Education Gazette 99.18

9 November 2020 | Vol. 99 No. 18

Game changer

Building empathy and understanding through friendship, mentoring and sport Taking a tuakana/ teina approach to oral language

Nurturing lifelong learning through play

Supporting wellbeing and positive relationships with Police

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This issue:

Spotlight on language and literacy Editor’s note Our cover story is about a programme at Hamilton Boys’ High School designed to support former refugee students through mentoring, sport, friendship and festivities. It is an inspiring read and a good example of how these sorts of initiatives can help build an inclusive school culture.

Mentoring is a thread that runs right through this issue. From Hamilton, we travel to Taranaki where we look at a tuakana/teina approach to oral language development that’s proving effective for a number of schools in the community. What started off as a language programme has effectively become a means of building relationships and children’s self-esteem.

We also explore oral language in the early learning space, with the launch of a new resource for teachers and kaiako to support children’s oral language growth. Aligned with Te Whāriki and the Ministry of Education’s resource He Māpuna Te Tamaiti: Supporting Social and Emotional Competence in Early Learning, the online tool takes a culturally responsive approach to creating a language-rich environment for tamariki.

And we also visit a school in Christchurch that has embedded a schoolwide focus on play-based learning to help create smooth transitions between early learning and school, while nurturing students’ imaginations and dispositions for lifelong learning.

On the cover

9 November 2020 | Vol. 99 No. 18

Game changer:

building empathy and understanding through friendship, mentoring and sport Taking a tuakanateina approach to oral language

Nurturing lifelong learning through play

Supporting wellbeing and positive relationships with Police

Page 2 Yasin (left) and Txema play in the Brotherhood Cup, part of Hamilton Boys' High School's Multicultural Manaaki Centre programme, which supports former refugees and enriches the school.

2 Manaaki Centre enriches students’ lives

12 Building teamwork, resilience and positive relationships with Police

22 Talking Together, Te Kōrerorero

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10

Nurturing lifelong learning through play

16

Taking a network lens

20

Tuakana/teina approach helps oral language development

24

Delivering PLD with meaning

26

Talking Matters for babies

Learning opportunities with the America’s Cup

Regulars

30

32

Notices

37

Vacancies

Antarctic Academy provides cross-curricular learning

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TUKUTUKU KŌRERO 9 November 2020

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MENTORING

Zack and Ahmad have formed a strong connection through the Manaaki Centre programme.

Manaaki Centre enriches students’ lives Swimming lessons, farm visits and a programme that sees Kiwi students mentoring former refugees are all helping students from countries such as Afghanistan, Somalia and Congo to thrive at Hamilton Boys’ High School (HBHS).

A

support programme for former refugees at the 2,200-student secondary school began about 10 years ago with a homework centre. However, programme coordinator Naaz Shah says it has become so much more, with the Multicultural Manaaki Centre now offering a holistic wrap-around programme for the school’s former refugee students.

“When they first came to the Homework Centre, they were withdrawn, scared, they couldn’t understand the language, they were looking for familiar faces within the school community. Our idea was to give them a place where they know that we care for them. Even if they didn’t know the language, we would make an effort to make them comfortable and find people who were from similar backgrounds to support them,” she explains.

Teacher Steve Horne is also involved with the programme and says the objective is to give former refugee students a sense of pride, belonging and community.

“Each student is seen as a unique individual, with huge potential to develop their potential and make a difference in our community and New Zealand,” he says.

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Education Gazette | 9 November 2020

Commitment and friendship A game-changer for the programme was involving Kiwi students to help with study and swimming lessons. An annual football match between a HBHS team and a team of former refugees has also become a highlight on the school calendar.

A mentoring programme that began four years ago, with senior top academic students rostered to help with the twice-weekly homework sessions, is beneficial to everybody involved.

“They also support them on a psychological level, which means things like developing a friendship, sharing jokes, reading a book together. If a boy has any other difficulties, such as a form he needs to fill in, they will help complete the process,” says Naaz.

“We are now in a situation where we have five to 10 academic mentors on any one day. So for every two to three students, we have one mentor and it becomes really personalised. That programme has genuinely worked and I am very pleased to say that I don’t have to remind the academic mentors. They are given the roster and they turn up and if they don’t, they send someone else to replace them,” she says. gazette.education.govt.nz

MENTORING

“... there’s a real bond forming with some of these kids. You will see a kid from Congo and one of our Pākehā boys sitting and having a beautiful conversation. Sometimes we don’t even need language ... and you can see the sparkle in the eyes of our former refugees.”

Naaz Shah Literacy and empathy This year, some of the school’s junior academic students have become involved in a separate literacy programme.

“Our junior leaders are mentors but they are the same age so it’s a little bit more comfortable communicating with them. It’s brilliant. The junior mentors run the programme under supervision and are learning a lot of skills, such as how to teach and how to have empathy for kids who are not as fortunate as them,” explains Naaz.

“There are some beautiful friendships, like some of the boys will bring books from home that their younger brothers and sisters read to share with these kids. You will see a kid from Congo and one of our Pākehā boys sitting and having a beautiful conversation.

“Sometimes we don’t even need language – they laugh, they share jokes, they draw and you can see the sparkle in the eyes of our former refugees because they feel involved in the programme, rather than feeling like they are an outsider in a strange environment,” she says.

Swimming a life skill Naaz, a former international hockey player, Indian team captain and Olympian, migrated to New Zealand in 2004. Even though she speaks English and is educated, she still felt she had come to a different culture.

Like most of her charges, Naaz didn’t learn to swim until she came to Aotearoa and she realised that swimming is an important part of life here.

“I have about 10 or 15 young kids who jump in and actually stand in the pool and teach the former refugee kids how to breathe in the water. This was one programme we decided we were going to do at any cost and we were lucky that we had money from the HBHS Foundation to help us buy all the gear like pool noodles and goggles.

“Last year the former refugees learned to swim over two terms. This year they participated at our school swimming competition. Maybe they weren’t fabulous, but they could get from one side of the pool to the other and for that we felt we had succeeded – we had broken that fear of water. That adds to their confidence as well.

“Participating in the swimming sports was another way of getting the students into the community: not having to sit for two hours in the sun while everybody is really enjoying themselves in the water on a hot day.”

Football and festivities Former refugee students were walking on air after this year’s ‘Brotherhood’ football game – and it wasn’t just because they won on a penalty shootout, says Naaz.

“To celebrate World Refugee Day on 20 June, we had a football match between a team from HBHS versus a refugee team. About 500 HBHS boys went to watch the game and the Pacific boys brought out their drums. You should have seen the former refugees – they were walking about six inches off the ground!

“Swimming is a life skill. Some of these children have never seen running water in their lives and there’s water everywhere here. How can they live here and not enjoy the beautiful sea and the rivers if they are scared of the water?” she asks.

“This looked like a high-powered football game. There were supporters cheering for them; the students not playing were dressed up in national costumes, there was music playing, the drums going. It was like a big festival happening and then we finished it off with a trophy and prizes and a massive spread of food.”

Every Tuesday in terms 1 and 4 former refugee students attend swimming lessons with two to three teachers and their fellow students to help.

The match, which is now an annual fixture on the school calendar, was set up by the school’s academic mentors and prefects. The Rotary Club of Hamilton East, which also helps out with the swimming programme, was also involved.

Students and teachers help former refugees learn to swim at the school pool in the summer terms.

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TUKUTUKU KŌRERO | 9 November 2020

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MENTORING

Schoolwide support

Growing empathy and understanding

It’s not just students who support the Manaaki programme at Hamilton Boys’ High School.

This year, before World Refugee Day, the name of the homework centre was changed to ‘Multicultural Manaaki Centre’ to remove some stigma.

Naaz says the boys now walk with a little bit more spring in their step and local students show a different kind of respect.

“I think the teachers and senior management led by our headmaster, Susan Hassall, have been amazing in the support and the free hand they have given me to actually run the programme.

“Susan has been amazing – she says, ‘Look, if you think this is going to benefit, let’s talk about it and let’s do it’. The deputy principal Nick Power comes to the Manaaki Centre on a regular basis, chats with the boys, sits with them and finds out what their difficulties are and how they are progressing,” says Naaz.

In addition, teachers from the school volunteer to help with homework and swimming lessons.

“We have a bilingual [Arabic] teacher in the school who goes to various classes. I can speak Hindi/Urdu and can take care of the boys coming from Pakistan and Afghanistan. Our Spanish teachers and senior Spanish students come in and help with the kids from Colombia. South African teachers will come and help with the kids who speak Swahili.”

The Manaaki Centre has a close relationship with the school’s ESOL department. Careers advisor Lynnette Ross and her team are instrumental in helping the students find pathways through Gateway courses, visits to Wintec and other opportunities.

“For the Kiwi kids, it’s a huge experience because they have never seen anything like this before. These kids with their little English are sharing their stories through pictures, writing and speaking as much as they can in English.

“It’s something that our kids take for granted, but for these kids going to a good school – or any school – is a big thing. One boy said to me, ‘At last I can go to school and come home knowing that I won’t die on the way.

Because if I went in Afghanistan, I don’t know if there is a bomb planted on the side of the road or whether I would be shot’. He said, ‘Miss, I feel so safe here’,” she says.

Milestones and achievements Naaz and Steve feel huge enthusiasm and pride for the students who take part in the programme, and say they are examples for local students that if you work hard you can achieve anything.

“We have high expectations of the students’ behaviour and application to their studies. We enjoy their company and often co-construct their learning with them,” says Steve.

Naaz reflects that the former refugee students have come a long way in their new lives and culture.

“There’s an amazing difference in some of the students. One of them is representing New Zealand in martial arts, some have played sports at a high national level for the school – they have really embraced what we have offered.

“Academically, we can see a huge change in how they are behaving in the classroom because they feel confident and supported and they know there is somebody they can go to if they have a problem.”

She says all of these achievements are milestones for students who may initially have lacked trust in people.

“At the end of the day, I want them to feel that this is home, but we haven’t forgotten who they are. I don’t want them to become only Kiwi, but they must learn to adjust to the community they are living in,” says Naaz.

“These students add value to our school. Their stories are profound and cause us to reflect on our own life experiences and to be grateful for what we have,” adds Steve.

The Brotherhood Cup is now a popular annual fixture at Hamilton Boys’ High School.

A farm visit provides insights into Kiwi life for former refugee students.

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Education Gazette | 9 November 2020

MENTORING

Student kōrero

Mutual friendship

Students involved in Hamilton Boys’ High School’s support programme share their experiences.

Every Wednesday after school while all the other kids head home, the Manaaki Centre, the helpers and the teachers sit down and are ready to work. The helpers go to each of the students making sure everyone is okay.

Mohid, senior academic mentor (17)

How do you help at the Manaaki Centre? What do you like?

Firstly, I have to be a good role model for the students who come to the centre to learn and gain a sense of belonging. I help students from various backgrounds to improve their spelling.

I have also helped students express their written thanks to the adults that took us on a field trip to a local farm.

I like the feeling of community and helping to build that community. I love to help students integrate into New Zealand culture and society.

What have you learned about the lives and experiences of students from other parts of the world?

I’m not a former refugee but I came to New Zealand in 2018.

I am learning that the things that you have grown to expect in New Zealand aren’t always present in other countries. I am gaining a sense of purpose in helping others to integrate into New Zealand society.

I have formed a strong connection with one individual named Ahmad Noori, who I sit with almost every week. I help him with reading, maths, social studies and anything else he has for homework.

I take great pride and satisfaction in my relationship, time and effort with Ahmad as I can see obvious improvements to his English and reading skills – when I first met Ahmad, he didn’t know a single word of English. The way Ahmad and I work partnered together has enabled him to progress further than if we had worked in a group setting.

I’m certain Ahmad appreciates my help and we adore each other’s company. I really enjoy working with him and will hopefully continue doing so for the rest of our time at HBHS.

Written by Zack, junior mentor

Juvenal (14), Congo (DRC)

What do you like most about the Manaaki Centre programme?

We meet many boys from different cultures and I meet new friends. I like to be helped.

I want to come to learn new things and to be a part of the Manaaki Centre. I feel happy because I am meeting many people at the centre.

Shoab (16), Pakistan

What do you like most about the Manaaki Centre programme?

We are all from different countries and at the centre the teachers and mentors teach us about how to improve our English. The teachers also encourage us to be involved in sports. They are very friendly and they don’t make fun of our English. My English has improved and my marks have improved too.

Zack (13), junior mentor and Ahmad (14), Afghanistan

What do you like most about the Manaaki Centre programme?

Zack: I like seeing the boys’ English improve over time. I like to make a difference.

Ahmad: I see my friends and I can learn something more. I know my mentor Zack. He is respectful of me and my country. To study English and for help with my homework, to know more about New Zealand and to make friends with other boys.

What have you learned about the lives and experiences of students from other parts of the world?

Zack: I think we take a lot of things for granted and we don’t take enough time to think how hard it could be in other countries.

TUKUTUKU KŌRERO | 9 November 2020

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PLAY-BASED LEARNING

Working on literacy follow-up activities using fine motor skills and creativity are: Jayden(Y2), Amelia(Y1) and Noah(Y2).

Nurturing lifelong learning through play A schoolwide focus on play-based learning and social coaching at Wairakei School is helping ease the transition from early childhood education and developing engaged tamariki with a disposition for future learning.

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PLAY-BASED LEARNING

T

he Christchurch primary school integrates Te Whāriki and The New Zealand Curriculum to remove barriers to learning and create an environment which is open-ended and child-directed, while nurturing imagination and lifelong learning.

“When we were looking at how best to cater for our learners who are coming in with different needs and strengths, we looked at Te Whāriki as being a driver for that change that we wanted to happen as part of our curriculum redevelopment,” says principal Shane Buckner.

The Year 1 and 2 space, which has been gutted and redeveloped into a flexible learning environment, looks and feels like an early learning centre.

“In a Year 1–2 learning space, you would see lots of children doing different activities all around the place. There are fine motor activities, gross motor activities, construction, art and drama.

“At the same time, you will see two or three adults social coaching with them: engaged in conversations with one or more children in an informal way. They will be modelling best practice for how to talk to someone: ‘Can I use this? How do you use this? Do you like my work?’.

“Part of where we come from is developing that collaborative teaching and learning practice and developing a flexible learning environment specifically for the different areas in the school,” says Shane.

Play and social coaching Play-based learning, social stories and social coaching all come under the umbrella of experiential learning at Wairakei School. By Years 3 and 4, children’s learning through play activity will relate to work they are doing in the classroom. In Years 5–6 play experiences are project-based or passion projects.

“That consistent practice has to be across the whole school. In the Year 5 and 6 space, the children have about 45 minutes when they can look at the specific direction of learning they want to do,” says Shane.

a social coaching lens in the context the children were working in. For example, some kids were outside doing their high jump practice. They were having a bit of trouble putting the high jumps up to the right height, the teacher was doing some social coaching around solving the problem.

“Because we have been doing this for a couple of years now, it’s starting to become second nature for my staff to look for opportunities to develop the children’s social skills. The holistic education we are doing is around the whole self and sometimes that needs some explicit coaching.”

Social stories Wairakei School is into its fourth year of PB4L (Postive Behaviour for Learning) and Shane says that social coaching and social stories are a big focus across the school. The school has 70–80 bright and simple social stories on Google Slides, where an expected behaviour is broken down into about six illustrated boxes with simple, positive actions.

“All staff are responsible for compiling, making and planning different lesson plans around specific areas of need that we have seen. Some children might be hitting children, so we might have a focus and a social story around that.

“That’s done at the beginning of the day in every area of the school – the same thing everywhere – and it’s backed up all through the day. Some of that coaching might be around positive things, not just negative things. Say if children are playing with blocks and you want them to share the blocks and you might say ‘so, what are you doing if so and so needs to have the blocks?’ They are able to articulate because they have had instruction in this,” says Shane.

PB4L has been an evolving process for teachers and Shane says the school’s learning spaces and the engagement practice of teachers and children are now totally different as they are authentic and child-centred.

“This morning, there were children outside coaching each other doing athletics, a group doing some coding, another doing board games and a group doing a writing exercise in a circle.

“There’s no direct explicit teaching during that 45 minutes, but the teachers were all roaming and the teaching was being done through

Year 1 tamariki, Harmony and Cooper, work on their paintings in the outside learning area on the verandah.

TUKUTUKU KŌRERO | 9 November 2020

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PLAY-BASED LEARNING

Focus on oral language Shane says that the school has a strong focus on language and social communication. To build oral language, he says, children learn through play and are given opportunities to experience learning through different activities. Teachers and support staff introduce new vocabulary and encourage children to use it as they are engaged in doing and making activities.

“We were seeing the children coming in with some oral language deficits. We wanted to build up that oral language capacity and that was very often through experiential learning which we really believe is a big driver for children to gain social connectedness and social interaction so they know how to talk with other children and connect on those different levels.

“If we want to encourage creative language, we might look at bubbles: the shape and look of bubbles and then you have a big bubble bath here and everyone makes their own bubbles.

They can go home and do those things at home. Then they start to build more vocabulary around those things that are normal everyday things that you can talk about,” he explains.

Reuben and Ksenja, both Year 1, make music with the pots and pans orchestra.

The Ministry of Education’s new online oral language resource, Talking together, Te Kōrerorero, was developed as a practical tool for teachers in early learning and early primary schooling. It offers a wide menu of information and strategies to dip in and out of according to what they need at any time and is available through Te Whāriki Online (tewhariki.tki.org.nz/ talkingtogether).

Play supports language acquisition There are 21 different cultures at the 250-student school and English is not the first language for around 15 to 20 per cent of the roll. Learning through play works well for these students as they are learning through experience and a contextual basis supported by the ESOL (English for Speakers of Other Languages) teachers and teacher aides.

“Supporting these children to understand how the words fit together by ‘doing’ is so much easier. A play-based learning approach is really good for that because the children are relaxed and happy, doing things, building relationships and the language comes on top of that. A focused language opportunity that they are doing through experiential learning certainly supports the acquisition of dialogue and language,” says Shane.

Curriculum and engagement Learning through play features child-led activities, decision making, critical thinking, risk-taking and relationship building. An activity such as children roleplaying building a fire to toast marshmallows might cover key competencies such as thinking and relating to others, science, English and drama.

“The children’s engagement and love of learning has increased immensely,” says Shane. “You can just feel the excitement in the mornings through the multi-faceted approach of everyone knowing what the expectations are, social coaching, the support practices by all staff (teachers and learner support), and children having ownership of their learning.”

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Education Gazette | 9 November 2020

A gift of some old road signage offers opportunities for play and social coaching. gazette.education.govt.nz

PLAY-BASED LEARNING

Zayliah and Ryder (Year 1) share social stories with principal Shane Buckner.

“Part of where we come from is developing that collaborative teaching and learning practice and developing a flexible learning environment specifically for the different areas in the school.”

Shane Buckner

Doctor of Education Begin a professional doctorate, investigate an area you are passionate about and join a supportive group of peers. gazette.education.govt.nz

The Doctor of Education degree is: • specifically designed for working professionals in education and related fields • built on a cohort model where you learn with others under the guidance of experienced academics • supported with regular meetings for the first two years

Next cohort intake begins 1 March 2021.

For more information email educationadvice@canterbury.ac.nz

TUKUTUKU KŌRERO | 9 November 2020

9

ENROLMENT SCHEMES

Taking a network lens Reducing the number of out-of-zone enrolments is just one part of a commitment made by Christchurch schools to prioritise collaboration over competition.

F

ollowing an independent review by KPMG, which found some Christchurch schools were oversubscribed with out of zone enrolments while other schools had capacity, 13 schools have formed a Memorandum of Understanding to reduce the number of out-ofzone enrolments.

Spirit of collaboration

One of these schools is Linwood College, which has experienced steady roll growth over the past three years. Principal Dick Edmundson says it’s about recognising the purpose of education as a force for individual and social good.

“We had a vision of delivering equity of provision and access and we recognised that all schools are providing a quality education for their students.

“We’re trying to do the right thing, both morally and ethically.”

“We had a vision of delivering equity of provision and access and we recognised that all schools are providing a quality education for their students.”

Working together post-earthquake Dick says the effects of the Christchurch earthquakes and Covid-19 have compounded some of the inequities and competition created by the Tomorrow’s Schools reforms.

“The catalyst for us was post-earthquake. The wider Christchurch community came to the realisation that there would be a lot of physical rebuilding required, and we wanted to take the opportunity to socially rebuild as well.

“We recognised there were economic and social divides in our communities. And we recognised that school zoning policies were contributing to existing inequities. What did we have in our power to rectify this?”

Dick says Christchurch principals and boards reached consensus that they did not want to reinvent what they had prior to the earthquakes.

Schools were united in their desire for change.

“We took a network lens on our actions. There was a genuine desire for schools to take practical steps to be the best school for their community but to also think about our neighbouring communities. We consciously looked at how our schools can help support each community rather than poaching from each other.”

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Education Gazette | 9 November 2020

Phil Holstein, principal of Burnside High School and president of the Canterbury and West Coast Secondary Principals’ Association says the approach has enabled a greater sense of trust between schools.

Phil Holstein “I’m so proud that we’re doing this in the spirit of collaboration and cooperation. We now have a willingness, intent and commitment to meet our requirements of the Memorandum of Understanding. We all agreed to do this.

Legislatively we are not required to do this, but this is the right thing to do.”

The Ministry of Education’s Director of Education for Canterbury, Coralanne Child, agrees.

“Our secondary school partnerships and the commitment of our principals has already produced positive joint practices this year, particularly their work to promote and support in-zone behaviour.

“While still respecting their communities, our principals have looked beyond their individual schools to strengthen a schooling network that provides the best quality of education to all students.”

Phil says the collaboration extends beyond enrolment schemes.

“We’re trying to break down the competition between schools that has evolved from Tomorrow’s Schools reforms and for me it’s really important that we are working together for the greater good for our schools, for our students and the greater Christchurch community.

“And that is the thing I’m most proud of, because we did it ourselves. It wasn’t forced on us and because of that, I believe will be successful.”

Burnside High School principal Phil Holstein (above) says a collaborative approach is helping provide a quality education for learners across the wider Christchurch community.

Enrolment schemes The Education and Training Act 2020 is making some changes to the way enrolment schemes are developed and operated. These will see the Ministry of Education take responsibility for developing enrolment schemes where overcrowding in schools is likely to be an issue, working with schools and their communities in the process.

Revised Guidelines and Instructions for Enrolment Schemes will be produced before December 2020.

Until 1 January 2021, enrolment schemes are to be developed and operated under the existing guidance and legislation. gazette.education.govt.nz

ADVERTORIAL

The Privacy Act 2020 was passed by Parliament on 26 June and will come into effect on 1 December.

But what does this mean for schools, tertiary institutions and other professionals working in the education sector?

Notifiable privacy breaches

The main thing to consider is that the legal requirements when responding to a privacy breach are changing. The new Act will make it a requirement for your organisation to tell the Office of the Privacy Commissioner (OPC) if there has been a privacy breach that has caused, or is likely to cause, serious harm. Currently, reporting a privacy breach is entirely voluntary.

With this change in place, it will be an offence to fail to inform the Privacy Commissioner when there has been a notifiable privacy breach.

What is serious harm?

It is important to note that not all privacy breaches need to be reported to OPC. The threshold for a notifiable breach is ‘serious harm’. This can be assessed by considering, for example, the sensitivity of the information lost, actions taken to reduce the risk of harm, and the nature of the harm that could arise.

OPC has recently launched NotifyUs—an online tool enabling businesses and organisations to easily assess whether a privacy breach is notifiable.

Resources A new e-learning module dedicated to the Privacy Act 2020 changes is available on the OPC website, which should only take about 30 minutes to complete.

OPC’s e-learning modules—which include Privacy ABC for Schools— require a basic registration, but are free for anyone to do. It’s a great way to bring your staff up to speed with the privacy issues affecting them.

Other resources are also available to help you understand the changes to the Act. There’s a podcast series with the Privacy Commissioner and our Legal Counsel, covering all the key changes, as well as the notifiable privacy breach requirement.

Other key changes The new Act retains the privacy principles of the 1993 legislation, with some changes. Here are the other main changes:

1. Compliance notices

The Privacy Commissioner will be able to issue compliance notices to organisations to require them to do something, or stop doing something, in order to comply with the Privacy Act. Compliance notices will describe the steps that the

Commissioner considers are required to remedy noncompliance with the Act and will specify a date by which the organisation or business must make the necessary changes.

2. Enforceable access directions

The Privacy Commissioner will be able to direct agencies to provide individuals access to their personal information.

This will allow faster resolution of complaints relating to information access. Access directions will be enforceable in the Human Rights Review Tribunal.

3. Disclosing information overseas

A new privacy principle 12 has been added to the Privacy Act to regulate the way personal information can be sent overseas. Under principle 12, an organisation or business may only disclose personal information to an agency outside of New Zealand if the receiving agency is subject to similar safeguards to those in the Privacy Act 2020. If a jurisdiction does not offer similar protections, the individual concerned must be fully informed that

their information may not be adequately protected, and they must expressly authorise the disclosure.

4. Extraterritorial effect

The new Privacy Act now clearly states that it has extraterritorial effect. This means that an overseas organisation that is ‘carrying on business’ in New Zealand will be subject to the Act’s privacy obligations, even if it does not have a physical presence here. This will affect businesses located offshore.

5. New criminal offences

The Privacy Act 2020 introduces new criminal offences. It will now be an offence to mislead an agency to access someone else’s personal information—for example, impersonating someone in order to access information that you are not entitled to see. It will also be an offence for an organisation or business to destroy personal information, knowing that a request has been made to access it. The penalty for these offences is a fine of up to $10,000.

COMMUNITY PARTNERSHIP

Building teamwork, resilience and positive relationships with Police A community programme in Napier is challenging young people to meet their goals, improve their wellbeing, and build positive relationships with Police.

Teamwork with tyres was a regular occurrence during the seven-week training.

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Education Gazette | 9 November 2020

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COMMUNITY PARTNERSHIP

Five-kilometre runs helped build fitness, endurance and determination.

S

even weeks of early starts is a challenge for even the most motivated, but it was a challenge that students from William Colenso College in Napier were prepared to accept.

The Combined Adolescent Challenge Training Unit & Support (CACTUS) programme is a New Zealand-wide youth initiative that builds positive relationships with Police, rangatahi, their whānau and partners in the community.

The programme has been underway in Hawke’s Bay for a decade, supported by Police, William Colenso College, Te Kupenga Hauora Ahuriri and involvement from Te Taiwhenua o Heretaunga.

This year 30 students and 20 adult supporters braved chilly mornings and gruelling workouts to build fitness, self-discipline and personal bonds in order to successfully complete the course.

Career goals Tatyana-Maraea Tuhi, a student at the school’s teen parent unit, decided to do the CACTUS programme to improve her fitness, lose weight and help push her further towards her goal of becoming a police officer.

For Tatyana-Maraea, the programme provided both physical and mental challenges.

“The hardest part physically was probably running along the shingled stones on the beach. I hated it, but I’d do it again – it was a challenge I was willing to push myself to accomplish.

“I was definitely the biggest, heaviest, and most probably unfittest in the group so I felt a lot of doubt from people.

I used that doubt to motivate me to keep going.”

Ultimately Tatyana-Maraea exceeded even her own expectations and says one of the best things was the encouragement and support provided throughout the programme.

“I also enjoyed the new-found relationships with fellow students at Colenso as well as the many supporters, youth workers and Police that participated.”

“I feel as if the CACTUS programme has installed many good ideas and habits for my life personally, such as exercising. I was never really fond of exercise gazette.education.govt.nz

but was determined to work as I really wanted to change my weight, fitness and energy levels.

“CACTUS has helped me create goals for myself that I now know are achievable if you put in the work, dedicate yourself and are willing to persist even when times get tough.

“This will be an experience I will remember for a very long time and I encourage other students, as well as other mamas from the teen parent unit, to do the programme as it helped me physically and mentally.”

Early morning mantra Hitting the gym or running alongside Tatyana-Maraea and other students was Constable Willie Tran, who’s been involved in the programme for several years. Words of encouragement to push their limits and not give up were the early morning mantra for those involved.

“As the programme progresses, we soon learn each young person’s story,” says Willie.

“Some come from challenging backgrounds and it very quickly reminds me that my own problems are not that big – waking up early for these kids is the least I can do to help offer them a positive environment and a sense of belonging.

“Students participate on a voluntary basis and when we open the gym at 4.45am there are always young people waiting outside.”

Overseeing the fitness regime is Andrew Banham, a former local kickboxer. He develops exercise and activities that support individual outcomes as well as team building, so a typical morning might include carrying logs and tyres together on a five-kilometre run, tug-o-wars and strength training.

All that hard work on training days is rewarded with hot showers and a hearty breakfast, with kai donated by a local supermarket and prepared by a team from Te Kupenga Hauora Ahuriri. There’s time for a few laughs together before starting the school day.

CACTUS is all about support Friends Patisepa Tu’ua and Vaasa Fatialofa have participated in the CACTUS programme twice now, and say it was well worth it both times – they’re even planning on participating again next year.

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COMMUNITY PARTNERSHIP

“The reason why we joined was because we believe that CACTUS is not just about fitness, it’s also about getting stronger physically and mentally. This programme also teaches us how to have courage, patience, ambition and most important of all is working together as a team. What we would take out of this programme is to take one step at a time but never give up, because that is what it’s like out there in the real world.

“The other amazing thing about CACTUS is we get to work together with the police officers and that really set a huge goal for our future career pathways as we both want to serve our community. We think the obstacles we had during this programme, were trying to keep up with our school work and leadership roles while also waking up at 4.30am three days a week for seven weeks straight.

“For those who are thinking of taking this course, we recommend you take on the challenge and say ‘Bring it on!’. Don’t worry if you’re unfit or shy, CACTUS will bring that out of you, but don’t ever think of working independently. CACTUS style is all about supporting each other and a good mind set.”

Leadership, teamwork and resilience Virginia Engels from William Colenso College has administered the region’s programme since its inception and says students build a range of skills including leadership, teamwork and resilience.

“The 2020 intake was made up of Year 9–13 students, plus two students from our teen parent unit and three international senior students, which made for a fantastic group.

“They all communicated well together and there was a great family feel, lots of fun and laughs whilst lots of hard work. There was also a great team feel, with two teams competing against each other, and a cross-cultural mix of Māori, Pacific, Japanese, Thai, Chinese and Europeans.

“They all worked really well together, even though our Japanese student thought he was joining a gardening club… which made for the funniest speech when he received the peer award this year!”

Laughter is integral to the CACTUS experience, along with the opportunity for students to develop a rapport with the Police.

“It’s also a unique opportunity for everyone involved to collaborate to support positive outcomes for rangatahi. Working with the Police, Te Kupenga Hauora Ahuriri and Te Taiwhenua o Heretaunga we can collectively make a meaningful difference.”

Positive interaction through CACTUS The biggest benefit for Police is the positive interaction they have with students, says Constable Che Lind, a community officer in Hawke’s Bay. “Before we can work with anyone, we need to have a good connection and this programme definitely improves the relationship we have with students and schools. For the students you see their confidence and self-esteem build as the programme continues – it’s so great to see.

“We see the junior students looking up to the senior students and the senior students leading by example. The biggest growth I think we see is in their mindset.”

Want to know more about this programme in your community? Contact your local police station and ask to speak to a community officer.

“Some come from challenging backgrounds and it very quickly reminds me that my own problems are not that big – waking up early for these kids is the least I can do to help offer them a positive environment and a sense of belonging.”

Constable Willie Tran

Leading the way with a log challenge.

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COMMUNITY PARTNERSHIP

A proud occasion for the CACTUS recruits and their supporters, whānau and friends.

gazette.education.govt.nz

TUKUTUKU KŌRERO | 9 November 2020

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LANGUAGE AND LITERACY

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LANGUAGE AND LITERACY

Tuakana/teina approach helps oral language development A tuakana programme to support oral language development in which tamariki mentor their younger peers, is beginning to have a wideranging impact in Taranaki schools.

A

ko Mai I Nga Kōrero (Learning through Stories) has been developed and trialled by a group of Taranaki resource teachers of learning and behaviour (RTLB) in response to a growing trend of declining oral language skills in new entrant classes.

The trial group consisted of 16 students (eight tuakana and eight teina) from five schools across the region.

Ako Mai has now been introduced to 16 different schools in Taranaki. The programme uses many of the concepts from the Hei Awhiawhi Tamariki ki te Panui Pukapuka (HPP) programme developed in Rotorua in which parent tutors are trained to enrich students’ oral language.

Instead of relying on whānau to work with their tamariki, Ako Mai uses a tuakana/ teina approach, with senior students working with new entrants at the school.

“The HPP programme has been around for a long time, but here in Taranaki, it was getting hard to sustain it. A group of us RTLB were talking about how great the HPP programme was, but we couldn’t get the parents and it was expensive to fund the teaching assistant,” says Lyndsey Marment. She has worked alongside colleagues Wade Scott, Jeni Portway, Gayleen Combes, Tennille Yandle, Charis Le Master and Helen Jenkins RTLIt to develop the Ako Mai programme.

Both programmes develop oral language by providing opportunities which encourage conversations about the stories being read.

Tamariki engaged Tuakana and teina work together three or four times each week for eight to 10 weeks.

Older children, with a reading age of eight and over, were trained to work with the younger children.

“The tuakana love the responsibility of being the tutor. They take it very seriously when they start off in the programme.

I did the training with a group, and one of the tuakana came up to me and said: ‘Mrs Marment, it’s such a privilege to be able to work with these children’,” laughs Lyndsey.

Wade Scott with some of the Ako Mai books and resources used in Taranaki.

“The children are amazing little tutors,” adds Jeni. “In one school we’d only been going for two days. The new principal wanted to see it: when she walked in, all of the tamariki were engaged, they were all on task and she was really impressed. They don’t need teachers or adults in the room – they manage it themselves really well,” she says.

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LANGUAGE AND LITERACY

Kate Reacher, a teacher at Stratford Primary School, explains Ako Mai: “When you see Ako Mai in action, you see the children completely relaxed, engaged, learning and having fun all at the same time.

“One of the most powerful things we have seen is the relationships between the tuakana and teina. Such as seeing the tuakana, seeing the tuakana voluntarily visiting and playing with their teina during their play times,” she says.

Kate’s observations were reinforced by a Year 8 tuakana: “My buddy would hardly speak at the beginning but now I can’t stop them talking when I am reading.

“It started off as a language programme, but it’s now become a relationship programme which builds some kids’ self-esteem... It’s amazing how one little programme makes such a difference in so many ways.”

Wade Scott

“You can see them just glow – they really take that responsibility and their chest puffs up. It’s just wonderful: they feel valued,” explains Jeni.

Whanaungatanga

Progress and results

“This isn’t part of our programme, but the relationships that the kids built together are just phenomenal in that they go and talk to each other in the playground. In that one school, all the behaviour problems they had in the playground basically went away because there was the positive mixing and role modelling.

Results from the Ako Mai trial show that all of the teina involved made progress in oral language and reading levels. In the oral narrative post-assessment, tamariki improved between 10 to 45 per cent and by one to five reading levels.

The greatest gains were made by Māori students, with all three Māori tamariki in the trial improving by four reading levels. These results support the commonly held view that Māori children learn well through an oral approach and tuakana/teina methods.

“Another thing we have learnt about the tuakana/teina approach is it’s not always necessary to have your best readers doing it. That’s because the tamariki who are sometimes a little less able in reading understand what they need to say and do because they have been in that situation themselves. It actually makes them better teachers,” explains Wade.

The trial also showed improvements in understanding and oral language for tuakana, although to a lesser extent than the teina.

The RTLB team’s next area of study will be around whether tamariki who have taken part in Ako Mai continue to show positive progress back in the classroom once they leave the programme.

“So that when they are writing stories, rich vocabulary is being used and when they are reading, they come across more and more familiar words and will keep making uniform progress right through,” says Wade.

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One school involved in Ako Mai reported improved interactions between younger and older students in the playground.

“That was just a beautiful spinoff that we never thought would happen. And of course, the little kids love the big kids,” says Wade.

Another offshoot of the trial has been the development of an in-school whānau programme: Ako Mai I Nga Korero – Whānau. The whānau system has a class working three times a week together with another class, using a tuakana/ teina approach. Several schools are now successfully implementing this programme in their classrooms.

Impact of poor oral skills Oral language is an essential precursor to early literacy and students successfully accessing The New Zealand Curriculum.

Concerns have been anecdotally noted by a number of RTLB and teachers about the impact that poor oral language can have on wider learning and social progress at school.

Some research suggests that children from lower socioeconomic families are more likely to have lower vocabulary scores when compared to their age peers in higher socioeconomic families; with children of professional parents hearing on average

2,153 words per hour, compared with 616 words per hour heard by children of parents on welfare benefits.

“If a lack of oral skills isn’t addressed early, research indicates that up to 80 per cent of youth offenders could track back to an oral language deficit,” says Jeni.

“In Taranaki, some of the speech language therapists have got together and started a group called Taranaki Talking. They have approached Police, Oranga Tamariki and businesses in New Plymouth to make people in those organisations aware that a lot of people coming up in Youth Justice do have this oral language deficit,” she says.

More than a language programme Schools are looking for interventions that are cost effective and don’t require a huge amount of training or set up, explains Lyndsey.

“There are a lot of five-year-olds coming to school with low oral language skills and teachers are looking for something different to what is already out there,” she says.

“It started off as a language programme, but it’s now become a relationship programme which builds some kids’ self-esteem and has helped in the playground. It’s amazing how one little programme makes such a difference in so many ways,” says Wade.

The skills that students can learn through programmes like Ako Mai, are likely to improve learning engagement, social interactions, and lay a solid foundation for children to become lifelong learners,” he adds.

For more information about the Ako Mai programme, contact the Taranaki RTLB cluster manager rtlb.manager@npbhs.school.nz. gazette.education.govt.nz

LANGUAGE AND LITERACY

Kōrero Teacher kōrero Q: What difference has the Ako Mai programme made for your tamariki?

A: Increased interaction with the senior students and it was a good chance to get to know the students again after Covid-19. It allowed for interaction in books and gave the students a chance to enjoy a range of books. Children love stories so they enjoy being read to – so more story time is welcome. For the ESOL children hearing the structure of English sentences is very important. This was very structured and gave great input.

Q: How difficult or easy has it been to implement in your class?

A: Very easy. The senior students did the work and I just provided the students.

Q: What do you think you offer to teina?

A: I offer the experience of working with older kids, because when we were younger we loved having the bigger kids looking after us and it takes the pressure off the teacher. It is really special for them: a positive change for them. Chloe, Year 7 A: Modelling of the school values. Ayla, Year 7

Q: Have you learnt anything by being involved?

A: You need to take your time to allow them to process the stories, statements and the questions.

It was great to interact with the younger kids. You get to show the younger kids what you have learnt and be a positive influence on the younger kids like the teachers’ positive influence on us. Chloe, Year 7

Q: What do you think the key benefits of the programme are?

A: Each teina is different and it was great to use patience and see their progress. You need to take time to get to know each of them. Getting to know the children, spending quality time and learning about their characteristics was exciting. Ayla, Year 7

A: Oral language; listening to more stories; collaborative approach. Stephanie Van Vuuren, St Joseph’s, Opunake.

Teina kōrero

Tuakana kōrero

Q: What do you like most about working with a tuakana in the Ako Mai programme and what have you learnt?

Q: What do you most like about being a tuakana in the Ako Mai programme?

A: That the little kids look up and rely on you and that you are trusted to be the bigger person. Chloe, Year 7 A: It was fun to interact with the junior kids and just have a conversation with them. Ayla, Year 7

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A: I liked to answer the questions as they were funny! We learnt about building a birdhouse. I learnt a lot from the questions. Isla, NE A: I like doing the questions because it was easy to answer them and cool. I have learnt to work with a big boy and he talked to me when I answered questions. Lucas, NE

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TEACHER AIDES

Delivering PLD with meaning The Teacher Aide Professional Learning and Development (PLD) Fund is helping to make professional learning opportunities more accessible to teacher aides.

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s part of the Teacher Aide Pay Equity Settlement this year, teacher aides are now enjoying the opportunity to access more PLD thanks to the Teacher Aide PLD Fund, which came into play on 1 July 2020.

“We are seeing increasing demand for more training in te reo Māori, English as a second language support behaviour management strategies and learning support.”

Teacher aides can apply directly to the PLD Fund, with the backing of their school.

Twice a year, teachers’ union NZEI Te Riu Roa runs PLD workshops for support “It fits in nicely with a proper appraisal staff. These events are designed to For more process,” says Amanda. information for give teacher aides a taste of the “It provides teacher aides with schools and teacher sorts of PLD opportunities that the opportunity to have a aides and the online might be of interest. professional conversation with application form, please their SENCo or principal.”

This year PLD providers have

go to the teacher aide

been invited along to answer Amanda says it all aligns with PLD website: https://pld. the work NZEI is doing on questions from teacher aides education.govt.nz/findbuilding a career framework for about the PLD which might be pld/teacher-aide-pld. teacher aides. suitable for them. There is also information on how to apply to the “It’s about delivering PLD with some fund and an opportunity for teacher aides meaning to it. It’s the start of developing to discuss their career pathways. a well-grounded career structure for teacher aides.”

Amanda Alsweiler, Lead Organiser for NZEI, says the fund will give teacher aides the means The next PLD event for teacher aides will be held to pursue courses that will help further their at James Cook High School in Manurewa on career development.

14 November.

Origins of the Teacher Aide PLD Fund The Teacher Aide PLD Fund was agreed as part of the Support Staff in Schools’ Collective Agreement negotiations last year. Five teacher aides worked alongside NZEI Te Riu Roa staff who met with the Ministry of Education and New Zealand School Trustees’ Association working group every fortnight since February.

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

TORU - SERIES 3 He pukapuka hou! More brilliant bilingual board books from Reo Pēpi.

Great for teaching young children Te Reo Māori and English OUT NOW AT ALL GOOD BOOKSHOPS

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Education Gazette | 9 November 2020

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Online Learning,

ADVERTORIAL

It’s Part of What We Do. T

he shift to remote learning in response to COVID-19 has posed challenges for many schools, educators and students across New Zealand, and indeed the world.

A self-directed learning philosophy and a “learning to learn” framework underpins OneSchool Global’s innovative approach to education.

But, when online learning is part of your day to day learning and teaching program, that challenge is a far more surmountable one.

“We have had great feedback from some of our staff pursuing further education. The things they are learning about and reading about as the future of education in their courses, are things we have been doing for many years now,” said Jenni Dittmer, OneSchool Global NZ’s Teacher Academy Director.

This was the case for OneSchool Global New Zealand, formerly known as Westmount School. With 17 campuses across the North and South Islands, over 1,450 students and over 290 staff, the switch to online learning was a straightforward exercise.

“Even prior to the pandemic response, our students and teachers connected via technology platforms such as Zoom, Canvas and Panopto on a daily basis,” said Paul Kennedy, OneSchool Global NZ Regional Principal.

“While our technology empowered campuses and learning centres play a role in creating a physical space for our students and staff to interact, the reality and the power of the technology is that learning and teaching can take place from anywhere.”

With campuses stretching from Invercargill to Kerikeri, OneSchool Global NZ teachers will teach and interact with students based onsite on their local campus, but also have students taking part in lessons from across New Zealand’s 17 campuses. And, being part of a global school network with over 126 campuses, over 1,900 teaching peers and over 9,000 students, there are lots of opportunities to connect professionally and academically across the 20 countries in which OneSchool operates.

“Our Teacher Academy provides our educators with free in-house professional development to thrive as educators at OneSchool, but also to develop their capabilities for teaching in an increasingly digital world.”

Looking ahead to the 2021 school year, there are a range of primary and secondary teaching opportunities across OneSchool Global New Zealand.

“With our 17 campuses across New Zealand, whether it is a campus close to where you live, or perhaps in that location you’ve been considering making a sea change or tree change to, we have a range of positions available in 2021,” said Paul.

“We would love to hear from teachers looking to further their career in an innovative school, that supports their professional development and encourages innovation.”

To find out more, visit:

www.oneschoolglobal.com/nzopportunities

ORAL LANGUAGE

Talking Together, A new resource for kaiako braids together western and Māori knowledge bases around talking and communication and will be enriching for children, whānau and teachers, says Emma Parangi, centre manager for Our Kids in Glen Eden, Auckland.

O

ur Kids was one of four early learning services involved in the trial of Talking Together, Te Kōrerorero, a new resource for teachers supporting children’s growth in oral language.

The new online tool supports kaiako to grow and connect their knowledge base of oral language with effective teaching practices.

It supports the fostering of oral language development of children across culturally and linguistically diverse early learning services.

The resource supports the implementation of Te Whāriki, particularly strengthening an oral language focus in Mana Reo so that all children experience a language-rich environment where they develop verbal communication skills for a range of purposes.

Knowledge woven together Our Kids manager Emma Parangi has knowledge of both Māori and western knowledge bases around oral language development, and says the braided river model referenced will be useful for all kaiako and teachers.

“It’s similar to Te Whāriki in that it reflects that weaving together of ideas and different world views but then it extends it a bit by saying that the action of weaving those ways of knowledge together actually changes them. And then there’s the ongoing metaphor of the streams branching out because they have been woven together. I think that’s quite impactful.

“There’s the idea of recognising the cultural knowledge base of a child that will potentially be different from anyone else in the learning community. It makes you question that idea of the teacher as an expert, and rather take an approach of supporting language development from the perspective that you are both bringing a different world view. For example, I bring a Māori or New Zealand Pākehā world view and a child from an Indian whānau will come with that world view and knowledge base,” explains Emma.

Early years critical Research shows the early years are a critical time in terms of rapid language development.

Kaiako can support this by becoming

About Talking Together, Te Kōrerorero

knowledgeable and capable in supporting children’s oral language growth so that they become strong in their identity, language(s) and culture.

Emma says she has already identified ideas and strategies that will strengthen existing practices, make them more robust and better reflect the multicultural learning community at Our Kids.

“For example, the bilingual and multilingual section talks about having a lot of resources that are reflective of children’s home languages.

We have lots of books in te reo Māori, some in Pasifika languages, but we don’t have much text in other languages which are reflective of our families and our learning community.

“We have several teachers who speak other languages in our teaching team; it might just be incorporating a single word, or something that is descriptive of a state of being or a way that you might be feeling. Just making those connections across the languages that are present in our community is where I think it will be most applicable for us.”

She says there can be a gap in teacher knowledge around how children acquire more than one language and the understanding that if children are working in two languages, the rate of language acquisition will be different than a child who is just hearing English at home.

Talking Together, Te Kōrerorero is accessible to kaiako on Te Whāriki Online https://tewhariki. tki.org.nz/ talkingtogether.

» Talking Together acknowledges the important role of kaiako, parents and whānau in fostering children’s oral language growth in the first 1,000 days of a child’s life when foundational brain architecture is being established.

The resource links to the Ministry of Education’s resource He Māpuna Te Tamaiti: Supporting Social and Emotional Competence in Early Learning and is informed by international and Aotearoa research. » Talking Together provides a response to the Extending Their Language – Expanding Their World report by ERO in 2017, which identified the need for strengthening effective teaching practice for children’s oral language learning and development in early learning services and schools. » Talking Together supports the implementation of Tau Mai te Reo: The Māori Language in Education Strategy 2020. The resource contributes to the Key Action of giving clear direction to education services about their role in integrating Māori language in early learning contexts.

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ORAL LANGUAGE

Te Kōrerorero “That’s the important thing, that we’re recognising that the learning process is going to look different for each child and that if we understand the reason for that, then we are better able to support it.”

Tōku reo tōku ohooho, tōku reo tōku māpihi maurea, tōku reo tōku whakakai marihi.

My language is my awakening, my language is my treasure, my language is my prized possession.

Communication and oral language acquisition are key parts of child development and learning says Emma Parangi, pictured here with three-year-old Ilaria.

Aligns with Te Whāriki Communication and oral language acquisition development are key parts of child development and learning, says Emma.

“Te Whāriki recognises the broad umbrella of all communication skills. You need to be able to communicate to be able to exist in the world, form secure relationships with others, and recognise your own needs. I think this will be really beneficial as a resource for my teaching team to point people in the direction of, for example, a section on describing feelings where there are practical tools and applications of ideas that can be tried and also some easily accessible background theory.

“I have picked out things which stand out for me which might be because of my own cultural background, or because of particular children or whānau that I’m working with right now. But I think that’s the strength of a resource that covers a lot, because a teacher in a different space may resonate with, and use, a different part of it.”

“It makes you question that idea of the teacher as an expert, and rather take an approach of supporting language development from the perspective that you are both bringing a different world view.”

Emma Parangi gazette.education.govt.nz

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ORAL LANGUAGE

This article was originally published in Kia Manawaroa. Visit this article at Education Gazette online to access the original, extended version.

Tynesha and baby Whitney-Kai enjoy their weekly coaching sessions with Tampy.

Talking Matters for babies

How important are the first 1,000 days of life for pēpi?

Whitney-Kai: by the age of three a child’s brain is 80 per cent developed.

T

alking Matters to Tāmaki, a nationwide community programme created by COMET Auckland, draws on the knowledge of tipuna to support parents to recognise the importance of communication, particularly in the first three years of life.

The first 1,000 days of a baby’s life are when a tremendous number of the brain connections are developing and when the foundations for language are laid.

“Children are born being able to communicate and have been listening to language in utero,” says Emma Quigan (Kāi Tahu, Pākeha), community activation lead with COMET Auckland.

“That’s something indigenous populations like Māori have known for a long, long time. We link the two knowledge streams: western and Māori science, and spread the word that the first 1,000 days set pēpi up for life,” she says.

Whanaungatanga Talking Matters to Tāmaki has taken off under the coordination of the Glen Innes Family Centre.

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“ Everyone who engages with baby ... needs to know the power of investing time talking to baby and how that helps baby to thrive and grow to be a great thinker and reader.”

Tampy Bernard After COMET Auckland held a community hui at Ruapotaka Marae in 2017, the Family Centre talked to whānau and found while they knew talking to pēpi was important, they were unaware of the importance of communication and there was a lack of role models, or a mechanism to foster whanaungatanga.

Coordinator and social worker Samantha Makoare (Kuki Airani, Ngāti Whātua), reports that 52 whānau have come through the programme and likens it to a whānau movement with people being encouraged to take part through family connections.

How does it work?

Tynesha Pomare and her partner Joshua Taia recently completed the programme after the birth of their first child WhitneyKai Taia. At just two months old, WhitneyKai was quiet in her communication and interactions. Tynesha now says their 10-month-old daughter uses eye contact, body language and is really talkative.

“She loves to sing. She loves to dance. She loves to be around people that she knows.

There have been a lot of changes since the programme and it’s been a really good journey,” she says.

Jordan explains that he has learnt about how interacting with pēpi is very good for them and their growth.

“Not only that, it’s also good for myself, as a father, to understand how to interact with my baby,” he says.

Data motivates During the programme, these first-time parents were visited by their coach each week. They also met with other parents at whānau hui. One day a week, a LENA (language environment analysis) device is worn by pēpi and counts all of the words the baby is exposed to during the day.

The data is presented in graphs and coaches and parents talk through the results to understand which parts of the day are language-rich and which are quiet.

The coach advises parents on how to integrate more communication into their day and meet the goals they have set.

Power of communication An unexpected result has been employment opportunities for whānau.

In 2018 Tampy Bernard became a stay-athome dad for his son Hawaiki. Desperate to reach out to other stay-at-home dads, he joined the programme, and hasn’t looked back.

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His personal journey has seen him move from being a participant to a coach and he now fills a leadership role for coaches with COMET Auckland. As a community activator, Tampy works across Aotearoa with whānau, early childhood centres, schools, iwi and hapū.

“I’m there to give them some insight into the potential they could reach and access with their children through rich oral language and sharing their culture with pēpi.

“Everyone who engages with baby, whether they be caregivers, grandparents, siblings, needs to know the power of investing time talking to baby and how that helps baby to thrive and grow to be a great thinker and reader,” says Tampy.

First 1,000 days The first 1,000 days are the golden window of opportunity because by the age of three, a child’s brain is 80 per cent developed, explains Tampy. One of the techniques he encourages is conversational turns, known as ‘serve and return’.

“What this means is don’t do all the talking, because the child needs to respond. Even though not all babies can talk, they will use coos, facials or hand movements to communicate”.

Tampy’s son Hawaiki, now two years old, has been the catalyst for the revitalisation of three languages within their whare: Māori, Samoan and English. His wife and whānau members are all part of this trilingual language environment.

Whānau to whānau From her experience in speech language therapy and the Talking Matters campaign, Emma Quigan agrees that personal development for the child and other members of the whānau is key to the success of the programme.

The Talking Matters campaign is shifting its focus to the development of the whānau as a whole, and on their whānau-towhānau coaching model.

“We’ve learnt that one child can influence their whole whānau to reclaim their language,” says Emma.

“Babies know way more than you think they do. They can communicate just as well as you can, and they can learn things just as well as you can. The more knowledge that we embed into our babies, it will pay off in the future,” says Tynesha.

AMERICA’S CUP SCHOOLS’ PROGRAMMES

Learning opportunities with the America’s Cup There are many ways teachers across New Zealand can build the 36th America’s Cup into their school curriculum during term 1, 2021.

I

n anticipation of the America’s Cup events taking place in New Zealand this summer, a range of educational material and activities has been created to give students the opportunity to use the America’s Cup as the real-life context for building STEAM capabilities, understanding our shared voyaging history and gaining important water skills for life and safer boating skills.

The America’s Cup World Series Auckland will take place 17–20 December 2020, followed by the PRADA Cup from 15 January to 22 February 2021 and the 36th America’s Cup Match from 6–21 March.

Genesis and Emirates Team New Zealand Schools’ Programme Genesis is working with Emirates Team New Zealand, to inspire New Zealand’s next generation of Kiwi innovators through the Genesis School-gen programme. Together with the Team, School-gen has developed a range of activities and teacher resources that use sailing and the America’s Cup as the real-life context for learning.

The aim is to help young New Zealanders understand how science, technology, engineering and maths are used in the race for the America’s Cup and to inspire them to develop the skills they will need for the future of work, in the many forms that takes.

To find out more, visit schoolgen.co.nz.

Kōkōkaha: powered by wind Kōkōkaha is an integrated unit of work provided by Yachting New Zealand that focuses on the science, technology, engineering and maths associated with harnessing the power of the wind. Kōkōkaha includes classroom and sailing experiences.

Classroom experiences include hands-on activities to help students learn about the power of the wind. Sailing experiences include going sailing to feel the power of the wind and interacting with a set of resources to understand how sailing technologies work.

Learners use the skills and knowledge they acquire to design and share a technology to harness the power of the wind.

To find out more, and to register for Kōkōkaha sailing experiences, visit kokokaha-yachting.nz.

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Education Gazette | 9 November 2020

gazette.education.govt.nz

America’s Cup: From a nation born of sailors The New Zealand Maritime Museum has an educational online learning resource calledCup: ‘America’s Cup From a Nation Born of Sailors’. These America’s From a –nation born of sailors high-definition digital packages take learners from the early voyagers to The New Zealand Maritime Museum has an educational online learning Aotearoa,called to the‘America’s history ofCup the Cup, through to realising how New Zealand resource – From a Nation Born of Sailors’.

These became a nation of expert sailorstake andlearners innovators. high-definition digital packages from the early voyagers to Aotearoa, the history of theplease Cup, through to realising how New Zealand To view thetodigital packages, visit maritimemuseum.co.nz. became a nation of expert sailors and innovators.

21 Day Challenge

To view the digital packages, visit maritimemuseum.co.nz.

The 21 Day Challenge is a pre-planned 21-day guided inquiry in the lead21 Day up to the Challenge America’s Cup finals. It includes 21 days of learning, thinking, The 21 Day Challenge a pre-planned 21-day students guided inquiry thethe leadcreating and action toisengage and empower to careinfor up to theGulf America’s includes days learning, thinking, Hauraki Marine Cup Parkfinals.

Ko te It Pātaka kai 21 o Tī kapaofMoana Te Moananui-ācreating andlocal action to engage and empower students to care for the Toi, or their moana.

Hauraki Gulf Marine Park Ko te Pātaka kai o Tīkapa Moana Te The 21 Day Challenge encourages an increased knowledge of the ocean, Moananui-ā-Toi, or their local moana. particularly the Hauraki Gulf; builds an understanding The 21 importance Day Challenge encourages increased of the of the ocean to an many people in knowledge of the ocean, particularly the Hauraki various ways, and supports children to think about Gulf; builds an understanding of the importance kaitiakitanga and care for our ocean. of the ocean to many people in various ways, to thinkwill about By theand endsupports of the 21children days, students have kaitiakitanga and of care for our ocean. developed a way sharing their learning to encourage todays, understand and care By the end others of the 21 students will have for our ocean. developed a way of sharing their learning to others To encourage find out more, andtotounderstand register forand the care for our ocean. programme, visit youngoceanexplorers. com.

To find out more, and to register for the programme, visit youngoceanexplorers.com.

Manaaki Moana – Building New Zealand’sMoana Blue Belt Manaaki – Building

Yachting New Zealand and the Department New Zealand’s Blue Belt

of Conservation (DoC) present Manaaki Moana, Yachting New Zealand and the Department of which focuses on the science involved in restoring Conservation (DoC) present Manaaki Moana, which focuses marine ecosystems.

During the 2021marine schoolecosystems. year a small During the 2021 on the science involved in restoring numberyear of sailing around the country will begin be school a smallclubs number of sailing clubs around thetocountry will begin established as Education Outside the Classroom centres as a legacy of to be established as Education Outside the Classroom centres as a legacy Aotearoa New Zealand hosting the America’s Cup. of Aotearoa New Zealand hosting the America’s Cup. Kāhui Ako to start building Each club will work with a cluster of schools or Kāhui New Zealand’s Blue Belt as a means of restoring degraded habitats and marine ecosystems around our coastline. Students will work on ideas and plans to restore and monitor habitats for specific species in their rohe.

To find out more, email info@kokokaha-yachting.nz.

KOKOKAHA

Schools in windy Wellington help develop Kōkōkaha curriculum

O

ne of the programmes available to schools during the 36th America’s Cup is called Kōkōkaha. This programme focuses on learning about the power of the wind, so it seems only appropriate that schools in Wellington have been helping to develop and test the Kōkōkaha resources and activities.

“A group of teachers from across our Kāhui Kāhui Ako have been working with the Worser Bay Boating Club to design the curriculum for Kōkōkaha,” explains Motu Kairangi Kāhui Kāhui Ako lead principal John Western.

“During we have testing students Western.

“During termterm threethree we have beenbeen testing with with students a a of learning activities to get helpthem get them for schools rangerange of learning activities to help readyready for schools throughout the country year.” throughout the country nextnext year.” curriculum three sets of school-based learning TheThe curriculum hashas three sets of school-based learning experiences. experiences. » » When When the the wind wind blows, blows, which which looks looks at at where where the the windcomes comesfrom, from,how howyou youmeasure measureititand andits itsimpact impact wind on the ocean » AAforce forceto tobe bereckoned reckonedwith, with,which whichlooks looksat atwind wind turbines, ocean navigation and how sail boats use the the energy energy in in wind wind »» How How sail sail boats boats work, work, which which looks looks at at buoyancy, buoyancy, sail design, boat design andand foils. sail design, boat design foils.

The classroom experiences backed with a The classroom experiences areare backed upup with a sailing sailing experience at a local sailing club whereget tamariki experience at a local sailing club where tamariki to feel toof feel force of the wind. then use the the get force thethe wind.

They then use They the knowledge and skills andto skills thatathey have acquired to design a theyknowledge have acquired design technology to harness the power technology to harness the power of the wind. of the wind.

The ultimate goal is that tamariki are active participants in their local community by helping society increase the amount of energy that comes from renewable sources.

“Our students have really enjoyed the hands-on activities which see them designing, building, testing and refining things like anemometers, wind vanes, sail cars and model boats,” says John Western.

“I’m looking forward to seeing the ideas for harnessing the power of the wind that students across the country develop next year as a result of participating in Kōkōkaha.”

Powered KŌKŌKAHA by the wind POWERED BY WIND

Access a range of free learning experience ideas and activities to help your students learn about the power of the wind.

Register for a sailing experience so your students get to feel the power of the wind.

Help your students design technologies to harness the power of the wind as New Zealand hosts the 36th America’s Cup.

Get ready for term one at www.kokokaha-yachting.nz Get gazette.education.govt.nz gazette.education.govt.nz

TUKUTUKU KŌRERO | 9 November 2020

27

AMERICA’S CUP SCHOOLS’ PROGRAMMES Blair Tuke demonstrates the energy required to power a lightbulb using School-gen’s Human Energy Generator.

Caption.

Opportunities at the village For schools that are able to visit the Viaduct Harbour in Auckland during the America’s Cup, there are some additional learning opportunities on offer.

New Zealand Maritime Museum: The Blue Water, Black Magic Exhibit The New Zealand Maritime Museum is situated between the challenger of record and defender bases at the Viaduct. It has a self-guided trail that takes students through the refreshed Blue Water, Black Magic exhibit, which includes interactives and displays showcasing New Zealand’s involvement in the America’s Cup over the years.

SPARK 5G Race Zone In the heart of the Viaduct Harbour, students can visit this zone to explore the ultimate high-tech world of innovation and see how Emirates Team New Zealand pushes the limits of design as they prepare for the 36th America’s Cup. There are seven immersive zones where students can design and test their own AC75, see NIWA wind data like never before, race along with Emirates Team New Zealand or take an augmented reality (AR) selfie with the team.

To find out more and to book a visit, go to spark.co.nz/racezone

To find out more and to book a visit, go to maritimemuseum.co.nz

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Education Gazette | 9 November 2020

gazette.education.govt.nz

Leaving a legacy

W

hen Emirates Team New Zealand first won the America’s Cup, one of the things it initiated was a schools’ programme. For the past 15 years the ‘Have A Go’ schools’ programme has delivered well on Sir Peter Blake’s vision of every child in Aotearoa New Zealand having the opportunity to have a go at sailing.

The team is now supporting Yachting New Zealand to build on this strong base to encourage an even broader and more diverse crosssection of children to become involved with sailing.

Reinventing sailing in New Zealand schools and kura Yachting New Zealand is working with the Ministry of Education, MBIE, DoC and Sport NZ to reinvent how it engages with schools as part of the official legacy programme arising from New Zealand hosting the America’s Cup.

Science, maths and tech resources from Genesis School-gen and Emirates Team New Zealand

“We are developing a schools’ programme that includes a curriculum focusing on exploration, innovation and environmentalism to engage Kiwi kids in solving real-life problems in their local community,” explains Yachting New Zealand chief executive David Abercrombie.

The programme is designed to help tamariki develop water skills for life and safer boating skills while researching local history, harnessing the power of the wind and restoring marine ecosystems.

The first module of the schools’ programme is called ‘Kōkōkaha – Powered by Wind’ and will be available to schools and kura throughout New Zealand from term one 2021 as the 36th edition of the America’s Cup unfolds.

Additional modules planned “We are also beginning exploratory work on two further modules with a small number of clubs and schools” explains Abercrombie.

The first of these additional modules is called ‘Manaaki Moana – Building NZ’s Blue Belt’ and involves sailing clubs working with their local communities, Iwi and clusters of schools to establish marine ecosystem restoration projects.

The second module is called ‘Kōrinorino o Ngā Tupuna – Following in the wake of our ancestors’ which focuses on our voyaging history and supports Kiwi kids to research and record their local settlement histories.

“The vision is that one day there will be a network of clubs throughout Aotearoa New Zealand that can deliver all three modules in partnership with a cluster of their local schools,” explains David.

“In the meantime, we look forward to working on Kōkōkaha with schools and kura across the country as Emirates Team New Zealand takes on the challenger in the 36th edition of the America’s Cup.” Let’s go, Emirates Team New Zealand!

“We are developing a schools’ programme that includes a curriculum focusing on exploration, innovation and environmentalism to engage Kiwi kids in solving real-life problems in their local community.”

Harnessing the power of the wind Students will investigate how the power of wind can be harnessed and then use this knowledge to design a sailboat.

Measuring wind power Focusing on numbers, algebra and measurement, this activity has students investigating the power of the wind and how it can affect the speed of a sail boat.

Emirates Team New Zealand Students will learn how technology has evolved the sport of sailing and also how solar energy is helping to power the Emirates Team New Zealand base.

David Abercrombie schoolgen.co.nz/teach-and-learn/resource/ gazette.education.govt.nz

STEAM

Antarctic Academy provides cross-curricular learning An online cross-curricular programme designed to inspire the next generation of explorers to consider the plight of Antarctica and its unique wildlife has broadened the horizons of a group of Christchurch students.

Buckled up and ready to go on the Hagglund Field Trip are Year 7 students: Luca, Aaliyah, Seyara and Su Bin.

A Year 8 class from St Joseph’s School visited the International Antarctic Centre as part of the Antarctic Academy programme.

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Year 7 student David enjoys the view from the Hägglund all-terrain amphibious vehicle

A

class of Year 7 and 8 students from St Joseph’s School, Papanui, were the first students to graduate from the Antarctic Academy’s online learning programme.

The STEAM-based, curriculum-aligned online programme offered by the International Antarctic Centre is cross-curricular, covering science, geography, history, biology, engineering and other subjects. Class teacher Alice Johns says that the initial Antarctica focus of her class was on literacy.

“We have had massive success in Year 7 and 8 using articles and non-fiction text of high interest. It was successful last year and equally successful this year.

“We started doing the literacy part of things at school and then when we went into lockdown, we moved online and then continued it when we went back to school, so it was both blended and remote. The online programme was really engaging; the kids wanted to complete the variety of online activities,” says Alice.

The Antarctic Academy programme incorporates elements of STEAM (science, technology, engineering, art, maths) and Social Science subjects, as well as being literacy based.

Drawing from the individual strengths and bodies of knowledge of each of the disciplines can be challenging. However, Alice says the integrated approach worked well, with each discipline complementing each other and the programme aligning well with the curriculum.

‘How I belong’ A subject like Antarctica provides a range of opportunities for cross-curricular learning, says Alice.

“Our overarching concept for the term was ‘How I belong’. We looked at how we belong in our classroom, in our school and then we were able to build up to how New Zealand belongs on a world scale; and its relationship to Antarctica.

“It flowed really nicely because, in our second semester, we are learning about inspiring people or people who have stepped up. We have looked at Sir Edmund Hillary and his involvement in Antarctica and also his work in the Himalayas.”

The St Joseph’s students designed some of their own activities based on information from the International Antarctic Centre.

“For example, we got information about a research base in Antarctica. The kids had to do some brain-storming and design their own research base. They went through the technology design process including researching and brainstorming,” says Alice.

Antarctica and Google Classroom Alice had been using Google Classroom and, when schools closed, all Year 5–8 classes began to use it. She says it wasn’t hard to incorporate the Antarctic Academy programme with Google Classroom.

“I could upload a piece of reading with a follow-up activity and we structured it quite loosely because different children had different access to things. Some of them had their reading books at home and they would write answers, do drawings or whatever the activity was in their books and then they would take a photo of it and upload it to Google Classroom. Or they could attach a Google Doc, or we could copy a Google Doc for each of them, which they could write on and submit.”

Popular topics Popular topics included learning about the geography of Antarctica and animal adaptation.

“Penguins are cute and a good buy-in for the students. Lots of them really enjoyed learning about the bases and how people live when they are in Antarctica,” says Alice.

“We have some children who are particularly interested in the science aspect. We learnt a lot about how they use Antarctica to test different things that they use on Mars; the kids were quite interested in that. It flowed quite naturally from the geography of Antarctica to this new learning.”

Student feedback St Joseph’s students enjoyed remote learning about Antarctica. Here are some of their comments: » I enjoyed the videos because they were fun to watch and if you didn’t understand it you could always go back and watch it again. » I liked watching the videos on Jamie’s World on Ice and answering the Google forms. » I enjoyed the Antarctica Kahoots because it was challenging and it was a fun way to remember what we had learnt. » I enjoyed researching independently for information reports.

Online resources “We were impressed with how thoroughly the students adapted to receiving online instruction and how they could apply their learning: from building Antarctic bases, to understanding the intention behind the Antarctic Treaty, to the increasing issue of tourism,” said International Antarctic Centre Education Manager Miranda Satterthwaite.

Miranda says the Antarctic Academy is enjoying strong demand for its in-centre and online programmes and has plans to further this programme.

The Antarctic Studies online programme, which focuses on Years 5–13, was trialled at St Joseph’s School before being used by Squawk Squad to support an eight-week ‘Expedition to Antarctica to learn about Climate Change’ programme. More than 4,000 learners engaged in this programme nationwide.

The International Antarctic Centre is located in Christchurch, one of only five cities in the world known as a gateway to Antarctica. See iceberg.co.nz for information and resources about Antarctic Academy programmes, or contact education@iceberg.co.nz.

“Penguins are cute and a good buy-in for the students. Lots of them really enjoyed learning about the bases and how people live when they are in Antarctica.”

Alice Johns gazette.education.govt.nz

TUKUTUKU KŌRERO | 9 November 2020

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NOTICES

Contents

Classroom resources 32 Community involvement 32 Conference / AGM 32 Jubilees and reunions 32 Projects and programmes 32 Student competitions and scholarships 33 Teaching awards and scholarships 33 Professional development (PD) 33 Notices

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

Reminder

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

Word limit

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

Deadlines for notices

Copy for 23 November closes 4pm, Friday 13 November 2020.

Copy for 7 December closes 4pm, Friday 27 November 2020.

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

Classroom resources

Jubilees and reunions

Maths Week 2021

150 Year Celebration of Education at Tuturau School, Eastern Southland

New Zealand Association of Mathematics Teachers (Inc) Maths Week 2021 will be held between Monday 9 August and Friday 13 August.

Maths Week is a major event that is held each year, having been first held in 1998. Sponsored by the Ministry of Education and the New Zealand Association of Mathematics Teachers, a number of resources are written and made available to teachers and students in Y1–11.

For further information: www.nzamt.org.nz.

Ref#: 1HACQj

Time to Write Those Letters to Santa!

New Zealand Post If you’d like Santa to send everyone in your class a postcard, follow these easy steps: » Visit nzpost.co.nz/teacherswritetosanta to fill out Santa’s form before 16 November. » We’ll do our best to send your pack of nonpersonalised cards to you by 7 December.

Kids can visit nzpost.co.nz/writetosanta to write their own letter with help from an adult. They can sneak a peek at Santa’s Ho Ho Homepage for more fun too!

Write to Santa via our website by 30 November to get a postcard by mail.

Letters sent between 1–23 December will get an email instead.

Ref#: 1HADb3

Community involvement Showquest 2021 Launch Rockquest Promotions Ltd Showquest has launched a trio of programmes for creative students around Aotearoa. Students Y1-13 can enter Showquest – mini Broadway stage shows and Toi – a wearable art spectacular in collaboration with World of WearableArt. Budding high school filmmakers can enter OnScreen, a digital short film challenge.

Showquest and Toi events will be running in 12 regions from May–July 2021, and OnScreen is held in term 3. Showquest is committed to providing accessible events that celebrate diversity, and provide ākonga with unique experiences in the arts.

Registrations of interest now open at www.showquest.nz or contact events@showquest.nz for a free info!

Ref#: 1HADUp

Conference / AGM 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 | 9 November 2020

National Mathematics and Statistics Conference 2021 – Reach Your Peak NZAMT17 Organising Committee New Zealand Association of Mathematics Teachers The 17th biennial conference for teachers of mathematics and statistics is being hosted in New Plymouth in 2021.

Venue: New Plymouth Boys’ High School.

Date: Tuesday 12 to Thursday 14 October 2021.

This conference is suitable for secondary and primary teachers.

This conference consists of a variety of keynote speakers and workshops aiming to help teachers, and hence their students, to reach their peak in the study of mathematics and statistics.

Registrations will open early next year.

For further information visit: sites.google.com/nzamt. org.nz/conference.

Ref#: 1HACNS

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 preregister please contact Sue Shaw on (027) 292 4412 or rb.sishaw@velocitynet.co.nz or Lisa Perkins on (027) 231 4043.

Ref#: 1HABJa

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.

More info and enrol at: 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.

More info and enrol at: 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

Ma Petite Planète – Digital Escape Game in French French Embassy in New Zealand This year, for Novembre Numérique (Digital gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES November), the French Embassy presents an original digital Escape Game created by Alliance Française Wellington!

The materials for the digital escape game are available on the Alliance Française webpage. The activity is based on five key threats to biodiversity including overfishing, deforestation and plastic in the oceans. The target age group is 5–10 years old and the activity will take about 1–1½ hours.

For statistical purposes, we would love to know if you use the activity with your class in November and what you think about it.

Please email: hazel.ryan@diplomatie.gouv.fr.

Ref#: 1HACNj

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 invited from schools/rowing clubs to form a NZ team consisting of: 5x U18 boys and 5x U18 girls... also a mixed double 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.

Ref#: 1HAB7Y

Student competitions and scholarships Doc Edge Schools Student Short Documentary Competition Doc Edge Schools Doc Edge Schools are seeking submissions for our Student Short Documentary Competition!

If you know any students who have completed or will complete a short documentary between 15 January 2020 and 15 January 2021, please do encourage them (or help them) to submit via the film freeway link below before 15 January 2021.

Doc Edge Festival – FilmFreeway: https://filmfreeway.com/DocEdgeFestival or contact matthew@docedge.nz.

Ref#: 1HACr1

iNVENTIONATOR for Gifted Learners CORE Education iNVENTIONATOR for gifted learners is back!

Virtual event 16-19 November.

Designed for students, this special iNVENTIONATOR is supported by six online resources.

FREE for Y6-9 gifted learners who want to PLAY. THINK. DESIGN. innovative solutions to real-life problems.

Are you ready to DREAM BIG? Find out more https://bit.ly/3m3Q4nu.

Powered by CORE, in partnership with the Ministry of Education.

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

Ref#: 1HAD2A

NZ Children’s Map Competition 2021 NZ Cartographic Society Entries are now open for the NZ Children’s Map Competition 2021 with a submission deadline of 12 March 2021.

“A map of my future world” competition theme Four age categories: 13–15 years, 9–12 years, 6–8 years, under 6 years. gazette.education.govt.nz

Winning entries in each category (1st, 2nd, 3rd places) receive sponsor prizes.

The school of the 1st place winners in each age category receives a LINZ laminated topographic wall map centred on the school!

The NZ Children’s Map Competition is organised by the NZ Cartographic Society.

Please visit www.cartography.org.nz/events/ childrens-map-competition for further information and entry forms.

Please direct any enquiries to: welovemaps@cartography.org.nz.

Ref#: 1HADab

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

Teaching awards and scholarships John Peart Trust Grants

Massey University Foundation The John Peart Trust (JPT) purpose is to promote and enable outdoor and environmental education in the formal education sector.

The fund provides grants assisting with travel and fees for extracurricular courses. Also enabling practical research and provides resources and equipment that will enable outdoor and environmental education.

Closing date 15 November.

For further details and how to apply please contact Peter Halligan at Massey Foundation at p.halligan@massey.ac.nz or call on (06) 951 9347.

Ref#: 1HACPL

Early learning PD New Zealand (nationwide) Ako Space » Supporting Children’s Healthy Emotional Development with PACE Ref#: 1HACWL

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

Senior Teacher » Implementing Tātaiako Ref#: 1HACe8 » Journey with Tapasā Ref#: 1HAChL » Leadership Foundations – 2 Consecutive Evening Sessions Ref#: 1HABkL » Māori Assessment Methods Ref#: 1HACeH » Promoting Resilience with Children, Families and Teams Ref#: 1HACf5 » Strengthening Analysis and “What Next” in Early Childhood Assessment Ref#: 1HACeB » Supporting Social and Emotional Competence in Early Learning: A Practical Implementation Ref#: 1HACeP » Te Reo Māori 1 Ref#: 1HACen » Te Tiriti-based Practice Ref#: 1HACf8

Initial Teacher Education secondment opportunity (2021) Massey University Institute of Education is seeking an experienced and enthusiastic teacher for a one year fulltime secondment to contribute to the teaching team for our new Graduate Diploma of Learning and Teaching (Early Childhood, Primary, Secondary). From 2021, this will be the Institute’s flagship Initial Teacher Education qualification.

The programme embodies Massey University’s commitment to becoming a Te Tiriti-led university and as such, bicultural partnership sits at the heart of our work. The successful candidate would share this bicultural commitment and could actively contribute to the programme’s vision which is captured in the tūāpapa He waka eke noa, he

whānau aroha noa, he kaupapa puta noa. Successful teaching experience across both primary and secondary sectors, and in mainstream and/ or bilingual/immersion would be an advantage.

Please forward your letter of interest with a recent CV outlining your teaching experience and particular strengths (e.g. in Pasifika/Māori contexts, equityoriented practice, digital leadership; culturally responsive pedagogies); any other relevant information.

Please send your letter of interest and CV by 27 November via email to G.L.McFarlane@massey.ac.nz with Expression of Interest in the subject line.

TUKUTUKU KŌRERO | 9 November 2020

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PROFESSIONAL DEVELOPMENT NOTICES » Leadership Foundations – 2 Consecutive Evening Sessions Ref#: 1HACew

Auckland Children’s Autism Foundation » ASK (Autism Spectrum Knowledge) Training for Teacher Aides Ref#: 1HABbV » ASK Autism Professional Development – Sensory Issues Ref#: 1HADc7 » ASK Professional Development – Understanding Autism Ref#: 1HADc1 » Dealing with Anxiety in Children and Young People on the Autism Spectrum Ref#: 1HABbg

Future Learning Solutions, Centre for Educational Leadership » Open-to-learning™ Leadership Ref#: 1HACUm

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

Kohia Centre, University of Auckland » Energise – Sleep and Fatigue Workshop, with Dr Mary Miller Ref#: 1HAD0P

Little Kiwis Nature Play » Linking the Curriculum and the Outdoor Classroom Ref#: 1HACoG

New Zealand Infant and Toddler Consortium » RIE® Foundations Theory and Observation™ Course Ref#: 1HAB8d

Sustainable Coastlines » Sustainable Coastlines Litter Intelligence Education Programme Ref#: 1HAD4K

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

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

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

Sustainable Coastlines » Sustainable Coastlines Litter Intelligence Education Programme Ref#: 1HAD4K

Hawke’s Bay SPELD NZ » Introduction to Specific Learning Disabilities Ref#: 1HACrX

34

Education Gazette | 9 November 2020

Taranaki Sustainable Coastlines » Sustainable Coastlines Litter Intelligence Education Programme Ref#: 1HAD4K

Manawatu/Whanganui The Team Building Company » Building and Maintaining a Connected and Collaborative Team Ref#: 1HACyj

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

Tasman/Nelson Te Rito Maioha ECNZ » Leading Learning: Exploring Pedagogical Leadership – Motueka Ref#: 1HACrA

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

Little Kiwis Nature Play » Nature Play Conference 2021 Ref#: 1HAD2R

Sustainable Coastlines » Sustainable Coastlines Litter Intelligence Education Programme Ref#: 1HAD4K

Primary / intermediate PD New Zealand (nationwide) Ako Space » Supporting Children’s Healthy Emotional Development with PACE Ref#: 1HACWL

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

Family Planning New Zealand » Navigating the Journey of RSE Ref#: 1HADcc

Kohia Centre, University of Auckland » Online: Tabitha Leonard – The Role of the Leader in Building Learning Cultures Ref#: 1HAC3p

Senior Teacher » Implementing Tātaiako Ref#: 1HACe8 » Journey with Tapasā Ref#: 1HAChL » Te Reo Māori 1 Ref#: 1HACen » Te Tiriti-based Practice Ref#: 1HACf8

Tabitha Leonard » The Learn Culture Club Ref#: 1HACLs

Northland Edushop » An Introduction to Numicon Ref#: 1HADUy

Kohia Centre, University of Auckland » 2021 Year One Provisionally Certificated Teachers Programme – Northland – Years 0-8 Ref#: 1HACK1

Auckland Children’s Autism Foundation » ASK (Autism Spectrum Knowledge) Training for Teacher Aides Ref#: 1HABbV » ASK Autism Professional Development – Sensory Issues Ref#: 1HADc7 » ASK Professional Development – Understanding Autism Ref#: 1HADc1 » Dealing with Anxiety in Children and Young People on the Autism Spectrum Ref#: 1HABbg

Future Learning Solutions, Centre for Educational Leadership » Open-to-learning™ Leadership Ref#: 1HACUm

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

impactED » Minecraft Education Edition Hui (Long Bay College) Ref#: 1HACZi

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 » An Introduction to the NZ Curriculum for Overseas Trained Teachers Ref#: 1HAD0V » Energise – Sleep and Fatigue Workshop, with Dr Mary Miller Ref#: 1HAD0P » 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 » Oral Language and the Foundation Skills that Lead to Good NE Writers Ref#: 1HADEx

Little Kiwis Nature Play » Linking the Curriculum and the Outdoor Classroom Ref#: 1HACoG gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES Sustainable Coastlines » Sustainable Coastlines Litter Intelligence Education Programme Ref#: 1HAD4K

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

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

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

Sustainable Coastlines » Sustainable Coastlines Litter Intelligence Education Programme Ref#: 1HAD4K

Hawke’s Bay SPELD NZ » Introduction to Specific Learning Disabilities Ref#: 1HACrX

Taranaki Sustainable Coastlines » Sustainable Coastlines Litter Intelligence Education Programme Ref#: 1HAD4K

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

Canterbury Edushop » Numicon Intervention Training Course Ref#: 1HADVK

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

impactED » Creating with Google Ref#: 1HADGK » Digital Technologies MiEE Hui Ref#: 1HACZp

Little Kiwis Nature Play » Nature Play Conference 2021 Ref#: 1HAD2R

StoryWays Literacy Ltd

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

» 2021 Year Two Provisionally Certificated Teachers Programmes Ref#: 1HACJv » 2021 Mentor Teacher Programmes Ref#: 1HACJy

Area / composite PD

» An Introduction to the NZ Curriculum for Overseas Trained Teachers Ref#: 1HAD0V

New Zealand (nationwide) Ako Space

» Energise – Sleep and Fatigue Workshop, with Dr Mary Miller Ref#: 1HAD0P

» Supporting Children’s Healthy Emotional Development with PACE Ref#: 1HACWL

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

Family Planning New Zealand » Navigating the Journey of RSE Ref#: 1HADcc

Kohia Centre, University of Auckland

» 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 » Oral Language and the Foundation Skills that Lead to Good NE Writers Ref#: 1HADEx

Sustainable Coastlines

» Online: Tabitha Leonard – The Role of the Leader in Building Learning Cultures Ref#: 1HAC3p

» Sustainable Coastlines Litter Intelligence Education Programme Ref#: 1HAD4K

Tabitha Leonard

Waikato Children’s Autism Foundation

» The Learn Culture Club Ref#: 1HACLs

Northland Kohia Centre, University of Auckland » 2021 Year One Provisionally Certificated Teachers Programme – Northland – Years 0-8 Ref#: 1HACK1

Auckland Children’s Autism Foundation » ASK (Autism Spectrum Knowledge) Training for Teacher Aides Ref#: 1HABbV » ASK Autism Professional Development – Sensory Issues Ref#: 1HADc7 » ASK Professional Development – Understanding Autism Ref#: 1HADc1 » Dealing with Anxiety in Children and Young People on the Autism Spectrum Ref#: 1HABbg

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

Future Learning Solutions, Centre for Educational Leadership » Open-to-learning™ Leadership Ref#: 1HACUm

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

impactED

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

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

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

Sustainable Coastlines » Sustainable Coastlines Litter Intelligence Education Programme Ref#: 1HAD4K

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

SPELD NZ » Introduction to Specific Learning Disabilities Ref#: 1HACrX

Taranaki Sustainable Coastlines

» Storytelling to Accelerate Oral Language and Learning Across the Curriculum Ref#: 1HADVb

» Minecraft Education Edition Hui (Long Bay College) Ref#: 1HACZi

» Sustainable Coastlines Litter Intelligence Education Programme Ref#: 1HAD4K

Sustainable Coastlines

Kohia Centre, University of Auckland

Wellington Commission for Financial Capability

» Sustainable Coastlines Litter Intelligence Education Programme Ref#: 1HAD4K gazette.education.govt.nz

» 2021 Year One Provisionally Certificated Teachers Programmes Ref#: 1HACJs

» Free Sorted in Schools Half-day PLD workshops Ref#: 1HABeD TUKUTUKU KŌRERO | 9 November 2020

35

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

Canterbury 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

impactED

Auckland Children’s Autism Foundation

Bay of Plenty Commission for Financial Capability

» ASK (Autism Spectrum Knowledge) Training for Teacher Aides Ref#: 1HABbV » ASK Autism Professional Development – Sensory Issues Ref#: 1HADc7 » ASK Professional Development – Understanding Autism Ref#: 1HADc1 » Dealing with Anxiety in Children and Young People on the Autism Spectrum Ref#: 1HABbg

» Free Sorted in Schools Half-day PLD Workshops

Commission for Financial Capability

Hawke’s Bay Commission for Financial Capability

» Creating with Google Ref#: 1HADGK » Digital Technologies MiEE Hui Ref#: 1HACZp

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

Little Kiwis Nature Play

» Open-to-learning™ Leadership Ref#: 1HACUm

» Nature Play Conference 2021 Ref#: 1HAD2R

Sustainable Coastlines » Sustainable Coastlines Litter Intelligence Education Programme Ref#: 1HAD4K

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

Secondary PD New Zealand (nationwide) Ako Space » Supporting Children’s Healthy Emotional Development with PACE Ref#: 1HACWL

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

Family Planning New Zealand » Navigating the Journey of RSE Ref#: 1HADcc

Kohia Centre, University of Auckland » Online: Tabitha Leonard – The Role of the Leader in Building Learning Cultures Ref#: 1HAC3p

Senior Teacher » Te Reo Māori 1 Ref#: 1HACen

Tabitha Leonard » The Learn Culture Club Ref#: 1HACLs

Northland Kohia Centre, University of Auckland » 2021 Year One Provisionally Certificated Teachers Programme – Northland – Years 0-8 Ref#: 1HACK1

36

Education Gazette | 9 November 2020

Future Learning Solutions, Centre for Educational Leadership

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

Ref#: 1HABeD

Growth Culture » ASPIRING NLP – Leading a Generation with Grit and Courage

Ref#: 1HABBH

Sustainable Coastlines » Sustainable Coastlines Litter Intelligence Education Programme

Ref#: 1HAD4K

» Free Sorted in Schools Half-day PLD Workshops

Ref#: 1HABeD

SPELD NZ » Introduction to Specific Learning Disabilities

Ref#: 1HACrX

Taranaki Sustainable Coastlines » Sustainable Coastlines Litter Intelligence Education Programme

impactED

Ref#: 1HAD4K

» Minecraft Education Edition Hui (Long Bay College) Ref#: 1HACZi

Wellington Commission for Financial Capability

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 » An Introduction to the NZ Curriculum for Overseas Trained Teachers Ref#: 1HAD0V » Energise – Sleep and Fatigue Workshop, with Dr Mary Miller Ref#: 1HAD0P » 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

Sustainable Coastlines » Sustainable Coastlines Litter Intelligence Education Programme Ref#: 1HAD4K

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

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

» Free Sorted in Schools Half-day PLD Workshops

Ref#: 1HABeD

Growth Culture » ASPIRING NLP – Leading a Generation with Grit and Courage

Ref#: 1HABBH

Canterbury 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

impactED » Creating with Google

Ref#: 1HADGK » Digital Technologies MiEE Hui

Ref#: 1HACZp

Little Kiwis Nature Play » Nature Play Conference 2021

Ref#: 1HAD2R

Sustainable Coastlines » Sustainable Coastlines Litter Intelligence Education Programme

Ref#: 1HAD4K

Southland InterLEAD » Developing Outstanding Middle Managers (2 x One-day Workshops) – Invercargill

Ref#: 1HAC2w gazette.education.govt.nz

Contents

General 37 Guidance and careers 37 Early learning 37 Primary and intermediate (Years 1-8)

» Resource teacher 41 » Mātauranga Māori 42 » Teachers 42 » Senior leadership 44

Area / composite (Years 1-15)

» Mātauranga Māori 45 » Teachers 45 » Middle leadership 45 » Senior leadership 45

Secondary (Years 7-15)

» Resource teacher 46 » Mātauranga Māori 46 » Teachers 46 » Middle leadership 48 » Senior leadership 49

Equal Employment Opportunities (EEO)

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

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

Deadlines for vacancies

Copy for 23 November closes 4pm, Friday 13 November 2020.

General

Mini Miracles Educare, Claudelands

Teacher – facilitator Part-time, fixed-term Ref#: 1HACwS

Portland Kindergarten

Northland Papa Taiao Earthcare

Taranaki Manaiakalani Education Trust

Manaiakalani PLD facilitator Full-time, fixed-term Ref#: 1HADQ1

Guidance and careers

Auckland Auckland Girls’ Grammar School

Guidance counsellor Full-time, permanent, 1MU + 1MMA Ref#: 1HADc4

De La Salle College Guidance counsellor Full-time, permanent Ref#: 1HACym

McAuley High School

Head of health and guidance Full-time, permanent, 1MU + 1MMA Ref#: 1HACw5

Waikato Waikato Diocesan School For Girls

Teacher in charge of careers Full-time, permanent, 1MMA + careers advisor allowance Ref#: 1HADbW

Canterbury Mairehau High School

Guidance counsellor Full-time, permanent, 2MU + 1MMA Ref#: 1HADUs

Otago Otago Girls’ High School

Guidance counsellor Full-time, fixed-term Ref#: 1HAD8z

Copy for 7 December closes 4pm, Friday 27 November 2020.

Early learning

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

Northland Avenues EduCare

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.

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

Doubtless Bay Kindergarten

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

Little Gemz Childcare Early Learning teacher Full-time, permanent Ref#: 1HAD11

Manaia View Kindergarten

Teacher: salary scale K1 – Northland Kindergarten Association Part-time, permanent Ref#: 1HADU0 gazette.education.govt.nz

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

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

Ruawai Kindergarten

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

Auckland ACG Strathallan Preschool Centre

Qualified ECE teacher Full-time, fixed-term Ref#: 1HADNr

Akoranga Childcare Centre Early childhood teacher Full-time, permanent Ref#: 1HABkv

Amber Early Learning Centre

Early childhood qualified and certificated teacher Full-time, permanent Ref#: 1HADFp

Angels Childcare, New Lynn

Certified or provisional toddlers teacher Full-time, fixed-term Ref#: 1HACTG

Angels Childcare, Takapuna Registered preschool teacher Full-time, permanent Ref#: 1HABXN

Avondale College Early Childhood Centre Early childhood centre manager Full-time, permanent Ref#: 1HAD8n

Bear Park Early Childhood Centre Preschool coordinator / head teacher Full-time, permanent Ref#: 1HAC5L Qualified teacher Full-time, permanent Ref#: 1HAC5S

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

Bear Park, Hobsonville Point Centre director Full-time, fixed-term Ref#: 1HACR1

Belmont Learning Space

Reggio-inspired team leader – preschool Full-time, permanent Ref#: 1HACvf

BestStart, Glenfield Qualified teacher Full-time, permanent Ref#: 1HADa9

TUKUTUKU KŌRERO | 9 November 2020

37

VACANCIES

Early learning

BestStart, Great North Road Qualified teachers Full-time, permanent Ref#: 1HADa0

BestStart, Onslow Road Qualified teacher Full-time, permanent Ref#: 1HADaF

BestStart, St Lukes Qualified teacher Full-time, permanent Ref#: 1HACSP

BestStart, Waiuku

Assistant manager / head teacher Full-time, permanent Ref#: 1HADaM

BestStart, Wattle Downs Centre manager Full-time, permanent Ref#: 1HADaJ

BestStart, Wolverton Street Head teacher Full-time, permanent Ref#: 1HADaC

Birkenhead Point Montessori Preschool ECE qualified teacher Part-time, permanent Ref#: 1HADQ9

Bright Sparks Childcare, Henderson

Cuddly Kiwis Childcare, Papatoetoe Registered ECE educator Full-time, permanent Ref#: 1HACXV

Devonport Community Creche Teacher Part-time, permanent Ref#: 1HADVv

Dominion Childcare Centre Centre manager Full-time, permanent Ref#: 1HABGV Early childhood teacher Full-time, permanent Ref#: 1HABHH

DreamCatchers Preschool Qualified ECE teacher Full-time, permanent Ref#: 1HACeA

Brilliant Minds Early Childhood Centre

Just Kidz, Henderson

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

Cozy Corner Educare

Qualified early childhood teachers (2 positions) Full-time, permanent Ref#: 1HACLX

Creative Kids

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

38

Education Gazette | 9 November 2020

Qualified ECE teacher Part-time, fixed-term Ref#: 1HABZE

Learning Tree, Silverdale

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

Country Village Preschool – Infant and Toddler Centre

Kingsway Preschool, Silverdale

Hand and Hand Early Learning Centre Kumeu

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

Qualified and registered head teacher Full-time, permanent Ref#: 1HABSX Qualified kaiako Full-time, permanent Ref#: 1HABS_

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

Preschool teacher Full-time, permanent Ref#: 1HADJc

Koru Kindy

Jump Start Kids

Cosmo Kids

Kindercare Learning Centres, Sylvia Park

Giraffe ELC

Qualified teacher Full-time, permanent Ref#: 1HAD9_

Bright Sparks Childcare, Orewa

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

Kindercare Learning Centres, Pakuranga

Preschool teacher Full-time, permanent Ref#: 1HACra

Kiwi Supertots Learning Centre, Botany

Montessori teacher Full-time, permanent Ref#: 1HAD4n

Childz Choice Preschool

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

Fantails Childcare – Country

Qualified / registered or third-year in-training teacher Full-time, permanent Ref#: 1HAD2Y

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

Kindercare Learning Centres, Grey Lynn

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

Kiddie Garden Learning Corner

ECE qualified, registered teacher / headteacher (2 to 5-year-olds) Full-time, permanent Ref#: 1HACkE

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

Kidz & Crayonz Early Learning Centre 3rd year / final year ECE in-training teacher Full-time, permanent Ref#: 1HADWv Qualified and registered ECE teacher Full-time, permanent Ref#: 1HABSV

Kindercare Learning Centres, Botany Downs Early childhood teacher Full-time, permanent Ref#: 1HACa8

Fully qualified early childhood teacher Full-time, permanent Ref#: 1HADDD

Teacher Full-time, permanent Ref#: 1HACNH

Qualified and registered infants and toddlers teacher Full-time, permanent Ref#: 1HACqj

Lil’ Champs Early Learning Centre

Early childhood educator – qualified and registered Full-time, permanent Ref#: 1HACvP

Little Earth Montessori, Remuera Early childhood teacher / Montessori guide Full-time, permanent Ref#: 1HACo_

Little Feet Childcare Centre, Yates Rd Early learning educators (multiple positions) Full-time, permanent Ref#: 1HACU5

Little Treehouse Kindergarten Registered and qualified teacher Full-time, permanent Ref#: 1HADAU

Manurewa Early Discoveries Centre ECE centre manager Full-time, permanent Ref#: 1HACd1

Marshwood Montessori Preschool Montessori ECE teacher Part-time, fixed-term Ref#: 1HACdc

Milford Baptist Kindergarten ECE teacher Part-time, permanent Ref#: 1HADFZ

Molly’s Preschool Kaiako and co-learner Part-time, permanent Ref#: 1HADMT

gazette.education.govt.nz

Early learning Mt Royal Early Learning Centre

Small Fries Christian Childcare Centre

Muddy Toes Early Learning Centre

Star Kids Childcare

Registered ECE or primary trained teacher Part-time, permanent Ref#: 1HACMV

Manager / head teacher Full-time, permanent Ref#: 1HAD7t Teacher Full-time, permanent Ref#: 1HAD68

Naval ECE – Tamariki House Head teacher / professional leader Full-time, permanent Ref#: 1HACNf

New Shoots Children’s Centre, Pakuranga Certificated toddlers teacher Full-time, permanent Ref#: 1HAD5s

New Shoots, Sunnynook Preschool qualified teacher Full-time, permanent Ref#: 1HABby

Our Kids Early Learning Centre, Onehunga ECE teacher Full-time, permanent Ref#: 1HADDk

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

Play Learn Grow

Qualified and registered teacher Full-time, permanent Ref#: 1HACFc

Plum Tree Preschool, Millwater Qualified early childhood toddlers teacher Full-time, permanent Ref#: 1HADSR

Pohutukawa Kindergarten, Glendowie Teacher Full-time, permanent Ref#: 1HACKz

Precious Pipis Childcare, Brixton Road O2s team leader Full-time, permanent Ref#: 1HAC8f

Pukeko ELC

Early learning teacher Full-time, permanent Ref#: 1HABZ7

Reach for the Stars Early Learning Centre Experienced qualified head teacher Full-time, permanent Ref#: 1HAC4G Qualified teacher Part-time, permanent Ref#: 1HAC44

Rising Stars Henderson Early Childhood Centre Qualified and registered U2 teachers Full-time, permanent Ref#: 1HACnd gazette.education.govt.nz

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

Qualified and registered ECE teacher Full-time, permanent Ref#: 1HAB8U Qualified and registered early childhood teacher Full-time, permanent Ref#: 1HAB8R

Stepping Stones Education and Care Home-based visiting teacher / programme coordinator Part-time, permanent Ref#: 1HACvL

Talented Tots Early Childhood Centre Qualified early childhood teachers for infants and toddlers room Full-time, permanent Ref#: 1HADYU

The Children’s Corner, Howick Qualified ECE teacher (Montessori O2s) Full-time, permanent Ref#: 1HABV5

The Village Early Learning Centre Qualified head teacher Full-time, permanent Ref#: 1HACpq Qualified kaiako – infants Full-time, permanent Ref#: 1HACP4 Unregistered kaiako Full-time, permanent Ref#: 1HACQ_

Tiny Explorers Early Learning Centre Manager Full-time, permanent Ref#: 1HAC0S

Tiny Voices, Hobsonville

Experienced preschool team leader Full-time, permanent Ref#: 1HADUW Head teacher of toddlers Full-time, permanent Ref#: 1HAC1A

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

UNITEC Early Learning Centre Kaiako – toddlers Full-time, permanent Ref#: 1HACnP

White Heron @ Dawson

Qualified early childhood teacher Part-time, permanent Ref#: 1HACDP

Waikato Argyle Preschool

Early childhood educator Part-time, permanent Ref#: 1HADUA

Bunnies Childcare and Preschool Experienced and passionate teacher Full-time, fixed-term Ref#: 1HACTY

VACANCIES

Country Creche Childcare Centre Team leader U2 Full-time, permanent Ref#: 1HADNR Untrained or teacher-in-training Part-time, fixed-term Ref#: 1HADNX

Country Kidz

Qualified early childhood teacher or 3rd year in-training Full-time, permanent Ref#: 1HAChH

Crackerjacks Preschool 2020 Certificated infants teacher Full-time, permanent Ref#: 1HACjq Seniors team leader Full-time, permanent Ref#: 1HACjt

First Steps Kids Academy

Early learning qualified, infants and toddlers teacher Full-time, permanent Ref#: 1HAD_b

Grow Early Education Teacher Full-time, fixed-term Ref#: 1HACvY

Kindercare Learning Centres, Flagstaff Early childhood teacher Part-time, permanent Ref#: 1HADJN

Kindercare Learning Centres, Massey Babies teacher Full-time, permanent Ref#: 1HAD6D

Lets Grow Early Learning Centre Qualified registered early childhood teacher Full-time, permanent Ref#: 1HACg_

Littlelees Preschool ECE teacher Full-time, permanent Ref#: 1HAC1R

Mini Miracles Educare, Claudelands Team leader Full-time, permanent Ref#: 1HADWD

Mini Miracles Educare Centre manager Full-time, permanent Ref#: 1HABgp Qualified ECE teacher Full-time, permanent Ref#: 1HABj1

Morrinsville Kids

Qualified and certificated teacher Full-time, permanent Ref#: 1HACVf

Ngatea Early Learning Centre ECE – head teacher Full-time, permanent Ref#: 1HACkG

Somerset Smyth Private Preschool Early childhood teacher of 4-year-olds Full-time, permanent Ref#: 1HACDz

TUKUTUKU KŌRERO | 9 November 2020

39

VACANCIES

Early learning

Te Kohao Kohungahunga

Te Puna Reo o Pukehinahina

BestStart, Glasgow Street

Te Puna Reo o Te Kohao

Hawke’s Bay

Eden Christian Kindergarten

Kaiako Full-time, permanent Ref#: 1HADfZ

Kaiako Full-time, permanent Ref#: 1HADfW

The Meadows Early Learning Centre Qualified nursery and preschool teachers Full-time, permanent Ref#: 1HADS4

Turangi Kindy

Registered teacher Full-time, permanent Ref#: 1HACZ2

Whenuakite Country Kids Centre manager Full-time, permanent Ref#: 1HACUR

Bay of Plenty Amber Early Learning Centre

Early childhood qualified and certificated teacher Full-time, permanent Ref#: 1HADFi

Awhi Educare @ Glenholme

ECE qualified, registered, infant superstar Full-time, permanent Ref#: 1HADW9

Beginnings and Beyond Quality Preschool Early learning educator Full-time, permanent Ref#: 1HACxY

BestStart, Pyes Pa Qualified teacher Full-time, permanent Ref#: 1HAB_z

Bloesem Early Learning Centre Early learning educator Full-time, permanent Ref#: 1HAD5S

Little Pipi Early Childhood Centre

Kaiako Full-time, permanent Ref#: 1HACQA

BestStart, Havelock North

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

BestStart, Mahora Head teacher Full-time, permanent Ref#: 1HAB_B

BestStart, Omahu Road Qualified teacher Full-time, fixed-term Ref#: 1HABZa

BestStart Riverbend Road Qualified teacher Full-time, fixed-term Ref#: 1HAB_L

Cherry Grove Childcare and Family Centre Qualified teacher Full-time, permanent Ref#: 1HACoK

Chuckles Learning Centre Early childhood qualified educator Part-time, permanent Ref#: 1HADCD

Taokotaianga Apii Kuki Airani Early Childhood Centre

Early learning kaiako, qualified or in-training, infants and toddlers Full-time, permanent Ref#: 1HADYs

Taranaki BestStart, Inglewood

Natures Cove Early Learning Centre

Sophia Preschool

Taupo Children’s Corner Teacher Full-time, permanent Ref#: 1HACXp

40

Education Gazette | 9 November 2020

Foxton Preschool and Nursery Certified kaiako Full-time, permanent Ref#: 1HACGA

Kindercare Learning Centres, Palmerston North Early childhood teacher Full-time, permanent Ref#: 1HABe1

Little Monkeys at Home Visiting teacher / kaiako Part-time, permanent Ref#: 1HACZy

Takaro Kindergarten

Teacher – Ruahine Kindergarten Association Part-time, permanent Ref#: 1HADRM

Turitea Childcare Centre

Wellington Arakura Kindergarten

Marfell Kindergarten

Qualified toddlers teacher Full-time, permanent Ref#: 1HACx7

Early childhood educators (2 positions) Part-time, permanent Ref#: 1HADZK

Te Whare Aroha O Nga Mokopuna Early Childhood Centre

Minnows Kindergarten

New Shoots Children’s Centre, Tauranga

Footsteps Adventist Preschool

Team leader U2 Full-time, permanent Ref#: 1HABmc

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

Qualified toddler teacher Full-time, fixed-term Ref#: 1HACoY

Qualified teacher Part-time, permanent Ref#: 1HADSr Qualified teacher Full-time, permanent Ref#: 1HADPc

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

Experience pepi teacher Full-time, permanent Ref#: 1HADN3

Qualified early childhood teacher Full-time, permanent Ref#: 1HAC28

Qualified teachers Full-time, permanent Ref#: 1HABZP

Teacher – Kindergarten Taranaki Part-time, permanent Ref#: 1HADRh

ECE fully or provisionally registered teacher Full-time, permanent Ref#: 1HAC_V

Stratford Community Childcare Centre Head teacher Full-time, fixed-term Ref#: 1HAD9B

Manawatu/Whanganui All About Kidz Childcare

ECE qualified registered kaiako Full-time, permanent Ref#: 1HADXm

Kindergarten teacher Part-time, permanent Ref#: 1HACiX

Avalon Kindergarten

Kindergarten teacher – Hutt City Kindergartens Part-time, permanent Ref#: 1HADFx

BestStart, Naenae Head teacher Full-time, permanent Ref#: 1HADdG Qualified teacher Full-time, permanent Ref#: 1HADd_

Childspace Early Learning Centre, Wilton Qualified kaiako (2 positions) Full-time, permanent Ref#: 1HADZm

Childspace, Ngaio

Qualified kaiako (2 positions) Full-time, permanent Ref#: 1HADZf

Kindercare Learning Centres, Aotea Transition-to-school teacher Full-time, permanent Ref#: 1HADcF

gazette.education.govt.nz

Primary and intermediate Y1-8 Teachers

VACANCIES

Kindercare Learning Centres, Karori

Busy Bees

Kindercare Learning Centres, Burwood

Kindercare Learning Centres, Tawa

Greenwood Kindergarten

Kindercare Learning Centres, Rangiora

Hira Rural Kindergarten

Kindercare Learning Centres, Sawyers Arms

Transition-to-school teacher Full-time, fixed-term Ref#: 1HAD_U

Preschool teacher Full-time, permanent Ref#: 1HADRT

Little Farm Preschool and Nursery Room leader kaiako Full-time, permanent Ref#: 1HACFv

Otaki Early Learning Centre Kaiako Full-time, permanent Ref#: 1HACGK

Parkway Kindergarten

Teacher – Hutt City Kindergartens Part-time, permanent Ref#: 1HAD8B

Sand Dunes Quality Early learning Centre Early childhood educator Full-time, permanent Ref#: 1HAC6a

Te Kainganui Early Education Centre Qualified early learning kaiako Full-time, permanent Ref#: 1HACS1

Te Rawhiti Kindergarten Steiner kindergarten teacher Full-time, fixed-term Ref#: 1HADc9

The Park Early Learning Centre Early childhood teacher team leader Full-time, permanent Ref#: 1HADQU

Victoria University of Wellington Clermont Terrace Early Childhood Services Teachers (2 positions) Full-time, permanent Ref#: 1HACMN

Marlborough Renwick Kindergarten

Teacher 0.8 Part-time, permanent Ref#: 1HADJF

Renwick Preschool and Childcare Centre Qualified teacher Full-time, permanent Ref#: 1HADcA

Tasman/Nelson Auckland Point Kindergarten

Curriculum leader – Nelson Tasman Kindergartens Full-time, permanent Ref#: 1HADFK

Birchwood Kindergarten

Early childhood teacher – Nelson Tasman Kindergartens Part-time, permanent Ref#: 1HADNA gazette.education.govt.nz

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

Early childhood teacher – Nelson Tasman Kindergartens Part-time, fixed-term Ref#: 1HADFN

Early childhood teacher – Nelson Tasman Kindergartens Part-time, permanent Ref#: 1HADFR

West Coast Kidsfirst Kindergartens, Karoro

Kindergarten kaiako Part-time, permanent, FTTE up to: 0.9 Ref#: 1HADaR

Canterbury Barnardos Early Learning Centre Te Puna, Oraka

Teacher Full-time, permanent Ref#: 1HADW7

Blossoms Early Learning Centre Qualified teacher Full-time, permanent Ref#: 1HADHo

Buttercups Preschool, Dallington Qualified early childhood teacher O2 Full-time, permanent Ref#: 1HADMJ Qualified early childhood teacher – nursery Full-time, permanent Ref#: 1HACLw

Cashmere Early Learning Centre Early childhood kaiako Part-time, permanent Ref#: 1HADCb

Clandeboye Kindergarten

Head teacher – South Canterbury Kindergartens Full-time, permanent Ref#: 1HADe_

Discovery Junction

Qualified, registered nursery kaiako Full-time, permanent Ref#: 1HACay

Fundamentals Marshland Preschool teacher Full-time, permanent Ref#: 1HAD5L

Kidsfirst Kindergartens, Edmonds Smith St Kindergarten kaiako matua Full-time, permanent Ref#: 1HADaU

Kidsfirst Kindergartens, Hoon Hay Kindergarten kaiako matua Full-time, permanent Ref#: 1HADaX

Kidsfirst Kindergartens, Woolley Street Kindergarten kaiako matua Full-time, permanent Ref#: 1HADa_

Babies teacher Full-time, permanent Ref#: 1HADP9 Toddlers teacher Full-time, permanent Ref#: 1HADJG

Centre supervisor Full-time, permanent Ref#: 1HADPr

Kindercare Learning Centres, Tower Junction Transition to school teacher Full-time, fixed-term Ref#: 1HADNk

Learning Curves Montessori Redwood Early childhood teacher Full-time, permanent Ref#: 1HACz1

Waitaki Valley Preschool Kaiako Full-time, permanent Ref#: 1HADTF

Otago City Impact Church Queenstown Early Childhood Centre

Qualified early childhood educator Full-time, permanent Ref#: 1HADFU

Pinnacles Early Learning Centre Qualified early childhood teacher Full-time, permanent Ref#: 1HACDL

Southland Balfour Playcentre

Session facilitator Part-time, permanent Ref#: 1HAD_4

Kew Pacific Island Early Learning Centre Registered early childhood teacher Full-time, permanent Ref#: 1HACLR

Little Ones Early Learning Centre Early learning kaiako Full-time, permanent Ref#: 1HACgt

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

Woodhouse Early Learning Centre Qualified teacher Full-time, permanent Ref#: 1HADQ6\

Primary / intermediate Y1–8 Resource teacher Auckland Manurewa East School

Resource teacher of learning and behaviour (several TUKUTUKU KŌRERO | 9 November 2020

41

VACANCIES

Primary and intermediate Y1-8 Teachers

positions) Full-time, permanent, 1MU + SDA Ref#: 1HADLX

Hawke’s Bay Frimley School RTLB – Tukituki Cluster 23 Full-time, permanent, 1MU + SDA Ref#: 1HACkX

Hastings Central School Resource teacher: literacy (RT:Lit) Full-time, permanent Ref#: 1HAD4c

Manawatu/Whanganui Freyberg High School RTLB – Te Whiri Kōkō Cluster 26 Full-time, permanent, 1MU + SDA Ref#: 1HADTk

Wellington Bellevue School, Newlands RTLB cluster manager Nga Hau e Wha – Wellington/ Porirua Full-time, permanent, 1MU + SDA plus Leadership Payments Ref#: 1HADDU

Freyberg High School RTLB – Te Whiri Kōkō Cluster 26 Full-time, permanent, 1MU + SDA Ref#: 1HADTe

Hutt Central School RTLB (2 positions) – Cluster 29, Te Awa Kairangi Full-time, permanent Ref#: 1HADAP

Canterbury Kaiapoi North School RTLB North Canterbury Cluster 33 (2 positions) Full-time, permanent, 1MU + SDA Ref#: 1HADfN

Mātauranga Māori Northland Te Kura o Otangarei Y5–8 rumaki reo kaiako Full-time, permanent, 1MU + MITA Ref#: 1HACzE

Auckland Kelvin Road School Kaiako Full-time, permanent, PTSA + MITA Ref#: 1HACbB Kaiwhakahaere – Te Whatitoka team leader Full-time, permanent, 2MU + PTSA + MITA Ref#: 1HACbE

Kereru Park Campus Rumaki reo kaiko Y3–4 Full-time, permanent, MITA Ref#: 1HADDQ

Wellington Te Kura Māori o Porirua Kaiako, Tau 6-8 – Tokorua ngā tūranga Full-time, permanent, MITA Ref#: 1HADef

42

Education Gazette | 9 November 2020

Teachers Northland Kaitaia Intermediate

Y7–8 Scale A teacher Full-time, permanent Ref#: 1HADKp

Paihia School

Teacher Full-time, fixed-term Ref#: 1HACXX

Pukepoto School Y0–3 teacher Full-time, permanent Ref#: 1HADE_

Auckland

Good Shepherd School, Balmoral Scale A teacher. Tagged.

Full-time, permanent Ref#: 1HADLN

Greenmeadows Intermediate Teacher Full-time, permanent, PTSA Ref#: 1HADPo

Henderson Valley School Scale A teacher Y3–4 Full-time, fixed-term Ref#: 1HACU_

Hobsonville Point Primary School Scale A teachers (several positions) Full-time, permanent Ref#: 1HADTD

ACG Parnell College

Howick Primary School

Teacher / tutor - English / psychology Full-time, fixed-term Ref#: 1HACZ4

Y1–2 teacher Full-time, fixed-term Ref#: 1HADXU

ACG Strathallan

Kelston Intermediate

Primary teacher Full-time, permanent Ref#: 1HADQ3

Scale A teachers (3 positions) Full-time, permanent Ref#: 1HADNy

ACG Sunderland

Lincoln Heights School

Teacher / tutor – primary Full-time, permanent Ref#: 1HAD5z

Teachers (2 positions) Full-time, fixed-term Ref#: 1HAD2c

Alfriston School

Manukau Christian School

Scale A teacher Y3–4 Full-time, permanent Ref#: 1HADA7 Scale A teachers (2 positions) Full-time, permanent Ref#: 1HADA4

Arahoe School

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

Arohanui Special School Dance teacher Full-time, permanent, SDA Ref#: 1HADXK

Avondale Primary School, Auckland Scale A teacher for Y5–6 MLE Full-time, fixed-term Ref#: 1HACcs

Belmont Intermediate Teachers (several positions) Full-time, permanent Ref#: 1HABgL

Central Auckland Specialist School Scale A teacher Full-time, permanent, SDA Ref#: 1HADA2

Edmund Hillary School Teacher Y4–5 Full-time, permanent Ref#: 1HAD72

Freyberg Community School Teacher Y2 Full-time, fixed-term Ref#: 1HADUN

Teacher – upper primary Full-time, permanent Ref#: 1HADXh

Matipo Road School

Classroom teachers junior, middle, senior school (several positions) Full-time, permanent Ref#: 1HACV5

Meraki Montessori School Teacher / guide Full-time, fixed-term Ref#: 1HABjf

Northcote Intermediate Classroom teacher Y7–8 Full-time, fixed-term Ref#: 1HADFM Classroom teacher Y7–8 Full-time, permanent Ref#: 1HADFF

Panmure Bridge School Class teacher Y4 Full-time, fixed-term, PTSA Ref#: 1HADPR

Papatoetoe Intermediate Classroom teacher Full-time, fixed-term Ref#: 1HAD1f

Rangeview Intermediate Materials and food technology teacher Part-time, fixed-term Ref#: 1HADee Teachers of mathematics and/or integrated literacies (2–3 positions) Full-time, permanent Ref#: 1HADeh gazette.education.govt.nz

Primary and intermediate Y1-8 Teachers Robertson Road School Y3 teacher Full-time, fixed-term, PTSA Ref#: 1HADQW

Rongomai School

Y1–3 Māori enhancement class Full-time, permanent Ref#: 1HADN1

Sancta Maria Catholic Primary School Music teacher Part-time, fixed-term Ref#: 1HAD1v

Sir Edmund Hillary Collegiate Middle School Scale A Y7 teacher Full-time, fixed-term, PTSA Ref#: 1HADch

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 Heliers School Y7 teacher Full-time, fixed-term Ref#: 1HADZR

St Mary’s Catholic School, Papakura Scale A teacher. Tagged Full-time, permanent Ref#: 1HABGn

The Forest School

Full-time, fixed-term Ref#: 1HACZN

Matiere School

Scale A teacher Full-time, fixed-term, IA Ref#: 1HACPv

Ohaupo School

Scale A teacher Part-time, fixed-term Ref#: 1HADdx Y3–4 Scale A teacher Full-time, fixed-term Ref#: 1HADdW

Paterangi School Scale A teacher Y3 Full-time, permanent Ref#: 1HADD_

Patricia Avenue School Teaching positions Full-time, permanent, SDA Ref#: 1HADT9

Piopio Primary School Scale A teacher Full-time, fixed-term Ref#: 1HADZ9 Scale A teacher Full-time, permanent Ref#: 1HADZ3

Taupo Intermediate

Scale A Y7–8 teachers (several positions) Full-time, permanent Ref#: 1HADQQ

Bay of Plenty Kuratau School

VACANCIES

Arthur Miller School Scale A teacher Full-time, permanent Ref#: 1HADBm

Taranaki Hawera Intermediate

Scale A teachers (2 positions) Full-time, permanent Ref#: 1HAD7q

Normanby School Scale A teacher Full-time, fixed-term Ref#: 1HADLC Scale A teacher Full-time, permanent Ref#: 1HADFC

Ramanui School Scale A teacher Full-time, fixed-term Ref#: 1HADTR

Manawatu/Whanganui Hokowhitu School

Scale A teacher Full-time, fixed-term Ref#: 1HADZ7 Scale A teacher Full-time, permanent Ref#: 1HADYy

Levin Intermediate Teacher Y7–8 Full-time, permanent Ref#: 1HABD4

Longburn School

Experienced primary teacher Full-time, fixed-term Ref#: 1HABY8

Y5–6 (composite class) Scale A teacher Full-time, permanent Ref#: 1HADM6

Teacher Y0–2 Part-time, fixed-term Ref#: 1HACnR

Valley School

Mount Maunganui Primary School

North Street School

Y5–6 teacher Full-time, fixed-term Ref#: 1HADZ4

Māori bilingual teacher (2 positions) Full-time, permanent, MITA Ref#: 1HAD3q

Warkworth School

Otamarakau School

St Joseph’s School, Taihape

Teacher Full-time, permanent Ref#: 1HACwP

Scale A teacher (several positions) Full-time, permanent Ref#: 1HADJu

Waikato Hamilton North School

Teacher Full-time, fixed-term, SDA Ref#: 1HADEo

Hikuai School

Principal release teacher Y6–8 Part-time, fixed-term Ref#: 1HADf7

Kihikihi School

Class teacher Full-time, fixed-term Ref#: 1HACQV Kaiako rūmaki reo. He tūranga whakapūmau.

Full-time, fixed-term, MITA Ref#: 1HACQY

Kinohaku School

Principal release teacher Part-time, permanent Ref#: 1HADM_

Maihiihi School

Primary Scale A teacher gazette.education.govt.nz

Scale A teacher Y3–4 Full-time, fixed-term Ref#: 1HADe0

Rotorua School

Teacher Scale A – Auraki Full-time, fixed-term Ref#: 1HAD7L

Waikite Valley School

Teacher – junior / middle / senior / bilingual Full-time, permanent Ref#: 1HAD7G

Western Heights Primary School, Rotorua Scale A Y5–6 teacher Full-time, fixed-term Ref#: 1HADHA

Woodlands School, Opotiki Primary teacher Full-time, fixed-term Ref#: 1HAD5Y

Hawke’s Bay Akina School / Activity Centre

Teacher (primary through to secondary levels) Full-time, permanent Ref#: 1HACmL

Scale A teacher. Tagged Full-time, permanent Ref#: 1HADBX

St Matthew’s School, Marton Scale A teacher Y0–3. Tagged Full-time, permanent Ref#: 1HADRW

Taitoko School

Scale A teacher Full-time, fixed-term Ref#: 1HACx8

Wellington Bellevue School, Newlands

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

Douglas Park School Scale A teacher / kaiako Full-time, fixed-term Ref#: 1HADbp

Featherston School Y5–6 teacher Full-time, fixed-term Ref#: 1HADG7

TUKUTUKU KŌRERO | 9 November 2020

43

VACANCIES

Primary and intermediate Y1-8 Senior leadership

Miramar Christian School

Waimataitai School

Northland School

Otago Balclutha School

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

Teacher Y7–8 Full-time, permanent Ref#: 1HADeX

West Coast Westport North School

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

Canterbury Hampstead School

Learning support teacher Part-time, permanent Ref#: 1HAD_T

Leeston School

Scale A teacher – junior school Full-time, fixed-term Ref#: 1HADfF

Oceanview Heights School Scale A teacher Full-time, permanent Ref#: 1HAD77

Rudolf Steiner School, Christchurch Primary school teacher Y5 Full-time, fixed-term Ref#: 1HAD_7

Tuahiwi School Kaiako Full-time, fixed-term Ref#: 1HADXx

Y2 teacher Full-time, permanent Ref#: 1HAD_o

Classroom teacher Full-time, fixed-term Ref#: 1HADF0 Reading Recovery and learning support teacher Part-time, fixed-term Ref#: 1HADF3

Kaitangata School Classroom teacher Y7–8 Full-time, permanent Ref#: 1HACsV

Tokoiti School

Teacher Full-time, permanent Ref#: 1HACgX

Weston School

Scale A teacher Full-time, fixed-term Ref#: 1HADEp Scale A teacher – leadership opportunity Full-time, permanent Ref#: 1HADEi

Southland Riversdale School

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

Sacred Heart School, Waikiwi Scale A teacher (2 positions) Full-time, fixed-term Ref#: 1HADM1

Senior leadership Auckland Flat Bush School

ST MATTHEW'S SCHOOL (MARTON) Scale A Special Character (tagged) Classroom Teacher Y0–3

We are a state-integrated, Catholic, full primary school. Our roll currently consists of 33 of the happiest, most respectful, and enthusiastic learners you will ever meet.

We are joyfully seeking an agile educator to join our friendly school community as the ‘junior class super teacher’.

We seek an adult learner who is culturally responsive, solution-focused, collaborative, innovative, purposeful, and has strong curriculum knowledge to support ESOL learners. Integrating learning with digital devices is advantageous.

A willingness and ability to participate in religious instruction appropriate to the special character of the school is a condition of appointment.

A Schedule 6, CI 47 form must be submitted for this position.

School visits are welcome.

'Change individuals’ lives so they can change the world' – Pope Francis.

Applications close 23 November. Please send your CV and direct enquiries to: principal@stmatthewsmarton.school.nz

44

Education Gazette | 9 November 2020

Associate principal Full-time, permanent, 5MU + PTSA Ref#: 1HACh5

Ruapotaka School

Teaching deputy principal Full-time, permanent, 2PMU + PTSA Ref#: 1HAD7H

Warkworth School Team leader Full-time, permanent Ref#: 1HADKo

Waikato Firth School

Deputy principal Full-time, permanent, 2MU Ref#: 1HADMA

Korakonui School

Leader of learning (deputy principal) Full-time, permanent Ref#: 1HAD54

Melville Primary School Tumuaki / Principal U4 Full-time, permanent Ref#: 1HAD22

Rototuna Junior High School HOD music leader

Full-time, permanent, 2MU + 1MMA Ref#: 1HACqg HOD visual art curriculum leader Full-time, permanent, 2MU + 1MMA Ref#: 1HACqa

Woodstock School Principal U5 Full-time, permanent Ref#: 1HADFf

Bay of Plenty Otamarakau School

Teaching principal Full-time, permanent Ref#: 1HADPy

Te Kura o Torere

Principal / tumuaki Full-time, permanent, MITA Ref#: 1HACjz

Taranaki Hawera Intermediate

Assistant principal Full-time, permanent, 4MU Ref#: 1HAD7j

Manawatu/Whanganui West End School, Palmerston North

Team leader Full-time, permanent, 1PMU Ref#: 1HACW4

Wellington Karori West Normal School

Team leader Y5–6 Full-time, permanent, 2MU + NSA Ref#: 1HACk5

Te Ra School

Co-principals (2 positions) Full-time, permanent Ref#: 1HACvS

Tinui School

Teaching principal Full-time, permanent Ref#: 1HACNp

Marlborough Havelock School

Deputy principal Full-time, permanent Ref#: 1HACpV

Canterbury Addington Te Kura Taumatua

Associate principal Full-time, permanent, 4MU Ref#: 1HADTM

Bluestone School Principal U6 Full-time, permanent Ref#: 1HACz5

Ferndale School, Christchurch Assistant principal Full-time, permanent, 4MU + SDA Ref#: 1HADMQ

Redwood School, Christchurch Principal Full-time, permanent Ref#: 1HACkt

Waimataitai School Team leader Y1–2 Full-time, permanent Ref#: 1HAD_u

gazette.education.govt.nz

Area / composite Y1–15 Senior Leadership Waimate Centennial School Principal U4 Full-time, permanent Ref#: 1HADT6

West Melton School Tumuaki | Principal Full-time, permanent Ref#: 1HADPW

Otago Goldfields School, Cromwell

Team leader Full-time, permanent, 3MU Ref#: 1HADKK

Kingsview School Principal Full-time, permanent Ref#: 1HACmY

Omarama School Principal U2. Here’s a great opportunity for an experienced or beginning principal to make your mark on a fantastic rural, full primary (Y1-8) school in the Waitaki District. Omarama School will give you a sense of community, a strong teaching team and supportive BOT, teaching our senior class with 0.5 release, endless outdoor opportunities. » To find out more, phone Jono Campbell at ep.education on (021) 442 785 or for a Candidate Information Pack email careteam@edperson.co.nz

Ref# 1HADb0

Milton School

Principal Full-time, permanent Ref#: 1HAD_f

Waitaki Valley School Principal U3 Full-time, permanent, IA Ref#: 1HADfA

Southland Balfour School

Deputy principal Full-time, fixed-term Ref#: 1HADKb

Canterbury Haeata Community Campus

Teachers (3 positions) Full-time, fixed-term, MITA Ref#: 1HAD32

TKKM o Waitaha

Pouako aho matua (te kura tuatahi/te wharekura) Full-time, permanent, 1FTMU + MITA Ref#: 1HADAV

Teachers Northland Broadwood Area School

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

Gisborne Tolaga Bay Area School

Kaihautu kaiako – lead teacher Full-time, permanent, 2MU + MITA + HPSTA Ref#: 1HAD3z gazette.education.govt.nz

Experienced putaiao / science teacher - NCEA Full-time, permanent, 1MU + MITA (if able to deliver in te reo Māori) Ref#: 1HACxs

Wellington TKKM o Te Rito Pouako - whānau wehi, tamariki Tau 1–2 Full-time, permanent, MITA Ref#: 1HADJy

Tasman/Nelson Tapawera Area School Soft materials / food technology Full-time, permanent Ref#: 1HAC_j

Opononi Area School

Canterbury Haeata Community Campus

Teacher of science Y9–13 Full-time, permanent, IA+ Area Schools PTSA ($1,500–$2,500 per annum) Ref#: 1HAD_G

TKKM o Te Rawhiti Roa Kaiako Tau 2 Full-time, permanent Ref#: 1HACvX

Auckland Tyndale Park Christian School

Intermediate teacher Full-time, fixed-term Ref#: 1HADLU Primary teacher Full-time, permanent Ref#: 1HADLR

Waikato Te Wharekura o Manaia

Teacher Full-time, permanent, MITA Ref#: 1HACqE

Bay of Plenty Murupara Area School

Teacher materials technology Full-time, permanent, ATSAR Ref#: 1HADWA

Reading Recovery trained teacher Part-time, fixed-term Ref#: 1HACVz

Otago Maniototo Area School Chemistry teacher Part-time, fixed-term Ref#: 1HADVm

Middle leadership Northland Opononi Area School Primary school team leader Full-time, permanent, 3MU + IA+ Area Schools PTSA ($1,500–$2,500 per annum) Ref#: 1HADXc

Senior leadership Gisborne Tolaga Bay Area School Deputy principal Full-time, permanent, 5MU + HPSTA + Possibly MITA Ref#: 1HAD1S

Principal U6 College St Normal School

Deputy principal Full-time, permanent, 1MU Ref#: 1HADM4

Mātauranga Māori

Manawatu/Whanganui TKKM o Tupoho

Teachers of junior school Y3-4, Y5-6 (2 positions) Full-time, permanent, MU + MMA + MITA Ref#: 1HACsK

Sacred Heart School, Waikiwi

Area / composite Y1–15

VACANCIES

A rare opportunity to grow your leadership one step beyond the norm.

As the new Principal of College St Normal School in Palmerston North you’ll be in a unique position to lead exceptional teaching and learning.

As the successful appointee you will: • • • • • •

Enjoy leading and working in a diverse and engaged learning community.

Have a strong foundation to build on.

Be supported by strong management processes, wonderful resources and a highly capable teaching team.

Work closely with engaged, enthusiastic teacher trainees and Massey University.

Be energised and gain a high level of personal and professional satisfaction.

Work with a committed, supportive and passionate board.

Applicant Information Packs are available from careteam@edperson.co.nz.

For a confidential conversation call Kristina or Stu ep.education on 0508 832 243. www.edperson.co.nz Closes 30 November

TUKUTUKU KŌRERO | 9 November 2020

45

VACANCIES

Secondary Y7-15 Teachers

Otago The Catlins Area School

Principal U3 Full-time, permanent Ref#: 1HADdK

Secondary Y7–15 Resource teacher Manawatu/Whanganui Freyberg High School

RTLB Te Whiri Kōkō Cluster 26 – Bilingual position Full-time, permanent, 1MU + 1SDA Ref#: 1HADU1

Wellington Freyberg High School

RTLB – Te Whiri Kōkō Cluster 26 Full-time, permanent, 1MU + SDA Ref#: 1HADXy

Mātauranga Māori Bay of Plenty Te Wharekura o Mauao

Pouako Tau 7–8 pūmau Full-time, permanent Ref#: 1HADWx

Canterbury TKKM o Waitaha

Pouako Aho Matua (Te Kura Tuatahi/Te Wharekura) Full-time, fixed-term, 1MMA + MITA Ref#: 1HADAa

Teachers Northland Whangarei Girls’ High School

Science teacher Full-time, LTR Ref#: 1HADb9

Auckland ACG Strathallan

Teacher / tutor–art Part-time, fixed-term Ref#: 1HACgV

Albany Senior High School Science teacher – physics specialist Full-time, permanent Ref#: 1HADSi

Alfriston College

Learning leader – DVC / DTC Full-time, permanent Ref#: 1HADa6 Learning leader – HPE and/or OED Full-time, permanent Ref#: 1HAD_r Learning leader – geography Full-time, permanent Ref#: 1HAD_k Learning leader – physics Full-time, fixed-term Ref#: 1HADb_ Learning leader – te reo Māori Full-time, permanent Ref#: 1HAD_x

Ambury Park Centre Teacher / head of academic Full-time, permanent Ref#: 1HAD8G

46

Education Gazette | 9 November 2020

Aorere College Dance teacher Full-time, fixed-term Ref#: 1HAD1p

Auckland Girls’ Grammar School Tongan language teacher Full-time, permanent Ref#: 1HADbN

Auckland Grammar

Teacher of technology / DVC / engineering Full-time, permanent Ref#: 1HAD__

Auckland International College

Y10 English for senior secondary studies course teacher Part-time, fixed-term Ref#: 1HACtE

Avondale College ESOL teacher Full-time, fixed-term Ref#: 1HADEG

Crimson Global Academy Teachers (3 positions) Part-time, fixed-term Ref#: 1HAD7A

De La Salle College PE and health teacher Full-time, permanent Ref#: 1HADQ0

Green Bay High School

Science teacher (chemistry an advantage) Full-time, permanent Ref#: 1HADRv Technology teacher (product design, hard materials and digital technologies) Full-time, fixed-term Ref#: 1HADay

James Cook High School Teacher of workshop technology Full-time, fixed-term Ref#: 1HADJC

Kristin School

Enhanced learner support teacher Full-time, permanent Ref#: 1HADPx

Macleans College

Materials technology / engineering teacher Full-time, permanent, 1MU negotiable Ref#: 1HADP6

Mahurangi College

Reading specialist for Y7–8 Full-time, fixed-term Ref#: 1HACtY

St Peter’s College, Epsom

Design and visual communications teacher Full-time, permanent Ref#: 1HADbX History / geography / social studies teacher Full-time, fixed-term Ref#: 1HADah

Waiuku College

Teacher of art Full-time, fixed-term Ref#: 1HADMv Teacher of food technology and careers manager Full-time, fixed-term Ref#: 1HAD21 Teacher of social sciences Y9–13 Full-time, fixed-term Ref#: 1HACzs

Waikato Hamilton Girls’ High School

Hospitality teacher in technology department Part-time, fixed-term Ref#: 1HADcQ

Huntly College

Mathematics teacher – including senior mathematics Full-time, fixed-term Ref#: 1HADeA

Ngaruawahia High School Teacher Full-time, permanent Ref#: 1HADZZ

St Paul’s Collegiate, Hamilton

Head of academics – Tihoi Venture School Full-time, permanent, 1MU + school allowance $3,750 Ref#: 1HADdm Teacher of history Full-time, permanent, school allowance $3,750 Ref#: 1HADWs Tihoi Y10 teacher – outdoor instructor Full-time, permanent, school allowance $3,750 Ref#: 1HADdp

Tai Wananga

Senior te reo Māori / Mātauranga Māori Full-time, permanent Ref#: 1HABsG

Waihi College

Music teacher Full-time, permanent, 1MMA Ref#: 1HACyR

Bay of Plenty ACG Tauranga

English teacher to senior levels Full-time, fixed-term Ref#: 1HADVy

Teacher / tutor – PE / health Part-time, permanent Ref#: 1HACsa

Rodney College

Bethlehem College

Maths teacher Full-time, fixed-term Ref#: 1HADQh Science / physics teacher Full-time, permanent Ref#: 1HADR0

St Paul’s College, Ponsonby English teacher for senior levels Full-time, fixed-term Ref#: 1HACtg Physical education teacher Full-time, fixed-term Ref#: 1HACtV

Maths teacher Y9–11 Part-time, fixed-term Ref#: 1HADVX

Otumoetai College

English teacher. Regraded Full-time, permanent Ref#: 1HADbe Science teacher Full-time, fixed-term Ref#: 1HADbb Science teacher Full-time, permanent Ref#: 1HADbT gazette.education.govt.nz

Secondary Y7-15 Teachers Mathematics teacher Full-time, fixed-term Ref#: 1HADAB

Dance and drama Part-time, fixed-term Ref#: 1HADeK

Reporoa College

Freyberg High School

Y7–8 homeroom teacher Full-time, permanent Ref#: 1HADd9

Rotorua Boys’ High School Teacher of English Full-time, permanent Ref#: 1HADWh

Tauranga Boys’ College

Itinerant music teacher – guitar/bass/drums Part-time, LTR Ref#: 1HADJi

Te Wharekura o Mauao Pouako Tau 9–13 rīwhi Full-time, fixed-term Ref#: 1HADX0

Gisborne Campion College

Mathematics teacher Full-time, permanent Ref#: 1HADK7

Hawke’s Bay Akina School / Activity Centre

Teacher (primary through to secondary levels) Full-time, permanent Ref#: 1HACmL

Flaxmere College Teacher of music Full-time, permanent Ref#: 1HADYQ

Science teacher Full-time, fixed-term Ref#: 1HADCR Science teacher Full-time, permanent Ref#: 1HAD5U Spanish teacher Full-time, fixed-term Ref#: 1HAD2B

Hato Paora College

Head of department – PE and health Full-time, permanent, 2MU Ref#: 1HADYo

Longburn Adventist College Y7–8 teacher. Tagged Part-time, fixed-term Ref#: 1HAD7a

Nga Tawa Diocesan School English teacher Full-time, permanent Ref#: 1HADPM Mathematics teacher Full-time, permanent Ref#: 1HADUJ

Palmerston North Boys’ High School HOD English Full-time, permanent Ref#: 1HADZy

Palmerston North Girls’ High School

Mathematics teacher Full-time, permanent Ref#: 1HADer

Physical education and health teacher Full-time, permanent Ref#: 1HAD64 Social studies and history teacher Full-time, permanent Ref#: 1HADX_

St John’s College, Hastings

Tararua College

Napier Girls’ High School

Social studies and mathematics teacher Full-time, permanent Ref#: 1HADXR

Woodford House

Teacher of science / physics Full-time, permanent Ref#: 1HAD1H

Taranaki Inglewood High School

TiC te reo Māori Full-time, fixed-term Ref#: 1HADMk

Stratford High School

English, history teacher Full-time, fixed-term Ref#: 1HADH7 In-class literacy support position Part-time, fixed-term Ref#: 1HADZc Kaiako for health Full-time, fixed-term Ref#: 1HADGp Mathematics teacher Full-time, fixed-term Ref#: 1HADGc

Manawatu/Whanganui Cullinane College

Assistant teacher RE / English / technology Full-time, fixed-term Ref#: 1HADdi gazette.education.govt.nz

Teacher of PE / health and science Full-time, fixed-term Ref#: 1HACwg Teacher of chemistry Full-time, permanent, 1MU Ref#: 1HADWU

Wellington Hutt International Boys’ School

Assistant teacher of French Full-time, permanent Ref#: 1HADQc

Porirua College English teacher Full-time, permanent Ref#: 1HADVx

Wairarapa College

Agriculture teacher Full-time, permanent Ref#: 1HADf4 Geography / social studies teacher Full-time, fixed-term Ref#: 1HADey Technology teacher Full-time, permanent Ref#: 1HADes

Wellington High School and Community Education Centre

Learning support teacher (ORS funded students) Full-time, permanent Ref#: 1HADbv

VACANCIES

Whitby Collegiate

English teacher Full-time, permanent Ref#: 1HACta Geography, social sciences and religious education Full-time, permanent Ref#: 1HADbf Mathematics and calculus teacher Full-time, permanent Ref#: 1HADb4

Marlborough Marlborough Girls’ College

Maths teacher Full-time, permanent, 1MU + 1MMA Ref#: 1HADND Maths teacher Full-time, fixed-term Ref#: 1HADNG Pathways and supported learning teacher Part-time, fixed-term Ref#: 1HADTm

Canterbury Amuri Area School

Teacher of science Full-time, permanent Ref#: 1HACwK

Burnside High School English teacher Part-time, fixed-term Ref#: 1HADeT

Darfield High School

Senior and junior English teacher Full-time, fixed-term Ref#: 1HADco Social sciences – TiC commerce, accounting, economics, business studies Full-time, permanent, 1MU Ref#: 1HADdJ Social sciences – accounting, economics, business studies, senior tourism Full-time, permanent Ref#: 1HADd6 Social sciences – geography and social studies Part-time, fixed-term Ref#: 1HADdF Y8 homeroom teacher Part-time, fixed-term Ref#: 1HADcx

Geraldine High School English teacher Full-time, permanent Ref#: 1HADJm Health and PE teacher Full-time, permanent Ref#: 1HADFc Science / maths teacher Full-time, fixed-term Ref#: 1HADJf

Hillmorton High School Mathematics teacher Full-time, fixed-term Ref#: 1HADVN Teacher(s) Full-time, fixed-term Ref#: 1HADKR

Mairehau High School

English teacher Full-time, fixed-term Ref#: 1HADd0 Music teacher Full-time, permanent Ref#: 1HADYW Science / mathematics teacher Full-time, permanent Ref#: 1HADXM TUKUTUKU KŌRERO | 9 November 2020

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Mountainview High School Art teacher Full-time, permanent Ref#: 1HACvt St Peter’s, Cambridge is an outstanding Independent Year 7-13 co-educational school, with a growing roll currently at 1170 students. St Peter’s offer world class facilities situated in a unique environment and is “home” for over 450 boarders.

Head of Faculty Mathematics Permanent / Fulltime 4 MU’s

At St Peter’s, we strive for academic excellence. With a reputation for academic achievement, we are looking for a Head of Faculty to join our high performing Mathematics department, which offers NCEA and IB pathways.

Due to the well-deserved promotion of our Head of Faculty Mathematics, we are searching for his replacement. You will be a highly motivated educator with proven leadership, and strong interpersonal skills.

You will also be well organised and innovative in your approach.

Applications are welcome from candidates that can teach up to NCEA Level 3. The ability to teach International Baccalaureate (IB) Mathematics is an advantage but not essential.

This exciting role requires a passion for mathematics as well as exceptional relationship building and communication skills. An experienced teacher, you will also be a true people leader, who models resilience, innovation and empathy. Knowledge of the independent school sector is an advantage.

We offer staff professional learning, career development and growth opportunities.

You will also enjoy the benefits of working at a high-profile school. We have world class facilities in a 100acre campus that is beautifully landscaped and a pleasure to work in.

We offer generous salaries above state rates and a significant benefit package to successful applicants.

Position to commence term 1 2021

How to Apply?

Applications close at 5.00pm, 18 November 2020 Please include a covering letter, and CV with details of three referees.

Please apply online at www.stpeters.school.nz

Roncalli College

Outdoor education teacher Full-time, permanent Ref#: 1HADEN

Timaru Boys’ High School Biology or physics teacher Full-time, permanent Ref#: 1HADYA

Otago John McGlashan College

Teacher of humanities Full-time, permanent Ref#: 1HADYK

Taieri College

Counsellor Part-time, permanent Ref#: 1HADao

Southland Aparima College

Senior mathematics teacher Full-time, permanent, HPSTA, MMA (negotiable) Ref#: 1HADLo Y7–8 teacher Full-time, fixed-term, HPSTA Ref#: 1HADLx

Middle leadership Northland Whangārei Boys’ High School

Head of department physical education Full-time, permanent, 3MU + 1MMA Ref#: 1HADXs

Greymouth High School

Principal / Tumuaki On the gorgeous West Coast of the South Island, Greymouth High with a roll of 550 has developed a culture of welcoming people, caring for them and providing every student with the opportunity to succeed in their own way.

Our vision is to be ‘The heart of learning in our thriving community’ and our passionate staff work actively every day to turn our vision into the reality.

Greymouth is a community that has had its challenges in the past but there’s a lot going on here now and in the future. Housing is affordable, the scenery is second to none, there are no traffic lights in the town, the opportunities for a huge range

of outdoor activities are obvious and the people are what makes the town special.

The school is currently focussing on implementing a new highly student centred curriculum in Years 9 and 10, refining our PB4L programme and looking for ways to ensure Māori students achieve as Māori.

This is an opportunity to be an educational leader in a very supportive environment where opportunities abound. Have a look at our website - https://www.greyhigh.school.nz/ and view the video to see for yourself.

Applications close 16 November.

Auckland Liston College

Guidance counsellor Full-time, permanent, 2MU Ref#: 1HAD_6

Waikato Rototuna Junior High School

HOD music leader Full-time, permanent, 2MU + 1MMA Ref#: 1HACrE HOD visual art curriculum leader Full-time, permanent, 2MU + 1MMA Ref#: 1HACr8

St Paul’s Collegiate, Hamilton Director of teaching and learning Full-time, permanent Ref#: 1HADDr

Te Wharekura o Te Kaokaoroa o Patetere

Head of physical education and health Full-time, permanent, 2FTMU + MITA + HPTSA Ref#: 1HABG7

Bay of Plenty Te Puke High School

Assistant leader of learning for mathematics Full-time, permanent, 1MU Ref#: 1HADbD gazette.education.govt.nz

Gisborne Campion College

Head of curriculum – mathematics Full-time, permanent, 2MU + 2MMA Ref#: 1HADK4

Hawke’s Bay Flaxmere College

Leader of learning: the arts Full-time, permanent, 1MU Ref#: 1HADYM

Wellington Hutt International Boys’ School

HOD of languages Full-time, permanent, 2MU + 1MMA Ref#: 1HADQ_

Wellington East Girls’ College Assistant HOD English Full-time, permanent, 1MU + 1MMA Ref#: 1HAD3K

Canterbury Hillmorton High School

AORERE COLLEGE

PRINCIPAL APPOINTMENT

Applications are invited for the position of Principal of Aorere College. Situated in Papatoetoe Aorere College is a large, multicultural school that enjoys a strong reputation in its local community. The 1600+ students have access to extensive curricular and co-curricular programmes that value and recognise the diversity within the College.

Placed on a 4-5 year review cycle , the latest ERO report for the College states “Aorere College serves its local community very well.

Students benefit from the value the school places on academic achievement and rich educational opportunities. Teachers are highly focused on improving student learning outcomes. Ongoing school improvement is guided by purposeful strategic planning and the collaborative leadership of the principal and board.”

The board is seeking to appoint an exemplary educational leader to continue the excellent work of the outgoing, highly respected principal. The new principal must be visionary, inspirational and able to demonstrate effective performance and a record of high achievement in key areas of educational leadership. In particular they should -

• • • •

Have in-depth pedagogical and NZ Curriculum knowledge.

Demonstrate a commitment to Te Tiriti o Waitangi, value diversity and demonstrate a high degree of cultural competence and responsiveness.

Be experienced at working with, and supporting both teaching and ancillary staff.

Have effective business and financial skills, including familiarity with MOE compliance and guidelines.

HOD home economics Full-time, permanent, 1MU Ref#: 1HADSc

Hornby High School HOF technology Full-time, permanent, 2MU Ref#: 1HADSX

Senior leadership Auckland Aorere College

Application packs are available from: petergall@edsolnz.co.nz

Applications close: 4.00pm, Wednesday 25 November 2020

Principal / tumuaki U12 Full-time, permanent Ref#: 1HADfK

West Coast Greymouth High School

Principal / Tumuaki Full-time, permanent Ref#: 1HADBa

Canterbury Kingslea School

Assistant principal Full-time, permanent, 6MU + SDA Ref#: 1HACxE

Rangi Ruru Girls’ School Assistant principal Full-time, permanent Ref#: 1HADEK

Associate Principal 10MU Deputy Principal 8MU/1SMA Following the promotion of two members of our Senior Leadership Team to Principal positions, Rangitoto College is seeking two outstanding leaders for the positions of Associate Principal (10MU) and Deputy Principal (8MU/1SMA) to join us in 2021. We are looking for talented, energetic and skilled educators who are committed to achieving excellent outcomes for every student. Leadership responsibilities of the successful applicants will include:

Associate Principal Pastoral care

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

gazette.education.govt.nz

• Lead outstanding pastoral care of Rangitoto College students, ensuring positive wellbeing outcomes • Create excellent conditions for learning within and beyond classrooms • Oversee the raising of student achievement at all levels of the school • Oversee the efficient application of attendance procedures in the school • Lead Rangitoto scholarship programmes

Deputy Principal Achievement & Assessment

• Lead high quality NCEA and Rangitoto assessment systems • Utilise strong systems management to improve efficiencies • Lead through highly effective team building and respectful interpersonal skills • Lead improved student achievement in Y11-13 • Enhance priority learner programmes • NZQA liaison

Applicants can view the job description and apply online at: www.rangitoto.school.nz/employment/rangitoto-college-vacancies