Education Gazette 99.5

30 March 2020 | Vol. 99 No. 5

Kia kaha

We will get through this together Pandemic no match for Pacific pride

Talking to tamariki about COVID-19

Resources for remote learning

Kia kaha New Zealand Editor’s note

As New Zealand moves to Alert Level 4 in response to the COVID-19 outbreak, like everyone else, the Education Gazette has had to make changes. This issue won't appear in print, but we will proceed with publication in digital format. We think it is important to continue to acknowledge and celebrate the great learning and teaching in our schools and communities.

This issue was supposed to be about celebrating our Pacific learners. We had intended to cover Polyfest and look at the significance of Pacific festivals to Pacific learners and their communities. The cancellation of Polyfest left us reeling, alongside the hundreds of students, teachers and families who had prepared so hard for the spectacular event. The resulting article is bittersweet – while it conveys the students’ disappointment, their pride in their culture shines through strongly.

We realise this issue finds teachers, support staff and school leaders at a difficult and uncertain time. This issue doesn’t have all the answers, but it does include some resources around remote learning and communicating with children and young people about COVID-19. We’d also like to draw your attention to the ‘Unite against COVID-19’ resource – this can be reached at covid19.govt.nz.

Keep safe and healthy – and look after each other.

30 March 2020 | Vol. 99 No. 5

On the cover

Kia kaha

P4: Leila Alai-Stowers, from Auckland Girls' Grammar's Fijian group, was among those disappointed that Polyfest was cancelled due to COVID-19.

2 Coping with change in challenging times

4 Pandemic no match for Pacific Pride

16 Nurturing the vā: relationships important

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12

Progress in maths just the beginning

19

Family values

22

Now is the future

Career programme fosters talent

We will get through this together Pandemic no match for Pacific pride

Talking to tamariki about COVID-19

Resources for remote learning

Regulars 28

Notices

41

Vacancies

24 Te Ipu Kōrero

25

28

New look Ngā Kete Kōrero

Putting cyber security on the agenda

Key contacts

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TUKUTUKU KŌRERO 30 March 2020

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COVID-19

Coping with change in challenging times Secretary for Education Iona Holsted has this message for schools, kura and early learning services during the COVID-19 outbreak.

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hank you for the leadership, care and kindness that you are showing to support children, young people, staff and communities to stay safe and well.

This is an unprecedented event, and will continue to challenge us all.

As you know, on 23 March 2020 the Prime Minister announced that New Zealand would be moving to Level 3 for 48 hours, and from 11.59pm on Wednesday 25 March we move to Level 4 in the COVID-19 Alert Level structure. This will be for a period of four weeks, with people instructed to stay at home, and all school sites and early learning centres to be closed.

School holidays will now be from Monday 30 March to Tuesday 14 April inclusive (a reminder that the Tuesday after Easter Monday is always a closed day for schools).

Following the school holiday period, schools will remain physically closed but will be open for distance teaching and learning.

The Ministry has launched two websites to support learning from home – Learning from Home and Ki te Ao Mārama. We will also be working over the next few weeks to provide further supports for distance learning. We will provide details of how interested people can contribute to this work – keep an eye on our Bulletins.

We are also providing some advice on how to communicate with children about the outbreak, in an effort to help them to understand what is happening, to cope with change, and to stay healthy.

We will continue to keep you updated with the latest information through our Early Learning Bulletins and School Bulletins. The Government’s COVID-19 website provides a central point for information about COVID-19.

Please take care and remember the critical importance of staying socially connected with each other during this time.

Nāku noa, nā Iona

Communicating with children about COVID-19 Here are some tips for teachers and support staff on how to help children and young people cope with the impact of COVID-19.

Coping with change To help children and young people cope with the changes caused by COVID-19, teachers can support families and whānau to provide them with accurate information and facts, including about how to prevent the virus.

Reassure children and young people that health and education experts are working hard to limit the spread of this virus and help everyone to stay healthy.

Support families with re-establishing routines whenever possible, and with looking at alternative, safe, and fun activities when their sport, cultural and community events and practices are put on hold.

Staying healthy Reinforce positive preventive measures, such as washing and drying hands often and thoroughly; keeping a safe physical distance from others; coughing and sneezing into the bend of your elbow; not sharing food or drinks; and avoiding handshakes, hongi and hugs.

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Encourage children to eat a balanced diet, get enough sleep, and exercise regularly.

For more information, see the Ministry of Education’s website and the Unite Against COVID resources at covid19.govt.nz.

Support families with discussing any fears to help with mental well-being.

To reduce anxiety, it is important to give children and young people a sense of control over their risk of infection. Simple calming activities, such as breathing exercises, may help. Sparklers has a range of calming activities for young children. Apps like Headspace can also help young people reduce anxiety. It is important to remember that children and young people look to adults for guidance on how to react to stressful events.

Keeping in contact Keep the lines of communication open with your students’ families, so that they feel informed, supported and comfortable communicating any changes.

Support families and whānau to encourage children and young people to keep up social contact with their friends and family, from a safe distance, and safely online if appropriate.

Encourage kindness The important message is to encourage compassion and kindness hopefully, the goodwill will last longer than the pandemic. gazette.education.govt.nz

COVID-19

Supporting learning from home T

he Ministry of Education has launched Learning from Home and Ki te Ao Mārama, two new websites containing advice and resources for parents and whānau, teachers and leaders spanning early learning through to senior secondary, to support learning at home.

The resources include activities that parents can use with their children and young people alongside what teachers provide.

The resources will also support teachers to plan activities for

children and young people to work on from home.

The resources are sorted in age groups and year levels to help adapt for children’s learning. More resources will be added in the coming days and weeks.

The Ministry will continue working on next steps to support distance learning where it is most needed and as part of contingency planning in case the four-week period is further extended.

For resources relating to NCEA, visit the NZQA website for more information.

For Te Reo Māori resources, visit the Kauwhata Reo website.

We can all slow the spread We all need to work together if we want to slow the spread of COVID-19.

You can unite against the virus now by:

Washing and drying your hands

Coughing or sneezing into your elbow

Staying home if you’re sick

Checking-in on the elderly or vulnerable

Find out more at Covid19.govt.nz

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PACIFIC FESTIVALS

Pandemic no match for Pacific pride Pacific festivals are not only a riot of colour, sound and taste, they also serve as anchors tethering Pacific learners to that all-important sense of belonging. The recent cancellation of Polyfest, due to the COVID-19 outbreak, only served to reinforce the significance of cultural festivals to Pacific students and their families and communities.

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hen rangatahi at Auckland Girls’ Grammar received news that Polyfest, New Zealand’s biggest schools’ cultural event had been cancelled, so many tears were shed that some joked the school lawn would no longer need watering.

The school had a whopping 400 students, more than 40 percent of the roll, ready to perform at the nation’s flagship cultural event, and each of them had spent up to 20 hours a week in rehearsals since the start of the school year.

“The girls’ families had tried to prepare them for the possibility of Polyfest being cancelled, but there were a lot of tears,” says Lily Stowers, teacher-in-charge of the school’s Tongan group and cultural groups’ co-ordinator.

Lily has the formidable task of managing relationships between students, staff and parents involved with the groups representing Māori, Tonga, Samoa, Fiji, Cook Islands, Niue, India and the Philippines.

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Education Gazette 30 March 2020

Fijian group leader, Mere Aria.

“I really felt for our seniors, our Year 13s, as their performances were cancelled last year (after the events of March 15), but I was so proud I was so proud of how they took the news. They were able to understand that it was about staying safe and helping their nanas and older family members to stay safe.”

Fijian group leader Mere Aria, 17, says that it’s not just the excitement of getting on stage and the crowd cheering that I love, it’s the feeling of being able to perform and being proud of their culture.

“Outside of the school and Pacific events, I feel that people judge us, that we can’t do well because we’re Pasifika females, but here and at Polyfest we feel supported by everyone, we are at home.

“Last week I went to an international women’s dinner. One of the women I met was a senior teacher at another Auckland high school and the way she spoke to me left me feeling very judged, as if I couldn’t do well because of my ethnicity and where I go to school. But when I’m at my school and involved with my cultural group, I can be proud to be myself, I don’t have to be someone else.” gazette.education.govt.nz

PACIFIC FESTIVALS

“It’s not just the excitement of getting on stage and the crowd cheering you on that I love, it’s the feeling of being able to perform, of being proud of my culture.”

Mere Aria

Groups open to everyone Mere says that being involved in cultural groups helps her achieve in her schoolwork too because most of her subjects – classical studies, history, dance and English – are about relating back to her culture.

There are 18 students in Mere’s cultural group, some Fijian, others Samoan, Chinese and Indian.

“It’s open to everyone, it’s a way for me to share my culture with other girls and keep in touch with my own culture. I want Fijian students to know that just because we’re a smaller group compared to the rest, that shouldn’t silence or stop us from expressing our culture, in fact that’s an even bigger reason for us to be louder.

“When you’re from another culture and you’re living in a Pākehā community, the Pākehā way is dominant and you start to lose yourself a bit.

“When we first left Fiji, we lived in Christchurch and for the most part the people there were lovely, but it was very white compared to back home. When we moved to South Auckland, I started to see more Islander kids, more brown kids, and that inspired me to express my culture more. I liked it more, I could relate to them in a way I hadn’t been able to with Pākehā kids. I could be myself and the Pasifika group became the thing I looked forward to most at school.

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“It feels special, my family gets involved, helping me to get costumes and items together and my mum comes with me to weekend practice. My family helped me work out the dance, the music and the costumes; one of my uncles did the choreography and my mum’s aunty sewed the costumes.”

Identity central to learning Most of the students at Auckland Girls’ are, in their own words, brown. The dominant ethnicities are Māori and Samoan – 23 percent each – Tongan (16 percent), Niuean, Indian (six percent each), Cook Islands Māori and South East Asian at five percent each.

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PACIFIC FESTIVALS

Studies indicate that for Pacific students, identity (language and culture) is central to learning. According to the Pasifika Education Plan 2013, schools need to explore educational achievement through a cultural lens that sees Pacific knowledge and practices as valid and valued and not solely as a means to achieving desired school outcomes.

“Participation in Pasifika activities – customs, practices and language – builds young people’s sense of self-esteem, belonging and wellbeing, and gives them confidence to connect to school and out-of-school activities, including education.”

Building relationships At Auckland Girls’ Grammar, the cultural groups are key to building relationships with families, says Junior Manapori, teacher in charge of the Cook Islands group.

“We’ve got good parents in all our groups who come to support our girls week to week because of the relationships Lily has with the groups and leaders. Without that connection, you’d have parents who weren’t supporting the school.

“We also do supper after practice and parents’ meetings to help build those connections. If you don’t have a cultural group for a body of students, then you have a population who don’t have their culture represented at school.”

Connection and empowerment Students learn to appreciate their own and others’ cultures. For New Zealand-born Pacific learners, this is especially important, says Junior.

“There are non-Cook Islands-born students who know nothing about their culture. In group they learn the dance, the singing, the hymns and how it relates to society today. They learn the protocols such as why in our church women wear hats, or that what you wear during hymns is different to what you wear for a drum dance. We learn the protocols for funerals and events so as they move on in their lives they know what to do.”

Sense of pride Students gain knowledge and a sense of pride in who they are, they feel connected and empowered.

“Many girls join the group after language week celebrations. We acknowledge all the language weeks and it seems to bridge a gap, students hear their language celebrated and make the leap to the cultural group.

They find their home within the school.”

Year 12 student Bene’t Peauafi, 16, is a leader-in-training for the 105-strong Tongan group.

“I’ve made this commitment because I love my culture and being able to share it with a whole crowd is amazing.

The best part is the journey, then all of that hard work and sweat paying off when you perform on the stage. I feel happiness, and at the festival there’s a great sense of community and pride in my school, especially because the Tongan group holds the title.

“Polyfest is the highlight of the year for me.

I’m pretty sad right now but there’s always next year,” says Bene’t.

Studies indicate that for Pacific students, identity (language and culture) is central to learning.

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Education Gazette 30 March 2020

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PACIFIC FESTIVALS

“Polyfest is the highlight of the year for me. I’m pretty sad right now but there’s always next year.”

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TUKUTUKU KŌRERO 30 March 2020

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Mother and daughter, Professor Roberta Hunter and Dr Jodie Hunter developed DMIC, which uses culturally centred contexts to engage children.

Here they watch some tamariki at Koru School work on a maths problem.

Progress in maths just the beginning Koru School in Mangere, South Auckland has been using the DMIC (Developing Mathematical Inquiry Communities) approach since 2013 and has seen improved engagement and achievement.

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CULTURALLY RESPONSIVE MATHS

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oru School in Mangere, Auckland, is one of 140 schools throughout Aotearoa to have taken on the deep challenges of the DMIC pedagogy, which encourages group problem-solving in culturally-centred contexts and is improving engagement and outcomes in mathematics learning and other areas.

Lift in achievement In the latest New Zealand National Monitoring Study of Student Achievement (NMSSA) in Mathematics and Statistics there is a significant lift in mathematics achievement nationally; with the largest achievement gains evident for Year 8 Pacific students between 2013 and 2018.

In the 2013 report, 11 percent of Pacific students at Year 8 were achieving at curriculum level 4 or above. In the 2018 New Zealand report almost 24 percent of Pacific students at Year 8 were achieving at curriculum level 4 or above, compared to almost 27 percent of Māori and 50 percent of New Zealand European students.

This change is significant.

Strength-based approach

DMIC in action David Ahlquist and his Year 8 class at Koru School demonstrate DMIC in practice in a best evidence in action feature, Ambitious mathematics: Ratios, decimals, fractions and time for Ta’ovala learning from Pacific expertise in education on Education Counts. The feature, which is supported by a video series, showcases the implementation of the teaching and learning approach.

Using Ta’ovala weaving as a context, they work on a problem involving common factors, multiplying and dividing fractions and ratios, which sits at Level 5 of the curriculum.

The class shows collaborative problem-solving skills and the depth of learning already established as they enter group work with high levels of engagement and no intervention from the teacher.

“Low-floor, high-ceiling tasks in ambitious maths provide an accessible context that gives students across a range of abilities opportunities to participate. It’s important for the students to see their culture reflected in maths and to try to emphasise the link between maths and Pasifika culture,” says David.

He says students learn resilience and perseverance and don’t expect to be rescued.

“Getting it wrong only leads to trying something else. Productive failure is where students’ learning is accelerated as they become comfortable with their own and others’ reasoning, as they collectively search for clues that will lead them closer to a solution,” he explains.

During the filming of the videos, some footage was re-shot and as the students re-did the Ta’ovala weaving problem, they all came to the correct answers, indicating that their learning was consolidated.

Using DMIC pedagogy to solve ambitious mathematics problems draws on the knowledge, expertise and experiences of every child in the class whether they be Māori, Cook Island, Samoan or other identities – raising the status of tamariki and their culture.

DMIC makes sense

Koru School’s deputy principal, Bronwyn Jones, says DMIC is a strength-based approach which recognises that Pasifika families and students have rich mathematical practices and knowledge that teachers can value and capitalise on. The school’s Year 8 students are immersed in DMIC collaborative problem-solving practices, learning effective mathematical practices and active and respectful problem-solving strategies, she says.

“DMIC made a lot of sense to the school’s leadership team and showed results from early on with the way tamariki think about themselves as mathematicians going hand in hand with achievement. We got big shifts at the end of that first year. We had students who held their gains over the holidays, which is something that didn’t always happen,” says Bronwyn.

In early March, Hon Jenny Salesa and Hon Aupito William Sio, were welcomed to Koru School to announce $7.2 million investment to expand DMIC.

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She says it was really powerful for teachers to see how far they could push students wo quickly made gains.

“We’ve got some students in Year 8 who are quite confidently operating in early curriculum level 5. Our data show there is a cumulative effect so that by the time our children get to year 8, they are pretty strongly positioned to go to high school. Their dispositions as learners are strong,” says Bronwyn.

“The status of the student is raised with their peers and strengthens their confidence as they see themselves as a contributing member of the team."

Stan Whata TUKUTUKU KŌRERO 30 March 2020

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CULTURALLY RESPONSIVE MATHS

learning how to listen to them, also helps support the removal of unconscious bias and unintended or intended racism,” he says.

PLD supports change DMIC requires leadership that is focused on supporting the challenges that come with change, allowing time for growth, supporting learners (teachers and students) in the process and being open minded to the repositioning of expertise in the learning, Stan explains.

“Leadership is responsible for the challenges and possible changes to school systems that support learning - and the possible removal or restructure of these systems to support DMIC.

Principal Stan Whata at the launch of an expanded rollout of DMIC. Bronwyn, Bobbie and Jodie look on from the second row.

Koru School’s 2018 Education Review Office report echoed this, stating that the school has had a positive impact on outcomes for its students over time. “Year 8 achievement is noticeably higher than other year levels, indicating the positive difference the school makes for learners who stay at the school for at least four years,” says the report.

Confidence to take risks Students are grouped carefully and learn they can depend on their classmates. This means they become increasingly confident in sharing their thinking, explains principal, Stan Whata.

“The way the lessons are run allows our children to clarify their thinking, so rather than making just a one-off statement, they will be challenged by their peers: ‘How do you justify that?’

“Previously there would be a few voices in class and because everyone listened to them, those voices were taken as being right. Now everyone is encouraged to proactively grapple with the learning challenge,” he says.

Mixed ability grouping Bronwyn maintains that ability grouping is detrimental to the way students view themselves and their status in a classroom.

Mixed ability grouping used effectively has advantages for both high and low achievers, she says.

“Being able to sit with everybody in your class and talk about maths is really powerful. The students are positioned in a way that raises their status among their peers.

“Part of this includes valuing all contributions and teachers repositioning the students as capable learners and doers of mathematics.

In an ability grouped system, students swiftly identify who is good at maths and who isn’t.

Often this is based on the emphasis teachers put on getting the right answers and answering quickly. Mixed ability grouping and equitable

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Education Gazette 30 March 2020

practices allow students to be active in their learning irrespective of their achievement levels,” she says.

Pedagogy optimised Teachers at Koru School use a range of DMIC strategies to optimise the effectiveness of the pedagogy. For example, explains Stan, if the group is not listening to a student, the teacher may intervene with: ‘Did you hear what so and so said about that – why don’t you ask them to explain their thinking?’

“The status of the student is raised with their peers and strengthens their confidence as they see themselves as a contributing member of the team. Repositioning our students as mathematical experts in their own right and

“For example, for a long time, we noticed that our formative assessments of daily observations and overall teacher judgements were well informed and very high achieving. However, our standardised assessments did not paint the same picture, possibly because the assessments were developed with a totally different set of values. DMIC is a collaborative process achieved over time, whereas assessments were individual within a given time set,” he says.

Culture change Students at Koru School took the practices, norms and learning from DMIC and transferred these across the curriculum which lead to a change in learning culture across the school in all learning areas, says Stan.

Bronwyn explains that the pedagogy has begun to permeate through other things. “Some of the ideas around grouping children and ‘less teacher talk and more student talk’ have filtered through into other curriculum areas.”

DMIC approach The Developing Mathematical Inquiry Communities (DMIC) teaching and learning approach was developed by experts Professor Roberta Hunter and Dr Jodie Hunter, who come from a Cook Islands background. DMIC builds children’s progressions in mathematical reasoning, participation and communication skills as it builds teacher capability in culturally responsive ambitious education.

While an inclusive pedagogy, DMIC has brought Pacific mathematics expertise to support the teaching profession. NZEI Te Riu Roa has provided national leadership in supporting this intervention. Dr Jodie Hunter has received a prestigious Rutherford Discovery Fellowship and funding from the Marsden Fund to support her research relating to DMIC.

For more about DMIC: » Education Counts best evidence in action exemplar » New Zealand Maths website » See ‘Taking maths into the hearts of communities’, Gazette, Issue 20, 2019 » School leadership for improvement in primary mathematics education: Russell School best evidence in action implementation exemplar

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CULTURALLY RESPONSIVE MATHS

Koru School Year 8 students tell us what they think about DMIC What do you like about DMIC maths? » » » »

Working with my friends Helping people who are struggling It’s fun Talking to each other

What parts of DMIC help you the most » Sharing your ideas » Reading and talking in a group » Listening to other peoples’ ways of working it out

What are the main things you have learned? » » » »

Teacher David Ahlquist and a year 8 class demonstrate DMIC in action in a series of videos on Education Counts.

“Aspects of DMIC fit well within all areas of teaching and learning. Culturally responsive and sustaining practices and a more open, flexible way of teaching have been evident in both literacy and inquiry. Students learn to have friendly arguments and to agree or disagree with someone’s thinking or explanation of a mathematical understanding without a ‘loss of face’ for either person.

This notion of respectful sharing and helping everyone to understand has become part of our way of being,” explains Bronwyn.

Structural change DMIC also influenced the recent rebuild of Koru School, which replaced its individual classrooms with four large open learning spaces.

“The practices from DMIC helped shape how we wanted to organise the learning in these new spaces, the norms and practices we wanted to see, and the removal of deficit thinking,” says Stan.

Teamwork Communicating and sharing New ways of doing the questions It helps me share my ideas

How does DMIC make you feel about maths?

“The learning that we went through also challenged our unconscious bias towards our students. While we strive for a very caring and loving environment, we needed to address deficit thinking and practices that we had learnt over time from an education system that was not designed to meet the needs of Pasifika or Māori students and had our children failing before they had even started learning,” he explains.

» » » »

I am confident and not shy I like hard, challenging questions I like to challenge myself in maths I like doing maths

How does DMIC maths make you feel about yourself? » Makes me feel good and cool » It makes me feel smart » I can keep on trying even when I get things wrong

MOVING ON UP! COACHING IN EDUCATION SYMPOSIUM Friday 14 August 2020 8:30 am – 3:30 pm

Royal New Zealand Yacht Squadron Westhaven Marina, Auckland Register at: www.educationgroup.co.nz

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PRIME MINISTER’S AWARDS

Family values at the forefront of So’otaga programme A multi-faceted programme called So’otaga (making connections) earned Holy Family School in Cannons Creek an Excellence in Engaging award in the Prime Minister’s Education Excellence Awards – and the impact on student achievement and wellbeing has been significant.

Nikolah and Jeremiah in the playground at Holy Family School.

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Education Gazette 30 March 2020

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PRIME MINISTER’S AWARDS

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or the past three years, Holy Family School in Cannons Creek has held a careers expo, which has seen the school hall bursting with over 1,000 people from the school community, along with career role models, many of whom are former pupils or whānau.

“A big focus is that we want our students to achieve. We don’t want them to be limited; we want them to know what is out there when they leave Holy Family and college,” she says.

Hundreds of children and families attend the school’s community barbeques, which are another opportunity to build relationships and better engage the rich resource in the school’s community.

So’otaga was initiated by former principal Chris Theobald and former deputy principal Gina Lefaoseu. Chris is now principal at Bishop Viard College, and Gina manages the So’otaga programme for Holy Family and the college, which provides continuity and ongoing support for pupils.

It’s all part of a multi-faceted approach which earned the school a Prime Minister’s Education Excellence Award in Excellence in Engaging in 2019.

About four or five years ago, the Porirua primary school surveyed former pupils who reported they didn’t feel confident alongside their palagi peers at high school.

To address this, the So’otaga (making connections) programme was launched in 2016. Discussions were held with the school community (tamariki and whānau) about what they wanted from their school and a collaborative Vision of Change was developed.

The career expo is just one of the programme’s initiatives. It’s become so popular that this year’s expo in March was scheduled to be held at Bishop Viard College. Unfortunately it was postponed due to the COVID-19, but it’s hoped they’ll be able to hold it later in the year, says Mary-Jane Simmons-Godinet, who has taught at the school since 1996.

Connecting children, whānau and school

Metua Tengaru is now at the helm of Holy Family’s So’otaga programme, which has contributed to increases in academic achievement from 2015 when 45–50 percent of students were average or above average standard, to 65 percent of students now achieving this standard.

“So’otaga means making connections – with the child, parents and the school. It’s about building communication, relationships and making our families feel comfortable and confident to come into the school so they fully understand where their child is at with their learning,” says Metua.

“We develop a reciprocal relationship in a less formal environment. The programme helps families develop a deeper connection to school that is solely focused on their child’s learning,” she adds.

Adelaide, her son Rakaviah, principal Sue and Metua enjoy a kōrero in the So’otaga room.

Connecting with the community The So’otaga programme is an umbrella for a range of initiatives, which include: » welcoming each new student and whānau with a pōwhiri » daily breakfasts where tamariki and whānau are welcome » Tama Ikiiki – transition to school for under-5s run by Year 5 and 6 students » home visits: getting to know families to help break down barriers » the 45s – 45 minutes each day when a small targeted group of

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Older children like Olu and Metallikah mentor local preschoolers, like Noah, in the weekly Tama Ikiki programme.

learners and their teachers focus on enriching their literacy » DMIC maths introduces problem solving and showing families their cultures are enriched with maths » learning maps where students write (and talk) about learning experiences out of school » aspirational career expos featuring whānau and community role models » former pupils as motivational role models. Chris Te’o is a founding member of USO Bike Ride and teaches children how to ride bikes and be safe on the road » actively empowering parents to be persistent in pushing for a quality education for their children » taking students to meet a wide range of people, including public figures.

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Tama Ikiiki mentors and student ambassadors Zahara, Olu and Goryvafalaya hang out in the playground.

Resources for families Holy Family School provides resources and runs workshops giving parents ideas for teaching their children at home.

“We invite families to come into our So’otaga room to talk – we want to get to know them a lot more. With our meetings with the parents, we set simple achievable goals around what we want the children to achieve.

“There are academic, cultural, social, careers goals and a ‘phenomenal’ goal. Phenomenals are traits to build their confidence and a goal might be being a risk taker in class – so ‘put your hand up’. An academic goal may be around reading because the child doesn’t like reading. So we will talk about resources or methods we can teach the parents to help with reading,” explains Metua.

Home visits succeed She says that some parents may not have had good experiences at school and feel alienated from schools.

“We do visits to homes for those families that have trouble coming in. We’ve had a couple of families where the parents didn’t come into school for a couple of years. It took a while to build one mother’s confidence.

“Previously, her child would never stand up in front of a crowd and speak, but at the launch of the programme in 2016, she spoke in front of 500 people. We were so proud of her – and mum was there; her family were around as well,” says Metua.

Out there and confident Adelaide Matthews was one of those parents who took a while to get involved. Now she is a teacher aide at Holy Family and facilitator for So’otaga.

“When Metua first talked to me about introducing the programme, I was thinking ‘it’s all right, I don’t need it, I do all that at home with my son anyway’. But then she mentioned they could help with resources and better equip me to teach my son and help him.

“Learning was a struggle for me at school and I didn’t want that for my son. I didn’t want him to be held back, shy – because that’s how I was. It blossomed from there. I wanted to be a part of it because my drive for my son is for him to be out there and confident,” she says.

One of Adelaide’s roles is helping to run workshops.

“Our school diaries connect school and home and we had a diary workshop to help the parents understand the different ways their kids can achieve and that you can put the negatives and the positives in,” she explains.

Building confidence The school has worked hard to raise student confidence by taking tamariki out of the school environment, says Mary-Jane.

“We have been taking groups out into the businesses, into the community. For example, we will take a group to meet [Children’s commissioner] Judge Andrew Becroft. They are all very supportive of what we are aiming for.

“We’re 90 percent Pacific, 10 percent Māori, so there’s not a lot of palagi in our school, so we do need to take them out of the comfort zone.

We don’t want them to be passive – you have to be a driver in your learning,” she explains.

“And it works!” adds Metua. “You feel it, you see it – the changes in the students as they go through the years here.”

School is family Mary-Jane says Holy Family has always had ‘amazing’ pastoral care.

“We have our beautiful breakfast. Children and whānau can come in and have a great start to the day. On average we get about 50 a day, and then once they come in, our whānau become volunteers.

“Holy Family really is a family – it’s living and breathing that name. We’re very lucky – our students are very respectful. They come from very loving homes. We’re just an add-on,” says Mary-Jane.

New principal Sue Goodin is excited about the potential to continue the good work: “An incredible foundation has been built here at Holy Family. The partnerships between home, school, and community are real.

“The impact on student achievement and wellbeing is enormous. I look forward to continuing these traditions in the years to come,” she says.

SENCO and classroom teacher Mary-Jane, with some of her Year 4 students, is a keen advocate of the benefits of the So’otaga programme.

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Education Gazette 30 March 2020

gazette.education.govt.nz

PACIFIC LEARNERS

Pukekohe High School student leader Sai with his mother, Losaline Tai.

Nurturing the vā:

the importance of relationships in Pacific education We know that quality relationships between schools, students and whānau are key to achievement, but the question is: how do we nurture these relationships in culturally appropriate ways?

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Education Gazette 30 March 2020

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apid change is underway at Pukekohe High School to ensure equity for an increasing population of Pacific learners.

This focus on relationships Pacific-style is new for the school, which is very Pākehā in appearance and history; the only secondary school in the town of Pukekohe, 50km south of Auckland.

Despite the town and school’s population comprising roughly 20 percent Māori and seven percent Pacific, Education Review

Office (ERO) reports have repeatedly cited concern that this was not reflected in the culture at the high school.

In 2018, ERO reported starkly that it had ‘no confidence in the school’s processes and practices necessary to achieve equity’, and that the school was “not accelerating learning for priority students”.

Achievement rates amongst Pasifika students were alarming – only half achieved NCEA Level 2, just 17 percent attained Level 3 and none achieved UE. gazette.education.govt.nz

PACIFIC LEARNERS

“Pasifika students achieved significantly lower than Pākehā at all levels of NCEA and UE. Significant disparity at all levels of NCEA and UE between these two groups has continued over time.”

greater understanding amongst our teachers of our culture, and our students needed more aspirational stuff, they didn’t have those big dreams.”

Principal Richard Barnett joined the school on the second day of ERO’s visit. He’d been associate principal at the sizeable Burnside High in Christchurch (roll 2,500) and was tasked with making big changes, amongst them a “robust targeted response to raise and accelerate achievement, particularly for Māori and Pacific and boys schoolwide, and to embed high-quality culturally responsive practice”.

This was a different way of working for the Ministry and its South team.

Through a collective approach they were able to respond by supporting the school’s senior leadership team to gather and use ‘multiple voices’ to address equity across school systems, leadership and practice to accelerate Māori and Pacific achievement.

One of Richard’s first moves was to hire Gerard Tindling from Tamaki College, where two-thirds of the roll identify as Pacific.

Richard says that while Gerard’s new role as deputy principal in charge of Pacific achievement was quite an an adjustment in terms of size and demographic, he felt empowered and passionate about his portfolio because he was comfortable working in a Pacific environment.

With support from Ministry of Education adviser Mary Samasoni, Gerard has been working closely with Pasifika parents to rebuild relationships with the school by “nurturing the vā”.

Traditionally, for Pacific people, sacred relationships exist between people, as well as between people and the environment, ancestors and the heavens. To nurture the vā is to respect and maintain the sacred space, harmony and balance within relationships.

Voices invaluable For Gerard, nurturing the vā started with a series of phone calls to update Pacific parents on student achievement and wellbeing, establishing an open-door policy and organising once-a-term fono (hui) to celebrate Pacific success.

“Mary and her team took 10 students at a time to ask about their barriers to achievement and success. Having someone independent was key to getting the truth out of students. We learned that we needed our teachers to develop relationships with Pacific students, we needed

Stanley celebrates success at Pukekohe High School’s fono. gazette.education.govt.nz

A Pacific parents’ group was started, and this has now developed into ethnic specific groups for Tongan, Samoan and Kiribati whānau.

“We try to action all the feedback. We say, ‘Your voice is invaluable, we want to hear it and to give you some of the things that you have asked for’.”

Successes celebrated A year on, more than 100 students and their families filled the staffroom at the first fono for 2020, a huge increase on the eight who joined the school’s first-ever fono a year before. Together they celebrated some pleasing NCEA results – Pacific achievement up 31 percent at Level 1 and up 10 percent at Level 3 – with waiata, dance and food.

Gerard stood at the front and alongside Eseta Veainu, a parent who had previously removed her daughter from the school after losing confidence in its treatment of Pacific students but who had returned to try again.

Eseta devoted up to five hours a day helping students prepare for Polyfest.

“Eseta is incredible. She’s not just given the school another go, she’s invested a lot of her own time back into a school which did not do right by her in the past. She’s part of a group of parents who have been prepared to be honest with us, to work hard and invest in us.”

Eseta, a mother of 11 who works full-time, says the school “feels totally different now”.

Malia has her achievements acknowledged.

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PACIFIC LEARNERS

“We try to action all the feedback. We say, ‘Your voice is invaluable, we want to hear it and to give you some of the things that you have asked for’.”

Gerard Tindling

“Everyone is very welcoming right from the ladies in the office. The school is listening and I see positive change happening. We have to help each other.”

Losaline Tai, who has two children at the school, also attends every fono, even if it means missing part of her night shift at The Warehouse.

“In the past I didn’t want anything to do with the school, but it’s changed and now I’m a big supporter.”

Gerard says the school’s drive to nurture relationships is already paying dividends.

“On Friday evening we had nine parents in the staffroom for the first Samoan meeting of the year; we had the Tongan group performing in the courtyard, and the kapa haka group on the grass in front of the school.

There is energy, noise, passion and culture – and it’s very far removed from how the school looked a year ago.”

Polyfest preparations Students, parents and staff talk excitedly about preparations for Polyfest for which the school had planned to enter three teams prior to its cancellation - Kiribati, Kapa Haka and Tonga.

“We gave Polyfest a major push last year. There had always been groups for Kiribati and Kapa Haka, but it was the first time we’d had a Tongan group. We gave them full use of the hall for six weeks so they could meet as often as they liked, and it became a significant place in the school for them.”

“With our Kiribati community, language has always been a barrier so one of our deans went on sabbatical to study how to engage with the Kiribati community. Last week we had two Kiribati students perform at the fono and five of their whānau came to watch, probably the first time they’ve ever walked into this school.”

Parent Eseta Veainu and deputy principal Gerard Tindling lead Pukekohe High School’s fono to celebrate Pacific achievement.

“It’s a scary thing walking into one of those meetings for the first time; maybe you’re not comfortable about your language or your knowledge of high school and what goes on there. Even in a school that is 100 percent white, it can be difficult for parents to step inside, to cross that barrier.”

Culturally responsive pedagogy Great effort is invested in Pacific language weeks, with students leading daily assemblies and organising events such as volleyball competitions and food markets, and every opportunity is taken to promote visibility of cultural groups through invitation to perform at events in the school and wider community.

Having gained traction with parents, Gerard’s focus for 2020 is to work with staff to upskill in culturally responsive pedagogy.

“The principal committed to speaking first at all fono because he knew it’s what parents expected, and Richard has an open-door policy so that parents can be assured we are listening, that we are committed to positive change.”

As part of developing a more sustainable model, the school deliberately hires teachers who are either Pacific or have experience teaching in the Pacific community, “staff who understand their culture and voice”.

“We need to sustain the changes that we have made, build on them and be reciprocal,” says Richard.

“The school and the Ministry have made strides in that direction, now we need to continue to build those links with the Pacific community. We are the only high school in Pukekohe; we have a diverse student body and we are looking to build meaningful relationships which will raise our achievement rates.”

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Education Gazette 30 March 2020

Board chair Ben Stallworthy, principal Richard Barnett and Sione Niupalau.

gazette.education.govt.nz

DIGITAL TECHNOLOGIES & HANGARAU MATIHIKO

Newlands Intermediate student Aveen says the skills she is learning now are bound to come in handy in the future.

Rolleston College Year 10 student Levente wants to study mechatronic engineering when he leaves school.

Watch: Visit youtube.com/ edgazettenewzealand to watch the fifth and final of our series on the revised Digital Technologies & Hangarau Matihiko curriculum content.

Now is the future In the fifth and final video of this series on the new Digital Technologies & Hangarau Matihiko (DT&HM) curriculum content, Education Gazette looks at the different ways schools and kura are working with communities, industry and each other.

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chools are breaking out of their silos as they implement the new DT&HM curriculum and share the goal of helping to prepare young people to thrive in a fastchanging world.

Working with whānau, communities and schools West Rolleston Primary School has taken a collaborative approach to upskilling its community of whānau and schools, says principal Sylvia Fidow.

“It’s a challenge to upskill our parents and our community. We need to provide access for gazette.education.govt.nz

parents to be able to understand why we teach the way we do, why children have access to the digital tools and what are the benefits. You need that time to work with your community around all of this – and deliver cyber-safety messages too,” she says.

Sylvia says there are 11 centres in the Kāhui Ako, which are taking a collaborative approach to sharing best practice.

“We see our across-school and in-school teachers naturally adding the new curriculum into their work. For example, if you are leading communication, or wellbeing across our Kāhui Ako, our expectation will be that you are

West Rolleston Primary student Arthur enjoys creating digital content.

naturally thinking about how digital enhances that piece of work as well,” explains Sylvia.

Thinking big At Rolleston College, Bronwyn Hoy is thinking big for the rapidly expanding Canterbury township. Last November’s Activate event attracted schools and members of the community to share and learn about the innovative potential of digital technology through a range of student projects. She would love to see a built-for-purpose activation space at the college.

“An activation space is creating a purposeful space in a school, where learners can exhibit, have workshops and some purposeful learning can take place to develop the innovative mindset,” she says.

“A lot of the big companies, like Google, are starting to realise that these spaces are really important. The University of Auckland has Unleash Space.

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DIGITAL TECHNOLOGIES & HANGARAU MATIHIKO

Matt Richards from Village Robot.

Rolleston College’s Activate event saw students and members of the community sharing and learning about the innovative potential of digital technology.

“...as a species we are facing some big challenges at the moment and we need to be able to communicate well, collaborate, innovate, look at new solutions to problems.”

Matt Richards

“I think it’s equally, if not more, important in a secondary school to help our learners develop those skills very early on before they leave school and are still in that safe environment where they can fail and learn and grow,” says Bronwyn.

Working with PLD providers Accredited facilitator of professional learning and development Matt Richards (aka Village Robot), along with Learning Architects.com, is working with schools and institutions around New Zealand to help develop their learner agency and digital fluency.

He says the potential to make a difference in the world is exciting and he is particularly impressed with the concept of ako, which gives teachers space to be learners alongside their students. Education Gazette caught up with Matt at Newlands Intermediate, where he is helping the school develop the DT&HM curriculum in innovative ways.

“We are looking at ways to hand more power over to the students in how they drive their own learning journey. The digital curriculum and digital tools are seen as ways of supporting that. It’s not so much about the tools but the development in the key competencies that can occur by trying some of these new ways of learning and working.

“I think it’s really needed – as a species we are facing some big challenges at the moment, and we need to be able to communicate well, collaborate, innovate, and look at new solutions to problems.

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Education Gazette 30 March 2020

These are the skills that we need now, and this is an opportunity to develop them,” says Matt.

Developing staff confidence Rolleston College worked with Ministry of Education PLD providers ImpactED to develop staff confidence in understanding and implementing the new curriculum. The college was the first to use the PLD provider’s sustainable development goal templates, which Bronwyn Hoy was involved in developing.

As one of 10 Boma Fellows in 2019, Bronwyn will be sharing the learning she received during the one-year programme, which aimed to use experiential technology to improve the learning outcomes of secondary school students.

“We spent 10 days in the US visiting amazing learning institutions. We met once a month as well as having accelerator courses in our holidays. We met with many industry partners to mentor us through this,” she says.

Working with industry Digital skills and competencies are important to society and the economy, says Paul Matthews, chief executive of IT Professionals NZ, which has been working closely with the Ministry on the development of the new curriculum content.

“The technology industry is really excited about the changes to the curriculum. We have wanted it in place for some time because, being at the cutting edge of technology, we see the difference technology is making in the world and the advantages people have who are comfortable with technology. gazette.education.govt.nz

DIGITAL TECHNOLOGIES & HANGARAU MATIHIKO

“The world has changed – now is the future.

Being able to use and develop technology is fundamental to today’s world. The aim of the new DT&HM curriculum is for every child in New Zealand to have the opportunity to create with technology. We want to change from our kids being users and consumers of technology to them creating and driving this forward,” says Paul.

Unique collaboration A unique collaboration began when Newlands Intermediate teacher Marianne Malmstrom, and Jim Taylor, an emerging technologies architect at Theta Innovation Lab, teamed up and won a TechWeek hackathon. Their idea was to create a sandbox platform for making mixed-reality content.

Their idea became a reality when Theta decided to seek student input to build that fitfor-purpose platform. One afternoon a week, you will find a Theta developer at Newlands Intermediate working with a group of students called the MiniDevs. Jim is keen on partnerships with schools as he says students provide valuable insights and feedback during product development.

“We have been on a journey with the MiniDevs of building up a sandbox platform to enable kids to be able to create their own content.

Mixiply is the result and has been released for people to use for free.

“What interested me was that we came in with the assumption we were building a coding platform, but quickly saw we needed to create a creators’ platform. That helped drive the platform from a fun way to learn about coding to a kind of digital makerspace tool,” says Jim.

gazette.education.govt.nz

Marianne believes it is imperative for schools to shift their focus from students learning content to students creating their own content in order to learn. Jim says the technology landscape is ever-changing and a solid grounding in problem solving and computational and design thinking are key skills in the workplace.

Building Relationships Newlands Intermediate principal Angela Lowe says building relationships with people and companies from outside school has brought a whole range of new things into the school environment.

“The world has changed – now is the future. Being able to use and develop technology is fundamental to today’s world.”

Paul Matthews

“With groups like MiniDevs we have 11-, 12-, 13-yearolds working with outside developers to produce things that are marketable and commercially savvy,” she says.

Marianne says it’s a collaboration that truly benefits everyone.

“It’s been the most incredible partnership for all three of us: the students, me as an educator and the Theta developers.”

Her hope is that this is a model that will be replicated by more schools and developers.

Paul Matthews from IT Professionals NZ.

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EDUCATION TO EMPLOYMENT

Career programme fosters talent, diversity A school leaver programme has provided an opportune career path for a group of students from Dilworth School.

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he Westpac School Leavers’ programme aims to attract Year 13 school leavers into banking, as well as attract a diverse range of young people inclusive of gender, culture and education backgrounds.

Some of Dilworth’s students have been together since Year 5 and Claudine says she appreciates the fact the banking group offers a level of community care and that all of the students were offered opportunities.

Westpac partners with schools such as Dilworth School and offers training and opportunities for career development with a focus on diversity by trying to attract and foster talent and skills which represent a broad demographic footprint, says Clare Montgomerie, Senior Manager Talent Acquisition for Westpac.

“Many of our boys are leaving a second home as well as school because we are a full boarding school, so it’s quite a big step for them to transition into the ‘real world’. Westpac offered a nurturing environment, which is diverse and multicultural, and the boys were going to have mentors alongside them for a good part of the training – that was attractive.

“The purpose of the programme is to educate the student market, position Westpac New Zealand as an employer of choice and attract, hire and retain high calibre talent who are leaving school and don’t want to attend university at this stage, but have the potential and ambition to become great leaders, innovators and contributors,” explains Clare.

Levelling the playing field

“To be able to step into the workforce alongside a friend has been really valuable for our young men. They are comfortable around each other, so that added a layer of security for them. In April there’s a friends and family barbeque that Westpac are hosting – so they are including the boys’ whānau in what’s going on. It’s really important to make that family connection and another key thing for our young men,” she says.

Most students at Dilworth School don’t have connections like many other young people and Claudine Nathan, Assistant Principal Student Services at the school, says the Westpac programme is a great opportunity for them.

Connections and opportunities

“The way they pitched it to us is that they would be happy to take on board anyone, so there were no prerequisites, no need to have University Entrance – it was just a level playing field,” she explains.

“It’s particularly important for students from a school like ours. They don’t have the networks some students have access to – certainly not business and commercial connections that many central Auckland

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Education Gazette 30 March 2020

Dilworth School accepts students from good families with limited means and a programme like Westpac’s provides openings and connections.

gazette.education.govt.nz

EDUCATION TO EMPLOYMENT

How’s it going?

A few months into the School Leavers’ programme, two participants tell us how it’s going: Gian, 18 Westpac has been so welcoming in our first month or so working here, and has taught me about managing my money wisely. Many things I have learnt along the way that I wouldn’t have if I didn’t have the opportunity to work here.

Matthew, 18

Gian and Matthew pictured at Westpac, Britomart, are finding the workplace welcoming, supportive and rewarding.

So far Westpac for us is going great. The challenges it provides are very rewarding as they give us a lot of learning experience.

The work environment is also a place where it makes our experience easier. The support we have received from all staff across the workplace is overwhelming and greatly appreciated.

This opportunity is great and if this programme continues, we would recommend it to others who are interested in pursuing a business line of work and for those who want a substitute and/or help for university.

“To be able to step into the workforce alongside a friend has been really valuable for our young men.”

Claudine Nathan

school students would have through their parent community,” says Claudine.

She says it was good to talk to a Westpac employee from a similar background about the opportunities for growth in the company.

“He was first in the family to get a degree and has worked up through the ranks very successfully. He’s passionate about the programme because of his journey with Westpac – he strongly believes in what the company has done for him personally,” she says.

Confidence boosted After the initial induction, students were able to withdraw at any stage, and two of Claudine’s students decided to step back and take a university pathway.

“They had been thinking about university, and I can’t help but wonder if the experience with Westpac gave them the confidence they needed to pursue a university degree.

“Westpac put no pressure on the boys to be a certain way or fit into a specific profile, so they went there finding their own way without pressure. I think that was really enticing because the boys felt comfortable just being who they are,” she says.

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Attend a free one-day Professional Development Seminar

Auckland 8th May Wellington 22 May Christchurch 5 June To register, please email: esmereldab@heartfoundation.org.nz

Nine school leavers from last year’s Year 13 cohort of 69 students are now working at Westpac under the programme, where they will be trained before taking their first live call at the call centre.

gazette.education.govt.nz

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MAURI TŪ MAURI ORA

Te Ipu Kōrero in action A 10-week reo ā-waha teaching and learning programme for kaiako and ākonga in Māori-medium classrooms is having an impact in many kura.

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e Ipu Kōrero is a 10-week reo ā-waha teaching and learning programme for teachers and ākonga (learners) in Years 1–10 Māori-medium classrooms.

It is part of the Ministry of Education’s Mauri Tū Mauri Ora initiative aimed at lifting achievement in ākonga who are not attaining expected curriculum levels. However, it is designed to be an inclusive programme – it is effective with all ākonga.

Te Ipu Kōrero has been developed by Haemata Ltd, working in conjunction with kaiako (teachers). The lessons were trialled and adapted before the full programme was available for implementation from 2017.

Since then, several rounds of kaiako have implemented the programme with very positive results.

Feedback on Te Ipu Kōrero In your opinion, what works about Te Ipu Kōrero?

“It’s a structured oral language programme that is easy to follow.

It has a wide range of lessons and is suitable for all age groups and enhances not only oral language but techniques needed for ākonga to be successful learners.

ki te pānui rānei e kore aro ana ki te reo ā-waha. Kua mārama hoki mātau te take o te whakaako i te reo pāngarau. Heoi anō, kāore pea i te tino mārama pēhea te whakaako me te aromatawai i tēnei o ngā tino kaupapa, ko te Kōrero. Kei roto te reo ā-waha i ngā mea katoa.

Nā te whai i te hōtaka o Te Ipu Kōrero, kua mārama ake tētahi huarahi whakaako, kia puāwai te reo Māori, me ngā pūkenga reo. Ki a au nei, kua tika ake hoki ngā aronga whakatau.

Te Ipu Kōrero has helped me to identify areas to be able to effectively teach and assess oral language.” Kaiako

Ahakoa te taumata reo o te tamaiti i te tīmatanga o te hōtaka, kua kitea

What is the biggest learning that will be taken away from Te Ipu Kōrero?

kore noho ngū noa; pēnei ki te tamaiti e mihi ana ki te kaikōrero o mua,

“Ko te whāinga matua mō tēnei o ngā kaupapa whakahirahira ko te whanake i te taha Te Reo Matatini mō ngā ākonga. Kia akiaki i te ākonga ki te kōrero ahakoa te momo reo, kia māia ake ia ki te kōrero mā reira ka whai wāhi ko te whakatika i te momo reo ka rangona e te kaiwhakarongo, te momo reo ka whakamahia e ia. E pēwhea ana ahau e whakahaere i aku akoranga reo a waha ki roto i te akomanga. He pēwhea hoki e whakauru i ngā akoranga, i ngā kēmu. Ka pēwhea ahau e whakarite i taku akomanga kia mōhio te ākonga he akomanga whāngai i tana taha reo-ā-waha, otirā tana reo Māori.” Kaiako

nā te whakawhānui i te mātauranga kaupapa, mātauranga whakaako

What has your experience been of Te Ipu Kōrero?

those who need more. This is something we are tackling schoolwide to

“Kua kaha kōrero ahau, kua rangona whānuitia, ko te Reo ā-waha te tūāpapa o ngā kaupapa ako katoa. E kore e taea te ako ki te tuhituhi,

Reorua o Maraenui, Ahuriri Napier

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Education Gazette 30 March 2020

ngā hua, pēnei ki te māia o te tamaiti ki te tuku pātai māmā, me te “Tēnā koe mō ōu whakaaro. Anei kē ōku.” Nā te tautoko i ngā kaiako, hoki o te kaiako, kua puāwai te mātauranga o ngā tamariki.

Te Ipu Kōrero may well have been designed to support those tamariki who needed extra support to reach expected outcomes. It has indeed helped me consider and acknowledge what I was and wasn’t doing as a classroom teacher to support the oral language and te reo Māori development of all tamariki. It has helped me to establish a new normal in my akomanga, so that I can now dig deeper and refine what I do for ensure the best reo outcomes for all.” Maia Wilcox, kaiako at Te Kura

gazette.education.govt.nz

TE REO MĀORI RESOURCE

New look for Ngā Kete Kōrero The revamped Ngā Kete Kōrero series is expected to provide increased support for kaiako and ākonga learning to read in te reo Māori.

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Māori.

awton School in Hamilton has just received new and improved books belonging to the Ngā Kete Kōrero resource – a series of over 400 books aimed to help tamariki learn to read in te reo

Following a review of the series, to which Nawton contributed, the Ministry of Education heard the need to update and rebrand the Ngā Kete Kōrero series. The Ministry has worked to update the first phase of over 200 of these titles.

Kaiako Carey Te Paea says they are rapt to see that many of the suggested changes from the review have been implemented.

The relevelling of the titles is one of the most prominent changes.

Based on feedback from the sector, the original 11 levels were expanded to 20.

The addition of the transitional levels is aimed to better support kaiako and ākonga (teachers and learners) to progress through the levels as they learn to read in te reo Māori. Simple changes such as placement of the level, word counts and font size has also been completed as suggested by kaiako.

“We’re really happy that the levelling has been improved,” says Carey.

“Before, the levels were so broad it was really hard to gauge where tamariki were at. Because the levels are a lot closer now, it is easier to measure and show progress. It’s easier for the kids to see that they’re making progress and we can align our indicators accordingly.”

Carey is also pleased to see changes to the text, pictures and contexts as per many of the recommendations and says the tamariki have already picked up on the new text and layout.

“The other thing we like is that we can now access them online. So we can access them on iPads and the tamariki can be reading them independently.”

Carey is keen to see more te reo Māori resources emerge, particularly in the earlier levels.

200+ titles of Ngā Kete Kōrero have been delivered to kura, with any educational setting able to order more directly from Down the Back of the Chair, or view online via Kauwhata reo.

gazette.education.govt.nz

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TUKUTUKU KŌRERO 30 March 2020

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CYBER SECURITY

Putting cyber security on the agenda Schools are encouraged to take steps to protect themselves from cyber attacks and breaches.

For more detailed information, please see the online version of this article

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Education Gazette  30 March 2020

gazette.education.govt.nz

CYBER SECURITY

[Schools are urged] to have a strategy in place to mitigate the risk for BYOD devices from home that might have bugs, as this can be a common way for viruses to infiltrate the school network.

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he business manager of a Wellington high school says the cyber criminals involved in a recent breach of the school’s systems knew what they were doing.

“We suspect it was a team, and they went to great lengths to cover their tracks,” he says.

Fortunately, the school was well equipped to deal with the breach, although the business manager – who doesn’t want himself or the school to be identified – says they have learned a lot from the experience.

Unfortunately, such attacks against New Zealand schools are becoming more frequent, causing in some cases, data loss and significant disruption.

One type of cyber attack with particularly severe impacts is ransomware, a type of malware (malicious software) that encrypts and locks out access to computer systems and can result in the stolen information being dumped publicly or shared among cyber criminals.

The good news is there are practical cyber security measures that can be taken to help protect schools from cyber attacks like this.

When applying these measures, schools must discuss them with their ICT providers or in-house IT staff and ensure that ‘cyber security risk’ is on the school leadership agenda since it presents a material risk to the whole school.

Where to seek help? » See what Network for Learning (N4L) can do to help manage the school ICT network safety and securely. » For further help on strengthening your school’s cyber security, including advice for reporting cyber security incidents, visit the keeping your school network safe guide on the Computer Emergency Response Team (CERT) NZ website. » Check out the Ministry of Education website digital technology safe use guide for schools. » Netsafe Schools is a free programme designed to help New Zealand schools and kura establish, develop and promote online safety, citizenship and wellbeing in their school community.

What should schools do?

While there are a broad range of strategies that can strengthen cyber security and significantly reduce the risk and impact of cyber security threats like ransomware, practical measures start with ensuring that: » backups of important information and data are performed regularly and are stored away from the school ICT network. » partial restore is tested at least once a year, and a full restore is tested at least once. Being able to restore data and systems from reliable clean backups allows school to recover quickly from the disruption caused by successful cyber attacks. » security updates also known as ‘patches’ for software and devices are applied when they are made available. Cyber criminals exploit security vulnerabilities in unpatched software and devices to launch cyberattacks. » everyone is made aware of phishing and other email scams. As well as trying to steal passwords or financial information, phishing emails can also be used to deploy ransomware or launch other types of cyber attack. » antivirus software is installed on all devices. State and state integrated schools have access to funded software including Symantec Endpoint (anti-virus) protection to do this. » a secure connection to access the school ICT network remotely is used. Schools can be referred to N4L for help with this. » cyber security insurance is considered. This can help cover expenses including incident investigative and legal costs when recovering from a cyber attack. It is important to look at the policy details and consider what cover is required by the school.

The business manger of the cyber-attacked school urges other schools to take these measures to mitigate the risk of a cyber attack and minimise the time to recover in the event of a breach.

Additionally, he particularly urges schools to take out cyber security insurance. He also suggests introducing a two-factor authentication of Google or Microsoft accounts for new device log-ins. And he urges schools to have a strategy in place to mitigate the risk for BYOD devices from home that might have bugs, as this can be a common way for viruses to infiltrate the school network. gazette.education.govt.nz

TUKUTUKU KŌRERO 30 March 2020

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NOTICES

Contents

Classroom resources 28 Community involvement 28 Conference / AGM 28 Jubilees and reunions 29 Projects and programmes 29 Student competitions and scholarships 29 Teaching awards and scholarships 30 Other 30 Professional development (PD) 31 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 4 May closes 4pm, Friday 24 April 2020.

Copy for 18 May closes 4pm, Friday 8 May 2020.

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

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

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

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

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Education Gazette 30 March 2020

Classroom resources BestMaths Digital Resources BestMaths Ltd The BestMaths Foundation is dedicated to producing digital resources to assist and enhance the teaching and learning of mathematics at upper primary and secondary school levels.

Resources include eBooks, Apps, games and an extensive content website including interactive features and concept videos. The home site of The BestMaths Foundation is www.bestmaths.net. The content on the website covers all topics needed for the NZ Curriculum from Y8 to Y13 with extensive notes, exercises and tests, making it an ideal resource for distance learning and teaching.

All BestMaths resources are free.

Ref#: 1HA6m_

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

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

Delivered frozen in chilly packs to attended addresses only.

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

Ref#: 1HA5s4

Learn NZSL Victoria University of Wellington Learn NZSL is a free learning portal on New Zealand Sign Language (NZSL). NZSL is the language of New Zealand’s Deaf community and an official language of New Zealand. Whether you’re using NZSL for your classroom, trying to connect with a Deaf student, or just having fun with a new language, Learn NZSL has a lot to offer!

For further information: www.learnnzsl.nz.

Ref#: 1HA5Ye

Phonics-based Literacy The Bridge A Phonics-based programme written for the NZ Curriculum! Easy to follow. Teacher Friendly. Meets all the standards of a Master Synthetics, Multi-Sensory, Incremental and Explicit-based programme.

Email Frances Adlam to find out more: frances@thebridge.org.nz.

Staff meetings and teacher only days available.

Ref#: 1HA5Xu

Toitoi: Celebrating Young New Zealanders’ Connections to the Asia-Pacific Toitoi Media Ltd Two special issues of Toitoi showcase stories, poems and art about the vibrant cultures of Latin America and Southeast Asia. They are multilingual publications featuring the work of young Kiwi creatives ages 514.

The journals will be delivered free to every school and public library in New Zealand, with accompanying teacher support materials.

This project is thanks to a collaboration between Toitoi, the School of Languages and Cultures at Victoria University of Wellington and the Centres of Asia-Pacific Excellence for Latin America and Southeast Asia, with the support of the National Library of New Zealand.

Visit toitoi.nz/connect.

Ref#: 1HA5xM

Community involvement Para Sport Pop Up in Christchurch Paralympics New Zealand Paralympics New Zealand invites you and your students to be part of a new and innovative initiative!

The Para Sport Pop Up is coming to Christchurch telling the story of New Zealand’s 50-year Paralympic history, increasing awareness of Para sport and positively influencing community perceptions of disabled people.

It is a great opportunity to learn about the Paralympic Games, disability, inclusion, diversity and Para sport in New Zealand. Different have a go Para sport activities are available for your students to attend.

Date: Friday 3 April.

Time: 10am–4pm Venue: Bridge of Remembrance, Cashel Street, Christchurch.

Ref#: 1HA6Lv

Conference / AGM 2-Day National Writing Conference Write that Essay Accelerate your students’ writing results Come and hear Dr Hunter at the only NZ Writing Conference that caters to every teacher.

It’s time to fix the writing gap – give our teachers tools that work – and see our students succeed at writing once again.

Why don’t you come along and join the writing revolution.

For further information: www.writethatessay.org/events/new-zealand-events.

Ref#: 1HA6KC

Fotu o Mālama Samoan Language Conference 5 Fotu o Mālama – The Association for Teachers of Samoan Language and Culture at Secondary and Tertiary in NZ Thursday 7 May: 5–6pm – AGM 6–6.30pm – Conference Registration 6.30–9.30pm – Dinner (Buffet at Holiday Inn, 2 Ascot Rd Mangere) – ($43pp) Friday 8 May: 9am–3.30pm – Conference workshop sessions Saturday 9 May: 9am–3pm – Conference workshop sessions Costs: Fotu o Mālama registered member: $150 (please note: $180 after 7 April); non-member: $200 (please note: $230 after 7 April).

Early bird registrations close on 7 April.

Costs include morning tea, lunch and afternoon tea.

Free parking.

For more information contact Lemoa Henry Fesulua’i (secretary); email: H.Fesuluai@mangere.school.nz.

To register for the conference, please visit: https://forms.gle/m3xkzxqsUYgHR3nk7.

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Montessori Aotearoa New Zealand Conference 2020 Conferences & Events Ltd Kia ora, Welcome to the information and registration site for MANZ Conference 2020!

I am delighted to present to you the amazing line-up of speakers who are providing a wide range of topics which will, I’m sure, inspire you. Come along to the Wairakei Resort, Taupō while soaking up knowledge for your kete. gazette.education.govt.nz

Student competitions and scholarships

NOTICES

In 2020 we are celebrating the 150 years since the birth of our founder Dr Maria Montessori. Come along to our network drinks on Saturday 4 July to help us celebrate this important milestone.

I look forward to welcoming you.

Cathy Wilson, Executive Officer, MANZ Ref#: 1HA5qb

For more information: www.fpsnz.co.nz/programme-information.

Register now for 2020: booklet.fpsnz.co.nz/schoolregister.

Ref#: 1HA5X3

» What are interviews – their purpose, the process, and how to prepare » Practice interviews.

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

Ref#: 1HA5ck

New Zealand Association of Language Teachers 2020 Conference

National Beep Beep! Day Wednesday 6 May

NZALT The biennial NZALT conference will take place on Saturday and Sunday, 4–5 July at Queen Margaret College, Wellington, following the official opening at Te Papa on the evening of Friday 3 July.

To register for the NZALT 2020 Conference, please go to the NZALT 2020 Conference site www.nzalt2020.org.

The NZALT 2020 Conference will be followed by Language Specific sessions on Monday 6 July.

For full details and registration go to the Centre for Languages at Future Learning Solutions www.futurelearningsolutions.nz.

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Brake, the road safety charity Beep Beep! Days are fun road safety days for 2–7-year-olds, teaching them some key road safety messages such as holding hands, sitting in a car seat, and wearing a helmet on a bike or scooter.

Everyone who registers receives a free e-action pack of resources including posters, activity sheets, certificates and more.

Brake has partnered with Aardman Animations to run our national day with Timmy Time, using Timmy and his friends in our resources.

If the national date doesn’t work, you can run your day at another time.

Find out more and register at: www.brake.org.nz/beepbeepday.

Ref#: 1HA68c

We Bring the Zoo to You – Live Learning at Your School!

Jubilees and reunions

River Restoration: From Mountains to Sea

175th Celebration – Stoke School, Nelson Stoke School We are celebrating our 175th year. As the second oldest running school in Aotearoa we invite past staff, pupils and friends to register for this celebration and/or share our history.

Dates: 23–26 September.

Link: forms.gle/uL5VgZYnZkGyJSeu7.

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Projects and programmes APO Partnership Schools Programme Auckland Philharmonia Orchestra – APO Connecting Auckland Philharmonia Orchestra Partnership Schools (APOPS) brings the orchestra into the classroom through educational programmes that stimulate and engage students in more than 60 schools across Auckland.

Our APOPS preludes membership ($600) provides a visit from an ensemble (genres include classical, jazz, percussion and more) & 50 tickets and bus transport to our Kiwi Kapers concert in October.

We would love to have your school on board to share our passion for music. You can find out more about APOPS at www.apo.co.nz/community-education/ schools/apops or contact Miriam McCombe at miriamm@apo.co.nz.

Ref#: 1HA5NN

Future Problem Solving New Zealand Future Problem Solving New Zealand NZ’s future-focused, challenging problem-solving programme.

Give your students the skills to step into the future by implementing NZ’s successful world-class, authentic problem-solving programme in your school.

In FPS, students look to the future by exploring such significant future-focused issues as sustainability, citizenship, enterprise and globalisation. (NZC Future Focus Principle) Global Issues Problem Solving fosters higher level thinking and research skills; develops teamwork; enhances futuristic, creative, ethical and critical thinking; strengthens oral and written communication skills and provides an effective problem solving process effective in real life. gazette.education.govt.nz

CORE Education On this field trip to the Waikanae River in the Wellington region, you will join the programme to restore our rivers.

Kick-started by a government grant, iwi and communities are getting together with government agencies to begin new long term projects to make them healthy again.

This trip is a river journey from the mountains to the sea exploring how rivers work, what makes them dirty and what we can do to make them right.

More info at: www.learnz.org.nz/fieldtrips.

Ref#: 1HA67p

Road Safety Week 4–10 May Brake, the road safety charity Road Safety Week is an annual activity that engages hundreds of communities across the country in raising awareness of road safety.

The week is a great opportunity to kick-start road safety activities at your organisation, or to link existing activities to a national week. There are also lots of ways to meet curriculum goals whilst also learning about road safety.

It’s free to register and thanks to QBE Insurance and Waka Kotahi NZ Transport Agency you’ll receive an electronic action pack with posters, worksheets, interactive resources and more.

For more information and to register for an action pack visit www.roadsafetyweek.org.nz.

Ref#: 1HA66A

Student Job Seeking and Interview Skills Workshops at Your Auckland School!

CareerStart CareerStart offers in-school workshops around finding, applying, and interviewing for holiday and part-time work in addition to interview skills in general.

We believe the benefits of part-time work for students are significant, in terms of gaining valuable life skills, plus offering insight and advantages around future employment and ‘employability’.

Topics include: » Why and how do we get a part-time or holiday job. » What are employers looking for? » Be familiar with your own skills and achievements » Create a one page CV

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

We deliver structured learning with high educational value.

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

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

From amazing reptiles to performing pups, ZooVentures brings learning to life!

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

Ref#: 1HA5cQ

ZooVentures Animal Adventures – We Bring the Zoo to Your Kindy!

ZooVentures Explore the animal kingdom with us!

We bring the zoo to you for a magical and fun learning experience with the ZooVentures animals – at your kindy!

‘The range of animals was great, and the experience very interactive – the children were fascinated!’

Watch the bearded dragons munch their wriggly lunch; blue tongue lizards and super-cute tortoises on laps; exotic breed guinea pigs to groom and feed; create a mini zoo park for the mice; weird and wonderful turtles, and even performing pups with a dog safety message!

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

Ref#: 1HA5cb

Student competitions and scholarships Amazing Healthy Kiwi Kids Dance Competition, with Judi Cranston Cancer Society of New Zealand Introducing 2 upbeat songs for students in the junior school to teach them about protecting their skin from the sun and the importance of healthy eating.

In collaboration with the Cancer Society and 5+ A Day, Judi Cranston, award-winning children’s composer and director of kindyRock demonstrates how music can relay health messages to kids in a fun way.

See details about a dance competition in March/ April. Judged by Judi and television presenter Suzy Cato. Great prizes to be won!

See http://bit.ly/ahkkdancecomp for access to the songs and registration details or contact heather. knewstubb@famousfish.co.nz Ref#: 1HA61_

Aurecon Bridge Building Competition 2020 Aurecon Group The Aurecon Bridge Building Competition encourages students to unlock their potential by engaging with STEM early. The competition is open to Y9–10 students, with judging days being held in Auckland and Christchurch.

Entry for the Aurecon Bridge Building Competition TUKUTUKU KŌRERO 30 March 2020

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Other

is free, and using materials supplied by Aurecon, students are tasked with designing and constructing a model bridge using the construction guidelines provided.

To find out more and register, visit: www.aurecongroup.com/careers/bridge-buildingcompetition.

Ref#: 1HA5uZ

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

The best entries will be printed in Education Beyond the Classroom distributed to schools on 18 May. Entries close 19 April.

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

Ref#: 1HA5x3

Eureka! Awards Eureka Trust The Eureka! Awards are a science communication competition for secondary school and tertiary students from Y11 to undergraduate.

They provide an opportunity for the young leaders of tomorrow to showcase their communication skills by researching and presenting their science, technology, engineering or mathematics concept and highlighting its importance to New Zealand’s economic, social or environmental wealth and wellbeing.

Students can win: » Up to $10,000 prize money » Plus scholarships » Plus internships For further details and to register interest: www.eureka.org.nz.

Ref#: 1HA6F3

Eureka! Awards – Māori and Pasifika Students Eureka! Trust The Eureka! Awards are a science communication competition that provides an opportunity for students from Y11 to undergraduate, to present their science, technology, engineering or mathematics concept, and highlight its importance to New Zealand’s economic, social or environmental wealth and wellbeing.

To encourage greater participation in STEM careers

by Māori and Pasifika students the Eureka Awards include dedicated scholarships eligible only to these studentsfor ongoing study.

Māori and Pasifika students entering the Eureka Awards can win » Up to $10,000 prize money » Plus scholarships » Plus internships.

For further details and to register interest: www.eureka.org.nz.

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SMART ALEX Creative Writing Competition for 2020 Friends of the Turnbull Library Get creative! The SMART ALEX creative writing competition celebrates the CENTENARY of the Alexander Turnbull Library.

Win cash prizes and book tokens totalling $3,100.

Closing date: Sunday 19 July.

Find full details and entry form at: www.turnbullfriends.org.nz and send enquiries to fotl2019@gmail.com.

Two categories for prizes: Y9–10 (guideline: 1 or 2 pages including pictures, probably about 250 words) and Y11–13 (guideline: up to 5 pages including

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pictures, probably about 500 words).

Organised by Services to Schools, National Library of New Zealand and by the Friends of Turnbull Library (sponsors).

Ref#: 1HA6W9

The 2020 Think Kind Student Competition Is Open Now! NZ Vegetarian Society The NZ Vegetarian Society has launched its 2020 Think Kind Student Competition. The annual competition is open to all primary, intermediate, and secondary-aged students. The competition aims to promote kindness toward animals.

Every student who enters will receive a certificate, and every project will get a prize. The overall winner will be announced on 1 October, World Vegetarian Day. The entry that wins the People’s Choice Award will receive $1,000 for their school.

Go to www.vegetarian.org.nz for guidelines, inspiration, and free activities. Students must submit their entries online by 10 August.

If you have any questions, please contact us at: info@vegetarian.org.nz.

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Young Reporters for the Environment (YRE) Litter Less Programme and Competition 2020 Keep New Zealand Beautiful Do you teach Y7–13 students? Are you a tertiary student looking for a challenge?

YRE Litter Less New Zealand is an enviro-journalism education programme and competition that gives young people the opportunity to be part of the solution by producing creative and engaging environmental journalism.

The competition is open to students aged 11–25 who attend a school or tertiary institution that is registered for the YRE programme.

Participants investigate and report on environmental issues relating to litter, and propose solutions by using video, photography or writing. Their work is then shared via a media campaign.

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

Ref#: 1HA5pM

Teaching awards and scholarships 2020 Prime Minister’s Education Excellence Awards – Entries Open Now Prime Minister’s Education Excellence Awards The Awards recognise and share inspiring work by schools, kura and early learning services that benefits children and young people, whānau and entire communities.

The 4 award categories are: » Excellence in Engaging » Excellence in Leading » Excellence in Teaching and Learning » Excellence in Wellbeing Education This year’s Education Focus Prize, which changes every year, celebrates Excellence in Environmental and Sustainability Education.

You have until Friday 10 April to submit your entry.

Visit pmawards.education.govt.nz for more information and to download the entry form.

If you have any questions, email info@pmawards. education.govt.nz or call 0800 PM AWARDS (0800 762 927).

Ref#: 1HA5h0

Eureka! – Teacher and School Awards Eureka! Trust The Eureka! Awards are a science communication

competition for secondary school and tertiary students. Students present their science, technology, engineering or mathematics concept exploring how it can improve New Zealand’s economic, social or environmental wealth and wellbeing.

The growth of the Eureka! Awards has been assisted by the commitment and dedication of some fantastic teachers. To recognise this commitment, 2 Eureka Teachers Awards can be awarded to STEM teachers and their New Zealand school/institution. » $2,500 is awarded to the teacher » $2,500 is awarded to the school/institution for STEM teaching resources.

For further details and to apply: www.eureka.org.nz/eureka-teachers-awards.

Ref#: 1HA6F9

Margaret M Blackwell Travel Fellowship for Early Childhood Educators The New Zealand Council for Educational Research (NZCER) The fellowship is for people working in early childhood education to travel overseas to study and gain further experience, and subsequently disseminate that information for the benefit of early childhood education in New Zealand. It is open to anyone working in early childhood education.

The fellowship is for travel and accommodation for overseas study for up to 3 months and not less than 6 weeks.

The 2020 award is up to $16,000 and the travel should be completed in 2020.

Applications close 12pm, Friday 3 April.

Ref#: 1HA5Wu

Other COVID-19 Messages Designs For Your School Communications Health Promotion Agency As part of the Ministry of Health’s information campaign around the COVID-19 virus (coronavirus), the Health Promotion Agency/Te Hiringa Hauora has developed some resources to help spread the message on simple effective measures that everyone can do to help protect themselves, their whānau, and communities.

These resources include banners for websites and newsletters, social media images, email signatures, and info sheets.

Download them at www.hpa.org.nz/covid-19.

Ref#: 1HA6Uh

New Caledonia ... School Trip?

Edventuretours Travel Create an interactive and culturally rewarding experience for your students using New Caledonia as your classroom. This is a 10 person familiarisation/ educational visit to New Caledonia in 2020 for genuine group organisers. We will show you what can be seen and done, what experiences your students will have and give you the hands-on experience and skills to organise a school trip to New Caledonia. Sponsored by Air Calin, Edventuretours Travel and New Caledonia Tourism.

Also Samoa, Vanuatu, Raro, occasionally Hawaii, Tahiti available during the year.

Contact: Ashleigh Hamilton of Edventuretours; ph (07) 855 9499; email ashleigh@edventuretours.co.nz.

Ref#: 1HA5m_

Rarotonga Sponsored Teachers Famil 2020 Edventuretours Travel We sponsor escorted teachers tours for those looking to extend their classrooms to the Pacific – we will provide hands-on experience and skills to gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES help plan a tour to return with a school group. While on ‘Famil’ with us you will participate in masses of activities and look at ways of giving back to the local community, with accommodation inspections and relationships with local providers established to give you the confidence to organise your own school trip and opportunity to assess risk management first-hand.

Contact: Edventuretours, ph (07) 855 9499 or email ashleigh@edventuretours.co.nz.

Ref#: 1HA5mX

Tonga Sponsored Teachers Famil 2020 Edventuretours Travel We sponsor escorted teachers’ tours for those looking to extend their classrooms to the Pacific – we will provide hands-on experience and skills to help plan a tour to return with a school group. While on ‘Famil’ with us you will participate in masses of activities and look at ways of giving back to the local community, with accommodation inspections and relationships with local providers established to give you the confidence to organise your own school trip and opportunity to assess risk management first-hand.

Contact Edventuretours; ph (07) 855 9499 or by email: Ashleigh@edventuretours.co.nz.

Ref#: 1HA5mi

Vanuatu Sponsored Teachers Famil 2020 Trip Edventuretours Travel We sponsor escorted teachers’ tours for those looking to extend their classrooms to the Pacific – we will provide hands-on experience and skills to help plan a tour to return with a school group. While on ‘Famil’ with us you will participate in masses of activities and look at ways of giving back to the local community, with accommodation inspections and relationships with local providers established to give you the confidence to organise your own school trip and opportunity to assess risk management first-hand. Dates are mid-April or later in 2020.

Contact: Edventuretours; ph (07) 855 9499; email: ashleigh@edventuretours.co.nz.

Ref#: 1HA5mc

Early learning PD New Zealand (nationwide) CORE Education » Assessment for Learning: Using Seesaw (Advanced) Ref#: 1HA5rr » History in Your Backyard Ref#: 1HA5s9 » Learning Through Play Ref#: 1HA5rk » NZ History Slam: 200 Years in 2 Hours Ref#: 1HA5ru » Play-based History: Bringing Our Stories to Life Ref#: 1HA5s6 » Pushing Boundaries Using Te Whāriki Ref#: 1HA5rx

Dyspraxia Support Group (New Zealand) Incorporated » The 8th National Dyspraxia Conference – Paving the Way for Success Ref#: 1HA5TU

North Island Storyways Literacy Ltd » Storyways Literacy Taster-day Ref#: 1HA5sR gazette.education.govt.nz

Northland Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA5N_ » Boys in Literacy – Cracking the Code Ref#: 1HA64K

Learning Matters » Spelling is Telling Ref#: 1HA5YC

Auckland Building Minds Psychology

» Supporting Social and Emotional Competence Ref#: 1HA5e0

inspirED ECE » Leading Learning Conversations in ECE Ref#: 1HA61F

Waikato Building Minds Psychology » Professional Training in LEGO-based Therapy Ref#: 1HA65J

CORE Education

» Professional Training in LEGO-based Therapy Ref#: 1HA65J

» Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA5mC

CORE Education

Educational Leadership Project

» Embracing the Value of Drawing in Reflective Practice Ref#: 1HA5me » Innovation is in our DNA Ref#: 1HA5mJ

Educational Leadership Project » Te Whāriki: Tracking Progress in Early Childhood Learning Ref#: 1HA5Uv

Feuerstein Forum » Feuerstein Thinking Skill Programme Workshop Ref#: 1HA644

Growth Culture

» Te Whāriki: Tracking Progress in Early Childhood Learning Ref#: 1HA5Uv

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA5N_ » Boys in Literacy – Cracking the Code Ref#: 1HA64K » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Np » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

» Boys in Literacy – Cracking the Code Ref#: 1HA5N_ » Boys in Literacy – Cracking the Code Ref#: 1HA64K » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Np » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Ns » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

Learning Matters

Kohia Centre, University of Auckland

SPELD NZ

» Kohia Centre – Teachers Forum “Whakaako Tētahi ki Tētahi” “Educate Each Other” Ref#: 1HA6GK » Mindfulness Practices: Improving Attention, Mental Resilience and Self-regulation for Teachers and Students Ref#: 1HA5nM

Learning Matters » Spelling is Telling Ref#: 1HA5YC » Structured Literacy and Play-based Learning Ref#: 1HA5Y0

Learning Network NZ » Oral Language and Encouraging Early Writers in a New Entrant Setting Ref#: 1HA6QA » Working with Students with Challenging Behaviours, Dr Bill Rogers Ref#: 1HA6Rs

Senior Teacher » Implementing Tataiako Ref#: 1HA5e9 » Journey with Tapasā Ref#: 1HA5eC

» Spelling is Telling Ref#: 1HA5Y9 » Spelling is Telling Ref#: 1HA5YC » Structured Literacy and Play-based Learning Ref#: 1HA5Y0 » Structured Literacy and Play-based Learning Ref#: 1HA5Y3 » iDeaL Literacy School Entry and Intervention Screening Tool Workshop Ref#: 1HA5Y6

» Introduction to Specific Learning Disabilities Twoday Course (Level 3 NZQA-approved) Ref#: 1HA64A

Senior Teacher » Encouraging Resilience in Children Ref#: 1HA5Qf » Extending Children’s Thinking Ref#: 1HA5Q_

Bay of Plenty Childspace » Assessment and Documentation of Learning stories Ref#: 1HA6H4

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA5Nc » Boys in Literacy – Cracking the Code Ref#: 1HA64G » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Np » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R TUKUTUKU KŌRERO 30 March 2020

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PROFESSIONAL DEVELOPMENT NOTICES Learning Matters

Growth Culture

» Spelling is Telling Ref#: 1HA5Y9 » Structured Literacy and Play-based Learning Ref#: 1HA5Y0

» Boys in Literacy – Cracking the Code Ref#: 1HA5Nc » Boys in Literacy – Cracking the Code Ref#: 1HA64G » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Ns

SPELD NZ » Introduction to Specific Learning Disabilities Twoday Course (Level 3 NZQA-approved) Ref#: 1HA64A

Gisborne Family Planning » Using Navigating the Journey (Y1–4) Ref#: 1HA69C

Hawke’s Bay Family Planning » Using Navigating the Journey (Y1–4) Ref#: 1HA69C

Learning Matters » Structured Literacy and Play-based Learning Ref#: 1HA5Y0

Taranaki Learning Matters » Spelling is Telling Ref#: 1HA5Y9 » Structured Literacy and Play-based Learning Ref#: 1HA5Y3 » iDeaL Literacy School Entry and Intervention Screening Tool Workshop Ref#: 1HA5Y6

Manawatu/Whanganui Family Planning » Using Navigating the Journey (Y1–4) Ref#: 1HA69C

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA5Nc » Boys in Literacy – Cracking the Code Ref#: 1HA64G » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Ns

Wellington Building Minds Psychology » Professional Training in LEGO-based Therapy Ref#: 1HA65J

CORE Education » Embracing Creativity as an Educator in Aotearoa Ref#: 1HA5nC » Embracing the Value of Drawing in Reflective Practice Ref#: 1HA5me » Innovation is in our DNA Ref#: 1HA5mJ » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA5mC

Childspace » Internal Evaluation for Quality Improvements Ref#: 1HA6Gs

Learning Matters » Spelling is Telling Ref#: 1HA5YF » iDeaL Literacy School Entry and Intervention Screening Tool Workshop Ref#: 1HA5Y6

Senior Teacher » ECE Governance and Management Ref#: 1HA5Qc » Supporting Social and Emotional Competence Ref#: 1HA5QX

Marlborough New Zealand Infant and Toddler Consortium » NZITC New Zealand Infant and Toddler Consortium Blenheim Seminar Day Ref#: 1HA5sF

Tasman/Nelson InterLEAD

» Strengthening Curriculum In Early Childhood – Implementing Te Whāriki Ref#: 1HA5Ri

Learning Matters » Spelling is Telling Ref#: 1HA5YC » Structured Literacy and Play-based Learning Ref#: 1HA5Y3

SPELD NZ » Introduction to Specific Learning Disabilities Twoday Course (Level 3 NZQA-approved) Ref#: 1HA64A

Otago CORE Education » Embracing the Value of Drawing in Reflective Practice Ref#: 1HA5me » Innovation is in our DNA Ref#: 1HA5mJ

Feuerstein Forum

Learning Matters

Growth Culture

» Spelling is Telling Ref#: 1HA5YC » Structured Literacy and Play-based Learning Ref#: 1HA5Y0 » iDeaL Literacy School Entry and Intervention Screening Tool Workshop Ref#: 1HA5Y6

West Coast Learning Matters » Spelling is Telling Ref#: 1HA5YF

Canterbury 4Es Consulting » Bridge that Gap Ref#: 1HA5LK

Building Minds Psychology » Professional Training in LEGO-based Therapy Ref#: 1HA65J

CORE Education » Innovation is in our DNA Ref#: 1HA5mJ » Leadership Stories of Strength and Action Ref#: 1HA5mu » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA5mC

Feuerstein Forum » Feuerstein Thinking Skill Programme Workshop Ref#: 1HA644

Growth Culture

» Using Navigating the Journey (Y1–4) Ref#: 1HA69C

» Boys in Literacy – Cracking the Code Ref#: 1HA5Nc

Education Gazette 30 March 2020

InterLEAD

» Strengthening Strategic Planning – Half-day Workshop Ref#: 1HA6Tv

Family Planning

32

» Boys in Literacy – Cracking the Code Ref#: 1HA64G » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Ns

» Feuerstein Thinking Skill Programme Workshop Ref#: 1HA644

» Boys in Literacy – Cracking the Code Ref#: 1HA5Ni » Boys in Literacy – Cracking the Code Ref#: 1HA64N » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Np » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

Learning Matters » Spelling is Telling

Ref#: 1HA5Y9 » Structured Literacy and Play-based Learning Ref#: 1HA5Y3

SPELD NZ » Introduction to Specific Learning Disabilities Twoday Course (Level 3 NZQA-approved) Ref#: 1HA64A

Southland Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA5Ni » Boys in Literacy – Cracking the Code Ref#: 1HA64N » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Np » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES

Primary / intermediate PD New Zealand (nationwide) CORE Education » Assessment for Learning: Using Seesaw (Advanced) Ref#: 1HA5rr » Future-focused Schools: Aligning Strategies to Realise Positive Change Ref#: 1HA5sC » History in Your Backyard Ref#: 1HA5s9 » Learning Through Play Ref#: 1HA5rk » NZ History Slam: 200 Years in 2 Hours Ref#: 1HA5ru » Play-based History: Bringing Our Stories to Life Ref#: 1HA5s6 » Pushing Boundaries Using Te Whāriki Ref#: 1HA5rx

Dyspraxia Support Group (New Zealand) Incorporated » The 8th National Dyspraxia Conference – Paving the Way for Success Ref#: 1HA5TU

Future of Education Professional Learning » Leading an Integrated Curriculum Ref#: 1HA5eJ

Te Whai Toi Tangata: Institute of Professional Learning, University of Waikato » Online: The Key Competencies in a Digital World (Y0–3) Ref#: 1HA6ar » Online: The Key Competencies in a Digital World (Y4-8) Ref#: 1HA6ae

TechLeap Ltd » Creating 3D Worlds with CoSpaces Edu – 6-week Online Course Ref#: 1HA6eW

North Island Storyways Literacy Ltd » Storyways Literacy Taster-day Ref#: 1HA5sR

Northland Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Dargaville) Ref#: 1HA6ob » Mathematics Leadership Communities Meetings | MLCs (Far North) Ref#: 1HA6kT » Mathematics Leadership Communities Meetings | MLCs (Mid North – Paihia) Ref#: 1HA6ke » Mathematics Leadership Communities Meetings | MLCs (Whangarei) Ref#: 1HA6kZ

Growth Culture

Kohia Centre, University of Auckland

» Boys in Literacy – Cracking the Code Ref#: 1HA5N_ » Boys in Literacy – Cracking the Code Ref#: 1HA64K

» An introduction to Primary Maths in the New Zealand Curriculum Ref#: 1HA5n6 » An Introduction to the New Zealand Curriculum Ref#: 1HA6LA » Fun, Practical Ideas to Support ESOL Learning in an Inclusive Classroom Ref#: 1HA5n0 » How to Enhance Your Practice Utilising the Google Suite Online Platform Ref#: 1HA6LD » Kohia Centre – Teachers Forum “Whakaako tētahi ki tētahi” “Educate each other” Ref#: 1HA6GK » Mindfulness Practices: Improving Attention, Mental Resilience and Self-regulation for Teachers and Students Ref#: 1HA5nM » Oral Language and the Foundation Skills that Lead to Good NE Writers Ref#: 1HA5nF » Play-based Learning; Unpacking the How and What to Learning Through Play Ref#: 1HA5mx » Science for Primary and Intermediate Classrooms Ref#: 1HA6GR » Strengthening Self-efficacy in the Classroom for Both Teachers and Students Ref#: 1HA6Gi » Tabitha Leonard – Using the Deepen Teacher Inquiry Framework Ref#: 1HA6GX » Teaching Fractions, Proportions and Ratios, with Jill Smythe Ref#: 1HA5nJ » Understanding and Supporting Students with Autism in the Mainstream Classroom Ref#: 1HA6ib » Using Materials and Games to Teach Vital Maths Concepts, with Jill Smythe Ref#: 1HA5n3

Learning Matters » Spelling is Telling Ref#: 1HA5YC

Auckland Acumen » Coding Unplugged – Learn How to Code Without Devices or Internet Ref#: 1HA6Q_ » iPad Animation – Visual Storytelling and Digital Technology Using the iPad Ref#: 1HA6Qc

Building Minds Psychology » Professional Training in LEGO-based Therapy Ref#: 1HA65J

Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Auckland – North Shore) Ref#: 1HA6kx » Mathematics Leadership Communities Meetings | MLCs (Auckland – Whangaparoa) Ref#: 1HA6oo » Mathematics Leadership Communities Meetings | MLCs (Central / West Auckland) Ref#: 1HA6p9 » Mathematics Leadership Communities Meetings | MLCs (South / East Auckland) Ref#: 1HA6p6 » Oral Language | The Pedagogy and the Practice Workshops Ref#: 1HA6aQ

CORE Education » Embracing the Value of Drawing in Reflective Practice Ref#: 1HA5me » Innovation is in our DNA Ref#: 1HA5mJ

Educational Leadership Project » Te Whāriki: Tracking Progress in Early Childhood Learning Ref#: 1HA5Uv

Feuerstein Forum » Feuerstein Thinking Skill Programme Workshop Ref#: 1HA644

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA5N_ » Boys in Literacy – Cracking the Code Ref#: 1HA64K » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Np » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Ns » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

Learning Matters » Spelling is Telling Ref#: 1HA5YC » Structured Literacy and Play-based Learning Ref#: 1HA5Y0

Learning Network NZ » Building Cultural Capability for Teaching and Learning – Cultural Competencies for Classroom Teachers Ref#: 1HA6QD » Digital Curriculum: Leadership and Pedagogy Ref#: 1HA6Py » Formative Assessment Practices – Assessment for Learning Ref#: 1HA6QG » Middle Leaders: Crucial Conversations for Tricky Situations Ref#: 1HA6Q7 » STEM Unleashed, Chris Clay Ref#: 1HA6Q4 » The Rise of Anxiety: What Neuroscience Can Teach Us Ref#: 1HA6Q1 » Working with Students with Challenging Behaviours, Dr Bill Rogers Ref#: 1HA6Rs

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

TUKUTUKU KŌRERO 30 March 2020

33

PROFESSIONAL DEVELOPMENT NOTICES Maths Development » Maths Teaching Made Easy Workshops 2020 Ref#: 1HA5Qo

New Zealand Assessment Institute » Balancing Learning and Assessment – Two Sides of the Same Coin Ref#: 1HA5v0

The Literacy Place » A Closer Look at Guided Reading Ref#: 1HA5aR » Developing an Effective Writing Programme Ref#: 1HA5aU

US Consulate General Auckland » Get Smart About News: How News – Literate Are You? News Literacy Professional Development Ref#: 1HA5bb

Waikato Acumen » Coding Unplugged – Learn How to Code Without Devices or Internet Ref#: 1HA6Q_ » iPad Animation – Visual Storytelling and Digital Technology Using the iPad Ref#: 1HA6Qc

Building Minds Psychology » Professional Training in LEGO-based Therapy Ref#: 1HA65J

CORE Education » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA5mC

Educational Leadership Project » Te Whāriki: Tracking Progress in Early Childhood Learning Ref#: 1HA5Uv

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA5N_ » Boys in Literacy – Cracking the Code Ref#: 1HA64K » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Np » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

Learning Matters » Spelling is Telling Ref#: 1HA5Y9 » Spelling is Telling Ref#: 1HA5YC » Structured Literacy and Play-based Learning Ref#: 1HA5Y0 » Structured Literacy and Play-based Learning Ref#: 1HA5Y3 » iDeaL Literacy School Entry and Intervention Screening Tool Workshop Ref#: 1HA5Y6

SPELD NZ » Introduction to Specific Learning Disabilities Twoday Course (Level 3 NZQA-approved) Ref#: 1HA64A

34

Education Gazette 30 March 2020

Bay of Plenty Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA5Nc » Boys in Literacy – Cracking the Code Ref#: 1HA64G » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Np » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

impactED » Minecraft Education Edition Workshop Ref#: 1HA6Vx

Learning Matters » Spelling is Telling Ref#: 1HA5Y9 » Structured Literacy and Play-based Learning Ref#: 1HA5Y3 » iDeaL Literacy School Entry and Intervention Screening Tool Workshop Ref#: 1HA5Y6

The Literacy Place » A Balanced Reading Programme – Reviewing the Approaches Ref#: 1HA5aX

Manawatu/Whanganui Cognition Education

» Spelling is Telling Ref#: 1HA5Y9 » Structured Literacy and Play-based Learning Ref#: 1HA5Y0

» Mathematics Leadership Communities Meetings | MLC’s (Palmerston North to Horowhenua) Ref#: 1HA6kQ » Mathematics Leadership Communities Meetings | MLC’s (Whanganui) Ref#: 1HA6kr

SPELD NZ

Family Planning

Learning Matters

» Introduction to Specific Learning Disabilities Twoday Course (Level 3 NZQA-approved) Ref#: 1HA64A

The Literacy Place » A Balanced Reading Programme – Reviewing the Approaches Ref#: 1HA5aX

Gisborne Family Planning » Gender and Sexual Diversity Ref#: 1HA5re » Introduction to Relationship and Sexuality Education Ref#: 1HA5rQ » The Colours of Sexuality Ref#: 1HA5rZ » Using Navigating the Journey (Y1–4) Ref#: 1HA69C » Using Navigating the Journey (Y5–8) Ref#: 1HA6AM

Hawke’s Bay Digital Circus » Google Educator Level 1 Bootcamp for Teachers!

Ref#: 1HA62K

Family Planning » Gender and Sexual Diversity Ref#: 1HA5re » Introduction to Relationship and Sexuality Education Ref#: 1HA5rQ » The Colours of Sexuality Ref#: 1HA5rZ » Using Navigating the Journey (Y1–4) Ref#: 1HA69C » Using Navigating the Journey (Y5–8) Ref#: 1HA6AM

Learning Matters » Structured Literacy and Play-based Learning Ref#: 1HA5Y0

Taranaki Cognition Education » Mathematics Leadership Communities Meetings | MLCs (New Plymouth) Ref#: 1HA6Bk

» Gender and Sexual Diversity Ref#: 1HA5re » Introduction to Relationship and Sexuality Education Ref#: 1HA5rQ » The Colours of Sexuality Ref#: 1HA5rZ » Using Navigating the Journey (Y1–4) Ref#: 1HA69C » Using Navigating the Journey (Y5–8) Ref#: 1HA6AM

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA5Nc » Boys in Literacy – Cracking the Code Ref#: 1HA64G » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Ns

Wellington Building Minds Psychology » Professional Training in LEGO-based Therapy Ref#: 1HA65J

CORE Education » Embracing Creativity as an Educator in Aotearoa Ref#: 1HA5nC » Embracing the Value of Drawing in Reflective Practice Ref#: 1HA5me » Innovation is in our DNA Ref#: 1HA5mJ » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA5mC

Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Hutt Valley) Ref#: 1HA6kJ » Mathematics Leadership Communities Meetings | MLCs (Wairarapa) Ref#: 1HA6kM » Mathematics Leadership Communities Meetings | MLCs (Wellington Central / South) Ref#: 1HA6m0 » Mathematics Leadership Communities Meetings | MLCs (Wellington North – Newlands to Kapati) Ref#: 1HA6kW gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES Family Planning » Gender and Sexual Diversity Ref#: 1HA5re » Introduction to Relationship and Sexuality Education Ref#: 1HA5rQ » The Colours of Sexuality Ref#: 1HA5rZ » Using Navigating the Journey (Y1–4) Ref#: 1HA69C » Using Navigating the Journey (Y5–8) Ref#: 1HA6AM

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA5Nc » Boys in Literacy – Cracking the Code Ref#: 1HA64G » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Ns

Learning Matters » Spelling is Telling Ref#: 1HA5YF » iDeaL Literacy School Entry and Intervention Screening Tool Workshop Ref#: 1HA5Y6

The Literacy Place » A Balanced Reading Programme – Reviewing the Approaches Ref#: 1HA5aX

Marlborough Family Planning » Gender and Sexual Diversity Ref#: 1HA5rb » Introduction to Relationship and Sexuality Education Ref#: 1HA5rJ » The Colours of Sexuality Ref#: 1HA5rT » Using Navigating the Journey (Y1–4) Ref#: 1HA6AJ » Using Navigating the Journey (Y5–8) Ref#: 1HA6AQ

Tasman/Nelson Learning Matters » Spelling is Telling Ref#: 1HA5YC » Structured Literacy and Play-based Learning Ref#: 1HA5Y0 » iDeaL Literacy School Entry and Intervention Screening Tool Workshop Ref#: 1HA5Y6

The Literacy Place » A Balanced Reading Programme – Reviewing the Approaches Ref#: 1HA5aX

West Coast Learning Matters » Spelling is Telling Ref#: 1HA5YF

Canterbury 4Es Consulting » Bridge that Gap Ref#: 1HA5LK

Acumen » Coding Unplugged – Learn How to Code Without Devices or Internet Ref#: 1HA6Q_ » iPad Animation – Visual Storytelling and Digital Technology Using the iPad Ref#: 1HA6Qc

» Supporting the Understanding of Local Curriculum, North Canterbury Ref#: 1HA6WJ

InterLEAD » Developing Outstanding Middle Managers (2 x One-day Workshops) Ref#: 1HA5yW

Learning Matters

Building Minds Psychology

» Spelling is Telling Ref#: 1HA5YC » Structured Literacy and Play-based Learning Ref#: 1HA5Y3

» Professional Training in LEGO-based Therapy Ref#: 1HA65J

SPELD NZ

CORE Education » Innovation is in our DNA Ref#: 1HA5mJ » Leadership Stories of Strength and Action Ref#: 1HA5mu » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA5mC

Family Planning » Gender and Sexual Diversity Ref#: 1HA5rb » Introduction to Relationship and Sexuality Education Ref#: 1HA5rJ » The Colours of Sexuality Ref#: 1HA5rT » Using Navigating the Journey (Y1–4) Ref#: 1HA6AJ » Using Navigating the Journey (Y5–8) Ref#: 1HA6AQ

Feuerstein Forum » Feuerstein Thinking Skill Programme Workshop Ref#: 1HA644

GCSN » Creating with Google – Whole Day Workshop Ref#: 1HA6VM » Creating with iPad Ref#: 1HA6VJ » Creating with iPad – Holiday Workshop Ref#: 1HA6Ue » Digital Technologies 101 Ref#: 1HA6VC » Play with a Digital Spin – Whole Day Workshop Ref#: 1HA6Ux

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA5Nc » Boys in Literacy – Cracking the Code Ref#: 1HA64G » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Ns

impactED » Minecraft Education Edition Workshop Ref#: 1HA6Vu » Supporting the Understanding of Local Curriculum – Central Christchurch Ref#: 1HA6_6

» Introduction to Specific Learning Disabilities Twoday Course (Level 3 NZQA-approved) Ref#: 1HA64A

Otago CORE Education » Embracing the Value of Drawing in Reflective Practice Ref#: 1HA5me » Innovation is in our DNA Ref#: 1HA5mJ

Family Planning » Gender and Sexual Diversity Ref#: 1HA5rb » Introduction to Relationship and Sexuality Education Ref#: 1HA5rJ » The Colours of Sexuality Ref#: 1HA5rT » Using Navigating the Journey (Y1–4) Ref#: 1HA6AJ » Using Navigating the Journey (Y5–8) Ref#: 1HA6AQ

Feuerstein Forum » Feuerstein Thinking Skill Programme Workshop Ref#: 1HA644

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA5Ni » Boys in Literacy – Cracking the Code Ref#: 1HA64N » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Np » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

Learning Matters » Spelling is Telling Ref#: 1HA5Y9 » Structured Literacy and Play-based Learning Ref#: 1HA5Y3

SPELD NZ » Introduction to Specific Learning Disabilities Twoday Course (Level 3 NZQA-approved) Ref#: 1HA64A

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

TUKUTUKU KŌRERO 30 March 2020

35

PROFESSIONAL DEVELOPMENT NOTICES Southland Acumen

North Island Storyways Literacy Ltd

» Coding Unplugged – Learn How to Code Without Devices or Internet Ref#: 1HA6Q_ » iPad Animation – Visual Storytelling and Digital Technology Using the iPad Ref#: 1HA6Qc

» Storyways Literacy Taster-Day Ref#: 1HA5sR

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA5Ni » Boys in Literacy – Cracking the Code Ref#: 1HA64N » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Np » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

InterLEAD » Developing Outstanding Middle Managers (2 x One-day Workshops) Ref#: 1HA6Xu

Area / composite PD New Zealand (nationwide) CORE Education » Assessment for Learning: Using Seesaw (Advanced) Ref#: 1HA5rr » Future-focused Schools: Aligning Strategies to Realise Positive Change Ref#: 1HA5sC » History in Your Backyard Ref#: 1HA5s9 » Learning Through Play Ref#: 1HA5rk » NZ History Slam: 200 Years in 2 Hours Ref#: 1HA5ru » Play-based History: Bringing Our Stories to Life Ref#: 1HA5s6

Dyspraxia Support Group (New Zealand) Incorporated » The 8th National Dyspraxia Conference – Paving the Way for Success Ref#: 1HA5TU

Future of Education Professional Learning

Northland Cognition Education » Mathematics Leadership Communities Meetings | MLC’s (Dargaville) Ref#: 1HA6ob » Mathematics Leadership Communities Meetings | MLC’s (Far North) Ref#: 1HA6kT » Mathematics Leadership Communities Meetings | MLC’s (Mid North – Paihia) Ref#: 1HA6ke » Mathematics Leadership Communities Meetings | MLC’s (Whangarei) Ref#: 1HA6kZ

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA5N_ » Boys in Literacy – Cracking the Code Ref#: 1HA64K

Learning Matters » Spelling is Telling Ref#: 1HA5YC

Auckland Building Minds Psychology » Professional Training in LEGO-based Therapy Ref#: 1HA65J

Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Auckland – North Shore) Ref#: 1HA6kx » Mathematics Leadership Communities Meetings | MLCs (Auckland – Whangaparoa) Ref#: 1HA6oo » Mathematics Leadership Communities Meetings | MLCs (Central / West Auckland) Ref#: 1HA6p9 » Mathematics Leadership Communities Meetings | MLCs (South / East Auckland) Ref#: 1HA6p6 » Oral Language | The Pedagogy and the Practice Workshops Ref#: 1HA6aQ

CORE Education

Haka Educational Tours

» Embracing the Value of Drawing in Reflective Practice Ref#: 1HA5me » Innovation is in our DNA Ref#: 1HA5mJ

» Space Camp Inspection Tour Ref#: 1HA5ju

Feuerstein Forum

» Leading an Integrated Curriculum Ref#: 1HA5eJ

Te Whai Toi Tangata: Institute of Professional Learning, University of Waikato » Online: The Key Competencies in a Digital World (Y0–3) Ref#: 1HA6ar » Online: The Key Competencies in a Digital World (Y4–8) Ref#: 1HA6ae

TechLeap Ltd

» Creating 3D Worlds with CoSpaces Edu – 6-week Online Course Ref#: 1HA6eW

36

Education Gazette 30 March 2020

» Feuerstein Thinking Skill Programme Workshop Ref#: 1HA644

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA5N_ » Boys in Literacy – Cracking the Code Ref#: 1HA64K » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Np » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Ns

» Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

Kohia Centre, University of Auckland » An Introduction to Primary Maths in the New Zealand Curriculum Ref#: 1HA5n6 » An Introduction to the New Zealand Curriculum Ref#: 1HA6LA » Fun, Practical Ideas to Support ESOL Learning in an Inclusive Classroom Ref#: 1HA5n0 » How to Enhance Your Practice Utilising the Google Suite Online Platform Ref#: 1HA6LD » Mindfulness Practices: Improving Attention, Mental Resilience and Self-regulation for Teachers and Students Ref#: 1HA5nM » Oral Language and the Foundation Skills that Lead to Good NE Writers Ref#: 1HA5nF » Play-based Learning; Unpacking the How and What to Learning Through Play Ref#: 1HA5mx » Science for Primary and Intermediate Classrooms Ref#: 1HA6GR » Strengthening Self-efficacy in the Classroom for Both Teachers and Students Ref#: 1HA6Gi » Tabitha Leonard – Using the Deepen Teacher Inquiry Framework Ref#: 1HA6GX » Teaching Fractions, Proportions and Ratios, with Jill Smythe Ref#: 1HA5nJ » Understanding and Supporting Students with Autism in the Mainstream Classroom Ref#: 1HA6ib » Using Materials and Games to Teach Vital Maths Concepts, with Jill Smythe Ref#: 1HA5n3

Learning Matters » Spelling is Telling Ref#: 1HA5YC » Structured Literacy and Play-based Learning Ref#: 1HA5Y0

Learning Network NZ » Building Cultural Capability for Teaching and Learning – Cultural Competencies for Classroom Teachers Ref#: 1HA6QD » Digital Curriculum: Leadership and Pedagogy Ref#: 1HA6Py » Formative Assessment Practices – Assessment for Learning Ref#: 1HA6QG » Middle Leaders: Crucial Conversations for Tricky Situations Ref#: 1HA6Q7 » STEM Unleashed, Chris Clay Ref#: 1HA6Q4 » The Rise of Anxiety: What Neuroscience Can Teach Us Ref#: 1HA6Q1 » Working with Students with Challenging Behaviours, Dr Bill Rogers Ref#: 1HA6Rs

New Zealand Assessment Institute » Balancing Learning and Assessment – Two Sides of the Same Coin Ref#: 1HA5v0 gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES US Consulate General Auckland » Get Smart About News: How News–Literate Are You? News Literacy Professional Development Ref#: 1HA5bb

Waikato Building Minds Psychology » Professional Training in LEGO-based Therapy Ref#: 1HA65J

CORE Education

Gisborne Family Planning

Wellington Building Minds Psychology

» Gender and Sexual Diversity Ref#: 1HA5re » Using Navigating the Journey (Y1–4) Ref#: 1HA69C » Using Navigating the Journey (Y5–8) Ref#: 1HA6AM » Using Navigating the Journey (Y9–10) Ref#: 1HA6AZ

» Professional Training in LEGO-based Therapy Ref#: 1HA65J

» Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA5mC

Hawke’s Bay Digital Circus

Growth Culture

» Google Educator Level 1 Bootcamp for Teachers!

Ref#: 1HA62K

» Boys in Literacy – Cracking the Code Ref#: 1HA5N_ » Boys in Literacy – Cracking the Code Ref#: 1HA64K » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Np » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

Family Planning » Gender and Sexual Diversity Ref#: 1HA5re » Using Navigating the Journey (Y1–4) Ref#: 1HA69C » Using Navigating the Journey (Y5–8) Ref#: 1HA6AM » Using Navigating the Journey (Y9–10) Ref#: 1HA6AZ

Learning Matters

Learning Matters

» Spelling is Telling Ref#: 1HA5Y9 » Spelling is Telling Ref#: 1HA5YC » Structured Literacy and Play-based Learning Ref#: 1HA5Y0 » Structured Literacy and Play-based Learning Ref#: 1HA5Y3 » iDeaL Literacy School Entry and Intervention Screening Tool Workshop Ref#: 1HA5Y6

» Structured Literacy and Play-based Learning Ref#: 1HA5Y0

SPELD NZ » Introduction to Specific Learning Disabilities Twoday Course (Level 3 NZQA-approved) Ref#: 1HA64A

Bay of Plenty Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA5Nc » Boys in Literacy – Cracking the Code Ref#: 1HA64G » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Np » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

impactED » Minecraft Education Edition Workshop Ref#: 1HA6Vx

Learning Matters » Spelling is Telling Ref#: 1HA5Y9 » Structured Literacy and Play-based Learning Ref#: 1HA5Y0

SPELD NZ » Introduction to Specific Learning Disabilities Twoday Course (Level 3 NZQA-approved) Ref#: 1HA64A gazette.education.govt.nz

Taranaki Cognition Education » Mathematics Leadership Communities Meetings | MLCs (New Plymouth) Ref#: 1HA6Bk

Learning Matters » Spelling is Telling Ref#: 1HA5Y9 » Structured Literacy and Play-based Learning Ref#: 1HA5Y3 » iDeaL Literacy School Entry and Intervention Screening Tool Workshop Ref#: 1HA5Y6

Manawatu/Whanganui Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Palmerston North to Horowhenua) Ref#: 1HA6kQ » Mathematics Leadership Communities Meetings | MLCs (Whanganui) Ref#: 1HA6kr

Family Planning » Gender and Sexual Diversity Ref#: 1HA5re » Using Navigating the Journey (Y1–4) Ref#: 1HA69C » Using Navigating the Journey (Y5–8) Ref#: 1HA6AM » Using Navigating the Journey (Y9–10) Ref#: 1HA6AZ

Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Hutt Valley) Ref#: 1HA6kJ » Mathematics Leadership Communities Meetings | MLCs (Wairarapa) Ref#: 1HA6kM » Mathematics Leadership Communities Meetings | MLCs (Wellington Central / South) Ref#: 1HA6m0 » Mathematics Leadership Communities Meetings | MLCs (Wellington North – Newlands to Kapati) Ref#: 1HA6kW

CORE Education » Embracing Creativity as an Educator in Aotearoa Ref#: 1HA5nC » Embracing the Value of Drawing in Reflective Practice Ref#: 1HA5me » Innovation is in our DNA Ref#: 1HA5mJ » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA5mC

Family Planning » Gender and Sexual Diversity Ref#: 1HA5re » Using Navigating the Journey (Y1–4) Ref#: 1HA69C » Using Navigating the Journey (Y5–8) Ref#: 1HA6AM » Using Navigating the Journey (Y9–10) Ref#: 1HA6AZ

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA5Nc » Boys in Literacy – Cracking the Code Ref#: 1HA64G » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Ns

Learning Matters » Spelling is Telling Ref#: 1HA5YF » iDeaL Literacy School Entry and Intervention Screening Tool Workshop Ref#: 1HA5Y6

Marlborough Family Planning » Using Navigating the Journey (Y1–4) Ref#: 1HA6AJ » Using Navigating the Journey (Y5–8) Ref#: 1HA6AQ

Growth Culture

Tasman/Nelson Learning Matters

» Boys in Literacy – Cracking the Code Ref#: 1HA5Nc » Boys in Literacy – Cracking the Code Ref#: 1HA64G » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Ns

» Spelling is Telling Ref#: 1HA5YC » Structured Literacy and Play-based Learning Ref#: 1HA5Y0 » iDeaL Literacy School Entry and Intervention Screening Tool Workshop Ref#: 1HA5Y6 TUKUTUKU KŌRERO 30 March 2020

37

PROFESSIONAL DEVELOPMENT NOTICES West Coast Learning Matters

» Structured Literacy and Play-based Learning Ref#: 1HA5Y3

» Spelling is Telling Ref#: 1HA5YF

SPELD NZ

Canterbury Building Minds Psychology

» Introduction to Specific Learning Disabilities Twoday Course (Level 3 NZQA-approved) Ref#: 1HA64A

» Professional Training in LEGO-based Therapy Ref#: 1HA65J

CORE Education » Innovation is in our DNA Ref#: 1HA5mJ » Leadership Stories of Strength and Action Ref#: 1HA5mu » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA5mC

Family Planning » Using Navigating the Journey (Y1–4) Ref#: 1HA6AJ » Using Navigating the Journey (Y5–8) Ref#: 1HA6AQ » Using Navigating the Journey (Y9–10) Ref#: 1HA6AT

Feuerstein Forum » Feuerstein Thinking Skill Programme Workshop Ref#: 1HA644

GCSN » Creating with Google – Whole Day Workshop Ref#: 1HA6VM » Creating with iPad Ref#: 1HA6VJ » Creating with iPad – Holiday Workshop Ref#: 1HA6Ue » Digital Technologies 101 Ref#: 1HA6VC » Play with a Digital Spin – Whole Day Workshop Ref#: 1HA6Ux

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA5Nc » Boys in Literacy – Cracking the Code Ref#: 1HA64G » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Ns

impactED » Minecraft Education Edition Workshop Ref#: 1HA6Vu » Supporting the Understanding of Local Curriculum – Central Christchurch Ref#: 1HA6_6 » Supporting the Understanding of Local Curriculum, North Canterbury Ref#: 1HA6WJ

InterLEAD » Developing Outstanding Middle Managers (2 x One-day Workshops) Ref#: 1HA5yW

Learning Matters » Spelling is Telling Ref#: 1HA5YC

Otago CORE Education » Embracing the Value of Drawing in Reflective Practice Ref#: 1HA5me » Innovation is in our DNA Ref#: 1HA5mJ

Family Planning » Using Navigating the Journey (Y1–4) Ref#: 1HA6AJ » Using Navigating the Journey (Y5–8) Ref#: 1HA6AQ » Using Navigating the Journey (Y9–10) Ref#: 1HA6AT

Feuerstein Forum » Feuerstein Thinking Skill Programme Workshop Ref#: 1HA644

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA5Ni » Boys in Literacy – Cracking the Code Ref#: 1HA64N » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Np » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

Learning Matters » Spelling is Telling Ref#: 1HA5Y9 » Structured Literacy and Play-based Learning Ref#: 1HA5Y3

SPELD NZ » Introduction to Specific Learning Disabilities Twoday Course (Level 3 NZQA-approved) Ref#: 1HA64A

Southland Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA5Ni » Boys in Literacy – Cracking the Code Ref#: 1HA64N » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Np » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

InterLEAD » Developing Outstanding Middle Managers (2 x One-day Workshops) Ref#: 1HA6Xu

Secondary PD New Zealand (nationwide) CORE Education » Assessment for Learning: Using Seesaw (Advanced) Ref#: 1HA5rr » Future-focused Schools: Aligning Strategies to Realise Positive Change Ref#: 1HA5sC » History in Your Backyard Ref#: 1HA5s9 » NZ History Slam: 200 Years in 2 Hours Ref#: 1HA5ru

Dyspradia Support Group (New Zealand) Incorporated » The 8th National Dyspraxia Conference – Paving the Way for Success Ref#: 1HA5TU

Future of Education Professional Learning » Leading an Integrated Curriculum Ref#: 1HA5eJ

Haka Educational Tours » Space Camp Inspection Tour Ref#: 1HA5ju

TechLeap Ltd » Creating 3D Worlds with CoSpaces Edu – 6-week Online Course Ref#: 1HA6eW

North Island Storyways Literacy Ltd » Storyways Literacy Taster-Day Ref#: 1HA5sR

Northland Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Dargaville) Ref#: 1HA6ob » Mathematics Leadership Communities Meetings | MLCs (Far North) Ref#: 1HA6kT » Mathematics Leadership Communities Meetings | MLCs (Mid North – Paihia) Ref#: 1HA6ke » Mathematics Leadership Communities Meetings | MLCs (Whangarei) Ref#: 1HA6kZ

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA5N_ » Boys in Literacy – Cracking the Code Ref#: 1HA64K

Learning Matters » Spelling is Telling Ref#: 1HA5YC

Auckland Building Minds Psychology » Professional Training in LEGO-based Therapy Ref#: 1HA65J

For full professional learning and development (PLD) listings see www.gazette.education.govt.nz/notices 38

Education Gazette 30 March 2020

gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Auckland – North Shore) Ref#: 1HA6kx » Mathematics Leadership Communities Meetings | MLCs (Auckland – Whangaparoa) Ref#: 1HA6oo » Mathematics Leadership Communities Meetings | MLCs (Central / West Auckland) Ref#: 1HA6p9 » Mathematics Leadership Communities Meetings | MLCs (South / East Auckland) Ref#: 1HA6p6 » Oral Language | The Pedagogy and the Practice Workshops Ref#: 1HA6aQ

CORE Education » Embracing the Value of Drawing in Reflective Practice Ref#: 1HA5me » Innovation is in our DNA Ref#: 1HA5mJ

Feuerstein Forum » Feuerstein Thinking Skill Programme Workshop Ref#: 1HA644

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA5N_ » Boys in Literacy – Cracking the Code Ref#: 1HA64K » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Np » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Ns » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

Kohia Centre, University of Auckland » An introduction to Primary Maths in the New Zealand Curriculum Ref#: 1HA5n6 » An introduction to the New Zealand Curriculum Ref#: 1HA6LA » How to Enhance Your Practice Utilising the Google Suite Online Platform Ref#: 1HA6LD » Mindfulness Practices: Improving Attention, Mental Resilience and Self-regulation for Teachers and Students Ref#: 1HA5nM » Science for Primary and Intermediate Classrooms Ref#: 1HA6GR » Strengthening Self-efficacy in the Classroom for Both Teachers and Students Ref#: 1HA6Gi » Tabitha Leonard – Using the Deepen Teacher Inquiry Framework Ref#: 1HA6GX » Teaching Fractions, Proportions and Ratios, with Jill Smythe Ref#: 1HA5nJ » Understanding and Supporting Students with Autism in the Mainstream Classroom Ref#: 1HA6ib

Learning Matters » Spelling is Telling Ref#: 1HA5YC

Learning Network NZ

» Building Cultural Capability for Teaching and Learning–Cultural Competencies for Classroom Teachers Ref#: 1HA6QD » Digital Curriculum: Leadership and Pedagogy Ref#: 1HA6Py » Formative Assessment Practices – Assessment for Learning Ref#: 1HA6QG » Middle Leaders: Crucial Conversations for Tricky Situations Ref#: 1HA6Q7 » STEM Unleashed, Chris Clay Ref#: 1HA6Q4 » The Rise of Anxiety: What Neuroscience Can Teach Us Ref#: 1HA6Q1 » Working with Students with Challenging Behaviours, Dr Bill Rogers Ref#: 1HA6Rs

New Zealand Assessment Institute » Balancing Learning and Assessment – Two Sides of the Same Coin Ref#: 1HA5v0

US Consulate General Auckland » Get Smart About News: How News–Literate Are You? News Literacy Professional Development Ref#: 1HA5bb

Waikato Building Minds Psychology » Professional Training in LEGO-based Therapy Ref#: 1HA65J

CORE Education » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA5mC

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA5N_ » Boys in Literacy – Cracking the Code Ref#: 1HA64K » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Np » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

Learning Matters » Spelling is Telling Ref#: 1HA5Y9 » Spelling is Telling Ref#: 1HA5YC

SPELD NZ » Introduction to Specific Learning Disabilities Twoday Course (Level 3 NZQA-approved) Ref#: 1HA64A

Bay of Plenty Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA5Nc » Boys in Literacy – Cracking the Code Ref#: 1HA64G » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Np » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

impactED » Minecraft Education Edition Workshop Ref#: 1HA6Vx

Learning Matters » Spelling is Telling Ref#: 1HA5Y9

SPELD NZ » Introduction to Specific Learning Disabilities Twoday Course (Level 3 NZQA-approved) Ref#: 1HA64A

Gisborne Family Planning » Gender and Sexual Diversity Ref#: 1HA5re » Using Navigating the Journey (Y9–10) Ref#: 1HA6AZ

Hawke’s Bay Family Planning » Gender and Sexual Diversity Ref#: 1HA5re » Using Navigating the Journey (Y9–10) Ref#: 1HA6AZ

Taranaki Cognition Education » Mathematics Leadership Communities Meetings | MLCs (New Plymouth) Ref#: 1HA6Bk

Learning Matters » Spelling is Telling Ref#: 1HA5Y9

Manawatu/Whanganui Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Palmerston North to Horowhenua) Ref#: 1HA6kQ » Mathematics Leadership Communities Meetings | MLCs (Whanganui) Ref#: 1HA6kr

Family Planning » Gender and Sexual Diversity Ref#: 1HA5re » Using Navigating the Journey (Y9–10) Ref#: 1HA6AZ

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA5Nc

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

TUKUTUKU KŌRERO 30 March 2020

39

PROFESSIONAL DEVELOPMENT NOTICES » Boys in Literacy – Cracking the Code Ref#: 1HA64G » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Ns

Canterbury Building Minds Psychology

Otago CORE Education

» Professional Training in LEGO-based Therapy Ref#: 1HA65J

Wellington Building Minds Psychology

CORE Education

» Embracing the Value of Drawing in Reflective Practice Ref#: 1HA5me » Innovation is in our DNA Ref#: 1HA5mJ

» Professional Training in LEGO-based Therapy Ref#: 1HA65J

Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Hutt Valley) Ref#: 1HA6kJ » Mathematics Leadership Communities Meetings | MLCs (Wairarapa) Ref#: 1HA6kM » Mathematics Leadership Communities Meetings | MLCs (Wellington Central / South) Ref#: 1HA6m0 » Mathematics Leadership Communities Meetings | MLCs (Wellington North – Newlands to Kapiti) Ref#: 1HA6kW

CORE Education » Embracing Creativity as an Educator in Aotearoa Ref#: 1HA5nC » Embracing the Value of Drawing in Reflective Practice Ref#: 1HA5me » Innovation is in our DNA Ref#: 1HA5mJ » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA5mC

Family Planning » Gender and Sexual Diversity Ref#: 1HA5re » Using Navigating the Journey (Y9–10) Ref#: 1HA6AZ

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA5Nc » Boys in Literacy – Cracking the Code Ref#: 1HA64G » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Ns

Learning Matters » Spelling is Telling Ref#: 1HA5YF

Marlborough Family Planning » Using Navigating the Journey (Y5–8) Ref#: 1HA6AQ

Tasman/Nelson Learning Matters

» Innovation is in our DNA Ref#: 1HA5mJ » Leadership Stories of Strength and Action Ref#: 1HA5mu » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA5mC

Family Planning » Using Navigating the Journey (Y5–8) Ref#: 1HA6AQ » Using Navigating the Journey (Y9–10) Ref#: 1HA6AT

Feuerstein Forum » Feuerstein Thinking Skill Programme Workshop Ref#: 1HA644

GCSN » Creating with Google – Whole Day Workshop Ref#: 1HA6VM » Creating with iPad Ref#: 1HA6VJ » Creating with iPad – Holiday Workshop Ref#: 1HA6Ue » Digital Technologies 101 Ref#: 1HA6VC » Play with a Digital Spin – Whole Day Workshop Ref#: 1HA6Ux

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA5Nc » Boys in Literacy – Cracking the Code Ref#: 1HA64G » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Ns

impactED » Minecraft Education Edition Workshop Ref#: 1HA6Vu » Supporting the Understanding of Local Curriculum – Central Christchurch Ref#: 1HA6_6 » Supporting the Understanding of Local Curriculum, North Canterbury Ref#: 1HA6WJ

InterLEAD

» Using Navigating the Journey (Y5–8) Ref#: 1HA6AQ » Using Navigating the Journey (Y9–10) Ref#: 1HA6AT

Feuerstein Forum » Feuerstein Thinking Skill Programme Workshop Ref#: 1HA644

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA5Ni » Boys in Literacy – Cracking the Code Ref#: 1HA64N » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Np » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

Learning Matters » Spelling is Telling Ref#: 1HA5Y9

SPELD NZ » Introduction to Specific Learning Disabilities Twoday Course (Level 3 NZQA-approved) Ref#: 1HA64A

Southland Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA5Ni » Boys in Literacy – Cracking the Code Ref#: 1HA64N » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA5Np » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

InterLEAD » Developing Outstanding Middle Managers (2 x One-day Workshops) Ref#: 1HA6Xu

» Developing Outstanding Middle Managers (2 x One-day Workshops) Ref#: 1HA5yW

Learning Matters

» Spelling is Telling Ref#: 1HA5YC

» Spelling is Telling Ref#: 1HA5YC

West Coast Learning Matters

SPELD NZ

» Spelling is Telling Ref#: 1HA5YF

Family Planning

» Introduction to Specific Learning Disabilities Twoday Course (Level 3 NZQA-approved) Ref#: 1HA64A

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

Education Gazette 30 March 2020

gazette.education.govt.nz

VACANCIES

Contents

General 41 Government 41 Guidance and careers 41 Early learning 41 Primary and intermediate (Years 1-8) » Resource teacher 45 » Mātauranga Māori 45 » Teachers 45 » Senior leadership 47

Area / composite (Years 1-15)

» Mātauranga Māori 48 » Teachers 48 » Middle leadership 49 » Senior leadership 49

Secondary (Years 7-15)

» Mātauranga Māori 49 » Teachers 49 » Middle leadership 51 » Senior leadership 52

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.

General

Early learning

New Zealand (nationwide) Apii Te Uki Ou

Northland Christopher and Robin Early Childhood Centre

SENCO / learning support teacher Full-time, contract Ref#: 1HA5Xr

Auckland Stand Children’s Services

Infants and toddlers kaiako Full-time, permanent Ref#: 1HA6W6

Transformational lead teacher Full-time, permanent, SDA + PTSA Ref#: 1HA5fp

Government New Zealand (nationwide) New Zealand Qualifications Authority Supported learning contract for services moderator Part-time, contract Ref#: 1HA6bx

Guidance and careers Auckland Tamaki College Guidance counsellor Full-time, fixed-term Ref#: 1HA6nA

Bay of Plenty Tongariro School Guidance counsellor Part-time, permanent Ref#: 1HA6er

Deadlines for vacancies

Copy for 4 May 2020 closes 4pm, Friday 24 April 2020.

Copy for 18 May closes 4pm, Friday 8 May 2020.

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

Listings are removed from the website after the closing date.

Listings sent by email will not be accepted.

gazette.education.govt.nz

TUKUTUKU KŌRERO 30 March 2020

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VACANCIES

Early learning

Mokopuna Early C E and Care Centre

BestStart Johnstones Road Kindy

Equippers Kids Early Learning Centre

Pouako – early childhood educators (2 positions) Full-time, permanent Ref#: 1HA5Xo

Assistant manager / head teacher Full-time, permanent Ref#: 1HA6V6

Qualified and registered ECE teacher Full-time, permanent Ref#: 1HA6iF

Mokopuna O Moerewa Early Childhood Centre

BestStart, Mount Eden

Fossil Bay Kindergarten

Pouako – early childhood educators (2 positions) Full-time, permanent Ref#: 1HA5a4

Ohaeawai Community Preschool and Early Learning Centre Early learning educator Full-time, permanent Ref#: 1HA6UG

Portland Kindergarten Teacher: salary scale K1 – Northland Kindergarten Association Part-time, permanent Ref#: 1HA6nT

Auckland Active Explorers, Highbrook Certified ECE teacher Full-time, permanent Ref#: 1HA6KU

Adventure Kids Early Learning Centre Registered early childhood teacher Full-time, permanent Ref#: 1HA5zh

Aubrey Early Learning Centre Teacher Full-time, LTR Ref#: 1HA5x7

Bambinos Early Childhood Centre Qualified ECE teacher Full-time, permanent Ref#: 1HA5UM

Bear Park Centre of Learning, Remuera Qualified preschool or toddlers teacher Full-time, permanent Ref#: 1HA6aF

Bear Park Early Childhood Centre, Epsom Preschool teacher Full-time, permanent Ref#: 1HA6PN

Bear Park Herne Bay Early Childhood Education Centre Head teacher – infants and toddlers Full-time, fixed-term Ref#: 1HA6nJ Preschool teacher Full-time, permanent Ref#: 1HA6PG

Bear Park, Kohimarama

Head teacher Full-time, permanent Ref#: 1HA6Uu

BestStart, Ponsonby Teacher-in-training Part-time, permanent Ref#: 1HA6V0

Registered ECE teacher Full-time, permanent Ref#: 1HA6ao

Glenfield Early Learning Centre Certificated early childhood teacher Full-time, fixed-term Ref#: 1HA6k7

Bright Beginnings Early Learning Centre

Gulf Harbour Preschool

Caterpillar Kids Early Learning Centre

Hand and Hand Early Learning Centre, Hobsonville

Qualified and registered educator Full-time, permanent Ref#: 1HA6A6

Educator 2–5-year-olds Full-time, permanent Ref#: 1HA5dX

Childsteps Early Learning Centre Registered early learning teacher Full-time, permanent Ref#: 1HA6Cr

City Impact Church Childcare Centre Qualified early childhood teacher Full-time, permanent Ref#: 1HA6C6

Cockle Bay Private Kindergarten Qualified teacher Full-time, permanent Ref#: 1HA5vF

Cozy Corner Educare Qualified early childhood head teacher Full-time, permanent Ref#: 1HA5Mb

Creative Kids Qualified early childhood teacher Full-time, permanent Ref#: 1HA626

Devonport Methodist Childcare Centre Early childhood educators Full-time, permanent Ref#: 1HA5hh

Dominion Childcare Centre Centre manager Full-time, permanent Ref#: 1HA6DJ Early childhood teacher Full-time, permanent Ref#: 1HA686

ELCM, Takanini

Early childhood teacher Part-time, permanent Ref#: 1HA5xT

Registered, experienced U2s teacher Full-time, permanent Ref#: 1HA6MA

Happy Feet Childcare, Mt Wellington Registered ECE teacher Full-time, permanent Ref#: 1HA5UC

Happy Hearts Riverhead Early Learning Centre ECE qualified teachers (2 positions) Full-time, permanent Ref#: 1HA691

KC Birkenhead Trust ECE certified teacher Full-time, permanent Ref#: 1HA5ZN

Kiddy Winkles, Westgate Fully qualified early learning teacher Full-time, permanent Ref#: 1HA5oh

Kids Count, Kelvin Road 2iC / teaching supervisor Full-time, permanent Ref#: 1HA5ZW

Kids Create Ltd 2 Visiting teacher / programme coordinator – homebased Full-time, permanent Ref#: 1HA61N

Kingsway Preschool, Silverdale Qualified ECE teacher Full-time, permanent Ref#: 1HA5ux

Kingsway Preschool, Snells Beach

Toddlers teacher Full-time, permanent Ref#: 1HA6PR

Teacher – Counties Manukau Kindergarten Association Full-time, fixed-term Ref#: 1HA6ih

BestStart, Epsom

Early Explorers Childcare Centre

Learning Tree Childcare, Apollo

Centre manager Full-time, permanent Ref#: 1HA6Uo

Qualified educator Full-time, permanent Ref#: 1HA633

Qualified and certified teacher for preschool Full-time, permanent Ref#: 1HA67f

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Education Gazette 30 March 2020

ECE teacher Part-time, permanent Ref#: 1HA5v3

gazette.education.govt.nz

Early learning Learning Tree, Silverdale Qualified and registered ECE teachers Full-time, permanent Ref#: 1HA6PU

Learning Tree, Westgate Qualified ECE teacher Full-time, fixed-term Ref#: 1HA61f

Li’l Champs Montessori Early Learning Centre Early childhood educator Full-time, permanent Ref#: 1HA5aJ

Little Wings Early Childhood Education & Care Centre Early childhood educator Full-time, permanent Ref#: 1HA6gk

Living & Learning Family Centre, Henderson Babies / preschool teacher Full-time, permanent Ref#: 1HA6Pk

Living & Learning Family Centre, Mangere Early childhood teachers Full-time, permanent Ref#: 1HA6ie

Mairangi Bay Preschool Fully qualified, registered kaiako Full-time, permanent Ref#: 1HA5pi Fully qualified, registered kaiako Full-time, permanent Ref#: 1HA61M Qualified, registered kaiako Full-time, permanent Ref#: 1HA6nD Registered kaiako Full-time, permanent Ref#: 1HA5Vk

Mokopuna Ki Roscommon Pouako – early childhood educators (2 positions) Full-time, permanent Ref#: 1HA5SD

New Shoots, Sunnynook Registered preschool teacher Full-time, permanent Ref#: 1HA6aW

Papatoetoe Footsteps Community Preschool Early learning educator Full-time, permanent Ref#: 1HA6iJ

Peacocks Early Learning, Stonefields

Reach for the Stars Early Learning Centre Qualified preschool teacher Full-time, permanent Ref#: 1HA66K

Secret Garden ELC Qualified ECE teacher Full-time, permanent Ref#: 1HA5x0

St Andrews Chilton Kindergarten Registered or provisionally registered ECE teacher Part-time, fixed-term Ref#: 1HA6fk

Star Educare ECE centre manager Full-time, permanent Ref#: 1HA6d3 ECE qualified teacher Full-time, permanent Ref#: 1HA5co

Talented Tots Early Childhood Centre Qualified early childhood teachers (2 positions) Full-time, permanent Ref#: 1HA5NG

Tausa’afia Trust Early childhood teacher Full-time, permanent Ref#: 1HA5pD

The Children’s Corner, Papatoetoe Centre manager Full-time, permanent Ref#: 1HA68y

The Junction Early Learning Centre Head teacher Full-time, permanent Ref#: 1HA6PK

The Point Early Childhood Centre Infants and toddlers teacher Full-time, permanent Ref#: 1HA5uF

The Village Early Learning Centre In-training / unqualified teachers (several positions) Full-time, permanent Ref#: 1HA6W0 Qualified head teachers for infants, toddlers, preschool Full-time, permanent Ref#: 1HA6J4 Registered team leader Full-time, permanent Ref#: 1HA6LX

The Wishing Tree Early Learning Centre

VACANCIES

ToTally Kids Qualified ECE teacher Full-time, permanent Ref#: 1HA6SK

White Heron @ Dawson ECE services manager Part-time, contract Ref#: 1HA6TC

Woodlands Park Community Kindergarten ECE qualified teacher Full-time, permanent Ref#: 1HA6X6

Waikato Bizzy Bodz Early Learning Centre, Huntly ECE registered early childhood teacher Full-time, permanent Ref#: 1HA6FW

Central Kids Kindergartens, Laughton Kindergarten head teacher, Taupō Full-time, permanent Ref#: 1HA6p4

Creators on Grandview Centre manager Full-time, permanent Ref#: 1HA6JA Teacher Full-time, permanent Ref#: 1HA6k3

Elim Early Learning Centre, Cambridge Teacher Full-time, permanent Ref#: 1HA5SW

House of Wonder, Chartwell Registered early childhood teacher Full-time, fixed-term Ref#: 1HA6Vh

Imagine Kids Care Rotokauri, Early Learning Centre ECE qualified teacher Full-time, permanent Ref#: 1HA5iR

Learning Curves Early Childhood Education Centre Registered early childhood teacher Full-time, permanent Ref#: 1HA5Z6

Li’l Pumpkins Early Learning, Tamahere Early childhood teacher Full-time, permanent Ref#: 1HA5xi

Mini Miracles Educare

Qualified teacher Full-time, permanent Ref#: 1HA6M7

Qualified and registered ECE teacher Full-time, permanent Ref#: 1HA5gc

Peekaboo Childcare Centre

Tiny Tots Childcare Centre

Preschool teacher Full-time, permanent Ref#: 1HA6SU

Samoa Taumafai Aoga Amata

ECE teacher Full-time, permanent Ref#: 1HA5bX

ECE qualified head teacher Full-time, permanent Ref#: 1HA6ee

gazette.education.govt.nz

Qualified teacher Full-time, permanent Ref#: 1HA6bh

TUKUTUKU KŌRERO 30 March 2020

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VACANCIES

Early learning

Small Steps Early Learning Centre Registered teacher Full-time, permanent Ref#: 1HA6_h

Tamariki Station Kaiako Full-time, permanent Ref#: 1HA6gu

Taupo Children’s Corner Registered ECE teacher – nursery Full-time, permanent Ref#: 1HA6LU

Te Kohanga Reo o Nga Kuaka Kaiako Full-time, permanent Ref#: 1HA5gU

Tic Tac Toe Educare Tots n Toddlers ECE qualified teacher (2 positions) Full-time, permanent Ref#: 1HA5Si

Whaihanga Early Learning Centre Centre manager – Central Kids Full-time, permanent Ref#: 1HA6p7

Gisborne Bizzy Bodz Early Learning Centre Gisborne ECE registered early childhood teacher Full-time, permanent Ref#: 1HA6FT

Sticky Fingers Childcare and Education Centre Centre manager Full-time, permanent Ref#: 1HA5kR

Hawke’s Bay BestStart, Omahu Road Assistant manager Full-time, permanent Ref#: 1HA67i

Cribs2crayons Head teacher / assistant centre manager Full-time, permanent Ref#: 1HA63R

Lumsden Kindergarten Qualified ECE teacher Full-time, permanent Ref#: 1HA5pW

Taranaki BestStart, Inglewood

Bay of Plenty Happy Feet Childcare,Papamoa

Head teacher preschool Full-time, permanent Ref#: 1HA6ge

Registered early childhood teacher Full-time, permanent Ref#: 1HA5Wi

Manawatu/Whanganui Appleton Kindergarten

Happy Times Childcare ECE head teacher or qualified teacher Full-time, permanent Ref#: 1HA6dM

Kids.Com.Educare Early childhood team leader Full-time, permanent Ref#: 1HA5Wm

Li’l Champs Early Learning Centre Registered teacher Full-time, fixed-term Ref#: 1HA6Ho

Mountain View Preschool Early childhood centre manager Full-time, fixed-term Ref#: 1HA5Ws

The Children’s Garden Childcare Teacher Full-time, permanent Ref#: 1HA6b9

The Village Preschool & Childcare Centre Head teacher toddlers room Full-time, permanent Ref#: 1HA6_Q Teacher – baby room Full-time, permanent Ref#: 1HA6_T

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Education Gazette 30 March 2020

Teacher – Dannevirke Kindergarten Association Full-time, permanent Ref#: 1HA6U7

Dot Kids Early Learning Centre, Pahiatua Registered early childhood teacher Full-time, permanent Ref#: 1HA6kG

Nga Rito o Te Puawaitanga Early Childhood Centre Teacher Full-time, permanent Ref#: 1HA6ZQ

The CubbyHouse Early Childhood Centre, Palmerston North

BestStart, Totara Park Head teacher – toddlers / preschool Full-time, permanent Ref#: 1HA6HU

Beststart, Melling Head teacher – preschool Full-time, permanent Ref#: 1HA67_

Brooklyn Kids Registered ECE teacher Full-time, permanent Ref#: 1HA5VG

Discovery Preschool Qualified early childhood teacher Part-time, permanent Ref#: 1HA6fx

Dot Kids Early Learning Centre, Carterton Registered early childhood teacher Part-time, permanent Ref#: 1HA5kf

Kakapo Kids ECC Early childhood teacher Full-time, permanent Ref#: 1HA6Tk Infants and toddlers teacher Full-time, fixed-term Ref#: 1HA6Th

Karori Childcare Centre Early childhood educator Full-time, permanent Ref#: 1HA63x

Kids Reserve ECE teacher Full-time, permanent Ref#: 1HA6Zo

Kiwi Kids Childcare Centre Head teacher ECE Full-time, permanent Ref#: 1HA5r9

Lollipops, Petone Certified ECE teacher – toddlers Full-time, permanent Ref#: 1HA6Qy

Naenae Kindergarten

Registered teacher / teacher-in-training Full-time, permanent Ref#: 1HA69h

Head teacher – Hutt City Kindergartens Full-time, permanent Ref#: 1HA6iT

Wellington Active Explorers, Kaiwharawhara

Normandale Playcentre

Certified ECE teachers (2 positions) Full-time, permanent Ref#: 1HA6KR

Active Explorers, Upper Hutt Certified ECE teacher Full-time, permanent Ref#: 1HA6Nm

Bush session facilitator Part-time, permanent Ref#: 1HA6Eb

Otaki Early Learning Centre Certified teacher / kaiako Full-time, permanent Ref#: 1HA6Jr

BestStart, Taita

Marlborough Active Explorers, Blenheim

Qualified ECE teacher Full-time, permanent Ref#: 1HA67R

Certified ECE teacher – preschool room Full-time, permanent Ref#: 1HA6Nc gazette.education.govt.nz

Primary/Intermediate Y1-8 Teachers

VACANCIES

BestStart, Springlands

Ranui Free Kindergarten, Timaru

Richard Hudson Kindergarten

Centre manager Full-time, permanent Ref#: 1HA6HW

Teacher – South Canterbury Kindergartens Full-time, permanent Ref#: 1HA6pD

Teacher – Dunedin Kindergartens Full-time, permanent Ref#: 1HA6n3

Little Footsteps, John Street

Sancta Maria Montessori Preschool, Sherborne

Roslyn Kindergarten

Teacher Full-time, permanent Ref#: 1HA637

Tasman/Nelson Happy Feet Childcare, Richmond

ECE qualified teacher or provisionally registered Full-time, permanent Ref#: 1HA5mm

The Learning Barn

Head teacher – Dunedin Kindergartens Full-time, permanent Ref#: 1HA6m9

Wanaka Preschool Early Childhood Centre

Third year teacher-in-training Full-time, fixed-term Ref#: 1HA6br

ECE teacher Full-time, permanent Ref#: 1HA5XR

Early childhood teacher Full-time, permanent Ref#: 1HA6PM

HardyKids Early Learning Centre, Motueka

The Willows

Southland BestStart, Kelvin Street

Registered early childhood teacher Full-time, permanent Ref#: 1HA60h

Canterbury Abacus Montessori Preschool Nursery teacher Full-time, fixed-term Ref#: 1HA5wm

Active Explorers, Rolleston Certified ECE teacher – toddlers Full-time, permanent Ref#: 1HA6KG

Qualified nursery teacher Full-time, permanent Ref#: 1HA6a6

Woodend Preschool and Nursery Registered early childhood teacher Full-time, permanent Ref#: 1HA6bQ

Otago Cardrona Nursery & Ski Kindy Qualified teacher Full-time, fixed-term Ref#: 1HA5Sp

Ako Rolleston

City Impact Church Childcare, Balclutha

Early childhood educator Part-time, permanent Ref#: 1HA6Pm

Early learning educator Full-time, fixed-term Ref#: 1HA5MK

Kidsfirst Kindergarten Head Office

Flippers Early Childhood Centre

Professional leader Full-time, permanent Ref#: 1HA6nh

Experienced O2s kaiako Part-time, fixed-term Ref#: 1HA629

Kindercare Learning Centres, Sawyers Arms

Jonathan Rhodes Kindergarten

Team leader – transition to school Full-time, permanent Ref#: 1HA6mh

Little Wonders, Pegasus Certified ECE teacher Full-time, fixed-term Ref#: 1HA6KK

Lollipops Educare, Patten Street Certified ECE teacher Full-time, permanent Ref#: 1HA6bZ Team leaders (2 positions) Full-time, permanent Ref#: 1HA6Nf

Nestled Early Learning Centre Registered toddlers teacher Full-time, permanent Ref#: 1HA6Wh

Prebbleton Nursery & Education Centre Registered / certificated nursery teacher Full-time, permanent Ref#: 1HA6Ry gazette.education.govt.nz

Teacher – Dunedin Kindergartens Part-time, permanent Ref#: 1HA6mM

Little Wonders, Oanaka Certified ECE teacher Full-time, permanent Ref#: 1HA6Ni

Mini Thinkers ECE teacher U2s Full-time, permanent Ref#: 1HA6T4

Portobello Kindergarten Teacher – Dunedin Kindergartens Full-time, permanent Ref#: 1HA6mF

Qualified ECE teacher Full-time, permanent Ref#: 1HA6UA

BestStart, North Road Head teacher Full-time, permanent Ref#: 1HA6T0

Wee Nippers Early Childhood Centre Certified teacher Full-time, permanent Ref#: 1HA6jF

Primary / intermediate Y1–8 Resource teacher Waikato Miller Avenue School RTLB – Hauraki RTLB Cluster Full-time, permanent, 1MMA + SDA Ref#: 1HA6CJ

Mātauranga Māori Auckland Kowhai Intermediate Kaiako Full-time, permanent, MITA Ref#: 1HA6bu

Waikato Kihikihi School Kaiako rūmaki reo Tau 0–2 Full-time, fixed-term, MITA Ref#: 1HA5zG

Teachers Northland Mangawhai Beach School

Teacher – Dunedin Kindergartens Part-time, permanent Ref#: 1HA6mT

Scale A teacher Full-time, fixed-term Ref#: 1HA5au Scale A teacher Full-time, fixed-term Ref#: 1HA5ah

Remarkable Start Early Learning

Raurimu Avenue School

Registered early childhood teacher Full-time, permanent Ref#: 1HA5ee

Y7–8 teacher Full-time, permanent Ref#: 1HA6Hy

Reid Park Kindergarten

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VACANCIES

Primary/Intermediate Y1-8 Teachers

Auckland Arahoe School Classroom teacher Y5–6 Full-time, permanent Ref#: 1HA6Pc

Central Auckland Specialist School Scale A teacher Full-time, permanent, SDA Ref#: 1HA6gT Scale A teacher Full-time, permanent, SDA Ref#: 1HA68X

Chaucer School New entrant teacher Full-time, fixed-term Ref#: 1HA69M

Flat Bush School Y1–2 Samoan Focus classroom teacher Full-time, fixed-term, PTSA Ref#: 1HA6jJ

Glen Taylor School

Oaklynn Special School Scale A teacher Full-time, permanent Ref#: 1HA6c0

Opaheke School Y1 class teacher Full-time, fixed-term Ref#: 1HA6Ms

Oranga School Y2 teacher Full-time, permanent Ref#: 1HA6LQ

Papatoetoe East School New entrant classroom teacher Full-time, LTR Ref#: 1HA6ir

Papatoetoe South School Teacher – new entrant/Y1 Full-time, fixed-term, PTSA Ref#: 1HA5iC

Riverhead School

Scale A teacher – junior school (APPA/PCT) Full-time, fixed-term, PTSAP Ref#: 1HA5oU

Scale A new entrant teacher Full-time, fixed-term Ref#: 1HA61p

Greenhithe School

Sommerville School

Junior classroom teacher Full-time, fixed-term Ref#: 1HA6bW

Hauraki School Classroom teacher for 2020 Full-time, fixed-term Ref#: 1HA63C

Henderson Valley School New entrant, Scale A teacher Full-time, fixed-term Ref#: 1HA6h6

Hobsonville Point Primary School Scale A teachers (several positions) Full-time, permanent Ref#: 1HA6NJ

Kauri Flats School Middle school teacher Full-time, permanent Ref#: 1HA696

Kelvin Road School Y5–6 teacher Full-time, fixed-term Ref#: 1HA6ex

Scale A teacher Full-time, permanent Ref#: 1HA6Je

St Dominic’s Catholic School, Blockhouse Bay Scale A classroom teacher Y3–4 Full-time, fixed-term Ref#: 1HA6kC

St Michael’s Catholic School, Remuera Scale A teacher. Tagged Full-time, permanent Ref#: 1HA5Rs

St Pius X Catholic School, Glen Innes Base Scale teacher. Tagged Full-time, permanent, PTSA Ref#: 1HA6n4

Valley School Junior team teacher Y0–2 Full-time, permanent Ref#: 1HA6ah

Waatea School Maths teacher Part-time, fixed-term, MITA + HTSA + possible MU Ref#: 1HA6_F Y2–3 classroom teacher Full-time, permanent, MITA + HTSA Ref#: 1HA6WZ

Meadowbank School

Yendarra School

New entrant teacher Full-time, fixed-term Ref#: 1HA6CR

Junior and senior teachers Full-time, permanent Ref#: 1HA5qx

Waikato Amisfield School Teacher Y5–8 Full-time, permanent, 2MU Ref#: 1HA5t1

Kihikihi School

Y3–4 class teacher Full-time, fixed-term Ref#: 1HA6Ey

Ohinewai School

Team teaching position Full-time, fixed-term Ref#: 1HA6oT

Peachgrove Intermediate Teacher Full-time, fixed-term Ref#: 1HA6j3

Tairua School Scale A teacher Full-time, permanent Ref#: 1HA6NR

Te Kauwhata Primary School New entrants classroom teacher Full-time, fixed-term Ref#: 1HA6mm

Te Wharekura o Te Kaokaoroa o Patetere Teacher Y1–4 Full-time, fixed-term, MITA Ref#: 1HA664

Bay of Plenty ACG Tauranga Primary teacher Full-time, permanent Ref#: 1HA6N9

Otumoetai Intermediate Teacher Full-time, permanent Ref#: 1HA6nF

St Mary’s Catholic School, Rotorua Classroom teacher. Tagged Full-time, permanent Ref#: 1HA6QQ

Gisborne Ilminster Intermediate Classroom teacher Full-time, fixed-term Ref#: 1HA6hh

Taranaki Bell Block School Scale A position Y3–4 or Y5–6 Full-time, permanent Ref#: 1HA6oW Scale A teacher Full-time, fixed-term Ref#: 1HA6oZ

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

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Primary and intermediate Y1-8 Senior leadership

VACANCIES

Rangeview Intermediate

St Joseph’s School, Patea

Selwyn House School

Scale A teacher Part-time, permanent Ref#: 1HA6kF

Junior teacher Full-time, fixed-term Ref#: 1HA6ZW

Learning leader: languages and ESOL Full-time, permanent, 1FTMU Ref#: 1HA6F1

Wellington Featherston School

Westburn School

Sherwood School, Auckland

Junior school Y2 teacher Full-time, fixed-term Ref#: 1HA6SC

Hutt Central School Scale A teacher Full-time, fixed-term Ref#: 1HA6_C

Otaki School Junior bilingual teacher Full-time, permanent, MITA Ref#: 1HA6gF

Pauatahanui School Teacher Full-time, fixed-term, FTMU could be available Ref#: 1HA6NA Teacher Full-time, permanent, 1PMU to be negotiated Ref#: 1HA6N4

Solway School Learning support coordinator Full-time, permanent Ref#: 1HA64Z

St Joseph’s School, Upper Hutt Scale A teacher new entrant. Non-tagged Full-time, fixed-term Ref#: 1HA63Z

TKKM o Nga Mokopuna Kairīwhi matua Full-time, fixed-term, MITA Ref#: 1HA6Bv

New entrant teacher Full-time, fixed-term Ref#: 1HA6fM

Principal U5 Full-time, permanent Ref#: 1HA6Li

Southland Winton School

Waikato Horotiu School

Junior Y1–2 teacher Full-time, fixed-term Ref#: 1HA6SZ

Principal U4 Full-time, permanent Ref#: 1HA62c

Senior leadership

Miller Avenue School

Northland Mangawhai Beach School

Principal Full-time, permanent Ref#: 1HA6p3

Junior syndicate leader Full-time, permanent, 2FTMU Ref#: 1HA6KF

Bay of Plenty Lake Rerewhakaaitu School

Auckland Arohanui Special School

Principal U2 Full-time, permanent Ref#: 1HA5gm

Deputy principal Full-time, permanent, PMUs + SDA Ref#: 1HA6ox

Hawke’s Bay Bridge Pa School

Macleans Primary School

Teaching principal U2 Full-time, permanent Ref#: 1HA6L1

Principal Full-time, permanent Ref#: 1HA6Tf

Havelock North Primary School

Matipo Road School Principal Full-time, permanent Ref#: 1HA5iF

Deputy principal Full-time, permanent Ref#: 1HA6RC

Northcote Intermediate

St Patrick’s School, Napier Team leader Y7–8 Full-time, permanent, 1PMU (FTU negotiable) Ref#: 1HA6eZ

Assistant principal Full-time, permanent, 5MU Ref#: 1HA6UZ

Trentham School NE–Y1 teacher Full-time, fixed-term Ref#: 1HA6Yo

Wa Ora Montessori School Montessori 9–12 years teacher Full-time, permanent Ref#: 1HA5y1

West Coast Gloriavale Christian Community School Junior teacher of dairying programme Full-time, permanent Ref#: 1HA5px

Canterbury Hinds School Junior teacher Full-time, fixed-term Ref#: 1HA6WT

Mt Somers Springburn School Y7–8 teacher Full-time, fixed-term Ref#: 1HA6Mi gazette.education.govt.nz

PRINCIPAL Macleans Primary, situated in the east Auckland suburb of Bucklands Beach, is a U5, decile 7 contributing school with a current roll around 460 - 470 students. Our long standing highly respected Principal is retiring, providing a rare opportunity for the right person to join our high performing team and build on the strengths already evident.

We are looking for: » Successful leadership experience where the ability to achieve high educational outcomes has been demonstrated. » A visionary strategic leader who can inspire and motivate staff and students. » High expectations for and a strong commitment to student-centred education. » An open, transparent communicator who develops high-trust relationships. » An understanding of, and respect for cultural diversity. » The ability to use a range of technologies to support future focussed learning. » A life-long learner, committed to their own, and to the staff’s professional growth and development.

For further information on the school please visit: www.macleansprimary.school.nz If this sounds like you we would welcome an application.

Closing date for applications: Friday 17th April

To request an application pack with further information contact: Ian Fox, FoxEd Education Consultants Ltd ian@fox.co.nz

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VACANCIES

Composite / Area Y1-15 Teachers

Manawatu/Whanganui Pukeokahu School Sole teaching principal Full-time, permanent

Ref#: 1HA6Lx

Wellington Normandale School Principal Full-time, permanent

Ref#: 1HA6mp

Canterbury Bishopdale School Principal U3 Full-time, permanent

Ref#: 1HA6Af

Hapuku School Tumuaki / kaiako – Māori medium Full-time, permanent, MITA

Ref#: 1HA66D

Lemonwood Grove School Principal Full-time, permanent

Ref#: 1HA659

Otago Waitati School Teaching principal Full-time, permanent Ref#: 1HA6Nu

Southland St Patrick’s School, Invercargill Principal. Tagged Full-time, permanent Ref#: 1HA68Z

Area / composite Y1–15 Mātauranga Māori Northland TKKM o Taumarere

Kaiako Tau 2 Full-time, fixed-term, MITA Ref#: 1HA6CD

Teachers Northland TKKM o Pukemiro Wharekura pāngarau kaiako Tau 9–13 Full-time, fixed-term, MITA Ref#: 1HA6UJ

Tauraroa Area School Music tutor (woodwind and concert band) Part-time, permanent Ref#: 1HA5sr

Auckland Destiny School

Kaiako Tau 4 Full-time, permanent, MITA Ref#: 1HA5cG

Physical education/life skills/social science/ICT teacher Full-time, permanent Ref#: 1HA5Hi

Auckland Te KKM o Puau Te Moananui-a-Kiwa

Bay of Plenty TKKM o Huiarau

Kaiako Tau 1 Full-time, fixed-term, MITA Ref#: 1HA6CG

Kaiako kairīwhi – teacher for principal release Part-time, fixed-term Ref#: 1HA69G

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

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Secondary Y7-15 Teachers West Coast Gloriavale Christian Community School Primary teacher Full-time, permanent Ref#: 1HA5q6 Remedial and specialised subjects teacher Full-time, permanent Ref#: 1HA5q3

TKKM o Nga Mokopuna

Te Kāpehu Whetū, Tuakana

Teachers

Auckland ACG Sunderland

Kaiako te reo rangatira Full-time, fixed-term, MITA Ref#: 1HA6Bp

New Zealand (nationwide) Crimson Global Academy (Proposed opening date: 2020-04-28)

Canterbury Amuri Area School

Physics specialist teacher Y11–13 Full-time, permanent Ref#: 1HA6Lc

Teacher of junior science Y7–11 Full-time, permanent Ref#: 1HA6_3

Northland Kaitaia Abundant Life School

Middleton Grange School PE teacher Y7–13. Tagged Full-time, fixed-term Ref#: 1HA6K_

Middle leadership Bay of Plenty Tongariro School Leader of learning te reo Māori Full-time, permanent, 1MU Ref#: 1HA6ek

VACANCIES

Secondary teacher Full-time, permanent, HPSTA Ref#: 1HA6Ty

Otamatea High School

English and social sciences teacher Full-time, fixed-term Ref#: 1HA6L0

Maths teacher – Pouako Y9–13 Full-time, permanent Ref#: 1HA6pJ

Teacher / tutor computer science Full-time, permanent Ref#: 1HA6XW

Albany Junior High School SENCO – special educational needs coordinator Full-time, permanent, 1PSU Ref#: 1HA6fF

Avondale College Mathematics teacher Part-time, fixed-term Ref#: 1HA6_0 Teacher of health and physical education Part-time, fixed-term Ref#: 1HA6ix

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

Senior leadership Gisborne Ngata Memorial College Principal U2 Full-time, permanent Ref#: 1HA6mk

Te Karaka Area School Principal U2 Full-time, permanent Ref#: 1HA6mx

TKKM O NGATI KAHUNGUNU KI HERETAUNGA Pou o te Kuratahi MITA, 5MU (Tau 1-6)

Hawke’s Bay TKKM o Ngati Kahungunu Ki Heretaunga

E kimi ana te Whānau o te Kura i tētahi Kaiārahi kua rēhita, ki te whakahihiko i ngā pouako kia tutuki pai ai ngā moemoeā o te Whānau.. Kotahi rau ngā ākonga o te Kuratahi, tokoono ngā pouako, tokorua ngā Kaiāwhina.

Pou o te kuratahi Full-time, permanent, 5MU + MITA Ref#: 1HA6pU

“Hopukia, piki ake kake ake ki te tihi o Manono”– koinei te kawa a te Kura. Ko te whāinga kia piki ake ki tōna ake tihi o Manono, ahakoa ākonga mai, pouako mai, whānau mai hoki. Nā reira, kua whai wheako angitū te Kaitono hei kaiārahi whakarautaki, hei kaiārahi whakamahere i raro i te maru o Te Aho Matua me Te Marautanga o Aotearoa.

Manawatu/Whanganui Cornerstone Christian School Principal Full-time, permanent Ref#: 1HA5j9

Secondary Y7–15 Mātauranga Māori Bay of Plenty Te Wharekura o Mauao Pouako te reo Māori, pūtaiao Full-time, fixed-term, MITA Ref#: 1HA6mZ

Wellington Otaki College Tautoko Akoranga / learning support coordinator Full-time, permanent Ref#: 1HA6TG gazette.education.govt.nz

Me tangata kaha ki te whiri taura here ki te tangata, ki te hapori hoki, tae atu ki ngā tamariki, ngā kaimahi, ngā mātua, ngā kaumātua, Te Manu Taupua (BOT), ngā ratonga tautoko a te iwi, a te kāwanatanga hoki, ngā kaiārahi o Ngāti Kahungunu, ngā marae, ngā kōhanga reo, me ngā Kura Kaupapa Māori o te rohe, o te motu anō hoki. Ka mutu, he mea nui kia whai wāhi koe ki ngā kaupapa huhua a te Kura, a te iwi hoki pērā i ngā Hui ā-Whānau, ngā Hui Kura Kaupapa Māori ā-Rohe, ā-Motu hoki. Me hōhonu tō mōhio ki Te Aho Matua, ki ngā tikanga a Ngāti Kahungunu, ki te reo o Ngāti Kahungunu.

Mehemea e whakapono ana koe kei a koe ēnei pūkenga, kei a koe ēnei pūmanawa, tēnā koa tukuna mai tō reta tono me tō tātai pūmanawa ki “Te Tumuaki”: tkkmonkkh@gmail.com i mua i te 18, ngā rā o Haratua, 2020, i mua i te 5 karaka i te ahiahi.

Te Kura Kaupapa Māori o Ngāti Kahungunu ki Heretaunga 139 Stock Road, R D 5 HASTINGS 4175 Phone: 06 8795235 Fax: 06 8795239 E-mail: tkkmonkkh@gmail.com GST 62 726 270

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VACANCIES

Secondary Y7-15 Teachers

Teacher of health and physical education Full-time, permanent Ref#: 1HA6iu

Edgewater College Food technology / hospitality teacher

Assistant teacher

Hawke’s Bay Hastings Boys’ High School

Full-time, permanent

Mathematics teacher

Ref#: 1HA6S7

Full-time, permanent

Huntly College

Ref#: 1HA61s

Part-time, fixed-term

St Peter’s School, Cambridge

Ref#: 1HA6hx

Physics teacher

Napier Girls’ High School

Full-time, permanent

Assistant teacher health / PE

Ref#: 1HA6My

Full-time, fixed-term

Maths teacher

Teacher of physical education and health

Ref#: 1HA6f9

Full-time, permanent

Full-time, LTR

Ref#: 1HA6gx

Ref#: 1HA6UT

Manawatu/Whanganui Awatapu College

James Cook High School

Tai Wananga

DVC and/or design teacher

English teacher

Full-time, permanent

Full-time, permanent

Ref#: 1HA6_x

Ref#: 1HA6ZC

Green Bay High School

Dance teacher Full-time, fixed-term

Taumarunui High School

Ref#: 1HA6_u

Advisory teacher – Foundation Y9–10

Marist College Chinese teacher

Full-time, LTR

Ref#: 1HA6ax

Ref#: 1HA6c3

Te Wharekura o Te Kaokaoroa o Patetere

Massey High School

Full-time, fixed-term, MITA

Full-time, fixed-term

Science teacher (physics speciality) Full-time, fixed-term

Teacher Y9–13

Ref#: 1HA6SF

Ref#: 1HA6Ji

Tokoroa High School

Pacific Advance Secondary School

Full-time, permanent, 1MU

SENCO

Science teacher Full-time, permanent Ref#: 1HA6jC Science teacher Part-time, LTR Ref#: 1HA6j9

Feilding High School Mathematics teacher Full-time, permanent Ref#: 1HA6Mp

Freyberg High School Te reo teacher 0.6 Part-time, fixed-term Ref#: 1HA6nC

Wellington Otaki College Tautoko Akoranga / learning support coordinators (2 positions) Full-time, permanent

Y9–10 junior teacher

Ref#: 1HA6m6

Full-time, permanent, MUs may apply

Ref#: 1HA66y

Bay of Plenty ACG Tauranga

Pakuranga College

Teacher / tutor science

English teacher

Full-time, permanent

Full-time, permanent

Full-time, fixed-term

Ref#: 1HA6NF

Ref#: 1HA6fh

Ref#: 1HA6be

Opotiki College

Rosmini College

Itinerant music teacher

Mathematics teacher

Mathematics teacher Y7–8

Part-time, permanent

Full-time, permanent

Ref#: 1HA6MR

Ref#: 1HA6k1

Otumoetai College

St Dominic’s Catholic College, Henderson

Pathways coordinator

Mathematics teacher Full-time, permanent

Part-time, permanent, 1FTMU + 1FTMMA

Ref#: 1HA6mu

Ref#: 1HA6L7

Rotorua Boys’ High School

TKKM o Hoani Waititi

Full-time, permanent

Kaiako hākinakina / hauora NCEA Taumata 1–3 (wharekura) Full-time, fixed-term

Ref#: 1HA6fC

Waikato Hamilton Boys’ High School

Teacher of geography / social sciences

Ref#: 1HA5bT

Gisborne Ngata Memorial College Mathematics / science teacher Full-time, permanent, 1MU

Ref#: 1HA6TD

Porirua College

Social sciences teacher Full-time, fixed-term

Ref#: 1HA6i6

St Catherine’s College, Kilbirnie Food technology teacher Part-time, fixed-term

Ref#: 1HA6Ye

St Oran’s College Te reo Māori teacher Part-time, fixed-term

Ref#: 1HA6h0

Upper Hutt College Transition / Pathways, physical education and social studies teacher Full-time, fixed-term

Ref#: 1HA6pA

Ref#: 1HA6i0

TKKM o Nga Mokopuna

Physical education teacher to Y13

Physical education / health / EOTC

Kaiako pāngarau Tau 9–13

Full-time, permanent

Full-time, permanent, 1MU

Full-time, fixed-term, MITA

Ref#: 1HA6nx

Ref#: 1HA6i3

Ref#: 1HA6By

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

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Secondary Y7-15 Middle leadership Otago

VACANCIES

Marlborough Marlborough Boys’ College

Blue Mountain College

Mathematics teacher

Teacher of mathematics

Full-time, permanent

Full-time, fixed-term

Ref#: 1HA6Wo

Ref#: 1HA6fZ

Waikato Te Wharekura o Te Kaokaoroa o Patetere

St Hildas Collegiate

Full-time, permanent, 2MU + MITA

Marlborough Girls’ College Junior health and PE teacher (with maths) Full-time, fixed-term

Ref#: 1HA6ik

Ref#: 1HA65p

Part-time, fixed-term

Bay of Plenty Otumoetai College

PE and health teacher Y7–12

Y8 homeroom teacher

Middleton Grange School PE teacher Y7–13. Tagged

Part-time, permanent, 2FTMU + careers allowance

Ref#: 1HA6Hp

Ref#: 1HA6mr

Wakatipu High School

Gisborne Campion College

Teacher of Mandarin Part-time, fixed-term

Ref#: 1HA6Wu

Full-time, fixed-term

Southland

Ref#: 1HA6Kc

Waimate High School

HOD careers

Full-time, LTR

Full-time, fixed-term

Ref#: 1HA6cr

HOD physical education and sport

Maths teacher Y9–12

Ref#: 1HA6Fi

Canterbury Darfield High School

Middle leadership

Aparima College

Director of religious studies. Tagged Full-time, permanent, 4PMU + 2PMMA

Ref#: 1HA6pZ

Taranaki New Plymouth Boys’ High School

Y7 homeroom teacher

Qualified teacher

Part-time, permanent

Full-time, fixed-term

Full-time, permanent, 3MU

Ref#: 1HA6Qu

Ref#: 1HA5Yc

Ref#: 1HA5MW

HOF health and physical education

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

PRINCIPAL Kamo High School is a mid-size, coeducational, Year 9-13 school with a student population of just over 900 - 51% are Māori, 43% are Pākehā. Our aim is to put the articles of Te Tiriti o Waitangi at the centre of teaching and learning and to be a proud bi-cultural school. We know our students do their best when we reflect and value their culture, identity and language. We focus on building strong relationships and, as a school, we have a collective and shared commitment to encourage student success and wellness.

We are small enough for everyone to know each other yet big enough to provide a broad curriculum and multiple pathway choices.

The school has many purpose-built facilities.

We are a member of the local Kāhui Ako. Our school provides an ideal opportunity for a leader with a deep commitment to education, who believes in the difference quality teaching and learning can make in lives of young people and their families and whānau.

We are looking for an engaging and inspiring leader who can: • Unite our school community and build even stronger partnerships with parents, whānau, marae and the local community • Build successful teams and encourage a culture that values a strong sense of ‘team’ • Maintain a strong focus on student achievement and future-focused teaching and learning; where all students can consistently access rich learning opportunities • Attract, develop and mentor a highly effective team of outstanding leaders and teachers • Demonstrate the skills and attitudes to connect with and uphold the articles of Te Tiriti o Waitangi • Enjoy working with and for students, show them respect and celebrate them as individuals.

APPLY NOW. Applications Close 1.00 p.m. Monday, 20th April 2020 The Application Pack is available on The Education Group website: www.educationgroup.co.nz Or email Tanya Prentice, admin@educationgroup.co.nz, 09 9202173 For other inquiries contact: Jan Hill, janhill@educationgroup.co.nz, 021 507 684 gazette.education.govt.nz

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VACANCIES

Secondary Y7-15 Senior leadership

Manawatu/Whanganui Feilding High School Head of faculty arts Full-time, permanent, 3MU

Ref#: 1HA6Me

Otago Taieri College Assistant curriculum director of physical education and health Full-time, permanent, 1MU Ref#: 1HA6Zk

Assistant curriculum director of technology Full-time, permanent, 1MU

Ref#: 1HA6Yk

Senior leadership Northland Kamo High School Principal Full-time, permanent

Ref#: 1HA6eb

Te Kāpehu Whetū, Tuakana Principal – Pouhere Full-time, permanent

Ref#: 1HA6pF

Auckland Papatoetoe High School Deputy principal Full-time, permanent, 7PSU

Ref#: 1HA6L4

Waikato Tauhara College Principal Full-time, permanent

Ref#: 1HA5o_

Bay of Plenty Edgecumbe College Principal Full-time, permanent

Ref#: 1HA6pO

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

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Have your say on the proposed NCEA Level 1 subject list As part of the Review of Achievement Standards, the Ministry’s proposed subject list for NCEA Level 1 is available for public feedback.

The list isn’t final and we welcome your feedback. This is a genuine opportunity for you to have your say.

All feedback will be considered before the list is finalised.

You have until 20 April 2020 to have your say To check out the proposed subject list and provide feedback visit: consultation.education.govt.nz/ncea/ras-provisional-subject-list/