auckland » 2021 – Year One Provisionally Certificated Teachers Programmes Ref#: 1HACJs » 2021 – Year Two Provisionally Certificated Teachers Programmes Ref#: 1HACJv » 2021 Mentor Teacher Programmes Ref#: 1HACJy » Mindfulness Practices: Improving Attention, Mental Resilience and Self-Regulation for Teachers and Students Ref#: 1HACJm » NZ History and a Treaty Curriculum in Action, with Tamsin Hanly Ref#: 1HACJp » Understanding Anxiety in Children and Adolescents, with Dr Mary Miller Ref#: 1HAAPd

Learning Network NZ » Education Law Ref#: 1HAAby » Innovative Learning Environments Ref#: 1HAAc1 » Taking the Panic Out of Public Speaking Ref#: 1HAAc4

Maths Development » Setting Up Maths for Success in 2021 Ref#: 1HAA9V

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

Yogi Kids » Storybook Yoga PD Ref#: 1HAB5S

Waikato Children’s Autism Foundation » Dealing with Anxiety in Children and Young People on the Autism Spectrum Ref#: 1HABbg

EDconnect » Sound Beginnings: A Workshop for Teacher Aides and SENCOs – Tokoroa Ref#: 1HABuG

Growth Culture » ASPIRING NLP – Leading a Generation with Grit and Courage Ref#: 1HABBH

Phonics Training Ltd

Bay of Plenty Growth Culture » ASPIRING NLP – Leading a Generation with Grit and Courage Ref#: 1HABBH

Phonics Training Ltd » Rotorua Primary Phonics Training for Teacher Aides and Teachers Ref#: 1HA9jE » Tauranga Primary Phonics Training for Teacher Aides and Teachers Ref#: 1HA9jH

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

Phonics Training Ltd » New Plymouth Primary Phonics Training for Teacher Aides and Teachers Ref#: 1HA9j8

SPELD NZ » Introduction to Specific Learning Disabilities (SLD) – SPELD NZ Ref#: 1HAA0V

Manawatu/Whanganui Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Palmerston North/Horowhenua) Ref#: 1HAC7n » Mathematics Leadership Communities Meetings | MLCs (Whanganui) Ref#: 1HAC7q

Wellington Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Hutt Valley) Ref#: 1HAAsG » Mathematics Leadership Communities Meetings | MLCs (Wairarapa) Ref#: 1HAC7j » Mathematics Leadership Communities Meetings | MLCs (Wellington Central/South) Ref#: 1HAC7d » Mathematics Leadership Communities Meetings | MLCs (Wellington North – Newlands/Kapiti) Ref#: 1HAC7g » Reo-a-waha: Oral Language for Learning (PLD for Teacher Aides) Ref#: 1HAAn1

Edushop » Going Deeper with Numicon Ref#: 1HAB4S » Introduction to Numicon Ref#: 1HAB4L

Growth Culture » ASPIRING NLP – Leading a Generation with Grit and Courage Ref#: 1HABBH

» ASPIRING NLP – Leading a Generation with Grit and Courage Ref#: 1HABBH

» Hamilton Primary Phonics Training for Teacher Aides and Teachers Ref#: 1HA9jB

Improving Life Outcomes

SPELD NZ

Canterbury Cognition Education

» Workshop – How to Overcome Obstacles and Achieve Goals with Children’s Learning Ref#: 1HA9kN

» Introduction to Specific Learning Disabilities (SLD) – SPELD NZ Ref#: 1HAA0V

» Reo-a-waha: Oral Language for Learning (PLD for Teacher Aides) Ref#: 1HAAnm

28

Education Gazette | 12 October 2020

gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES EDconnect » Engaging Conversations Workshop – Christchurch Ref#: 1HAB3Y » Sound Beginnings Workshop – Christchurch Ref#: 1HAB3g

Growth Culture » ASPIRING NLP – Leading a Generation with Grit and Courage Ref#: 1HABBH

Yogi Kids » Storybook Yoga PD Ref#: 1HAB5S

Southland InterLEAD » Developing Outstanding Middle Managers (2 x One-day Workshops) – Invercargill Ref#: 1HAC2w

SPELD NZ » Introduction to Specific Learning Disabilities (SLD) – SPELD NZ Ref#: 1HAA0V

Area / composite PD New Zealand (nationwide) CORE Education » Future-focused Schools: Aligning Strategies to Realise Positive Change Ref#: 1HAAMD » Play-based History: Bringing our Stories to Life Ref#: 1HAA87 » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HAA7v

Educatalysts: Education for Change » Critical Literacy Online PLD with Expert Panel Ref#: 1HABRa

Kohia Centre, University of Auckland » Online: Mindfulness Practices, with Rita Riccola Ref#: 1HACJi » Online: Tabitha Leonard – Leading with Insight Ref#: 1HABk4 » Online: Tabitha Leonard – The Role of the Leader in Building Learning Cultures Ref#: 1HAC3p

Learning Network NZ » Succeeding with Habits of Mind – Online/Selfpaced Ref#: 1HAAcG

Music Therapy New Zealand » FREE Series of Webinars from Music Therapy NZ Ref#: 1HAB4Y

Safe for Children » Assisting Behaviour Change in Children Ref#: 1HABLq » Live Online Course – Child Protection Training Ref#: 1HABLw » Live Online Course – Te Reo for Beginners Ref#: 1HABMB » Live Online Course – Teens with ADHD Ref#: 1HABM5

» Live Online Course – Child First Aid Ref#: 1HAC3m » Live Online Course – Child Protection Training Ref#: 1HABLj » Live Online Course – Child Protection Training (A Refresher Course) Ref#: 1HAC3i » Live Online Course – Halberg Inclusion Training in a Sport Setting Ref#: 1HABLg » Live Online Course – Pool Safety Awareness Training Ref#: 1HAC3X » Live Online Course – Strategies for Challenging Behaviour in Children 10+ Years Ref#: 1HAC3s » Live Online Course – Working with Children with ADHD (Part 1) Ref#: 1HAC3D » Live Online Course – Working with Children with ASD Ref#: 1HAC3R » Live Online Course: Working with Children with ADHD (Part 2 & 3) Ref#: 1HAC3K

Science Learning Hub » Free Science PLD: All About Insects Ref#: 1HABgd

Northland Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Dargaville) Ref#: 1HAC8H » Mathematics Leadership Communities Meetings | MLCs (Far North) Ref#: 1HAC7t » Mathematics Leadership Communities Meetings | MLCs (Mid North – Paihia) Ref#: 1HAC82 » Mathematics Leadership Communities Meetings | MLCs (Whangarei) Ref#: 1HAC8E

Kohia Centre, University of Auckland » 2021 Year One Provisionally Certificated Teachers Programme – Northland – Y0–8 Ref#: 1HACK1

Auckland 4E’s Consulting » Nigel Latta – Wellbeing for Work Life Balance Ref#: 1HAABf

Chartwell Trust » Bringing Arts Back into the Classroom – Squiggla PD Ref#: 1HAC0j

Children’s Autism Foundation » ASK (Autism Spectrum Knowledge) Training for Teacher Aides Ref#: 1HABbV » Change and Transitions for Children and Young People on the Autism Spectrum Ref#: 1HABeH » Dealing with Anxiety in Children and Young People on the Autism Spectrum Ref#: 1HABbg

Cognition Education » Reo-a-waha: Oral Language for Learning (PLD for Teacher Aides) Ref#: 1HAAkU

Commission for Financial Capability » Free Sorted in Schools Half-day PLD workshops Ref#: 1HABeD

Growth Culture » ASPIRING NLP – Leading a Generation with Grit and Courage Ref#: 1HABBH

Improving Life Outcomes » Workshop – How to Overcome Obstacles and Achieve Goals with Children’s Learning Ref#: 1HA9kN

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

Kohia Centre, University of Auckland » 2021 – Year One Provisionally Certificated Teachers Programmes Ref#: 1HACJs » 2021 – Year Two Provisionally Certificated Teachers Programmes Ref#: 1HACJv » 2021 Mentor Teacher Programmes Ref#: 1HACJy » Mindfulness Practices: Improving Attention, Mental Resilience and Self-Regulation for Teachers and Students Ref#: 1HACJm » NZ History and a Treaty Curriculum in Action, with Tamsin Hanly Ref#: 1HACJp » Understanding Anxiety in Children and Adolescents, with Dr Mary Miller Ref#: 1HAAPd » Understanding National Certificate of Educational Achievement (NCEA), with Robyn Headifen Ref#: 1HAAPa

Learning Network NZ » Education Law Ref#: 1HAAby » Innovative Learning Environments Ref#: 1HAAc1 » Taking the Panic Out of Public Speaking Ref#: 1HAAc4

Waikato Children’s Autism Foundation » Dealing with Anxiety in Children and Young People on the Autism Spectrum Ref#: 1HABbg

EDconnect » Sound Beginnings: A Workshop for Teacher Aides and SENCOs – Tokoroa Ref#: 1HABuG

Growth Culture » Aspiring NLP – Leading a Generation with Grit and Courage Ref#: 1HABBH

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

TUKUTUKU KŌRERO | 12 October 2020

29

PROFESSIONAL DEVELOPMENT NOTICES SPELD NZ » Introduction to Specific Learning Disabilities (SLD) – SPELD NZ Ref#: 1HAA0V

Bay of Plenty Commission for Financial Capability » Free Sorted in Schools Half-day PLD Workshops Ref#: 1HABeD

Growth Culture » Aspiring NLP – Leading a Generation with Grit and Courage Ref#: 1HABBH

Hawke’s Bay Commission for Financial Capability

Canterbury Cognition Education » Reo-a-waha: Oral Language for Learning (PLD for Teacher Aides) Ref#: 1HAAnm

Commission for Financial Capability » Free Sorted in Schools Half-day PLD Workshops Ref#: 1HABeD

EDconnect » Engaging Conversations Workshop – Christchurch Ref#: 1HAB3Y » Sound Beginnings Workshop – Christchurch Ref#: 1HAB3g

Growth Culture

» Free Sorted in Schools Half-day PLD Workshops Ref#: 1HABeD

» Aspiring NLP – Leading a Generation with Grit and Courage Ref#: 1HABBH

Taranaki Cognition Education

Otago University of Otago

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

SPELD NZ » Introduction to Specific Learning Disabilities (SLD) – SPELD NZ Ref#: 1HAA0V

Manawatu/Whanganui Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Palmerston North/Horowhenua) Ref#: 1HAC7n » Mathematics Leadership Communities Meetings | MLCs (Whanganui) Ref#: 1HAC7q

Wellington Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Hutt Valley) Ref#: 1HAAsG » Mathematics Leadership Communities Meetings | MLCs (Wairarapa) Ref#: 1HAC7j » Mathematics Leadership Communities Meetings | MLCs (Wellington Central/South) Ref#: 1HAC7d » Mathematics Leadership Communities Meetings | MLCs (Wellington North – Newlands/Kapiti) Ref#: 1HAC7g » Reo-a-waha: Oral Language for Learning (PLD for Teacher Aides) Ref#: 1HAAn1

Commission for Financial Capability » Free Sorted in Schools Half-day PLD Workshops Ref#: 1HABeD

Growth Culture » Aspiring NLP – Leading a Generation with Grit and Courage Ref#: 1HABBH

» Science Academy Teacher PLD in Dunedin Ref#: 1HACCj

Southland InterLEAD

» Developing Outstanding Middle Managers (2 x One-day Workshops) – Invercargill Ref#: 1HAC2w

SPELD NZ » Introduction to Specific Learning Disabilities (SLD) – SPELD NZ Ref#: 1HAA0V

Safe for Children » Assisting Behaviour Change in Children Ref#: 1HABLq » Live Online Course – Child Protection Training Ref#: 1HABLw » Live Online Course – Te Reo for Beginners Ref#: 1HABMB » Live Online Course – Teens with ADHD Ref#: 1HABM5 » Live Online Course – Child First Aid Ref#: 1HAC3m » Live Online Course – Child Protection Training Ref#: 1HABLj » Live Online Course – Child Protection Training (A Refresher Course) Ref#: 1HAC3i » Live Online Course – Halberg Inclusion Training in a Sport Setting Ref#: 1HABLg » Live Online Course – Pool Safety Awareness Training Ref#: 1HAC3X » Live Online Course – Strategies for Challenging Behaviour in Children 10+ Years Ref#: 1HAC3s » Live Online Course – Working with Children with ADHD (Part 1) Ref#: 1HAC3D » Live Online Course – Working with Children with ASD Ref#: 1HAC3R » Live Online Course – Working with Children with ADHD (Part 2 & 3) Ref#: 1HAC3K

Science Learning Hub

Secondary PD

» Free Science PLD: All About Insects Ref#: 1HABgd

New Zealand (nationwide) CORE Education

Northland Cognition Education

» Future-focused Schools: Aligning Strategies to Realise Positive Change Ref#: 1HAAMD » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HAA7v

Educatalysts: Education for Change » Critical Literacy Online PLD with Expert Panel Ref#: 1HABRa

Kohia Centre, University of Auckland » Online: Mindfulness Practices, with Rita Riccola Ref#: 1HACJi » Online: Tabitha Leonard – Leading with Insight Ref#: 1HABk4 » Online: Tabitha Leonard – The Role of the Leader in Building Learning Cultures Ref#: 1HAC3p

Learning Network NZ » Succeeding with Habits of Mind – Online/Self paced Ref#: 1HAAcG

Music Therapy New Zealand » FREE Series of Webinars from Music Therapy NZ Ref#: 1HAB4Y

» Mathematics Leadership Communities Meetings | MLCs (Dargaville) Ref#: 1HAC8H » Mathematics Leadership Communities Meetings | MLCs (Far North) Ref#: 1HAC7t » Mathematics Leadership Communities Meetings | MLCs (Mid North – Paihia) Ref#: 1HAC82 » Mathematics Leadership Communities Meetings | MLCs (Whangarei) Ref#: 1HAC8E

Kohia Centre, University of Auckland » 2021 Year One Provisionally Certificated Teachers Programme – Northland – Y0–8 Ref#: 1HACK1

Auckland 4E’s Consulting » Nigel Latta – Wellbeing for Work Life Balance Ref#: 1HAABf

Chartwell Trust » Bringing Arts Back into the Classroom – Squiggla PD Ref#: 1HAC0j

For full professional learning and development (PLD) listings see gazette.education.govt.nz/notices 30

Education Gazette | 12 October 2020

gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES Children’s Autism Foundation

EDconnect

Growth Culture

» ASK (Autism Spectrum Knowledge) Training for Teacher Aides Ref#: 1HABbV » Change and Transitions for Children and Young People on the Autism Spectrum Ref#: 1HABeH » Dealing with Anxiety in Children and Young People on the Autism Spectrum Ref#: 1HABbg

» Sound Beginnings: A Workshop for Teacher Aides and SENCOs – Tokoroa Ref#: 1HABuG

» Aspiring NLP – Leading a Generation with Grit and Courage Ref#: 1HABBH

Growth Culture

Canterbury Cognition Education

Cognition Education

» Introduction to Specific Learning Disabilities (SLD) – SPELD NZ Ref#: 1HAA0V

» Reo-a-waha: Oral Language for Learning (PLD for Teacher Aides) Ref#: 1HAAkU

» ASPIRING NLP – Leading a Generation with Grit and Courage Ref#: 1HABBH

SPELD NZ

Commission for Financial Capability

Bay of Plenty Commission for Financial Capability

» Free Sorted in Schools Half-day PLD Workshops Ref#: 1HABeD

» Free Sorted in Schools Half-day PLD Workshops Ref#: 1HABeD

Growth Culture

Growth Culture

» ASPIRING NLP – Leading a Generation with Grit and Courage Ref#: 1HABBH

» Aspiring NLP – Leading a Generation with Grit and Courage Ref#: 1HABBH

Improving Life Outcomes » Workshop – How to Overcome Obstacles and Achieve Goals with Children’s Learning Ref#: 1HA9kN

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

Kohia Centre, University of Auckland » 2021 – Year One Provisionally Certificated Teachers Programmes Ref#: 1HACJs » 2021 – Year Two Provisionally Certificated Teachers Programmes Ref#: 1HACJv » 2021 Mentor Teacher Programmes Ref#: 1HACJy » Mindfulness Practices: Improving Attention, Mental Resilience and Self-regulation for Teachers and Students Ref#: 1HACJm » NZ History and a Treaty Curriculum in Action, with Tamsin Hanly Ref#: 1HACJp » Understanding Anxiety in Children and Adolescents, with Dr Mary Miller Ref#: 1HAAPd » Understanding National Certificate of Educational Achievement (NCEA), with Robyn Headifen Ref#: 1HAAPa

Learning Network NZ » Education Law Ref#: 1HAAby » Innovative Learning Environments Ref#: 1HAAc1 » Taking the Panic Out of Public Speaking Ref#: 1HAAc4

Waikato Children’s Autism Foundation » Dealing with Anxiety in Children and Young People on the Autism Spectrum Ref#: 1HABbg gazette.education.govt.nz

Hawke’s Bay Commission for Financial Capability » Free Sorted in Schools Half-day PLD Workshops Ref#: 1HABeD

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

SPELD NZ » Introduction to Specific Learning Disabilities (SLD) – SPELD NZ Ref#: 1HAA0V

Manawatu/Whanganui

» Reo-a-waha: Oral Language for Learning (PLD for Teacher Aides) Ref#: 1HAAnm

Commission for Financial Capability » Free Sorted in Schools Half-day PLD Workshops Ref#: 1HABeD

EDconnect » Engaging Conversations Workshop – Christchurch Ref#: 1HAB3Y » Sound Beginnings Workshop – Christchurch Ref#: 1HAB3g

Growth Culture » Aspiring NLP – Leading a Generation with Grit and Courage Ref#: 1HABBH

Otago University of Otago » Science Academy Teacher PLD in Dunedin Ref#: 1HACCj

Southland InterLEAD » Developing Outstanding Middle Managers (2 x One-day Workshops) – Invercargill Ref#: 1HAC2w

SPELD NZ » Introduction to Specific Learning Disabilities (SLD) – SPELD NZ Ref#: 1HAA0V

Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Palmerston North/Horowhenua) Ref#: 1HAC7n » Mathematics Leadership Communities Meetings | MLCs (Whanganui) Ref#: 1HAC7q

Wellington Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Hutt Valley) Ref#: 1HAAsG » Mathematics Leadership Communities Meetings | MLCs (Wairarapa) Ref#: 1HAC7j » Mathematics Leadership Communities Meetings | MLCs (Wellington Central/South) Ref#: 1HAC7d » Mathematics Leadership Communities Meetings | MLCs (Wellington North – Newlands/Kapiti) Ref#: 1HAC7g » Reo-a-waha: Oral Language for Learning (PLD for Teacher Aides) Ref#: 1HAAn1

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

Commission for Financial Capability » Free Sorted in Schools Half-day PLD Workshops Ref#: 1HABeD TUKUTUKU KŌRERO | 12 October 2020

31

Contents

Government 32 General 32 Guidance and careers 32 Tertiary 32 Early learning 32 Primary and intermediate (Years 1-8)

» Resource teacher 38 » Mātauranga Māori 38 » Teachers 38 » Senior leadership 43

Area / composite (Years 1-15)

» Resource teachers 45 » Mātauranga Māori 45 » Teachers 45 » Middle leadership 46 » Senior leadership 46

Secondary (Years 7-15)

Government

Auckland Education Review Office

Review officers – Auckland based Full-time, permanent

Ref#: 1HABTL

General

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

Classroom teacher Full-time, contract

Ref#: 1HAAvg

Northland Blomfield Special School and Resource Centre Occupational therapist Part-time, permanent

Ref#: 1HAAPX

Auckland Evaluation Associates

» Teachers 47 » Middle leadership 50 » Senior leadership 52

Leadership advisor – Auckland Full-time, contract

Equal Employment Opportunities (EEO)

Waikato Perry Outdoor Education Trust

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 26 October 2020 closes 4pm, Friday 16 October 2020.

Copy for 9 November closes 4pm, Friday 30 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.

Ref#: 1HABan

Outdoor education programme coordinator Full-time, permanent

Ref#: 1HABL8

Tokoroa High School Services academy director Full-time, permanent

Ref#: 1HAAej

Bay of Plenty Tauranga Special School Speech-language therapist Part-time, permanent, Salary assessment and unit

Ref#: 1HAAef

South Island Evaluation Associates Leadership advisor secondary – Canterbury, Otago and Southland Part-time, contract

Ref#: 1HABbq

Guidance and careers

Education Gazette | 12 October 2020

Head of guidance Full-time, permanent, 1MU + 1MMA Ref#: 1HABiR

Bay of Plenty Tauranga Girls’ College Guidance counsellor Part-time, fixed-term Ref#: 1HABLy

Te Puke High School Guidance counsellor Full-time, permanent, 1MU Ref#: 1HAAy_

Gisborne Campion College

Guidance counsellor Full-time, permanent, 1PMU + 2PMMA

Ref#: 1HABg2

Canterbury Hillmorton High School Guidance counsellor Full-time, fixed-term Ref#: 1HABgm

Tertiary

New Zealand (nationwide) The Learning Place

Kaiako for essential skills Y11–13 Part-time, contract Ref#: 1HAACY

Early learning Northland Kerikeri Preschool

Head teacher Full-time, permanent

Ref#: 1HAAH1

Nga Puawai o Kaikohekohe U2s qualified teacher Full-time, permanent

Ref#: 1HAAUp

Auckland Tiny Voices, Hobsonville Head teacher of toddlers Full-time, permanent

Ref#: 1HAC1A

Active Explorers, Camrose Head teacher – infants Full-time, permanent

Auckland Auckland Girls’ Grammar School

Ref#: 1HACBN

Guidance counsellor Full-time, permanent, 1MU + 1MMA

Certified ECE teacher Full-time, permanent

Active Explorers, Glenfield

Ref#: 1HABkA

Ref#: 1HAC8U

Birkenhead College

Akoranga Childcare Centre

Guidance counsellor Full-time, permanent

32

Long Bay College

Early childhood teacher Full-time, permanent

Ref#: 1HABms

Ref#: 1HABkv

Liston College

Amber Early Learning Centre

Guidance Counsellor Full-time, permanent, 2MU

Early childhood qualified and certificated teacher Full-time, permanent

Ref#: 1HABQB

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

Early learning Angels Childcare, Takapuna

Central Park Early Learning Centre

Just Kidz Henderson

Registered preschool teacher Full-time, permanent

Qualified ECE teacher Full-time, permanent

Centre manager Full-time, permanent

Ref#: 1HABXN

Ref#: 1HA9ry

Ref#: 1HACDY

Awhi Whānau Early Childhood Centre

Childsteps Early Learning Centre

KC Birkenhead Trust

Early learning qualified teacher or third year Full-time, permanent

Ref#: 1HAAKS

Bear Park Early Childhood Centre Preschool coordinator / head teacher Full-time, permanent

Ref#: 1HAC5L Qualified teacher Full-time, permanent Ref#: 1HAC5S

Beginnings Early Learning Centre Team leader O2s Full-time, permanent

Head teacher Full-time, permanent

Infant room ECE qualified / certified teacher Full-time, permanent

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

Ref#: 1HAAvi

Qualified teacher Full-time, permanent

Childz Choice Preschool

Ref#: 1HAAB7

Registered ECE teacher Full-time, permanent

Kids’ Kampus

Ref#: 1HABtg

City Impact Church Childcare, North Shore Qualified early childhood educator Full-time, permanent

BestStart, Oraha Road

Ref#: 1HAAuc

Qualified teacher Full-time, permanent

Cottontails Childcare

Ref#: 1HAAzP

Early childhood teacher Full-time, permanent

BestStart, Ponsonby

Ref#: 1HAAnX

Ref#: 1HABag

BestStart, Wattle Downs Centre manager Full-time, permanent

Ref#: 1HAAzV

Birkenhead Point Montessori Preschool ECE qualified teacher Full-time, fixed-term

Ref#: 1HACES ECE qualified teacher (Montessori if possible) Full-time, permanent Ref#: 1HAAny

Bright Sparks Childcare, Henderson Qualified and registered infants and toddlers teacher Full-time, permanent

Ref#: 1HAApn

Bright Sparks Childcare, Orewa Qualified and registered head teacher Full-time, permanent

Ref#: 1HABSX Qualified kaiako Full-time, permanent Ref#: 1HABS_

Bumblebees Whitford Childcare Centre U2s room leader Full-time, permanent

Country Village Preschool – Infant and Toddler Centre Qualified toddlers teacher Part-time, permanent

Ref#: 1HA9nj Toddlersteacher Full-time, permanent Ref#: 1HABVN

Dominion Childcare Centre Centre manager Full-time, permanent

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

East Tamaki Childcare Centre ECE teacher Full-time, permanent

Ref#: 1HABH4

Educare Childcare and Preschool Qualified ECE teacher Full-time, permanent

Ref#: 1HAATy

Fun ‘N’ Play Childcare Centre Teacher Full-time, permanent

Ref#: 1HABB4

Jump Start Kids

Ref#: 1HAAU4

ECE qualified centre manager Full-time, permanent

Caterpillar Kids Early Learning Centre Educator Full-time, permanent

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

Ref#: 1HAB7_

Ref#: 1HABYf

gazette.education.govt.nz

Kids Count, Kelvin Road

Ref#: 1HAAKt

Ref#: 1HAAvm

Qualified teacher – babies Full-time, permanent

VACANCIES

ECE qualified teacher Full-time, permanent

Ref#: 1HABos

Kidz and Crayonz Early Learning Centre Qualified and registered ECE teacher Full-time, permanent

Ref#: 1HABSV

Kindercare Learning Centre, Pakuranga Babies teacher Full-time, permanent

Ref#: 1HAC5c

Kindercare Learning Centre, Remuera Babies teacher Full-time, permanent

Ref#: 1HABwy

Kingsway Preschool, Silverdale Qualified ECE teacher Part-time, fixed-term

Ref#: 1HABZE

Koru Early Learning Centre ECE qualified teacher Full-time, permanent

Ref#: 1HAAtY

Kowhai Kids Early Learning Centre ECE teacher (nursery) Full-time, permanent

Ref#: 1HAAdj

Learning Adventures, Warkworth Certified ECE teacher Full-time, permanent

Ref#: 1HAC8G Head teacher Full-time, permanent Ref#: 1HAC8N

Little Kiwis Early Learning Centre Registered and certified teacher Full-time, permanent

Ref#: 1HAACN

Little One’s Garden Early Education Centre Early childhood certificated educator Full-time, fixed-term

Ref#: 1HAAz1 TUKUTUKU KŌRERO | 12 October 2020

33

VACANCIES

Early learning

Little Scholars Early Learning Centre

Pascals, Albany

Star Kids Childcare

Certificated infants teacher Full-time, permanent

Certified ECE teacher Full-time, permanent

Qualified and registered ECE teacher Full-time, permanent

Ref#: 1HAAnf

Ref#: 1HAC8X

Lollipops, Coatesville

Pascals, St Johns

Ref#: 1HAB8U Qualified and registered early childhood teacher Full-time, permanent

Certified ECE teacher Full-time, permanent

Team leader – infants Full-time, permanent

Ref#: 1HACEv

Ref#: 1HACEf Team leader – preschool room Full-time, fixed-term

Lollipops, North Harbour Fantails Certified ECE teacher Full-time, permanent

Ref#: 1HAC8s

Lollipops, Pukekohe Certified ECE teacher Full-time, permanent

Ref#: 1HACB_

Magicland Childcare Head teacher Full-time, permanent

Ref#: 1HAAvd

Mairangi Bay Preschool Qualified infants teacher Full-time, permanent

Ref#: 1HAACD

Mighty Minds Educare Qualified registered ECE teacher Full-time, permanent

Ref#: 1HAAzd

Naval Community Daycare, Calliope House Early learning educator Full-time, permanent

Ref#: 1HAApK

New Shoots Children’s Centre, Pakuranga Teacher-in-training Full-time, permanent

Ref#: 1HABuf

New Shoots, Sunnynook Preschool qualified teacher Full-time, permanent

Ref#: 1HABby

Next Generation, Birkenhead Qualified ECE teacher Full-time, permanent

Ref#: 1HABza

Nurture Early Learning, Onehunga Experienced qualified toddlers teacher Full-time, permanent

Ref#: 1HAAt8 Unqualified teacher Full-time, permanent Ref#: 1HAAoc

Our Kids Early Learning Centre, Mataki Way

Ref#: 1HACEi

Play Learn Grow Qualified and registered teacher Full-time, permanent

Ref#: 1HACFc

Pohutukawa Kindergarten, Glendowie Teacher-in-training Full-time, permanent

Ref#: 1HAAUN

Pokeno Preschool ECE qualified educator Full-time, permanent

Ref#: 1HAAAv

Precious Pipis Childcare, Brixton Road O2s team leader Full-time, permanent

Ref#: 1HAC8f

Ref#: 1HAB8R

Taulapapa Leata Su’a Aoga Amata Qualified and registered ECE teacher Full-time, permanent

Ref#: 1HABfd

The Childrens’ Corner, Howick Qualified ECE teacher (Montessori O2s) Full-time, permanent

Ref#: 1HABV5

The Learning Centre Certificated ECE kaiako Full-time, permanent

Ref#: 1HAAS4

The Learning Ladder U2s kaiako Full-time, permanent

Ref#: 1HABvw

The Point Early Childhood Centre Preschool room teacher Full-time, permanent

Pukeko ELC

Ref#: 1HAC6V

Early learning teacher Full-time, permanent

The Rumpus Room, Waterview

Ref#: 1HABZ7

Reach Forward Early Learning Centre Qualified toddlers teacher Full-time, permanent

Team leader Full-time, fixed-term Ref#: 1HAA8G

Three Bears New Lynn Childcare

Ref#: 1HABSy

ECE teacher – kaitiaki Full-time, permanent

Reach for the Stars Early Learning Centre

Ref#: 1HACCS

Experienced qualified head teacher Full-time, permanent

Ref#: 1HAC4G Qualified head teacher Full-time, permanent Ref#: 1HA9pE Qualified teacher Part-time, permanent Ref#: 1HAC44

Rise & Shine Childcare Centre Certified early childhood teacher Full-time, permanent Ref#: 1HA9mq

Small Fries Christian Childcare Centre

Tiny Explorers Early Learning Centre Manager Full-time, permanent

Ref#: 1HAC0S

Toki Explorers Head teacher – infants and toddlers Full-time, permanent

Ref#: 1HAAzg

Trend Tots ECE home-based coordinator Part-time, permanent

Ref#: 1HACHY

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

White Heron @ Dawson

Ref#: 1HABCt

Waikato Active Explorers, Melville

Star Educare

Qualified early childhood teacher Part-time, permanent

Ref#: 1HACDP

ECE teacher Full-time, permanent

ECE teacher Full-time, permanent

Certified ECE teacher Full-time, fixed-term

Ref#: 1HAAfa

Ref#: 1HAA6f

Ref#: 1HACE_

34

Education Gazette | 12 October 2020

gazette.education.govt.nz

Early learning Apakura Te Kakano Early Learning Centre Early learning team lead Full-time, permanent

Qualified ECE teacher Full-time, permanent

Ref#: 1HABj1

Ref#: 1HACJ_

Raroera te Puawai Early Learning Centre

BestStart, Peachgrove Road

Early learning educator Full-time, permanent

Qualified teacher Part-time, permanent

Ref#: 1HAABE

BestStart, Puketaha Road Qualified teacher Full-time, fixed-term

Ref#: 1HAABH

Borman Village Kids Early childhood teacher Full-time, permanent

Ref#: 1HA9s_

Country Creche Childcare Centre Team leader O2’s Full-time, permanent

Ref#: 1HAAdq

Creators, Waipa Centre manager Full-time, permanent

Ref#: 1HAAUE

Creators on Grandview Teacher Full-time, permanent

Ref#: 1HAC74

Reach Forward Early Learning Centre – TK Qualified infants teacher Full-time, permanent

Ref#: 1HABTf

Somerset Smyth Private Preschool Early childhood teacher of 4-year-olds Full-time, permanent

Ref#: 1HACDz

Taupo Childrens’ Corner Qualified registered early childhood teacher Full-time, permanent

Ref#: 1HABEp

Waikato Institute of Technology Early childhood education teacher Full-time, permanent

Ref#: 1HABr_

Whenuakite Country Kids Early childhood educator Full-time, permanent

VACANCIES

Learning Adventures, Katikati Certified ECE teacher Full-time, permanent

Ref#: 1HAC8c

Learning Adventures, Rotorua Kea Certified ECE teacher Full-time, permanent

Ref#: 1HABBR

Li’l Champs Early Learning Centre 2iC / head teacher Full-time, permanent

Ref#: 1HAB2V Centre manager Full-time, permanent Ref#: 1HAB1K

Little Pipi Early Childhood Centre Qualified babies teacher Full-time, permanent

Ref#: 1HABfL

Minnows Kindergarten Qualified early childhood teacher Full-time, permanent

Ref#: 1HAC28

Pohutukawa Preschool Toddlers teacher Full-time, permanent

Ref#: 1HA9zz

Ref#: 1HA9rU

Ref#: 1HAAR1

The Village Preschool and Childcare Centre

Junior Junction

Bay of Plenty Active Kids Early Childcare Centre

Head teacher infants and toddlers Full-time, permanent

Preschool teacher – certified or in-training Full-time, permanent

Ref#: 1HAAiK

Li’l Pumpkins Early Learning, Tamahere Early childhood teacher Full-time, permanent

Kaiako Full-time, permanent

Ref#: 1HAC5K

BestStart, Greerton Qualified teacher Full-time, fixed-term

Ref#: 1HABZV

Ref#: 1HAACs

Little Minds Early Learning Centre

BestStart, Pukuatua

Assistant manager Full-time, permanent

Qualified teacher Full-time, permanent

Ref#: 1HAAUn

Gisborne Awapuni Under Fives Community Preschool Certified registered ECE teacher Full-time, fixed-term

Ref#: 1HAB9d Certified registered teacher Full-time, permanent Ref#: 1HAB9Y

Ref#: 1HA9ww

Ref#: 1HAAD1

Manaaki Tamariki Childcare and Education Centre

Little Sparrows Educare, Leamington

BestStart, Pyes Pa

Kaiako Part-time, permanent

Qualified early learning teacher Full-time, permanent

Qualified teacher Full-time, permanent

Ref#: 1HABBS

Ref#: 1HAB_z

Littlelees Preschool

Country Kids Preschool

ECE teacher Full-time, permanent

Early childhood registered teacher Full-time, permanent

Ref#: 1HAC1R

Ref#: 1HAB6j

Lollipops, Te Rapa

Happy Feet Preschool

Ref#: 1HA9ra

Hawke’s Bay BestStart, Havelock North Qualified teacher Part-time, permanent

Ref#: 1HAADD Qualified teacher Part-time, permanent Ref#: 1HABaH

Certified ECE teacher Full-time, permanent

Early learning teacher Full-time, permanent

Ref#: 1HACEy

Ref#: 1HAAQR

Mini Miracles Educare

Happy Times Childcare Qualified ECE teacher Full-time, permanent

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

Ref#: 1HABgp

Ref#: 1HAAK5

Ref#: 1HAADs

Centre manager Full-time, permanent

gazette.education.govt.nz

BestStart, Mahora Head teacher Full-time, permanent

TUKUTUKU KŌRERO | 12 October 2020

35

VACANCIES

Early learning

BestStart, Napier Central

Kahikatea Kindergarten Hurdon

Puddleducks, Ward Street

Centre manager Full-time, permanent

Teacher – Kindergarten Taranaki Part-time, permanent

Nursery and preschool teacher Full-time, permanent

Ref#: 1HAAD4

Ref#: 1HABwP

Ref#: 1HA9oz

BestStart, Omahu Road

Kids Barn Childcare Centre

Tui Early Learners Young Investigators

Early childhood teacher Full-time, fixed-term

Qualified kaiako Full-time, permanent

Ref#: 1HABZa

Ref#: 1HABP2

Ref#: 1HAATH

BestStart, Raureka

Nature’s Wonder

Turitea Childcare Centre

U2s head teacher Full-time, permanent

Team leader U2 Full-time, permanent

Ref#: 1HAAws

Ref#: 1HABmc

Qualified teacher Full-time, fixed-term

Qualified teacher Full-time, permanent

Ref#: 1HAADp

BestStart, Riverbend Road Centre manager Full-time, permanent

Ref#: 1HAAD7 Qualified teacher Full-time, fixed-term Ref#: 1HAB_L

BestStart, Taradale Qualified teacher Part-time, permanent

Stratford Community Childcare Centre Head teacher Full-time, fixed-term

Ref#: 1HABRD

Manawatu/Whanganui BestStart, Glasgow Street Qualified teachers Full-time, permanent

Ref#: 1HABZP

Ref#: 1HAADN

Foxton Preschool and Nursery

Little Wonders, Greenmeadows

Certified kaiako Full-time, permanent

Certified ECE teacher Full-time, permanent Ref#: 1HAC8m

Lollipops, Hastings Centre manager Full-time, permanent Ref#: 1HACBU

Ref#: 1HACGA Qualified or teacher-in-training Full-time, permanent Ref#: 1HA9qP

Kindercare Learning Centres, Palmerston North

Wellington Arohanui Early Childhood Learning Centre Teacher – Whānau Manaaki Kindergartens Full-time, permanent

Ref#: 1HACK5

BestStart, Naenae Qualified teacher Full-time, permanent

Ref#: 1HAApE

BestStart, Paraparaumu Head teacher Full-time, permanent

Ref#: 1HAAii

BestStart, Stokes Valley Qualified ECE teacher Full-time, permanent

Ref#: 1HABjR

Early childhood teacher Full-time, permanent

Birchville Kindergarten

Ref#: 1HABe1

Ref#: 1HABR_

Teacher – Whānau Manaaki Kindergartens Full-time, permanent

Little Monkeys Learning Centre

Ref#: 1HACK2

Te Whare Aroha O Nga Mokopuna Early Childhood Centre

Teacher U2s – whānau room Full-time, permanent

Blue School

Ref#: 1HABoi

Manager Full-time, permanent

Lollipops, Ruapehu Drive

Ref#: 1HABRU

Certified ECE teacher Full-time, permanent

Discovery Early Learning Centre

Qualified early childhood teacher Full-time, permanent

Ref#: 1HACER

Qualified ECE teacher Full-time, fixed-term

Ref#: 1HABfV

Puddleducks, Featherston Street

Ref#: 1HAB6a

Taranaki BestStart, Inglewood

Toddlers teacher Full-time, permanent

Farmyard Preschool

Ref#: 1HAAoD

Certified teacher Full-time, permanent

Puddleducks, Nursery and Preschool, Gladstone St

Ref#: 1HAC1Y Early learning educator Full-time, permanent

Royals Early Learning Centre Early learning educator Full-time, permanent

Early learning kaiako, qualified or in-training (3 positions) Full-time, permanent

Ref#: 1HACBY

Tutira Early Childhood Centre

Head teacher Full-time, permanent Ref#: 1HAAEG Qualified teacher Full-time, permanent

Ref#: 1HAB_a

Certified teachers nursery and toddlers (several positions) Full-time, permanent,

BestStart, Lemon Street

Ref#: 1HA9p5

Heretaunga Kindergarten

Centre manager Full-time, permanent

Puddleducks Nursery and Preschool

Teacher – Whānau Manaaki Kindergartens Full-time, permanent

Ref#: 1HAAE4

Room leader toddlers Full-time, permanent,

Ref#: 1HACJw

BestStart, Vivian Street

Ref#: 1HA9p2 Teacher preschool Full-time, permanent

Karori Childcare Centre

Qualified teacher Full-time, permanent

Ref#: 1HAAE_

Ref#: 1HA9p8

Ref#: 1HABVs

36

Education Gazette | 12 October 2020

Ref#: 1HA9qB

Early childhood teacher Part-time, permanent, ECECA

gazette.education.govt.nz

Early learning Karori Kids

Wise Owl Early Childhood Centre

Early learning educator Full-time, permanent

Certified kaiako Part-time, permanent

Ref#: 1HACF1

Ref#: 1HABav

Kidz Planet Preschool

Marlborough Active Explorers, Blenheim

ECE qualified educator Full-time, permanent

Ref#: 1HAAhB

Kindercare Learning Centres, Aotea Babies teacher Full-time, permanent

Ref#: 1HAAbY

Kindercare Learning Centres, Johnsonville Babies teacher Full-time, permanent

Ref#: 1HABDA Toddlers teacher Full-time, permanent

Certified ECE teacher Full-time, permanent

Ref#: 1HABB7 Team leader Full-time, permanent

Ref#: 1HACKL

Life-Start Learning Centres Senior ECE teacher / team leader Full-time, permanent

Ref#: 1HAAWg

Little Farm Preschool and Nursery Room leader kaiako Full-time, permanent

Kindercare Learning Centres, Ferry Road Babies teacher Full-time, fixed-term Ref#: 1HAAbn

Ref#: 1HAAeD

ECE teacher Part-time, permanent

EC centre manager Full-time, fixed-term

Lollipops, Hazeldean

Ref#: 1HACFf Early childhood teacher Part-time, permanent Ref#: 1HAC7z

Ref#: 1HACHN

Head teacher – Nelson Tasman Kindergartens Full-time, permanent Ref#: 1HA9wy

Teacher – Whānau Manaaki Kindergartens Part-time, permanent

Ref#: 1HABbE

Tasman/Nelson Golden Kids Inc. Early Learning Centre

Kindercare Learning Centres, Tawa

Lansdowne Kindergarten

U2s team leader Full-time, permanent

Little Peppertree Preschool

Murchison Kindergarten

Ref#: 1HAC6g

Kindercare Learning Centres, Aidanfield

Ref#: 1HABAv

Ref#: 1HABCp

Preschool teacher Full-time, permanent

VACANCIES

Tahunanui Kindergarten Early childhood teacher – Nelson Tasman Kindergartens Part-time, permanent Ref#: 1HABoY Early childhood teacher – Nelson Tasman Kindergartens Full-time, permanent Ref#: 1HABoV

Canterbury Active Explorers, Ashburton Certified ECE teacher Full-time, permanent Ref#: 1HAC84

Certified ECE teacher Full-time, permanent

Lollipops, Pegasus Team leader Full-time, permanent Ref#: 1HACEp

Pascals, St Albans Certified ECE teacher Full-time, permanent Ref#: 1HAC8A

Pebbles Montessori Registered teacher Full-time, permanent Ref#: 1HAAS_

Portobelo Avonhead Preschool teacher Full-time, permanent

Ref#: 1HABMV

Rosy Cheeks Early Learning Centre

Avonside Early Childhood Centre

Early learning teacher Full-time, permanent

Early learning educator Part-time, LTR

Ref#: 1HAAEy

Ref#: 1HABG4

The Crossing Preschool

BestStart, Fendalton

Early childhood teacher O2s Full-time, permanent

Head teacher Full-time, fixed-term

Ref#: 1HAAsY

Ref#: 1HAAif

The Stables Montessori

Cust Preschool

Registered teacher Full-time, permanent

Otaki Early Learning Centre

Rural preschool teacher Full-time, permanent

Ref#: 1HAAWw

Kaiako Full-time, permanent Ref#: 1HACGK

Ref#: 1HABX7

Discovery Junction

West Melton Kindergarten, Nursery & Learning Centre

Ref#: 1HACFv

Matiti Tokelau Akoga Kamata Early learning whaiakoga Part-time, permanent

Ref#: 1HAAC7

Miramar Playcentre Session facilitator Part-time, permanent Ref#: 1HA9jV

Otaki Kindergarten

Early learning teacher Full-time, permanent

Teacher – Whānau Manaaki Kindergartens Part-time, permanent

Ref#: 1HABmw

Centre manager Full-time, permanent

Ref#: 1HACC2

Ref#: 1HACKP

Fundamentals, Merivale

Otago City Heights Montessori

Te Wharemarie Tamariki

Infants and toddlers teacher Full-time, permanent

Professional leader Full-time, permanent

Ref#: 1HAALY

Ref#: 1HAAZ4

Ref#: 1HACKE Certificated early childhood kaiako Full-time, fixed-term

Haven ELC

City Heights Montessori 2

Y0–3 teacher Full-time, fixed-term

Qualified early learning educator Part-time, fixed-term

Ref#: 1HACKB

Ref#: 1HAASE

Ref#: 1HAAYi

Certificated early childhood kaiako Full-time, permanent

gazette.education.govt.nz

TUKUTUKU KŌRERO | 12 October 2020

37

VACANCIES

Primary and intermediate Y1-8 Teachers

City Impact Church Childcare, Balclutha Qualified early childhood educator Full-time, permanent

Ref#: 1HABRg

Gems Rata Teacher – infants and toddlers Full-time, permanent

Ref#: 1HAB3K

Little Wonders Childcare, Roslyn Certified ECE teacher Full-time, permanent

Mātauranga Māori Auckland Mangere East School Kaiako Māori Full-time, permanent, PTSA

Ref#: 1HABjn

Westmere School, Auckland Kaiako rumaki reo Full-time, permanent, MITA

Ref#: 1HAAgw

Ref#: 1HACBR

Bay of Plenty Omarumutu School

Mama’s Childcare

Kaiako (2 ngā tūranga) Full-time, fixed-term, MITA

Unqualified infants teacher Full-time, fixed-term

Ref#: 1HAAFm

Pinnacles Early Learning Centre Qualified early childhood teacher Full-time, permanent

Ref#: 1HACDL

Rosebank Kindergarten Teacher – South Otago Kindergarten Association Part-time, permanent

Ref#: 1HABjy

Southland Riverstones Early Learning Centre Qualified and registered kaiako Part-time, fixed-term Ref#: 1HABHa

Te Rourou Whakatipuranga O Awarua Early childhood educator Full-time, permanent Ref#: 1HAAKL

Primary / intermediate Y1–8 Resource teacher Auckland Henderson South School

Ref#: 1HAB5z

Gisborne Waikirikiri School Scale A teacher Full-time, permanent, MITA + PTSA

Ref#: 1HABaG

Ref#: 1HABRq

Glenbervie School Scale A teacher Full-time, fixed-term

Ref#: 1HABbc

Maungakaramea School Scale A teacher Full-time, fixed-term

Ref#: 1HACHc Scale A teacher Part-time, permanent Ref#: 1HACHU

Maunu School

Te Kura Māori o Porirua

Ref#: 1HABL4 Scale A teachers (several positions) Full-time, fixed-term

Kaiako Tau 1–2. Full-time, fixed-term, MITA. Ko te tino wawata me mōhio ngā kaitono ki ngā marautanga me ngā āhuatanga tika kia awhi te tamaiti kia pakari ngā taha e whā o te tamaiti. Mā te kaitono anō e whakamārama mai i āna pukenga. Tuku mai tāu tātai pūmanawa me ngā taipitopito whakapā a ngā kaitautoko tokorua. » Me he pakirehua tono mai ki te Tumuaki; waea (04) 235 9617; imera s.tukukino@kura-porirua.school.nz.

Ref#: 1HACHy

Tasman/Nelson Nelson Central School Kaiako (Māori medium) Full-time, fixed-term, MITA

Ref#: 1HABz1 Kaiako (Māori medium) Full-time, permanent, MITA Ref#: 1HABys

Orewa School

Ref#: 1HACK8

Resource teacher: literacy Full-time, permanent, 1MU

Ref#: 1HABRn Teacher – specialist school Full-time, fixed-term, SDA

Scale A teachers (several positions) Full-time, permanent

Takaka Primary School

Wellington Douglas Park School

Teachers 1.0 – specialist school (several positions) Full-time, permanent, SDA

Wellington

Resource teacher of literacy Full-time, permanent Ref#: 1HAAkg

Resource teacher: literacy Full-time, permanent Ref#: 1HABvX

Blomfield Special School and Resource Centre

Kaiako (Māori medium) Full-time, fixed-term, MITA

Teachers Northland Ahipara School Classroom teacher Full-time, permanent

Ref#: 1HABL7

Opua School Classroom teacher Y7–8 Full-time, permanent

Ref#: 1HA9vN

Riverview School Classroom teachers (3 positions) Full-time, permanent

Ref#: 1HAC1L Teacher Full-time, fixed-term Ref#: 1HAC51

Auckland ACG Sunderland New entrant teacher Full-time, permanent

Ref#: 1HABMi

Ahuroa School Scale A teacher Full-time, fixed-term

Ref#: 1HACJE

Albany Junior High School Homeroom teacher (3 positions) Full-time, fixed-term

Ref#: 1HACEm

Ref#: 1HABzw Classroom teacher Full-time, fixed-term

Auckland Normal Intermediate

RTLBs (2 positions) – North Canterbury Full-time, permanent, 1MU + SDA

Ref#: 1HABzt Classroom teacher Full-time, fixed-term

Ref#: 1HABLc

Ref#: 1HAC52 RTLBs (2 positions) – North Canterbury Full-time, permanent, 1MU + SDA

Ref#: 1HABzq Classroom teacher Full-time, fixed-term

Awhitu District School

Ref#: 1HAC55

Ref#: 1HABzn

Ref#: 1HABtY

Ref#: 1HAAVp

Canterbury Kaiapoi North School

38

Education Gazette | 12 October 2020

Scale A teacher Full-time, fixed-term, NSA

Scale A teacher Y1–2 class Full-time, fixed-term

gazette.education.govt.nz

Primary and intermediate Y1-8 Teachers

VACANCIES

Balmoral School, Auckland

Hobsonville Point Primary School

Papatoetoe South School

Classroom teachers Y5–8 (several positions) Full-time, permanent

Scale A teachers (several positions) Full-time, permanent

Primary teachers (3 positions) Full-time, permanent, PTSA

Ref#: 1HABBV

Ref#: 1HABVU

Ref#: 1HAAps

Belmont Intermediate

Holy Cross Catholic School, Henderson

Papatoetoe West School

Teachers (several positions) Full-time, permanent

Scale A teacher Y3–4 Full-time, permanent

Scale A teacher Full-time, permanent, PTSA

Ref#: 1HABgL

Ref#: 1HABqy

Ref#: 1HABzD

Birdwood School

Iqra School

Pomaria Road School

Scale A teacher junior school Full-time, fixed-term, PTSA

Teacher for an ESOL project. Non-tagged Full-time, fixed-term

Scale A teachers (3 positions) Full-time, fixed-term

Ref#: 1HABga Scale A teacher – junior school Full-time, permanent, PTSA

Ref#: 1HABt5

Ref#: 1HABrG

Macleans Primary School

Pukekohe Hill School

Classroom teachers junior, middle and senior school (2 positions) Full-time, permanent

Scale A teachers (2 positions) Full-time, fixed-term

Ref#: 1HABk5

Buckland School Scale A teachers (2 positions) Full-time, permanent

Ref#: 1HACEP

Bucklands Beach Intermediate Scale A teacher Full-time, permanent

Ref#: 1HAAzE

Clevedon School Scale A teacher Full-time, permanent

Ref#: 1HACA2

Coatesville School Y1–2, Y3–4 teachers (2 positions) Full-time, fixed-term

Ref#: 1HACCa Y5–6 teacher Full-time, permanent, 1MU Ref#: 1HACCV

Colwill School, Massey Scale A teacher Full-time, permanent

Ref#: 1HABom

Everglade School Teachers (several positions) Full-time, permanent

Ref#: 1HAC0s

Freemans Bay School Teachers Full-time, permanent

Ref#: 1HABjq

Glamorgan School

Ref#: 1HACK7

Mangere East School Kaiako Māori Full-time, permanent, PTSA

Ref#: 1HABpg

Manurewa East School Scale A teacher (several positions) Full-time, permanent

Ref#: 1HAAp4 Scale A teachers (2 positions) Full-time, fixed-term Ref#: 1HAAns

Rangeview Intermediate Learning leader of English / social science and literacy Full-time, permanent, 2MU

Ref#: 1HAB7V

Ref#: 1HA9qt

Richmond Road School

Manurewa Intermediate

Kaiako senior school Y4–6 – English medium Full-time, permanent

Hard materials specialist teacher, Scale A Full-time, permanent, PTSAR

Ref#: 1HAC9p

Maraetai Beach School Learning support coordinator Full-time, permanent, 1MU

Ref#: 1HABnG

Mellons Bay School Classroom teacher Y3–4 Full-time, permanent

Ref#: 1HAC7L

Meraki Montessori School Teacher / guide Full-time, fixed-term

Ref#: 1HABjf

Murrays Bay School Teachers (several positions) Full-time, fixed-term

Ref#: 1HABwz Teachers (several positions) Full-time, permanent

Ref#: 1HACKg Samoan bilingual unit teacher for Mua I Malae Full-time, permanent Ref#: 1HACKj

Riverhead School Scale A teacher Full-time, fixed-term

Ref#: 1HA9kH

Rosehill School Scale A teacher Full-time, permanent, SDA

Ref#: 1HABzR

Sir Keith Park School Outreach special education teacher Full-time, permanent, SDA + PTSA Ref#: 1HABTX Teachers: special education (3 positions) Full-time, permanent, SDA + PTSA Ref#: 1HABTR

St Joseph’s School, Orakei Teacher Part-time, fixed-term Ref#: 1HABtc

Scale A teacher Y4 Full-time, fixed-term

Ref#: 1HABwq Y4 learning leader Full-time, permanent, 2MU

Ref#: 1HABnD

Ref#: 1HABwn

Hauraki School

Owairaka District School

Teacher for Y2 class Full-time, fixed-term Ref#: 1HABoc

Teachers (several positions) Full-time, fixed-term

Te Atatu Intermediate

Ref#: 1HABJV

Ref#: 1HACFs

Henderson Intermediate

Classroom teacher Y7–8 composite Full-time, fixed-term

Papatoetoe Intermediate

Scale A teacher Full-time, permanent

Classroom teacher Y7–8 composite Full-time, permanent

Ref#: 1HABAt Classroom teacher Y7–8 composite Full-time, fixed-term

Ref#: 1HABPp

Ref#: 1HAAkR

Ref#: 1HABAj

Classroom teacher Full-time, permanent

gazette.education.govt.nz

Sunnyhills School

TUKUTUKU KŌRERO | 12 October 2020

39

VACANCIES

Primary and intermediate Y1-8 Teachers

Classroom teacher Y7–8 composite (2 positions) Full-time, permanent Ref#: 1HABAa

Te Huruhi School Scale A teachers (several positions) Full-time, permanent Ref#: 1HACCn Teachers Full-time, fixed-term Ref#: 1HACGc

The Forest School Experienced primary teacher Full-time, fixed-term

Ref#: 1HABY8

The Gardens School Collaborative teacher Full-time, fixed-term

Ref#: 1HABDN

Tirimoana School Scale A teachers Y1–5 (several positions) Full-time, permanent

Ref#: 1HAADA

Titirangi Rudolf Steiner School Waldorf / Steiner class teacher Full-time, permanent

Ref#: 1HAAwV

View Road School Classroom teacher middle / senior school Full-time, permanent

Ref#: 1HACF5

Wilson School

Korakonui School

Te Waotu School

Scale A Y3–4 teacher Full-time, permanent

Teacher Full-time, fixed-term

Ref#: 1HAC0R Scale A junior teacher Full-time, permanent

Ref#: 1HACHA Y7–8 teacher Full-time, permanent

Ref#: 1HAC0K Scale A teacher Full-time, fixed-term Ref#: 1HAC0U

Ref#: 1HAC7G

Ngakonui Valley School Teacher – junior or senior school Full-time, permanent Ref#: 1HACAL

Peachgrove Intermediate Teacher Full-time, permanent Ref#: 1HABUn Teachers (2 positions) Full-time, fixed-term Ref#: 1HABV2 Visual arts teacher Full-time, fixed-term

Scale A teacher Full-time, fixed-term

Ref#: 1HAC2v Scale A teacher Full-time, permanent

Teachers (2 positions) Full-time, permanent

Ref#: 1HAC6E

Kea Street Specialist School Special needs teacher – Rotorua Full-time, permanent, SDA/units

Ref#: 1HAAt_

Junior teachers (2 positions) Full-time, fixed-term

Teacher Y2–3 class Full-time, fixed-term

Ref#: 1HAC12

Ref#: 1HACHH Teacher Y5–6 Full-time, fixed-term

Springdale School

Ref#: 1HACH8

Junior Y1–3 teacher Full-time, permanent

Ohope Beach School

Ref#: 1HACCz

Scale A teacher. Tagged Full-time, permanent

David Street School

Bethlehem School

Roto-O-Rangi School

Ref#: 1HABjN

Ref#: 1HABYw

Ref#: 1HAB_c

Malfroy School

St Joseph’s Catholic School, Morrinsville

Scale A teacher, NE–Y1 Full-time, fixed-term

Primary teacher – Rotorua Campus Full-time, fixed-term

Ref#: 1HABVE

Assistant principal – specialist school Full-time, permanent, 3MU + 2FTU + SDA

Waikato Aria School

Bay of Plenty Bethlehem College

Ref#: 1HABRd

St Joseph’s Catholic School, Paeroa Y6–8 teacher Full-time, permanent

Ref#: 1HAC6y

St Paul’s Catholic School, Ngaruawahia DRS Full-time, permanent, 1MU

Ref#: 1HAC9m

Scale A teacher (several positions) Full-time, permanent

Ref#: 1HAC0i

Omokoroa Point School Classroom teacher Y4–6 Full-time, permanent

Ref#: 1HAC0N

Oropi School Scale A teacher middle or senior school Full-time, fixed-term

Ref#: 1HABpi

Pongakawa School Scale A teachers (several positions) Full-time, permanent

Ref#: 1HABCm

Ref#: 1HABwD Scale A teachers (2 positions) Full-time, fixed-term

Tahuna School

Ref#: 1HABwU

Ref#: 1HABgs

Glen Massey School

Te Pahu School

Y5–6 teacher Full-time, permanent

Junior teacher Full-time, fixed-term

Ref#: 1HABaY

Ref#: 1HABsU

Hinuera School

Te Rapa School

Teachers (2 positions) Full-time, permanent

Teacher (several positions) Full-time, permanent

Ref#: 1HABst

Ref#: 1HABtH

Kihikihi School

Te Rerenga School

Y4–8 class teacher Full-time, fixed-term

Teacher Full-time, fixed-term

Ref#: 1HAB8q Y3–4 teacher Full-time, fixed-term

Ref#: 1HAAij

Ref#: 1HABhV

Ref#: 1HAC8B

40

Education Gazette | 12 October 2020

Teacher – new entrant classroom Part-time, fixed-term

St Mary’s Catholic School, Rotorua Classroom teacher Full-time, permanent

Ref#: 1HACAg Classroom teacher. Tagged position Full-time, permanent Ref#: 1HACAa

Te Ranga School New entrant–Y1 teacher Full-time, fixed-term

Ref#: 1HAB9L Teacher Y7–8 Full-time, permanent, 1MU

gazette.education.govt.nz

Primary and intermediate Y1-8 Teachers Westbrook School Teachers (2 positions) Full-time, permanent

Ref#: 1HAB3P

Western Heights Primary School, Rotorua Scale A teacher Full-time, permanent, 1FTU Ref#: 1HA9qz Teaching position Full-time, fixed-term Ref#: 1HA9qw

Gisborne Elgin School Scale A Y5–6 class Full-time, permanent Ref#: 1HABe4

Wainui Beach School Scale A teacher Full-time, permanent

Ref#: 1HABUj Teachers (several positions) Full-time, fixed-term Ref#: 1HABVY

Hawke’s Bay Haumoana School Classroom teacher Y1–2 Full-time, permanent

Ref#: 1HAC2q Classroom teacher Y3–4 Full-time, LTR Ref#: 1HAC38

Hereworth School School chaplain and director of Christian studies Full-time, permanent

Ref#: 1HACAK

Kowhai School Special education teacher Full-time, permanent, SDA

Ref#: 1HACJt

Nuhaka School Classroom teacher Y5-6 Full-time, permanent

Ref#: 1HABqS

Ongaonga School Teacher Full-time, permanent

Ref#: 1HABTD

Takapau School Scale A teacher Full-time, permanent

Ref#: 1HABrf

Tiaho Primary School

Scale A teacher Full-time, fixed-term Ref#: 1HAB9z Scale A teacher Full-time, permanent Ref#: 1HAB9n Visual arts teacher Full-time, permanent Ref#: 1HABA5

Pahiatua School Scale A teacher Y7–8 Full-time, permanent

Ref#: 1HAAxi

St George’s School, Whanganui Primary teacher – specialist in te reo Māori Part-time, fixed-term

Hawera Primary School

Ref#: 1HABt8

Qualified teachers (several positions) Full-time, permanent Ref#: 1HABoL

St Mary’s School, Palmerston North

Midhirst School

Ref#: 1HAC2g

Scale A teacher Full-time, permanent

Ref#: 1HAB_1

Omata School Scale A teacher Full-time, permanent

Ref#: 1HABVS

Welbourn School Scale A teaching position Full-time, fixed-term

Ref#: 1HAC1X

Manawatu/Whanganui Bunnythorpe School Teacher Full-time, fixed-term

Ref#: 1HAA3H

Clifton School, Bulls

Scale A teachers (2 positions) Full-time, permanent

Taihape Area School Primary teacher Full-time, permanent

Ref#: 1HAAwN

Taonui School Y5–6 classroom teacher Full-time, permanent

Ref#: 1HABig

Tararua College Primary technology teacher Y7–8 Full-time, permanent

Ref#: 1HABJA

Wellington Berhampore School Montessori 6–12 teacher Full-time, permanent

Classroom teachers (2 positions) Full-time, fixed-term

Ref#: 1HACCd Teachers (2 positions) Full-time, fixed-term

Ref#: 1HAB_U

Ref#: 1HAC94

Coley Street School

Bellevue School, Newlands

Learning support coordinator Full-time, permanent

Ref#: 1HABH5

Fairfield School, Levin Scale A teacher Y1 or Y2 Full-time, fixed-term

Ref#: 1HABs1 Scale A teacher Y3–4, Y5–6 or Y7–8 Full-time, permanent Ref#: 1HABrR

Fordell School Scale A teacher Full-time, fixed-term

Ref#: 1HABkV

RTLB – Cluster 28 Full-time, fixed-term, 1MU + SDA

Ref#: 1HAC5Y RTLB – Cluster 28 Full-time, permanent, 1MU + SDA Ref#: 1HABvq

Brooklyn School, Wellington Teacher Full-time, permanent Ref#: 1HABpA Teacher Full-time, fixed-term Ref#: 1HABp1

Churton Park School

Foxton Beach School

Scale A teachers (several positions) Full-time, permanent Ref#: 1HABmS

Y4–6 teacher Full-time, permanent

Hampton Hill School

Ref#: 1HAC22

Levin Intermediate

Scale A teacher NE–Y2 Full-time, permanent

Teacher Y7–8 Full-time, permanent

Ref#: 1HABtj Scale A teacher Y5–6 Full-time, permanent

Taranaki Devon Intermediate

Ref#: 1HABD4

Ref#: 1HABtm

Digitech teacher Full-time, fixed-term

Ohakune School

Kimi Ora School

Scale A teacher Full-time, permanent

Scale A teacher Full-time, fixed-term, SDA

Ref#: 1HAAaB

Ref#: 1HABxj

Kaiako Full-time, permanent

Ref#: 1HABX_

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

VACANCIES

TUKUTUKU KŌRERO | 12 October 2020

41

VACANCIES

Primary and intermediate Y1-8 Senior leadership

Scale A teacher – Kimi Ora Specialist School Full-time, permanent, SDA

Scale A teachers (2 positions) Full-time, permanent

Ref#: 1HABta

Ref#: 1HABqs

Otaki College

Tasman/Nelson Birchwood School

Y7–8 homeroom teacher Full-time, fixed-term

Ref#: 1HAByv

Paekakariki School New entrant teacher Full-time, permanent

Ref#: 1HAAnV

Pinehaven School Teacher Full-time, permanent Ref#: 1HABED

Plateau School Scale A kaiako / teachers (2 positions) Full-time, permanent

Ref#: 1HAAhn

Randwick School Y7–8 classroom teacher Full-time, permanent

Ref#: 1HABs_

Ridgway School New entrant teacher Full-time, permanent

Ref#: 1HACGj Teacher Y2–3 Full-time, LTR Ref#: 1HACGd

Sts Peter and Paul School, Lower Hutt Y5–6 and Y7–8 teachers. Tagged (2 positions) Full-time, permanent

Teachers (2 positions) Full-time, fixed-term

Ref#: 1HAC2_

Motueka South School Learning support coordinator Full-time, permanent

Ref#: 1HABbR Scale A teacher Full-time, fixed-term Ref#: 1HABtV

Nelson Central School Kaiako English medium Full-time, fixed-term

Ref#: 1HAByi

Nelson College (Prep.Dept.)

Y7–8 teacher Full-time, fixed-term

Ref#: 1HABqw

Ranzau School Teachers (2 positions) Full-time, fixed-term

Ref#: 1HABq4

St Joseph’s School, Nelson Scale A teacher Y3–4 Part-time, fixed-term

Mairehau Primary School Scale A kaiako / teacher Full-time, permanent

Ref#: 1HAATX

Marshland School Scale A teachers (2 positions) Full-time, fixed-term

Ref#: 1HABUp

Paparoa Street School Collaborative teacher Full-time, fixed-term

Ref#: 1HABX4 Collaborative teacher Full-time, permanent Ref#: 1HABX1

Rawhiti School Scale A teachers (2 positions) Full-time, permanent

Ref#: 1HACA_

Sacred Heart School, Timaru Scale A teacher. Tagged Full-time, permanent

Ref#: 1HAC3U

Seven Oaks School Educator Part-time, permanent

Ref#: 1HABkz

Southbrook School

Ref#: 1HABqV

Collaborative teacher Y0–1 Full-time, permanent

West Coast Karoro School

Tuahiwi School

Ref#: 1HAC1j

Kaiako Full-time, permanent

Scale A teachers (several positions) Full-time, permanent

Teacher – junior school Full-time, permanent Ref#: 1HABbj Teacher – senior school Full-time, permanent

Ref#: 1HAAhL

Ref#: 1HABbt

Waterloo School

Canterbury Diamond Harbour School

Scale A teacher Full-time, fixed-term

Ref#: 1HABvv

Tawa Intermediate

Scale A teacher Y3–4 Full-time, permanent

Ref#: 1HACCP

Wellington SDA School Scale A teacher. Tagged Full-time, fixed-term

Scale A teacher Full-time, fixed-term

Ref#: 1HABYP

Halswell Residential College

Ref#: 1HABkR

Experienced teacher Full-time, permanent

Marlborough Rapaura School

Hillview Christian School

Ref: 1HABfw

Middle school classroom teacher Part-time, fixed-term

Teachers (2 positions) Full-time, permanent

Ref#: 1HABbA

Ref#: 1HACF8

Riverlands School

Hinds School

Ref#: 1HABc8

Westburn School Ref#: 1HACBy

Otago Cromwell Primary School Scale A teacher Full-time, permanent

Ref#: 1HABei

Hawea Flat School Scale A teachers (2 positions) Full-time, permanent

Ref#: 1HABjs

Kingsview School Scale A teacher Full-time, fixed-term

Classroom teacher – junior or middle school Full-time, fixed-term

Scale A teacher Full-time, fixed-term

Ref#: 1HABp_ Scale A teacher Full-time, permanent

Ref#: 1HABnY

Ref#: 1HACFi

Ref#: 1HABmX

Springlands School

Kirkwood Intermediate

Macraes Moonlight School

Scale A teacher Full-time, fixed-term

Classroom teacher (2 positions) Full-time, permanent

Ref#: 1HABri

Ref#: 1HABMY

42

Education Gazette | 12 October 2020

Scale A teacher Full-time, fixed-term Ref#: 1HACCL gazette.education.govt.nz

Primary and intermediate Y1-8 Senior leadership Scale A teacher Full-time, fixed-term

Ref#: 1HACCH

Sacred Heart School, Dunedin Scale A teacher Y4–6. Tagged

Senior leadership Auckland Don Buck School Principal

Full-time, permanent

Full-time, permanent

Ref#: 1HACFV

Ref#: 1HAAwU

St Joseph’s School, Queenstown

Paerata School

VACANCIES

St Joseph’s School, Pukekohe Assistant principal Full-time, permanent

Ref#: 1HAB6c

Tirimoana School Deputy principal – senior school and IT Full-time, permanent, 4MU + 1FU

Ref#: 1HAACy

Waikato Manunui School

Teacher

Deputy principal – leader of learning

Full-time, fixed-term

Full-time, permanent, 3MU

Ref#: 1HAC9V

Ref#: 1HABsj

Deputy principal Full-time, permanent, 2MU + 1RU

Waitaki Valley School

Rangeview Intermediate

Ref#: 1HACFm

Scale A classroom teacher

Deputy principal

Full-time, permanent, IA

Full-time, permanent, 4MU

Pirongia School

Ref#: 1HACHX

Ref#: 1HABzA

Weston School

Robertson Road School

Scale A teacher

Y7–8 syndicate leader

St Peter’s Catholic School, Cambridge

Full-time, fixed-term

Full-time, permanent, 2PMU

Ref#: 1HABjH

Ref#: 1HABgw

Principal Full-time, permanent

Scale A teacher

Principal U5 Full-time, permanent

Ref#: 1HAC0G

Ref#: 1HAB4y

Full-time, permanent, 2MU

Sommerville School

Ref#: 1HABj8

Specialist school deputy principal (3 positions)

Southland Bluff School

Full-time, permanent, 6PMU + 2FTU + SDA

Head of arts Full-time, permanent, 1FTU

Ref#: 1HABSL

Ref#: 1HABsg

Te Rapa School

Scale A new entrant teacher Full-time, fixed-term

Ref#: 1HACDt

East Gore School Outreach specialist teacher Part-time, permanent

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

Ref#: 1HABdt

Edendale School, Southland Teacher Full-time, permanent

Ref#: 1HABps Teacher Full-time, fixed-term

Ref#: 1HABq1

Limehills School Classroom teacher Full-time, permanent

Ref#: 1HAC0v Teacher Full-time, fixed-term

Ref#: 1HAC5s

Makarewa School Y4 Scale A teacher Full-time, permanent

Ref#: 1HABfi

Takitimu Primary School Primary teacher Full-time, permanent

Ref#: 1HAC4t gazette.education.govt.nz

TUKUTUKU KŌRERO | 12 October 2020

43

Rangeview Intermediate School Deputy Principal (4MU)

Bay of Plenty Bellevue School, Tauranga Principal Full-time, permanent

Ref#: 1HAA6d

Kia ora-our Deputy Principal role is an excellent opportunity for a new or emerging leader to join the leadership team of our kura.

Te Okuroa Drive School (Proposed opening date: 2022-01-01)

The kind of person we are looking for:

Deputy principals (2 positions) Full-time, permanent, 4PMU + 1FTMU

• Has a passion for young people and their growth

Ref#: 1HACBS

• Is a self-starter with determination, resilience and a solutions-focussed approach • Is an excellent role model for our school’s RISE values • Has a commitment to their own ongoing learning • Has demonstrated strong self-management skills, including time management, decisionmaking and self-discipline • Has a sense of humour and an approachable, caring and encouraging manner • Is committed to being a courageous leader as part of an effective team.

The job description contains the full list of personal and professional attributes we are seeking.

Portfolios will include pastoral support of Years 7 and 8, leadership of effective and dynamic school-wide PB4L; and administrative responsibilities such as school calendar and day-today organisation. The SENCO role may be a part of this position.

Commitment to ongoing PLD and co-curricular activities is a requirement of appointment.

Start Term 1, 2021, or sooner by agreement.

For an application pack, email glendak@rangeview.school.nz

Gisborne Makarika School Principal U1 Full-time, permanent, IA

Ref#: 1HABef

Putere School Principal U1 Full-time, permanent

Ref#: 1HABjP

Hawke’s Bay Hereworth School Deputy head (teaching and learning) Full-time, permanent

Ref#: 1HACAU

Ruakituri School

Closes: 5pm, Monday 2 November, 2020.

Principal U1 Full-time, permanent, IA

Ref#: 1HAACU

Taranaki Pembroke School Principal Full-time, permanent

PRINCIPAL VACANCY DECILE: 9

YEARS: 0-8

ROLL: 500+

Marshland School is a beautiful new school within a park-like setting on the east side of Christchurch. The school has a strong reputation in Canterbury for effective use of modern learning environments, where children’s learning and engagement is at its centre. The school’s vision is that all students are provided with opportunities to succeed. This philosophy is lived by all.

This is an exciting opportunity for an experienced Principal who: • Is strategic, professional, empathetic and fair-minded.

• Nurtures a shared vision for the future of the school and puts children at the centre.

• Has experience and belief in modern learning environments and collaborative teaching and learning.

• Is a natural collaborator and communicator, with a strong leadership style that empowers others.

• Has a hands-on approach and leads by example.

• Is an effective manager of change and celebrator of success.

• Understands the important role that Marshland School has within the community.

• Is fun, positive, kind, and upbeat.

Ref#: 1HABkH

St Joseph’s School, Hawera Principal U4 Full-time, permanent

Ref#: 1HAB4R

Waitara Central School Deputy principal Full-time, permanent

Ref#: 1HABLf

Manawatu/Whanganui College Street Normal School Assistant principal – junior school Full-time, permanent, 5MU

Ref#: 1HABf2

Kimbolton School Principal Full-time, permanent

Ref#: 1HABRf

Poroutawhao School Principal Full-time, permanent

Ref#: 1HACDn

TKKM o Manawatu Please find the application pack on the school website: marshland.school.nz Applications close on the 30th of October at 5pm.

44

Education Gazette | 12 October 2020

Principal Full-time, permanent

Ref#: 1HA9kY gazette.education.govt.nz

Area / composite Y1–15 Teachers Wellington Hampton Hill School Team leader Y3–4 Full-time, permanent, 1PU Ref#: 1HABu8

Kapakapanui School

Avonhead School Principal U6 Full-time, permanent

Ref#: 1HABv1

Oaklands School

Team leader Y7–8 Full-time, permanent, 3MMA Ref#: 1HAC37

Acting deputy principal Full-time, fixed-term, 4MU

Paparangi School

St Peter’s School, Beckenham

Assistant principal, junior team Full-time, permanent, 2MU Ref#: 1HAB7S

Raumati Beach School Assistant principal (2 positions) Full-time, permanent, 4MU Ref#: 1HAA9L

Tasman/Nelson Motueka Steiner School (Proposed opening date: 2021-02-01) Establishment principal Full-time, permanent

Ref#: 1HACFp

Canterbury Aidanfield Christian School

Ref#: 1HAC34

Principal Full-time, permanent

Ref#: 1HACGL

Tai Tapu School Team leader Y5–8 Full-time, permanent, 2MU

Ref#: 1HAASq

Otago Carisbrook School Principal U5 Full-time, permanent

Ref#: 1HABqd

Waitaki Valley School

VACANCIES

Principal U3 Full-time, permanent, IA

Ref#: 1HACBt

Area / composite Y1–15 Resource teacher Waikato Taumarunui High School Resource teacher learning and behaviour – Cluster 17 Full-time, permanent, RTLB allowance

Ref#: 1HAAop

Mātauranga Māori Auckland TKKM o Te Raki Paewhenua Kaiako Scale A teacher Full-time, permanent

Ref#: 1HABds Kaiako wharekura mo te reo Māori Full-time, permanent Ref#: 1HABdy

Teachers

Junior school teacher / syndicate lead. Tagged Full-time, permanent, 1–2MU negotiable

Hub leader and classroom teacher Full-time, permanent, 1PMU + IA

Northland Excellere College

Ref#: 1HACDd

Ref#: 1HACHR

ESOL teacher

Avonhead School, Christchurch Empowering Learning Whakamana Akoranga

PRINCIPAL (U6)

With the retirement of our current Principal, the Board is seeking to appoint a passionate leader who will embrace the unique culture of Avonhead School, to commence Term 2, 2021. We are a Decile 7, full-primary for Years 1 - 8 in the north-west of Christchurch. We celebrate a school culture enriched by a mix of children from 50 nationalities, with a current roll of 650 students. We offer superb learning facilities and a dedicated teaching staff fully committed to providing excellence in all academic, sporting and cultural activities. Our collaborative teaching approach has proved highly successful in recent years and has given us a strong foundation for the future.

OUR NEW PRINCIPAL • You are an outstanding and inspirational leader totally committed to growing excellence in all areas of the school as part of a team that includes students, staff, parents, and the wider Avonhead community.

• You embrace the principles of te Tiriti o Waitangi, and will bring significant understanding of te ao Māori and te reo Māori, along with a commitment to partner with tangata whenua.

• You are a collaborative, visible and inclusive leader with strong interpersonal and communication skills, and the

ability to build lasting relationships with a wide range of stakeholders. Colleagues will describe you as energetic, approachable, and focussed on the wellbeing of staff and students.

• As a highly experienced educator, you will bring a deep knowledge of modern pedagogy, including up to date understanding of digital technologies. You promote a culture of teaching as inquiry and encourage continual improvement, with a strong focus on student growth. You exemplify a passion for lifelong learning and innovation.

APPLY NOW. Closing Date for Applications 5.00pm Monday 2nd November 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.avonhead.school.nz and our website www.blackcateducation.co.nz Thank you, we look forward to hearing from you.

gazette.education.govt.nz

TUKUTUKU KŌRERO | 12 October 2020

45

VACANCIES

Area / composite Y1–15 Senior leadership

Part-time, fixed-term

Ref#: 1HABrs Food technology / hospitality teacher Part-time, fixed-term Ref#: 1HABs4 Junior college teacher Full-time, fixed-term Ref#: 1HABrc

Westbridge Residential School Specialist education teacher Full-time, permanent

Ref#: 1HAB7p

Waikato Hamilton Christian School Mathematics / science teacher

Kaitaia Abundant Life School

Part-time, permanent

Secondary teacher Full-time, permanent

Ref#: 1HAB6y Mathematics / science teacher – secondary Full-time, permanent

Ref#: 1HAB12

TKKM o Te Rawhiti Roa Kaiako Tau 2 Full-time, permanent, MITA

Ref#: 1HAB6v Scale A teacher Y1–9 (several vacancies) Full-time, permanent

Ref#: 1HAAiN

Ref#: 1HAB4G

Auckland Destiny School

Hawke’s Bay Hastings Christian School

Middle leadership Auckland KingsWay School Head of science faculty Full-time, permanent, 3SU

Ref#: 1HABxL

Waikato Hamilton Christian School Team leader (STEM) Full-time, permanent, 2MU + 1MMA

Ref#: 1HAB6s

Whangamata Area School Head of learning area, English Full-time, permanent, 1MU

Ref#: 1HABW4

Senior leadership

Y7–10 physical education / life skills / social studies Full-time, permanent

Classroom teacher Y0–2. Tagged

Ref#: 1HA9n1

Ref#: 1HABcD Secondary art teacher. Tagged Full-time, permanent

Assistant campus lead Y1–6 Golflands Campus Full-time, permanent, 3MU Ref#: 1HABvY

Ref#: 1HABb_ Secondary home economics teacher. Tagged Part-time, permanent

Waikato Coromandel Area School

KingsWay School Head of science faculty Full-time, permanent, 3SU

Ref#: 1HABkB Middle years science teacher Full-time, permanent Ref#: 1HABxB

Tyndale Park Christian School

Full-time, permanent

Ref#: 1HAApj Secondary music teacher. Tagged Part-time, fixed-term, 1MU

NE–Y1 teacher Full-time, fixed-term

Ref#: 1HAApq Secondary science teacher. Tagged Full-time, permanent

Ref#: 1HABXn

Ref#: 1HAApY

Manawatu/Whanganui Taihape Area School Secondary teacher Full-time, permanent

ASSISTANT CAMPUS LEAD Year 1-6 GOLFLANDS CAMPUS 3MU As an Assistant Campus Lead, you will be a key member of our executive leadership team, carrying the culture and leading exceptional curriculum for excellent student outcomes.

A commitment to authentically upholding and supporting the school’s special character is expected and essential.

Specifically we are looking for: • Aspiration and passion for educational leadership • A proven record of teaching excellence • An innovative and ‘future building’ disposition • Exceptional communication and relationship skills • A passion for Christian education This is a unique leadership opportunity to join a high-performing school.

Start Term 1 2021.

Closing date 23 October 2020.

An application pack is available by contacting the Principal’s PA. Raewyn.Openshaw@elim.school.nz

46

Education Gazette | 12 October 2020

Ref#: 1HAAxD

Auckland Elim Christian College

Assistant principal Full-time, permanent, 4MU

Ref#: 1HABBj

Hamilton Christian School Deputy principal Full-time, permanent, 6PMU + 1PMMA

Ref#: 1HAB6i

Lake Taupo Christian School Head of middle school Y7-10 Full-time, permanent, 2MU

Ref#: 1HAAt4

Gisborne Ngata Memorial College

Wellington Ponatahi Christian School

Principal Full-time, permanent, PRA + IA + ASA

Teacher Y6–7

Ref#: 1HAAw2

Part-time, permanent

Wellington Raphael House Rudolf Steiner Area School

Ref#: 1HABpV

Te Kura Māori o Porirua Kaiako Tau 1–2 Full-time, fixed-term, MITA

Ref#: 1HACJ7

Tasman/Nelson Collingwood Area School English teacher Full-time, permanent, 1FTU

Ref#: 1HABFL Y4–5 classroom teacher Full-time, permanent Ref#: 1HABFH

Canterbury Hillview Christian School Teachers (2 positions)

Principal U5 Full-time, permanent

Ref#: 1HACBK

West Coast Gloriavale Christian Community School Senior teacher of dairying programme Full-time, permanent

Ref#: 1HABNv Technology, mathematics and statistics, science, scripture teacher Full-time, permanent Ref#: 1HABsv

Canterbury Christchurch Adventist School

Full-time, permanent

Head of primary. Tagged Full-time, permanent, MUs by negotiation

Ref#: 1HACFB

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

Secondary Y7-15 Teachers Otago Roxburgh Area School Principal Full-time, permanent

Ref#: 1HAC4s

Secondary Y7–15 Teachers Northland Kerikeri High School Teacher of English Full-time, fixed-term

Ref#: 1HABnz Teacher of food studies and hospitality Full-time, fixed-term Ref#: 1HABoB Teacher of mathematics Full-time, fixed-term Ref#: 1HABo2 Teacher of science Full-time, fixed-term Ref#: 1HABo5 Teacher of te reo Māori Full-time, fixed-term Ref#: 1HABoE

Northland College Agriculture academy tutor Full-time, fixed-term

Ref#: 1HABYm Carpentry academy tutor Full-time, fixed-term Ref#: 1HABYs Hospitality academy tutor Full-time, fixed-term Ref#: 1HABZ4 Maths teacher Y9–13 Full-time, permanent Ref#: 1HABW1 Te reo Māori / music teacher Full-time, permanent Ref#: 1HABWi

Otamatea High School Commerce and social sciences teacher Full-time, fixed-term

Ref#: 1HABtB Languages teacher Part-time, permanent Ref#: 1HABtL Physical education and health teacher Full-time, fixed-term Ref#: 1HABsa Physical education and health teacher Full-time, fixed-term Ref#: 1HABsY

Whangarei Girls’ High School Art teachers (2 positions) Full-time, LTR

Ref#: 1HAC2D Commerce teacher Part-time, LTR Ref#: 1HAC2X Drama teacher Part-time, LTR Ref#: 1HAC2G English teacher (2 positions) gazette.education.govt.nz

Full-time, permanent

Ref#: 1HAC2N Health and physical education teacher Full-time, LTR Ref#: 1HAC2U Health and physical education teacher Full-time, permanent

VACANCIES

Resistant materials technology teacher Part-time, LTR

Ref#: 1HABtK Technology teacher Full-time, permanent Ref#: 1HABt4

Ref#: 1HAC2R

Baradene College

Auckland ACG Strathallan

Physical education / health teacher Part-time, fixed-term

Teacher / tutor – English Part-time, fixed-term

Ref#: 1HABWR Teacher / tutor – English Full-time, fixed-term Ref#: 1HAB8z Teacher/tutor – mathematics Full-time, permanent Ref#: 1HAAjD Teacher/tutor – science/physics Part-time, permanent Ref#: 1HABKH

Albany Junior High School Homeroom teachers (3 positions) Full-time, fixed-term

Ref#: 1HACEs

Ref#: 1HAC1_

Edgewater College Teacher of science Full-time, permanent

Ref#: 1HABVj

James Cook High School Homeroom teacher – junior integrated programme (JIP) Full-time, fixed-term

Ref#: 1HACEY Teacher of English Full-time, fixed-term Ref#: 1HACEj Teacher of PE and health Full-time, fixed-term Ref#: 1HACEd

Albany Senior High School Japanese and ESOL teacher Part-time, permanent

Ref#: 1HABMt

Alfriston College Cross-curricula learning leader (2 positions) Full-time, permanent

Ref#: 1HACAq Geography learning leader Full-time, permanent Ref#: 1HACAn Languages learning leaders (3 positions) Full-time, permanent Ref#: 1HACBL Te reo Māori learning leader Full-time, fixed-term Ref#: 1HACBs

Auckland Girls’ Grammar School Japanese language teacher Full-time, permanent

Ref#: 1HABmA Mathematics teacher Full-time, permanent Ref#: 1HABgg Samoan language teacher Full-time, permanent Ref#: 1HABhB

Auckland International College Y10 English senior secondary studies Full-time, fixed-term

Ref#: 1HAAHE

Avondale College

History Teacher Dilworth School

Dilworth is an independent boys' boarding school with an Anglican tradition, catering for boys from families experiencing financial or personal hardship. We pride ourselves on achieving very strong academic, cultural and sporting results, providing a safe and inclusive environment and assisting Dilworth boys in becoming the very best that they can be.

The school is seeking to fill a full-time position as a History Teacher based at the Senior Campus in Epsom.

This will suit an excellent classroom practitioner who is passionate about the History and Social Sciences curriculum and is proficient teaching at senior levels.

They will understand the benefits of ongoing learning for themselves and will strive to consistently improve student outcomes through challenging and creative content, an engaging teaching style and contemporary understanding of their subject.

Preferred candidates will have a genuine interest in teaching and learning and a determination to support the learning of all students through to Year 13. A level of comfort using technology to supplement their teaching is essential. Please state secondary teaching subjects with your application.

A commitment to the corporate life and special character of the school will be conditions of employment. A competitive remuneration package will be negotiated.

Please apply with a CV and covering letter by email only to the HR Manager, jobs@dilworth.school.nz Applications close Friday 23rd October 2020 Please apply with a CV and Covering letter by email only to the HR Manager, jobs@dilworth.school.nz.

Applications close Friday 23rd October 2020.

Food technology teacher Part-time, LTR

Ref#: 1HABt7 Information technology teacher Full-time, permanent Ref#: 1HABsy TUKUTUKU KŌRERO | 12 October 2020

47

VACANCIES

Secondary Y7-15 Teachers

Teacher of food technology and hospitality Full-time, fixed-term

Ref#: 1HACFE Teacher of maths Full-time, fixed-term Ref#: 1HACEV Teacher of maths Full-time, permanent Ref#: 1HACE8 Teacher of performing arts Full-time, fixed-term

Mt Roskill Grammar Physical education and health teacher Full-time, fixed-term

Ref#: 1HABP1 Science teacher Full-time, permanent Ref#: 1HABNi Social sciences teacher Full-time, fixed-term Ref#: 1HACCi

Ref#: 1HACFP Teacher of physics Full-time, fixed-term

Otahuhu College

Ref#: 1HACFY Teacher of science Full-time, permanent

Ref#: 1HAAk8

Ref#: 1HACEL Teacher of social sciences Full-time, fixed-term Ref#: 1HACF2 Teacher of visual arts Full-time, fixed-term Ref#: 1HACFS Teacher of visual arts (2 positions) Full-time, permanent Ref#: 1HACEE Teacher of workshop technology Full-time, fixed-term Ref#: 1HACFH

King’s College Biology teacher Y9–13 Full-time, fixed-term

Ref#: 1HABbP Chemistry teacher Y9–13 Full-time, permanent

Physics and junior science teacher Full-time, permanent

Rodney College Food and fabric technology teacher Full-time, permanent

Ref#: 1HAByR

Rosmini College English teacher Y11–13 Full-time, fixed-term

Ref#: 1HAC6H

St Dominic’s Catholic College, Henderson PE / health teacher Full-time, fixed-term

Ref#: 1HABts Science teacher Full-time, fixed-term Ref#: 1HABwX

Waikato

Spanish / social science teacher Full-time, permanent

Ref#: 1HACCA Technology / science teacher. Regraded Full-time, permanent Ref#: 1HACBv Te reo Māori Full-time, fixed-term Ref#: 1HACBp Y7–8 teacher Full-time, permanent Ref#: 1HACC4

Waikato Diocesan School For Girls Biology and junior science teacher Full-time, fixed-term

Ref#: 1HABpB

Bay of Plenty ACG Tauranga Teacher/tutor – English Full-time, permanent

Ref#: 1HABMm

Katikati College Senior history with junior social studies teacher Full-time, fixed-term

Ref#: 1HAC1d

Otumoetai College Engineering technology teacher Full-time, permanent

Ref#: 1HABZ1

Papamoa College Teacher-in-charge – food technology teacher Full-time, permanent, 1MU

Ref#: 1HA9np Computing / mathematics teacher Full-time, permanent

Tai Wananga

Ref#: 1HAC6R

Senior English teacher Full-time, permanent

Tauranga Girls’ College

Ref#: 1HABKw Dance teacher with drama subject knowledge Full-time, permanent

Ref#: 1HABsN Senior physics teacher Full-time, permanent

Ref#: 1HABKt English teacher Y9–13 Full-time, permanent

Ref#: 1HABsX Senior technology teacher Full-time, permanent

Ref#: 1HA9nN History / social studies teacher Y9–13 Full-time, fixed-term

Ref#: 1HABsR Senior te reo Māori / Mātauranga Māori Full-time, permanent

Ref#: 1HABc2 Mathematics teacher Y9–13 Full-time, permanent

Ref#: 1HABsG

Ref#: 1HA9nc Religious studies teacher Full-time, permanent

Teacher of art / photography Full-time, LTR

Ref#: 1HAC4K Social sciences teacher Full-time, fixed-term

Ref#: 1HACDy Teacher of health and physical education Full-time, permanent

Ref#: 1HAB_t Social sciences teacher Full-time, permanent

Ref#: 1HAC9s

Ref#: 1HABM1 Teacher of business studies Full-time, fixed-term

Ref#: 1HA9rY Technology teacher Y9–13 Full-time, permanent Ref#: 1HABJY

Marcellin College Maths teacher. Tagged Full-time, permanent

Thames High School

Tuakau College Fabrics technology teacher Full-time, fixed-term

Ref#: 1HAA4d Technology teacher. Tagged Full-time, permanent

Ref#: 1HACBf Physical education / health / outdoor education teacher Full-time, permanent

Ref#: 1HAA4t

Ref#: 1HACCD

English teacher Full-time, permanent, MUs negotiable

Ref#: 1HAC9i English teacher Full-time, fixed-term Ref#: 1HAC21 Performing arts teacher Full-time, fixed-term Ref#: 1HABx8 Physical education and health teacher Full-time, fixed-term

Ref#: 1HAAci

Te Puke High School Careers teacher Full-time, fixed-term

Ref#: 1HACJV English teacher

For full details of these vacancies, search the job listings online at gazette.education.govt.nz 48

Education Gazette | 12 October 2020

gazette.education.govt.nz

Secondary Y7-15 Teachers Full-time, permanent

Taranaki Inglewood High School

Ref#: 1HAAyR Food technology / hospitality teacher Full-time, fixed-term

English and social studies teacher Full-time, fixed-term

Ref#: 1HACJa Mathematics / science teacher Full-time, permanent

Ref#: 1HACHa Hard materials technology Full-time, permanent, MMA could be available

Ref#: 1HACJS PE and health teacher Full-time, fixed-term

Ref#: 1HACHd

Manawatu/Whanganui Cullinane College

Ref#: 1HAAyf Visual arts teacher Part-time, fixed-term

Health and physical education teacher Full-time, fixed-term

Ref#: 1HACJP Visual arts teacher Full-time, permanent

Freyberg High School

Ref#: 1HABDn

VACANCIES

Y7–8 homeroom teacher Full-time, fixed-term

Ref#: 1HAByp

St Oran’s College Geography and social studies teacher Part-time, fixed-term

Ref#: 1HABwY TiC economics and business studies Full-time, permanent, 2MMA Ref#: 1HACB1

St Patrick’s College, Kilbirnie Music itinerant teacher Part-time, LTR

Ref#: 1HAAyX

Mathematics teacher Full-time, permanent

Ref#: 1HABw_ Teacher of economics and business studies Full-time, permanent

Te Wharekura o Mauao

Ref#: 1HABj_ Music teacher Full-time, permanent

Upper Hutt College

Tumu pūtaiao Full-time, permanent

Ref#: 1HABU_

Trident High School Physical education teacher Full-time, fixed-term

Ref#: 1HABKS Technology teacher Full-time, permanent Ref#: 1HABDL

Horowhenua College

Ref#: 1HABNw

Teacher-in-charge of outdoor education Full-time, permanent, 1MU

Western Heights High School

Ref#: 1HAC4g Teacher of English Full-time, permanent

Learning support coordinator (2 positions) Full-time, permanent

Ref#: 1HABWA

Gisborne Campion College English teacher Full-time, permanent

Ref#: 1HACGa

Hawke’s Bay Iona College English teacher Full-time, fixed-term

Ref#: 1HABhE Y7–8 teacher Full-time, permanent Ref#: 1HABh2

Napier Girls’ High School Food technology / home economics teacher Part-time, permanent

Ref#: 1HAAti Mathematics teacher Full-time, permanent Ref#: 1HAAwg

Sacred Heart College, Napier English teacher Full-time, fixed-term

Ref#: 1HAB_X

Te Aute College

Ref#: 1HAC4B Teacher of art Full-time, permanent Ref#: 1HAC4j Teacher of drama Full-time, permanent Ref#: 1HAC4n Teacher of mathematics Full-time, permanent Ref#: 1HAC4Y Teacher of music Full-time, permanent Ref#: 1HAC4q Teacher of physical education Full-time, fixed-term Ref#: 1HAC4d Teacher of science Full-time, permanent Ref#: 1HAC4a Teacher of social sciences Full-time, permanent Ref#: 1HAC4E

Taihape Area School Secondary teacher Full-time, permanent

Ref#: 1HAAxG Trades teacher – hard technology Full-time, permanent Ref#: 1HABHn

Wellington Otaki College

Ref#: 1HABwR

Science teacher Full-time, fixed-term Ref#: 1HACCY Teacher of ESOL Part-time, permanent Ref#: 1HACAz Teacher of te reo Māori Part-time, permanent

Ref#: 1HACBB

Wairarapa College Geography / social studies teacher Full-time, fixed-term Ref#: 1HAByw

Wellington East Girls’ College Teacher outdoor education and physical education Full-time, permanent

Ref#: 1HACCv

Wellington High School and Community Education Centre Learning support teacher (ORS funded students) Full-time, permanent

Ref#: 1HABvA Teacher of health and physical education Full-time, fixed-term Ref#: 1HABup Teacher of health and physical education Full-time, permanent Ref#: 1HABui

Marlborough Kaikoura High School Science teacher Full-time, permanent, HPSTR

Ref#: 1HABhy

Marlborough Boys’ College English teacher Full-time, permanent

Ref#: 1HABca Mathematics teacher Full-time, permanent

Art teacher Full-time, permanent

English / social studies teacher Full-time, permanent

Ref#: 1HAByL Physical education and health teacher Full-time, permanent

Ref#: 1HABtR

Ref#: 1HABz4

Ref#: 1HAByj

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

TUKUTUKU KŌRERO | 12 October 2020

49

VACANCIES

Secondary Y7-15 Middle leadership

Science teacher Full-time, permanent

Social sciences teacher Full-time, permanent

Ref#: 1HAByS Social science teacher Full-time, permanent Ref#: 1HAByY Technology teacher Full-time, permanent

Ref#: 1HAAuy Social sciences teacher Full-time, fixed-term

Ref#: 1HABcP

Queen Charlotte College Hard materials technology teacher Full-time, permanent

Ref#: 1HACGz Maths teacher Full-time, permanent Ref#: 1HABeS

Tasman/Nelson Nayland College Teacher of learning futures Full-time, permanent

Ref#: 1HABam Teacher of science Full-time, permanent Ref#: 1HAC5E

Canterbury Avonside Girls’ High School Teacher of English Full-time, fixed-term

Ref#: 1HAAuv Social sciences teacher Full-time, fixed-term

Christchurch Adventist School

English teacher Full-time, permanent

Music teacher Part-time, fixed-term

Ref#: 1HACHg

Christchurch Boys’ High School Digital technology teacher Full-time, permanent

Ref#: 1HAC4R Science teacher Full-time, permanent

Ref#: 1HABK5

Taieri College

Ref#: 1HACAP Te reo and English teacher. Regraded Full-time, permanent Ref#: 1HACAV

English teacher Full-time, permanent

Ref#: 1HABhc Science teacher Full-time, fixed-term Ref#: 1HABhX Social science and geography teacher Full-time, fixed-term

Ref#: 1HABgi

Mountainview High School

Christchurch Boys’ High School is seeking to employ a teacher to oversee our ESOL department. This is a full-time, permanent position with 1 MU and 1 MMA. Starts at the beginning of Term 1, 2021.

Teacher of physical education Full-time, permanent

The successful applicant will have relevant qualifications and a background in teaching ESOL, preferably at secondary or tertiary level.

You will be an innovator who can add value to an already-strong department within the school and further develop the programmes and courses it offers whilst also contributing to the positive culture of the school.

Science and biology teacher Full-time, permanent

For further enquiries please contact Steve Fraser on frs@cbhs.nz Applications close 19 October. All applications must be completed on line via our website and include a CV and cover letter.

50

Education Gazette | 12 October 2020

Dunstan High School

Technology teacher Full-time, permanent

Ref#: 1HABgc Y7–8 teachers Full-time, fixed-term

ESOL, Teacher in Charge

Ref#: 1HAC9G

Geraldine High School

Ref#: 1HABh7 Teacher – home economics Full-time, permanent

CHRISTCHURCH BOYS' HIGH SCHOOL

Ref#: 1HAC9R Y7–8 homeroom teacher Full-time, permanent

Physical education and health teacher Full-time, permanent

Ref#: 1HABh4 Physical education and health teacher Full-time, fixed-term

Ref#: 1HABpX

Ref#: 1HAC9K Physical education teacher Full-time, fixed-term

Ref#: 1HAC4N

Ref#: 1HACDH Teacher of mathematics to senior levels Full-time, permanent

English teacher Full-time, fixed-term

Ref#: 1HABmg

Otago Cromwell College

Hillmorton High School

Burnside High School

English teacher Full-time, permanent Ref#: 1HABmj Senior sciences teacher Full-time, permanent

Ref#: 1HAAus

Ref#: 1HACD8 Teacher of dance and drama Full-time, fixed-term

Ref#: 1HACDE

Timaru Boys’ High School

Ref#: 1HABqP

Rangi Ruru Girls’ School Ref#: 1HABus

Roncalli College

Science teacher Full-time, permanent

Ref#: 1HABAs Textiles technology teacher Full-time, fixed-term Ref#: 1HABAf Y7–8 teacher Full-time, fixed-term Ref#: 1HABAy

Southland James Hargest College Homeroom teacher Full-time, permanent, 1PU

Ref#: 1HABaS Homeroom teacher Full-time, fixed-term Ref#: 1HABaa Homeroom teacher Full-time, permanent Ref#: 1HABaL Homeroom teacher Y7 Part-time, permanent Ref#: 1HABad

Middle leadership Northland Pompallier Catholic College English (HOL) teacher Full-time, permanent, 2MU

Ref#: 1HABuL

Auckland Alfriston College

Teacher of English Full-time, permanent

NZ curriculum leader – social sciences Full-time, permanent, 3MU + 2MMA

Ref#: 1HAC9c

Ref#: 1HACAd

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

Secondary Y7-15 Middle leadership Auckland Seventh-Day Adventist High School

Manawatu/Whanganui Tararua College

Head of religious studies Y9–13. Tagged Full-time, permanent, 2MU + 2MMA

Head of department English Full-time, permanent, 2MU + 2MMA

Ref#: 1HABMn

Ref#: 1HABmy

James Cook High School

Wellington Hutt International Boys’ School

HOD PE / outdoor education Full-time, fixed-term, 1MU

Ref#: 1HACEa Head of department / health Full-time, permanent, 1MU Ref#: 1HACE5

Pakuranga College Head of department – outdoor education Full-time, permanent, 1MU

Ref#: 1HABgH

Waikato Hamilton Boys’ High School HOD graphics and design Full-time, permanent, 1MU + 1MMA Ref#: 1HAAWA HOD technology metal and engineering Full-time, permanent, 1MU + 1MMA

Ref#: 1HAAWD Head of faculty, English Full-time, permanent, 3MU + 1MMA Ref#: 1HAAY4

Thames High School Head of health and physical education Full-time, permanent, 2–3MU + 1MMA

Ref#: 1HAC9y Special education needs coordinator (SENCO).

Regraded Part-time, permanent, 1MU + 1MMA

Assistant HOD science Full-time, permanent, 1MU + 1MMA

Ref#: 1HABxc

Kuranui College Team leader learning support / SENCO Full-time, permanent, 2PMU + 1FTU + 1MMA

Ref#: 1HAC5i Team leader social science Full-time, permanent, 2MU + 1MMA Ref#: 1HAC5f

Wellington East Girls’ College HOD music Full-time, permanent, 3MU + 1MMA

Ref#: 1HABPE HOD careers Full-time, fixed-term, 2MU + 1MMA Ref#: 1HABdV Teacher in charge – English language learning Full-time, permanent, 1MU + 1MMA Ref#: 1HACCy

Marlborough Marlborough Boys’ College Head of faculty mathematics and statistics Full-time, permanent, 3MU + 1MMA

Queen Charlotte College

Te Wharekura o Te Kaokaoroa o Patetere

Ref#: 1HABeL

Ref#: 1HABG7

Tuakau College Head of performing arts Full-time, permanent, 2MU + 2MMA

Ref#: 1HACCG

Hawke’s Bay Hastings Boys’ High School Food technology teacher (teacher-in-charge) Full-time, permanent, 1MU + 1MMA

Ref#: 1HABSR

Lindisfarne College Teacher in charge of digital technology Full-time, permanent, 1MU

Ref#: 1HACHK

Taranaki Francis Douglas Memorial College

Team leader information and systems Full-time, permanent, 4MU

Ref#: 1HABhs Team leader pastoral care and wellbeing. Regraded Full-time, permanent, 4MU Ref#: 1HABhm

Riccarton High School Leader of learning–health and physical education Full-time, permanent, 3PMU + 1FTMMA

Ref#: 1HABVd

Roncalli College Curriculum leader of technology Full-time, permanent, 3MU

Ref#: 1HAC9X

Otago Roxburgh Area School HOD English Full-time, permanent, 1MU

Ref#: 1HABWy

Wakatipu High School Assistant head of learning area social sciences Full-time, fixed-term, 1MU + 1MMA

Ref#: 1HACDq Teacher of social sciences Part-time, fixed-term Ref#: 1HACDw

Southland Fiordland College Head of learning – English Full-time, permanent, 2MU + 2MMA + HPSTA

Ref#: 1HABcH

Ref#: 1HABz5

Ref#: 1HACED

Head of physical education and health Full-time, permanent, 2FTMU + MITA + HPTSA

VACANCIES

HOD maths Full-time, permanent, 2MU + 1MMA

Tasman/Nelson Nayland College Head of learning support Full-time, permanent, 2MU + 1MMA

Ref#: 1HABbN

Canterbury Avonside Girls’ High School HOLA health and physical education Full-time, permanent, 2MU + 2MMA

Ref#: 1HACD5

Christchurch Boys’ High School Teacher-in-charge – ESOL Full-time, permanent, 1MU + 1MMA

Ref#: 1HAC47

Hillmorton High School Head of learning area science. Regraded Full-time, permanent, 3MU + 2MMA

HOD physical education and outdoor education Full-time, permanent, 2PMU + 1PMMA

Ref#: 1HABi1 Head of learning area social sciences. Regraded Full-time, permanent, 3MU + 1MMA

Ref#: 1HABYt

Ref#: 1HABhv

LINDISFARNE COLLEGE

Teacher in charge of digital technology Full-time, Permanent 1MU We are seeking a skilled and enthusiastic teacher of digital technology to continue the development and growth of this department. You will need the relevant technical expertise and enthusiasm for working with boys in this rapidly developing area.

We provide both excellent professional opportunities as well as a supportive, friendly and collegial working environment.

This role could suit a new teacher with relevant experience.

We are a state integrated Presbyterian boarding and day school for boys in Y7–13 situated in the city of Hastings with high academic expectations.

Applications close 2 November.

Applications are to be made online www.lindisfarne.school.nz/employment Direct enquires to: Stuart Hakeney Box 2341, Hastings 4153 rector@lindisfarne.school.nz (06) 872 9904

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

gazette.education.govt.nz

TUKUTUKU KŌRERO | 12 October 2020

51

VACANCIES

Secondary Y7-15 Senior leadership

James Hargest College Y7 leader Full-time, permanent, 2PU

Senior leadership

Glenfield College Assistant principal Full-time, permanent, 5MU

Northland Northland College

Ref#: 1HABaB Y8 leader Full-time, permanent, 2PU

Principal – Tumuaki U4 Full-time, permanent

Ref#: 1HABaE

Ref#: 1HACKH

Ref#: 1HAB2a

Green Bay High School Deputy principal Full-time, permanent, 8MU

Whangarei Boys’ High School

Ref#: 1HABCE

Assistant principal Full-time, fixed-term, 6MU Ref#: 1HABqt

Waikato Hamilton Boys’ High School Deputy headmaster Full-time, permanent, 6MU + 1SMA

Whangarei Girls’ High School

ASSOCIATE PRINCIPAL (REGRADED) 10MU + 1SMA

Deputy principal Full-time, permanent, 7MU + 1SMA Ref#: 1HAC1m

Ref#: 1HABZj

Rototuna Junior High School

Auckland Auckland Girls’ Grammar School

Y7–10 learning and Iwi leader (assistant principal) Full-time, permanent, 4MU + 1MMA

Deputy principal Full-time, permanent, 7MU + 1SMA Ref#: 1HABVc

Ref#: 1HACB4

St Paul’s Collegiate, Hamilton Headmaster Full-time, permanent

Avondale College is seeking to appoint an Associate Principal to take a leading role in our high performing Senior Management team, commencing January 2021.

Avondale College

We seek to appoint an experienced educational leader who is a strategic thinker, will promote excellence and foster positive relationships across our school community.

Deputy principal Full-time, permanent, 7SU + 1SMA

Associate principal Full-time, permanent, 12MU

Ref#: 1HABvP

Ref#: 1HAC5y

Applications close 4pm on Wednesday 14 October 2020.

Further information is available from Rochelle Smith, the Principal’s Assistant, zsmr@avcol.school.nz

Rotorua Boys’ High School Deputy Principal – Administration 8 Management Units / 1 SMA Rotorua Boys’ High School seeks an enthusiastic aspiring leader who: • Has strong interpersonal and communication skills • Has a strong work ethic • Has experience with curriculum development and leadership • Has had success in managing and leading change • Has the experience and skills to lead the day to day operations of our successful school of 1100 students • Has a desire to work collaboratively with staff, students and the community.

Associate principal. Regraded Full-time, permanent, 10MU + 1SMA Ref#: 1HAByG

Ref#: 1HABhp

Bay of Plenty Papamoa College

Glendowie College

NORTHLAND COLLEGE

PRINCIPAL APPOINTMENT (U4) An exciting opportunity exists for an inspirational, future-focussed educator to provide professional leadership to our Kura. The board of trustees invites applications from exceptional educational leaders who will uphold our values of Aroha, Mana tangata, Whanaungatanga and Kawenga Ako. Northland College is a newly built, coeducational school serving a predominately Maori community in the Northland township of Kaikohe. The school has an inclusive curriculum including trades and services academies, a bilingual unit (Te Toi Rangi) and a teen parent unit (Hiwa i te Rangi). A 512Ha College farm, run by an independent committee, provides an excellent learning platform for our Agriculture academy students to experience dairying, forestry and apiculture.

Applicants should be able to provide evidence to show they have demonstrated high performance in all key areas of educational leadership and will » Have in-depth pedagogical Curriculum knowledge;

and

NZ

» Have a commitment to Te Ao Māori, Tikanga Māori and Te Kotahitanga » Have the capability to lead and build capacity in our staff; » Have effective business and financial skills; including familiarity with MOE compliance and guidelines. » Build on the strong relationships with our stakeholders including whanau and iwi.

This position commences at the beginning of the 2021 school year.

Applications by way of CV with covering letter should be emailed to: The Principal, Rotorua Boys’ High School, cgrinter@rbhs.school.nz A job description is available on www.rbhs.school.nz Applications 23 October 2020.

52

Education Gazette | 12 October 2020

Application packs are available from: petergall@edsolnz.co.nz

Applications close: 4.00pm, Monday 26 October 2020

gazette.education.govt.nz

Secondary Y7-15 Senior leadership Deputy principal Full-time, permanent, 7MU + 1SMA Ref#: 1HAC64

Ruapehu College

Rotorua Boys’ High School

Ref#: 1HACHn

Ref#: 1HABXA

Tasman/Nelson Nayland College

Deputy principal – administration Full-time, permanent, 8MU + 1SMA

Tauranga Girls’ College Deputy principal Full-time, permanent, 6MU + 1SMA

Principal Full-time, permanent

VACANCIES

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

Deputy principal Full-time, permanent, 7MU + 1SMA

Ref#: 1HABai

Ref#: 1HABoH

Hawke’s Bay Napier Girls’ High School Deputy principal – leader of learning Full-time, permanent, 6MMU + 1SMA

Place a shortened vacancy within the print version.

Ref#: 1HAAwa

Taranaki Francis Douglas Memorial College Deputy principal – pastoral Full-time, permanent, 7MU + 1SMA

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

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

Ref#: 1HABU1

Manawatu/Whanganui Freyberg High School Assistant principal. Regraded Full-time, permanent, 4MU

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

Ref#: 1HABda

gazette.education.govt.nz

TUKUTUKU KŌRERO | 12 October 2020

53

CELEBRATING EXCELLENCE IN VOCATIONAL EDUCATION To celebrate our future creators, innovators, crafters and tradespeople, there’s a $2,000 prize for the top vocational student at each school.

One student per school or wharekura is eligible.

RECIPIENTS RECEIVE A CASH PRIZE OF

$2,000

Nominations close on 23 October 2020.

Nomination forms and other information available at:

pmvea.education.govt.nz