Education Gazette 99.17

26 October 2020 | Vol. 99 No. 17

Creating effective learning environments One community’s approach to improving attendance

Zero waste healthy lunches: the initiative making an impact

Focus on school property and design

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This issue:

Spotlight on school property Editor’s note This issue has a special focus on school property.

We explore some of the challenges and opportunities that come with managing school property and the many different factors that inform decisions around maintenance, redevelopment and new build projects.

There are some inspiring case studies: schools that have worked with the Ministry to complete effective learning environments for their students and staff. We include a project with a focus on sustainability and strong ties to its local community.

We look at projects that have incorporated flexibility into their design to allow their learning spaces to be fit for a range of purposes, both now and in the years to come. A property modification at a Christchurch secondary school has created a more inclusive environment, helping to forge connections between their students.

We also share the efforts of a group of schools in Whakatāne to improve attendance and engagement through strengthening relationships with families across their community. Check out the video on the Education Gazette YouTube channel.

On the cover

26 October 2020 | Vol. 99 No. 17

Creating effective learning environments One community’s approach to improving attendance

Zero waste healthy lunches: the initiative making an impact

Focus on school property and design

Notices

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Vacancies

Flexibility and sustainability in school’s new build

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6

10

Zero waste healthy lunches "transformational"

From a place of care and whanaungatanga

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Managing school property Modified learning environment builds connections

Upgrade enables collaborative spaces

P20: Year 4 student, Noah, is a pupil at Arahoe Primary School, which has used the School Investment Package to help futureproof the school.

Regulars 31

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24 Students and phones

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Child’s-eye view of urban design

Beach and water safety important

Key contacts

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TUKUTUKU KŌRERO 26 October 2020

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LEARNING ENVIRONMENTS

Scott Haines is proud that nearly all of the materials and services required for the new build come from within a 100km radius of Waimea College. Photo credit: Stuff Ltd.

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Education Gazette | 26 October 2020

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LEARNING ENVIRONMENTS

Flexibility and sustainability in school’s new build A sustainably built new teaching block at Nelson’s Waimea College has met an urgent need for more classrooms, provided a flexible learning environment for the mathematics department and sequestered more than 270 tonnes of CO2e.

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aimea College is in Richmond, a satellite suburb of Nelson, where demand for housing has seen the development of hundreds of homes over the past decade. Roll growth at Waimea College, currently at 1,600+, resulted in a deficit of 13 teaching spaces, which meant that at times, some classes were taught in the staff room and school library.

Most of the school’s classroom stock is more than 60 years old and configured in single cell classrooms.

“The school is 1957 vintage and not what you would describe as modern, world-class teaching and learning spaces. So, when the opportunity came to build this new teaching block, we wanted to really investigate ‘what is a world-class teaching space?’” says principal Scott Haines.

The roll-growth project is being delivered by the Ministry of Education’s Education Infrastructure Service team. In preparation, Waimea College embarked on a process to develop a vision for the future of teaching and learning at the college, alongside the Ministry team.

Through this process, the college recognised that the future would need sustainable and gazette.education.govt.nz

flexible building solutions. The college also recognised the significance of the local construction workforce to their community and were keen to support local businesses where possible.

Research and ideas Key members of the school’s staff visited various schools around Aotearoa, which had been identified as having strong teaching and learning spaces.

The team from Waimea College was very interested in the concept of flexible learning environments.

“A former principal of Cashmere High School, Mark Wilson, did a meta-analysis on all the research he could find on modern learning environments and concluded that there are pieces of research that cut both ways with modern learning environments and whether they are of benefit or not.

“One of the key takeaway messages from his report was around flexibility and that we shouldn’t lock ourselves down into any one type of pedagogy. These buildings will be around long after we have gone and we need to be mindful about who will inherit these places and make sure that they are as flexible as possible,” explains Scott.

TUKUTUKU KŌRERO | 26 October 2020

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Most of the new building is made from locally grown pine and locally manufactured engineered timber products.

“These buildings will be around long after we have gone and we need to be mindful about who will inherit these places and make sure that they are as flexible as possible.”

Scott Haines “That was one of the things that really drove us and we found a number of schools that had implemented that well. We ‘burgled and borrowed’ from all around the country for ideas and then we threw our own value set and priorities on top of that.”

Local timber products Nearly all of the materials used in Waimea College’s new mathematics block (which includes a specialist earth sciences lab) were sourced from within 100 kilometres of the school. Laminated veneer lumber (LVL), an engineered wood product is manufactured at Nelson Pine Ltd from locally grown pinus radiata. It’s generally used for lintels, beams, mid-floors and roofs. With the exception of the foundation, there is no structural steel or concrete in this new build.

Reducing the carbon footprint of infrastructure aligns with the Government policy statements on climate change and sustainability. The Ministry’s design guidelines incentivise designers to use “sustainable and non-harmful material and resource use, and reduce emissions to the atmosphere” – these principles are aligned with the school’s vision.

“We had the sustainability focus right from the get-go: early in the piece, timber became something we wanted to build with. You can stand at the top of the new R Block on the wooden stairs with the LVL beams around you and look out to Nelson Pine where the LVL is made, which is pretty cool,” says Scott.

“By using timber rather than steel and concrete, the build saved 270 tonnes of carbon dioxide being discharged into the environment – the equivalent of 110,000 school vehicle drops offs with a 15km round trip.

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“That calculation is just based on the nature of the products in the building and doesn’t include the saving from using locally sourced products rather than products that have been shipped all around the place,” he says.

Supporting local businesses One of the school’s core values is a sense of belonging and an objective of the building project was to support the local community.

“We are a local community school; we market ourselves as such and we wanted mums and dads of our students to be involved in all aspects of the project: design, build and sourcing of products. The story I have told the students is, ‘Your mums and dads will have made the LVL at the local timber mill, will have grown and milled that timber, been the truck drivers bringing that timber to the yards, or been the builders and contractors’.

“We’re part of a community and we take that responsibility really seriously. We know that economically times are tough right now and have been, and will continue to be for some time. This is a nearly $5 million project and we know that decisions we make can have tangible benefits for local communities if we do it right. Parents invest in us as a school and we wanted to invest back in our families and our local community,” he says.

“I replied: ‘Well, sometimes I visit and the wall is open and others time I visit and it’s closed’, says Scott.

“He said, ‘That’s perfect, that tells us that you are using the building as a flexible space and getting the maximum value out of it. If it sat open all the time, we would question why it’s there; if it was closed all the time, we would ask why you didn’t just put a wall there. But the fact that it’s opening and closing depending on the needs of the teacher and what’s going on in the classroom tells you that you are already starting to embrace that flexible learning pedagogy’.”

Catch-up and expansion With Stage 1 of the roll growth project – R block – now complete, Stage 2 is now underway and will increase the capacity of the college for projected roll growth. The new English and Media Studies block with a dedicated computer lab is due to open by the start of term 3, 2021.

Staff are enjoying the new facility and starting to evolve their practice accordingly.

Operable walls

“Where we will see the tension over time is that we will see a variation in practice between the areas we can use more flexibly and engage with better than the more traditional single cell classrooms where we can’t.

Discussions were held with the architects about the pros and cons of ‘operable walls’ that fold back to make bigger teaching spaces. Scott was pleased when the Ministry’s South Island property manager visited the school a few weeks after R Block opened at the beginning of term 3 and asked if the operable walls were being used.

“We’ve only had the building open for a term so we are just starting to dip our toe into the water of what the possibilities look like. Years and years of practice in one way takes some time to undo. I feel confident that in a year’s time you will see our practice has evolved even further,” says Scott. gazette.education.govt.nz

LEARNING ENVIRONMENTS

Breaking the mould Along with the new two-storey mathematics block, Scott employed a new HoD maths, Richard Keys, who was involved in the design of the building from the start.

“Mathematics is not always an area which is open to flexible learning environments and creative curriculum; however, we went out of our way to recruit an HoD who broke that mould.

“What a great opportunity to provide a new teaching space to an HoD who is trying to create new ways of doing things and really breathe some modern flavour into their curriculum,” says Scott.

Building supports pedagogy The input of Richard and key members of the mathematics department was critically important and provided them with a unique opportunity to contribute to the design of the building in a way that supported the pedagogy they wanted to roll out.

“We were looking for the opportunity for teachers/students to collaborate when they can. A number of classrooms open up into other classrooms and we have tried to structure our timetable in such a way so that when there are classes that are capable of co-teaching, we can timetable them next to each other and open those walls up and do some team teaching,” says Scott.

Buzz and engagement A traditional maths classroom generally consists of students working at individual desks and Richard says there’s much more of a buzz of engagement and improved buy-in from some of the students who used to fly under the radar in the new spaces.

“One small thing that I hadn’t planned for is that the orientation of the room changes things. Most classrooms tend to be longer than they are wide, but these are wider than they are long. It has changed the feel of the classroom because the class is gathered around you. Everyone is an active learner and part of the group. The layout somehow encourages students to try something new,” he says.

Active inclusive learning Feedback from teachers and students has been very positive and staff have been seeking opportunities to open up the double spaces and find different ways to use them and present things differently.

“Rather than being stuck at the front of the room, teachers are freed up to roam and provide help when and where it’s needed. The learning can be more active and more inclusive.

What we’re seeing is more engaged students, and teachers who are bouncing ideas off each other and learning together,” says Richard.

The flexibility of the environment encouraged the kind of collaborative approach envisaged, with teachers sharing ideas, and working together to implement them, says Richard.

“At any one time, we might have groups of students designing and running experiments, for example using robots or building bridges, while others are using laptops to build mathematical models using the data they have collected. Meanwhile another group is gathered around a whiteboard desk working through a set of problems which require the application of their new knowledge in different contexts,” he says.

Read this article online to find out more about other structural timber projects in Nelson.

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TUKUTUKU KŌRERO | 26 October 2020

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COMMUNITY ENGAGEMENT

Zero waste healthy lunches “transformational” A campaign to reduce lunchbox waste rubbish to zero, and encourage healthy lunches, has been transformational, says Gary Roberts, principal of Hornby Primary School in Christchurch.

'No waste to be found at Hornby Primary School!' say Carez and Jazaky.

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Education Gazette | 26 October 2020

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All on the bus For Hornby’s Healthy Lunch Challenge, Hornby Primary School built on strengthened community engagement, which grew from a 2019 Ministry of Education pilot resulting in a campaign to encourage tamariki to arrive at school before the 8.55am bell, says Gary.

“We were involved in a pilot with Ministry of Education around community engagement and we came up with some of the issues at our school. Children were not getting to school before the bell goes which puts them on the back foot for the rest of the day. We came up with a campaign called All on the bus, with the goal of having 100 per cent of our school population at school and ready for learning before the 8.55 bell,” he says.

Emma, Kaeden, Arabella, Taimana and Misty-Rose show off their healthy lunches.

“The children are loving the food – it is a lot more nutritious. We are noticing better focus in the afternoons after lunch. Even after the first week there was a huge change.”

Heather Matthews

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ary says the campaign has probably been one of the most successful initiatives he has been involved in.

“I think if you target the audience in the appropriate manner, involving children and using social media, you can make a difference,” he says.

In less than two months in Term 3, Hornby’s Zero Waste Healthy Lunch Challenge resulted in healthier lunch options, improved concentration after lunch and up to a 98 per cent reduction in waste from lunchbox wrappers, say Gary and Heather Matthews, who has led the campaign.

“We noticed that the lunches were just processed stuff and not that healthy. You might see one lunch box with five little packets of chips, two muesli bars and a yoghurt,” says Heather.

“It was a double-pronged attack; a focus on some ideas we can provide for cheap healthy options – and also around zero waste. We were getting lots of rubbish flying around our playground, which happens in many schools throughout the country – yoghurt pottles, chippie packets etc,” adds Gary.

All on the bus involved a term-long school and community-wide goal showcasing different routines to help children get to school on time. The same message was repeated and promoted through multiple channels: Facebook, email, text, newsletter, noticeboard and summarised in a fridge magnet reminding parents of their roles in their child’s education.

“We made short video clips with helpful hints that we posted to help children and whānau around routines, time going to bed and having your school uniform ready the night beforehand. That was successful, but this zero waste, healthy lunch campaign has been more successful because we used a lot of learning from the All on the bus campaign,” he says.

“I sourced a couple of hundred Bento lunchboxes from Sistema.

Then we launched it to the community on Facebook and through our online newsletter Hail. We got the first menu and video online and sent home the lunchboxes – all named. Having everything ready to go was the key to making it work,” says Heather.

Weekly online posting of a menu with ideas, a shopping list with pricing and a video with children talking about the contents of that week’s lunchbox, was an important part of community engagement.

“Our school leaders have been the ones doing the videos and also going around the classrooms and collecting the data. But we have also had two five- and six-year-old children star in a video. We have a shopping list and a menu plan that goes out for whānau,” explains Heather.

Multiple benefits Whether through a lack of knowledge, skills or application, some children were turning up to school without a healthy lunch, says Gary.

To get buy-in from parents, Heather says the school provided whānau with tools, including Bento lunchboxes and a weekly menu with realistic and attainable lunch ideas.

“We would have some children turning up here with a big bag of chips and a packet of biscuits for their food for the day. I think actually showing people how they can do it and pricing it, has had a major impact on this campaign.

“Before we launched the initiative, I did a whole lot of pricing and setting of menus at Countdown, Hornby. We bought prize vouchers from Countdown and a local restaurant, Fush, provided vouchers for free children’s meals for every child who came with zero waste in their lunch.

The menus included a sandwich, wrap or bread roll with protein in it, a piece of fruit and a snack.

Begins with a Bento lunchbox

“When the first menu went out, a mother said to her teacher how excited her Year 6 son was. He was up ready making his lunch for the next day!” he says.

TUKUTUKU KŌRERO | 26 October 2020

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COMMUNITY ENGAGEMENT

Below: Gary and Heather have been delighted by the response to the Zero Waste, Healthy Lunch challenge.

Tamariki at Hornby Primary School enjoy finding out what's in their lunchboxes each day.

“We kept it real regarding the food choices because we know we’re not going to turn everything around at once. But even just having a sandwich with a bit of protein in it is better than having a packet of chippies,” says Heather.

“We have noticed a lot more sandwiches, rolls, wraps, cut veges and fruit, a lot of home baking. It was a huge turnaround,” she says.

More advantages “The children are loving the food – it is a lot more nutritious. We are noticing better focus in the afternoons after lunch. Even after the first week there was a huge change,” says Heather.

As well as eliminating waste, Heather says they wanted to help families save some money.

“We tried to show them that by decanting big bags of things into a lunchbox, they could stop waste and save money,” she says.

Other spinoffs are that children are proud of their lunches; some have started making their own lunches and some of the youngest children, who can take a long time to eat their lunches, now manage to finish eating their lunches because they’re not spending time opening up packets.

Waste slashed Within a matter of weeks, rubbish from lunchboxes was dramatically reduced – by mid-September 97 per cent of tamariki were bringing zero waste lunches to school.

“In the classroom in the morning, they show us their lunchboxes and we just have a tick chart – it takes five minutes. Then all of the results are collated across the school and we come up with a percentage,” says Heather.

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Education Gazette | 26 October 2020

“In terms of zero waste, our caretaker has seen a huge reduction in waste. He told me he would often come in on a Monday morning and pick up handfuls of litter that had caught up in plants, bushes and trees over the weekend. Last week he came in and picked up three pieces. I know myself, every day I would be picking up rubbish trying to set an example to the children. I also have noticed a huge reduction,” says Gary.

Focus provides results The challenge has been truly transformational in terms of zero waste and healthy options, says Gary.

“I know a lot of schools have tried healthy eating since I have been involved in education for 35 years, but we have tended to try to do it through the adults and I think this has been successful because we have done this through the children and having them actively involved in creating the menus and the videos and the reinforcement with the prizes. I haven’t seen anything better,” he says.

“We were communicating daily. One of the things we learnt from the first challenge is that you have to hit it every single day. What you focus on will provide the results,” adds Heather.

Hornby Primary School plans to continue with the zero waste campaign, seek ideas on tips and recipes for healthy lunches and continue community engagement through Facebook.

Read this article online to see some of Hornby Primary School’s communication materials for the Hornby’s Zero Waste Healthy Lunch Challenge.

gazette.education.govt.nz

Community engagement 101 Here are some of the strategies used by Hornby Primary School to engage their community: » Use existing parent network groups to refocus the purpose of the parent support group and provide parents with a forum. » Raise issues or suggestions in a safe, parent-led space. Some thought needs to be given to parent leadership of this group, so they are empowered to coordinate/lead. » Provide a way for teachers to digitally record parent suggestions/ideas and a way for parents to help action them, with updates at the school board meeting.

Design principles for good communication and engagement These principles build on each other, and together form an experience of positive communication and engagement to help support parents and school staff with supporting learning and wellbeing. » Build trusted relationships and community: kai and put out the welcome mat. » Build confidence and capability: offer practical, simple ways a parent can help. » Face time is important: take time to actively listen, read body language and understand. » Know who they are and what’s important to them. » Adapt and relate to your audience: language and approach. » Get to the real issues: with honesty, authenticity and respect. » Be proactive and part of the solution.

“... this has been successful because we have done this through the children ...

I haven’t seen anything better.”

Gary Roberts

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ATTENDANCE & ENGAGEMENT

From a place of care and whanaungatanga Whakatāne schools are working together to address attendance and engagement across their community, with a firm emphasis on putting relationships front and centre.

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amia Honatana’s day begins with delivering 17 kai packages to whānau from her kura, to support them in the build-up to the holiday break between terms 3 and 4.

“That food is there to support them to look after their children. And I know my families are grateful. They like the idea that the school is there to support them and that we’re mindful of their needs,” says Ramia, deputy principal at Te Kura ō te Pāroa in Whakatāne.

“We go into the homes rather than asking the whānau to come to the school. So in some respects we can say the school goes into the home now.”

It’s all part of an approach that the Whakatāne Kāhui Ako is taking in an effort to build relationships and boost attendance and engagement across their schools.

The impact of Covid Lead principal of the Kāhui Ako and principal of Apanui School, Simon Akroyd, says the challenges their schools are facing with attendance shouldn’t be understated.

“Our data is pretty scary. We’ve got almost 400 children out of 4,500 who have attendance of less than 80 per cent, so they’re missing a day of school a week.”

It was a challenge they were already starting to address towards the end of last year, but the Covid-19 lockdown exacerbated the issue further.

“When we came back from Covid we realised it really was a big issue,” says Simon.

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Urgent Response Fund Simon says the Urgent Response Fund – a fund that is there to help schools address re-engagement in learning and wellbeing following the Covid-19 lockdowns – has been timely in helping them address their attendance challenge.

The Kāhui Ako had already started working with the Rotorua Central Kāhui Ako, to adapt the model that they had introduced to lift attendance and engagement across their schools and kura. Rotorua Central’s across school teacher for attendance, Janice Simeon, became a mentor to the Whakatāne Kāhui Ako. “The funding from the Urgent Response Fund allows us to have Janice come to Whakatāne each week and work in with each of our schools around addressing their attendance issues,” he says.

Borrowing expertise In response to the attendance issues they were facing in Rotorua, Janice had introduced a model that centred strongly on building relationships with their parents and whānau.

It’s proving to be successful.

“Building relationships outside of our school gates works. As teachers we build relationships with our kids and we do it at super speed so that we can teach our kids. That skill in a whānau environment is magic.”

She says it has been an absolute pleasure working with the Whakatāne Kāhui Ako, as they already have a strong team culture and sense of manaakitanga – a vital prerequisite for building relationships with their community.

Visit the Education Gazette YouTube channel to hear how the Whakatāne Kāhui Ako is approaching attendance and engagement.

“I’m just grateful for the leadership because they’ve enabled that. The faster we can do that, the faster we can help families, the faster we can engage our children into education.”

Signs of change Whakatāne schools are seeing signs of progress; their mahi is starting to pay off.

“Once you have a really strong relationship then I find the pathway is clear. If I have a child who’s away, I know I can ring and the parents will answer the phone because they know who it is,” says Ramia.

She gives an example of a child who was reluctant to attend school because of her struggle with asthma and eczema.

“So we got the asthma nurse and the eczema nurse to help her. She’s got all her medicines.

She’s not feeling shy to be at school anymore.

And her māmā said to me this morning, ‘Whaea, I’m so happy about how things are going now. There are no morning dramas before school and my child is really happy to come to school now’.

“I think for me, if you work hard on building the relationship, the whānau will open their hearts and doors for you as well,” says Ramia.

Vicki Maguire, the across school teacher for attendance for the Kāhui Ako, gives another example. During lockdown, one child experienced some medical issues and is consequently now attending school on a part-time basis, working in conjunction with the Northern Health School. However, even part-time attendance proves difficult at times, and on these occasions, Vicki connects with the student via Zoom. gazette.education.govt.nz

ATTENDANCE & ENGAGEMENT

Apanui School is starting to see the benefits of the approach the Whakatāne Kāhui Ako is taking to address attendance.

“I think for me, if you work hard on building the relationship, the whānau will open their hearts and doors for you as well.”

Ramia Honatana “I go through lessons that she can be working on that teachers have already provided through the digital classroom. But what it’s actually done is, the parent is now making contact with me and letting me know, ‘look, she’s not going to be in today’ and the child will always come and touch base with me when she is at school and lets me know how she’s getting on.”

Care and whanaungatanga Deputy principal at Trident High School, Jay Haydon-Howard, says the new model is a shift from a truancy focus to a more relational approach. They have an attendance team who know the school community well and work hard to build those relationships.

“A lot of whānau in the past have felt that things are done to them, or for them, or they fall through gaps, whereas now they feel like they’re part of that process. And the more opportunity we have to get out and to work with wider community and the hapū and Iwi, the stronger that relational base becomes.”

Jay says that by approaching whānau from a place of care and whanaungatanga rather than a ‘your child hasn’t been at school’ standpoint, they’re now starting to hear from whānau.

“We’re at the point where whānau will contact us to say, ‘Hey, I know they’ve not been at school today. This has happened. I just wanted you to know’. And that’s a remarkable step from people who traditionally we wouldn’t have heard from.”

Brendan Stevens is a member of the attendance team and agrees the tide is beginning to turn.

“There is a lot of ease of communication regarding whānau now. The acceptance to have us knock on the door – ‘yeah, come straight in’. A lot of that is personality based and your approach. Every hapū is different, every child is different,” he says.

Building strong foundations At the other end of the schooling pathway, Kay Simpson, Apanui School’s attendance lead gazette.education.govt.nz

teacher and learning support coordinator is working hard on establishing those relationships as children transition from early childhood to school.

Most of her role is meeting four-year-olds who are about to start school and their parents and whānau.

“So the importance of that from an attendance and engagement point of view is that you’re building up a relationship that will hopefully be sustainable over time. So if there are other issues – learning issues or behaviour issues or attendance issues, you’ve got a foot in the door,” says Kay.

Simon Akroyd.

Power of collaboration Jay and Brendan agree it is powerful to be approaching relationships, attendance and engagement as a team.

“It’s really nice to have a collective approach now, where we’re not just speaking on behalf of Trident High School. We’re saying, our students are Whakatāne students and we’re looking at how we best support them and how we can work together.”

Ramia values the opportunities to come together as a team once a fortnight.

Ramia Honatana.

“It gives us a chance to celebrate our successes, share our ideas, and collaboratively encourage each other. Because in some cases it can be a little bit taumaha – we need a little bit of support from each other and I find that we get that when we come together as a rōpū.

“We’ve all got different strengths, we’ve all got different experiences, so to learn off each other is really powerful,” she says.

“As a lead teacher I have all the support, the professional development and the resources that I need to run this programme effectively for my school. So, I’m loving it. The power of collaboration is probably the best way to describe it.”

Brendan Stevens and Jay Haydon-Howard.

TUKUTUKU KŌRERO | 26 October 2020

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SCHOOL PROPERTY Churton Park School.

Managing school property Education Gazette sat down with Kim Shannon, head of the Education Infrastructure Service (EIS) at the Ministry of Education, to talk about the challenges and opportunities that come with managing New Zealand’s school property portfolio.

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ith stock valued at $31.6 billion, and capital spend of around $1 billion per year, New Zealand’s state schools and kura comprise the second largest social property portfolio in the country.

It’s a huge and complex portfolio. And it’s ageing – around a third of New Zealand’s 2,100 schools were built between 40 and 50 years ago, resulting in a constant stream of work to ensure schools are well maintained and fit for purpose.

Last year alone, the Ministry built six new schools, and delivered projects at 89 schools to improve their condition or increase their capacity.

“As well, there are many hundreds of projects schools run themselves thorough the funding they receive to maintain their properties.

Investment through 5YA alone is $250m a year,” says Kim.

Challenges and opportunities Following the 1989 education reform Tomorrow’s Schools, it was the responsibility of each school’s board of trustees to maintain the property. As the 2019 Tomorrow’s Schools Review Taskforce report identified, while this has worked well for some schools, others have struggled with the demanding workload and managing issues like poor design, materials and workmanship.

On top of the ageing portfolio and widespread weathertightness issues, the Christchurch earthquakes in 2010 and 2011 caused major damage to schools and a redistribution of demand.

“After the earthquakes it became really clear that we needed to have a nationally coordinated, sustainable response to managing school property,” says Kim. “We needed to make sure that when schools were being built, they weren’t being rebuilt 10-20 years later, and that they were being built to the appropriate standard.”

The establishment of the Education Infrastructure Service in 2013 signalled a shift towards a more strategic, portfolio-wide focus, introducing better support for schools to help with their property

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Education Gazette | 26 October 2020

planning. A number of programmes were subsequently developed, including the Christchurch Rebuild Programme, the Weathertightness Programme and more recently the Redevelopment Programme.

Proactive approach This work feeds into the Ministry’s newly released property strategy, Te Rautaki Rawa Kura – The School Property Strategy 2030, which outlines a proactive approach to improving school property. It sets a target of every school having quality learning environments. The Ministry is aiming to assess the condition, fitness for purpose, and operational efficiency of every school in the country over the next 10 years.

“We have a target of 2030 to complete this work, but it’s going to require some really carefully thought through investment to ensure that we invest the right amount of money in the right place at the right time,” says Kim. “It is one of our objectives from an equity perspective to make sure that every school and kura is in a really good condition but it’s equally important to clarify that ‘really good’ doesn’t necessarily mean ‘new and shiny’.

“There are many older school buildings around New Zealand that are in excellent condition. So we’re trying to target different parts of the portfolio – small, rural, kura – to drive investment in the places it’s most needed.”

Kim gives the example of a programme that is focused on ensuring that small and isolated schools have appropriate acoustics, insulation and heating.

Reference designs The implementation of the new property strategy will stretch across many different areas. It will also build on existing initiatives that are proving to be successful, like the use of reference designs for redevelopment or new build projects. gazette.education.govt.nz

SCHOOL PROPERTY

Reference designs are designs that have worked well in other schools, explains Kim. “The designs we have put in place are designs by New Zealand architects who have worked with schools before. It gives schools a great starting point and makes it an easier process for schools to engage with so we can move quickly deliver the investment a school needs.”

It’s a process that’s been evolving since the school rebuild programme in Christchurch following the earthquakes.

“Over the past few years, we have delivered some great outcomes for schools and we have used this experience to identify designs that can be replicated elsewhere. From that, we have developed a number of reference designs that could be used across New Zealand.

“And all the time we are improving our designs based on feedback from the sector.”

Prioritising investment Kim says she understands the desire to get projects completed quickly.

“But it is not possible to do it all at once. We are continually prioritising and sequencing the work that needs to be done with our existing stock.

And at the same time, we are purchasing land, building new schools and providing roll growth to existing schools that need more capacity.”

Te Wharekura o Nga Purapura o Te Aroha.

Many factors go into these prioritisation decisions, but building condition is a key determinant.

“We’re more likely to look at a school that is in poor condition for whatever reason and try to remediate that. If we have a roll growth project and we know that there are buildings in poor condition we will try to combine those projects together.

“If there’s been really poor design, workmanship or materials, we’ll remediate those more rapidly than we would with a school that has some problems but isn’t in urgent need of repair.”

Working with communities Kim says that one of their biggest challenges is communicating with schools to let them know what is happening with their projects, and why. She says improving this process is a prime focus for the team.

“While there’s a huge amount being delivered around the country, that doesn’t always mean this gets done as quickly as we would like, and I acknowledge the frustration that can cause.”

The Ministry has a delivery team that is responsible for all the procurement and management involved with large and complex projects. Delivery managers are assigned to each project at a school level to help navigate any issues and facilitate the process to ensure schools are kept up to date with their project.

“We are always looking at ways we can improve and provide the best possible support to schools, and I am open to new ideas about how we might do things better.”

Supplier relationships important Kim says supplier relationships are also important. “We’re spending $1 billion a year in the New Zealand construction industry so we have strong relationships with our suppliers. We work with architects, engineers, builders. We provide a pipeline of work and we have set up supplier panels for construction suppliers which will ensure the Ministry and schools know what skills are available for them to use in the projects that they’re managing,” she says.

“The stewardship role of the Ministry in managing the school property portfolio means we want school property to support teaching and learning, provide benefits to local communities, and realise and sustain its value for all New Zealanders. We want this to be the case for future generations.” gazette.education.govt.nz

TUKUTUKU KŌRERO | 26 October 2020

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While students can enrol from anywhere in Aotearoa, a key aim of the bi-cultural, field-based programme is to help address the teaching shortage in rural areas by enabling students to gain a teaching qualification.

Programme development leader Anthony Fisher says, “In a lot of rural areas, there are young people who don’t go on to tertiary education for a number of reasons. These are often financial, in that they are unable to move away from home when the family | whānau is already under financial stress, or they may not want to move away from their support networks.”

“For example, in the far north earlier this year, I was talking to a young woman who was a teacher aide.

She left school at Year 13, became a teacher aide at that school and wanted to be a teacher | kaiako but did not want to move away from home.”

“We are striving to break down the barriers. Most other programmes look at people coming to central places, whereas this is different.

We are working with schools to build in a lot more community support for students.”

“One of the benefits to a school of having these “One of the benefits to a school of having these students is that they will be local people with local students is that they will be local people with local knowledge, probably people that they know. Some of knowledge, probably people that they know. Some of the teacher aides I had when I was a principal would the teacher aides I had when I was a principal would have been great teachers | kaiako, but the existing have been great teachers | kaiako, but the existing pathway didn’t suit them at that time for a variety of pathway didn’t suit them at that time for a variety of reasons.” reasons.”

We also have 11 education centres around the We also have 11 education centres around the country, so we can provide face-to-face support when country, so we can provide face-to-face support when required and a space for groups of students to required and a space for groups of students to interact. We are committed to working with students interact. We are committed to working with students to enable them to succeed.” to enable them to succeed.”

Research from around the world, including a New Research from around the world, including a New Zealand Council of Educational Research (NZCER) Zealand Council of Educational Research (NZCER) literature review about field-based programmes, literature review about field-based programmes, helped inform programme development. helped inform programme development.

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LEARNING ENVIRONMENTS

Modified learning environment builds connections

Modifications at Rangiora High School have improved inclusivity and accessibility for students in the school’s Lighthouse Programme.

April and learning assistant Sandra Welch work through some designs for April’s micro enterprise business: April’s Creations.

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Education Gazette | 26 October 2020

LEARNING ENVIRONMENTS

“It takes years to build the capacity of typical behaviour within communities; if we keep our young people away from that, then there are no opportunities for them to be immersed in typical behaviour.”

Simone Mullan

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angiora High School’s mainstream support programme, which currently caters for 23 students with diverse needs, aims to develop connections and break down divisions between neuro-diverse and neuro-typical students.

“Part of that vision comes from the fact that Rangiora is a reasonably small community and so we recognise that our students with intellectual disability are likely to remain in this community,” says Simone Mullan, head of the programme for the past four years.

“The idea is that when they are adults, those people they went through school with will have businesses and families and will already have engaged with these young people through their teenage years.

“So there’s not that division because they have got to know them and recognise and understand their disabilities and what they can do, rather than what they can’t do.”

Modifications have many benefits Originally modifications to the block of classrooms located in the middle of the school were planned to stop a student who was frequently absconding onto the road outside the school.

“When we first looked at planning in 2019, they said, ‘Let’s put a fence here and that will maintain safety for that young person’.

I thought we had an opportunity to do much better. It was a combination of the education idea and the building idea to make everything more inclusive,” says Simone.

The entrance of the mainstream support suite has been moved to the opposite end of the building to open onto a quadrangle that can be secured with fencing along the school boundary. A covered verandah has been added and the classrooms were reconfigured.

“They opened up the side of the school, put in double doors and a big verandah with a very large open area which can feed into the rest of the school but not onto the road. That had a massive impact because it invited the entire school to use that place as a thoroughfare.

“The verandah also gives a vantage point to our students because they can see everything which gives them a perspective, but they are safe and comfortable in their space on that verandah,” explains Simone.

The school’s business and property manager, David Lowe, says the Ministry of Education’s project managers, architects, engineers and

contractors worked alongside school staff and Learning Support to design and build the modifications, which have exceeded expectations.

The five-metre-wide verandah extends the length of the classrooms and features strengthened beams to hang sensory swings and equipment to help students with autism to centre and calm themselves.

“We have also included water and sand therapy, which our students use a lot.

We’ve brought it out onto the verandah so that they can use it as they need to,” says Simone.

“They can spend 15 minutes in an hour-long lesson getting themselves regulated using sensory therapy before they can come in and do some of their lesson. Or if they have been out in mainstream, they can come back to that environment where they can regulate themselves again.”

Structure and flexibility The programme occupies a block that includes three classroom areas, a universal school bathroom and a separate quiet space.

The verandah provides a seamless inclusive space where all students can gather. Two First XV students, Charlee and James (Year 13), build connections with Deborah and Voncie from the Lighthouse Programme. Specialist teacher Lara Henwood mentors with social coaching. gazette.education.govt.nz

TUKUTUKU KŌRERO | 26 October 2020

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LEARNING ENVIRONMENTS

“All of those three classrooms can be opened up to be universal or they can be closed off to create independent spaces, so there are opportunities to mix it up depending on the needs of the students. The design works so that our young people, who like structure and routine, have the same teachers working in each of the three spaces but the students are able to go where they need to.”

Sensory overload “There is a sensory room for our sensory programme, a key competency room and a transition room. It’s all multi-age level depending on where the students fit and sometimes this can change by the day,” says Simone.

At one time, there was artwork on the walls, but the Lighthouse Programme’s team of Simone, three teachers and nine learning assistants found that the artwork contributed to sensory overload for many of the students.

The refurbished suite now has nothing hanging on the walls, which are covered with Autex, an acoustic wall covering.

“The Autex improves the sound because a lot of our students are sound sensitive and the

Autex has provided that buffer for sound. It’s in a muted blue tone, which also helps lower that sensory overload.”

schooling years learning to manage school routines and systems and can miss out on important socialisation skills.

Making connections

“What happens at high school is that we start to introduce that inclusivity so they have opportunities to observe and learn from their peers and look at mainstream behaviour. It takes years to build the capacity of typical behaviour within communities; if we keep our young people away from that, then there are no opportunities for them to be immersed in typical behaviour.

As well as some mainstream students regularly having lunch on the verandah, Simone says students who now have friends in the mainstream can more easily access them without the need to be supervised.

“A couple of different groups of students come in and regularly have lunch on the verandah and our students who know them will mix with them.

“They are mainly our more senior students who have been in mainstream classes since Year 9. That gives an understanding of how long inclusion can take because both parties need to manage that inclusion. So, we need our students in that space and we need our mainstream students learning how to understand, manage and see that young person for who they are, not their disability.”

Encouraging inclusion Simone says that young people with intellectual disabilities may begin their early

“Rather than keeping people away and ‘safe’, we are actually including them, observing and providing social coaching. It’s taken four years to develop that integration where it’s normal to see our young people given that opportunity to redirect their learning and behaviour in a positive way so they can make changes over time,” she says.

School commitment to integration Rangiora High School has added a leadership position – school captain of the mainstream support programme: a neuro-typical student who visits on a regular basis.

Ben shares his area of special interest with the photographer. Simone Mullan acts as a communication partner for Ben while his specialist teacher Laura Seddon looks on.

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Education Gazette | 26 October 2020

gazette.education.govt.nz

LEARNING ENVIRONMENTS

“The young woman doing it this year has come in as a learner and works alongside those young people who have taken a shine to her.

“We also have a number of young men who respond very positively to other teenage young men and some of our First XV boys come and mentor them. We can call one of those big young men in an emergency or to just chat with one of our young men and help them stay calm because they respond so positively.”

Living breathing space “The property modifications and refurbishment are a direct result of observation of the Lighthouse Programme’s students and their needs,” says Simone.

“The systems we have in place mean that students who want to explore further in the school have that opportunity and students that need close monitoring can also be monitored carefully.

“You walk in and it feels like a living, breathing space. It flows. The verandah has created almost another classroom-type space; it’s connected to the other verandah, which contains the school hall and leads directly into our big Year 9 learning space. It’s just beautiful – it feels great.”

Teacher kōrero Q: What did you think when you first saw the changes made to the classroom block?

A: The new design is brilliant for helping our students become more independent as they move to a space that best suits their learning at any one time.

Q: What do you like/dislike about the modifications?

A: Everything from moveable walls to doorhandles has been adapted to make life a little easier for all. The students with physical disabilities can move more freely and independently from one space to another. The walls are clear of overwhelming visuals in the learning spaces. This helps our students with ADHD and ASD stay calm.

Sensory stimulation and tactile activity spaces help engage more students. Sound proofing and audio amplification help those with hearing impediments.

Q: How does the new layout help the Lighthouse Programme?

A: We have happier students who are far more independent and more motivated to engage in purposeful learning. This makes teaching so enjoyable and rewarding at Rangiora High School.

Lara Henwood

Cultural capability Mātauranga Māori Te reo Māori Leadership Digital technology and fluency Local curriculum design CORE’s vision is for an equitable and thriving Aotearoa – through learning.

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TUKUTUKU KŌRERO | 26 October 2020

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LEARNING ENVIRONMENTS

Jeff (Year 4) and Tyler-Johnson (Year 3) are engaged in an activity, while another group works in the background.

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Education Gazette | 26 October 2020

See this article online to find out more about the School Investment Package.

gazette.education.govt.nz

LEARNING ENVIRONMENTS

Upgrade enables collaborative spaces A West Auckland school has brought its 1950s buildings into the 21st century with a little extra help from the School Investment Package.

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rahoe Primary School first opened in 1958 and principal Richard Limbrick says the latest upgrade of a six-classroom block into an innovative learning environment (ILE) for the middle school – Ara Pakeke – marks the completion of the school’s most significant building upgrade in its 60-year history.

“This latest upgrade will future-proof the school. Our latest 5YA was approved in July 2018, the project started in November 2019 and was finished in late July 2020,” explains Richard.

Extensive renovation Work on the school’s Ara Pakeke block has been extensive.

The 700sqm traditionally designed six classroom block has been reconfigured, resulting in two collaborative learning spaces plus two additional breakout spaces.

Bathroom facilities have also been upgraded.

“The School Investment Package funding has allowed us to fully develop the two breakout spaces one of which has been fitted out as a food technology / wet area, now also home for our breakfast club,” says Richard.

He believes the building projects have worked out costeffective on a dollar/square metre basis.

“You wouldn’t build a new space of this size for the cost of the renovations. Yet for all intents and purposes it is ‘as new’, with a new roof, recladding, all new double glazing, insulation, rewiring and earthquake proofing,” he says.

“In this cycle of 5YA, we made this our major project so we were able to complete the upgrade of the block. It’s basically been rebuilt from the walls up – reframed, reclad and brought into current code. There wouldn’t have been enough money in the 5YA to complete some aspects of the building. The school investment package couldn’t have come at a better time; for us, it was pennies from heaven,” he says.

The building upgrade project began in 2008 when the school frontage was renovated.

“We replaced all the joinery down the front face of the building but we also had to install new foundations and incorporate universal design entry aspects in entryways and into classrooms. It probably looked like the block had been given a considerable upgrade but it was only the façade,” explains Richard.

The School Investment Package (SIP) was announced by the Government in December 2019, providing most state schools with one-off funding to help them accelerate upgrade works that would otherwise be deferred due to a lack of available funds.

“Originally, we were looking at having to scale the project back because the costs were more than our 5YA but we were going to be able to at least complete the outside structure, leaving some of the interior to be finished when we could afford it. The investment package allowed us to complete the project to a higher standard than we would have been able to afford if we hadn’t had it,” he says.

Chelsea (Year 4) and Selina (Year 5).

TUKUTUKU KŌRERO | 26 October 2020

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LEARNING ENVIRONMENTS

Kira (Year 4) concentrates on reading.

Commitment to collaboration

Sustainable extras

As far back as 1997, a two-classroom block was converted into a three-room ILE for new entrants, so it resembled an early learning centre.

The investment package also allowed the school to spend money on some extra initiatives which included a tank water supply so that the toilets in this block are grey water flush.

“Our focus then was on seamless transitions from early childhood to school,” explains Richard.

“Being approximately 60 percent self-sufficient in water usage has been a school goal for about the last 10 years and so we try to build those aspects into our projects. If we don’t have to spend our own board funds on the build, we can then add those extras which we have identified.”

“We have a commitment to the notion of collaborative practice. If you take the concept of student agency, then it’s not only how we upskill our teachers and develop our programmes to achieve that, but we also have to think about how we facilitate it with our tamariki. There are many elements to collaborative learning and an ILE gives it a physical framework which enables these to be developed,” he says.

The rebuild confirms the school’s commitment to working towards a future-focused vision with an emphasis on collaborative endeavor, learner agentic behaviour and student voice.

“The upgrade has really marched us on down that road to being a school where ILEs are the norm. In the last three years nearly half the school has been converted including an eight-room equivalent ILE for the senior school. This is big for our community as the majority of our classrooms were built between 1958 and the mid-1960s,” says Richard.

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Education Gazette | 26 October 2020

Mauri stone While Richard has been at Arahoe School for more than 25 years, he is originally from Wellington’s Hutt Valley and a gift to the school from his mother, a large stone from Te Awa Kairangi (Hutt River), has strengthened this connection.

“At Arahoe School the tikanga of each learning area is centred around a school taonga. In our senior ILE, Te Ara Nui, this is a large carving of Maui Pōtiki. For this renovated Ara Pakeke Block, Te Ara Heke, this taonga will be our kōhatu mauri (mauri stone) named: Te Kōhatu Mauri O Te Awa Kairangi to denote its origins. This kōhatu mauri will connect our tamariki to the school giving them a strong sense of belonging and connection.” gazette.education.govt.nz

LEARNING ENVIRONMENTS

“There are a whole lot of elements to collaborative learning and an ILE (innovative learning environment) just gives it a physical framework, which makes it easier for kaiako and tamariki.”

Richard Limbrick

Innovative learning environments are becoming the norm at Arahoe School.

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www.teamturf.co.nz TUKUTUKU KŌRERO | 26 October 2020

23

ONLINE SAFETY

Students and phones: should they have access at school?

Should students be able to access their mobile phones during the school day? Education Gazette talks to three schools with different approaches to students’ use of phones.

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Education Gazette | 26 October 2020

gazette.education.govt.nz

ONLINE SAFETY

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t’s up to schools to determine their own policies and practices around students’ use of mobile phones and other devices, working with their communities to determine the best paths forward.

Going phone-free Auckland’s Glendowie College decided to go ‘cellphone-free’ from the start of this year.

Upon receiving a growing number of requests from parents for restrictions on students’ use of mobile phones at the college, the school took a fresh look at phone use among its students.

It noted, from an informal count, that at least 50 per cent of students were on their phones at interval or lunchtime. After doing some further research and consulting with its Board of Trustees, the school opted to go phone-free for all students during the school day, from the start of 2020.

“We are doing this because we are concerned about our students’ wellbeing and believe that adolescents need space from their cellphones– not because cellphones are bad,” says principal Gordon Robertson.

Research and engagement He points to research discussed in the book Teen Brain by David Gillespie. “This research matches our experience of cellphones, and their impact on students’ wellbeing and academic engagement in class.”

Gordon says that, so far, the school is happy with the way the new policy has progressed.

“Coming back from both lockdowns, it took students a few days to get used to not having continual access to their phones.

“Student social engagement with each other is greater than last year, with more being active on the field or engaging in activities with other students.

“Many students would prefer access to their phones during the day but the vast majority comply with the rules.”

Encouraging sensible use Meanwhile, Albany Senior High School has chosen a different approach, preferring to encourage sensible use by students rather than banning devices.

“Basically, I believe we are supporting young adults to self-manage, so they should have their phones but also learn how to ensure they don’t become distractions,” says principal Claire Amos.

She clarifies that teachers always have the right to ask students to put them away or look after the phone for them if they can’t selfmanage.

“Students have a lifetime of device ownership ahead. I think we need to be realistic that they can be learning tools and that young people can learn to manage them,” she says.

Students help shape policy Rangitoto College took the views of its students into account when forming its policies around students’ cellphone use. The Auckland school used focus groups of students from Year 9 to 13 as part of its review process, as well as looking at effective school practices from both New Zealand and overseas.

“We wanted a policy that was flexible enough to allow students to have phones at school, but robust enough to minimise classroom distraction,” says Associate Principal Tony Giles. “We also engaged with current research which suggests that the mere presence of phones reduces cognitive capacity – even in bags or pockets, the proximity of the device has a negative impact, especially if it’s receiving notifications or alerts.”

The school’s resulting policy is designed to ensure that the learning of all students is maximised, while minimising any potential for distraction. If students choose to bring a cellphone, it must be switched to ‘silent’ and deposited in the ‘cellphone box’ at the start of each and every class. At the discretion of the teacher, students may be allowed to access

their phones for learning-related activities, such as using the camera, stopwatch or calculator.

Tony says students, particularly juniors, adapted very quickly to the new routine of handing in their phone each lesson.

“Seniors took a little longer to adapt, but it’s now fully embedded across the school, to the extent it’s just another automatic routine for students. Teachers still however regularly remind students of the ‘why’, actively teaching students the benefits of selfregulation, although students understand all too well the addictive and manipulative nature of social media apps.”

Teachers have found the policy to be extremely helpful, adds Tony. “On-task learning time has improved, especially for those identified as priority learners.

Students are more engaged with their work, more focussed on what is going on in class, and generally happier with their school experience.”

Community focus Schools are encouraged to work with their students and communities to devise policies and practices around phone use that are right for them and support the wellbeing of their students.

Netsafe also provides support to schools about online safety. They have developed a range of guidance for schools around student use of school-owned devices and staff guidelines for the safe use of digital technology.

“Our Netsafe Schools programme lays out a framework to review, check and plan for enhancing online safety in schools, whether that be through incident response services, policy and use agreement templates and advice or professional development for staff, boards of trustees or the wider school community,” says Sean Lyons, director of education and engagement, Netsafe.

Keeping safe online One of the major concerns about young people’s use of phones relates to online bullying.

Here are several resources that can help schools address online bullying: » Bullying Free New Zealand Student Voice for ways to empower young people to deal with cyber bullying » Netsafe for ways to stay safe online » Keep It Real Online for advice on managing difficult conversations such as online grooming, pornography, harmful digital content and online bullying.

Anyone who experiences harm through digital communications is encouraged to contact Netsafe for advice and support.

gazette.education.govt.nz

TUKUTUKU KŌRERO | 26 October 2020

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EARLY LEARNING

Child’seye view of urban design A two-year project by University of Otago researchers has investigated preschoolers’ experiences of Dunedin and their visions for their city and found that they can be intuitive planners of their urban environments.

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wo projects (one finished, one on-going) investigate pre-schoolers’ city use, experiences and understandings to build a foundation for planners and urban professionals to acknowledge pre-schoolers’ needs and rights in creating more liveable cities.

In the initial research, which began in 2015, children from three Dunedin kindergartens engaged in a variety of exercises including mapping their ideal city using picture tiles, group discussions with researchers, and neighbourhood walks to demonstrate what they liked and didn’t like about their local area.

The mapping exercise showed the children to be caring, considerate planners, not just of their own needs, but also of other city dwellers.

Early this year, the second research project began with tamariki from Rainbow Preschool in South Dunedin having an opportunity to explore their neighbourhoods and planning skills.

Lead author Dr Christina Ergler from the university’s School of Geography, says the research shows that young children are capable of interpreting city design meaningfully.

“Our research shows that preschoolers care for the cities they live in: people and living and non-living things,” says Christina.

“What impressed us is that they think very holistically about their city – not just about needs for kids – but actually for the entire population.

“They showed they were thinking about the transport system. Housing was really important and thinking about needing different types of housing because family sizes differ from

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Education Gazette | 26 October 2020

single families to extended families. They also had heaps of services from hospitals, police stations, fire stations, schools and libraries,” she says.

Exploring the local environment

The way children think holistically about city planning supports their learning in the Mana Whenua/ Belonging strand of Te Whāriki where they become increasingly capable of making connections between people, places and things in their world. They also develop a relationship to Papatūānuku based on whakapapa, respect and aroha.

“Christina had a lot of railroads, planes, shops, all the resources they could put into their city and they did amazing things. One child took a couple of days to build his city. They were able to connect to their world and then replicate that on a floor map, which I thought was quite cool,” explains Lesley.

Child voice important Merewyn Arlidge, senior teacher at Rainbow Preschool, says teachers and parents were interested in being involved in the project, as the research on child voice and the input preschoolers can have in their communities is important.

Tamariki involved in the study enjoyed being explorers connecting to their own, and the wider, world, says colleague Lesley Greenan.

“There’s quite a variety of learning such as using trial and error: ‘how’s my train going to get to the other side of town?’ or ‘where do I want my train to stop?’ They are thinking logically, explaining to others, planning, setting problems, classifying. Using the working theories, they are really thinking about their world.”

“Preschoolers are a big part of our community.

Young children are using a lot of the resources like museums and swimming pools, and they go shopping with parents, so it’s really important to hear their ideas. Sometimes they come up with quite refreshing new ideas or reasons for thinking things could be the way they are,” she says.

Kaiako at Rainbow Preschool weren’t surprised at the depth of understanding children showed about their urban environment.

“In early childhood we’re all about listening to child’s voice and helping to develop their working theories about, not only what happens in preschool, but in their wider world. They develop holistic capabilities through individual learning goals, provocations and experiences set up for children to expand their learning.

“In our day-to-day conversations with children, their areas of interest are wide and varied and they are very used to sharing their ideas and what they know about the world.

We facilitate to build on that knowledge all of the time.

“We could see that this study was another way of enriching children’s learning and a vehicle to be able to hear their ideas about things.”

“For some of the children, it was a vehicle for them to share knowledge in things they were already interested in and knew,” says Merewyn.

“It was a bit different from what they had done before, but we weren’t surprised that they really did have some good ideas around what they thought was needed,” she says. gazette.education.govt.nz

EARLY LEARNING

Large-scale thinking Christina says the children in the first project that focused on Dunedin showed they had understanding and clear ideas about the connections in cities.

After the children had built their cities with picture tiles, they took the researchers on tours of their neighbourhoods. Armed with GoPros, the children showed researchers that they were meaningful makers of place and had deep connections to their local environments through the Mana Whenua/Belonging strand.

While on the neighbourhood walks, the children warned researchers about toadstools, prickly bushes, and glass on footpaths, which they were concerned could injure dogs.

“They are very aware of dangers and adults’ fears for their wellbeing and that cities can be dangerous places. In this they reflect adult fears rather than seeing these places as dangerous from their own perspectives,” explains study co-author Professor Claire Freeman.

Curriculum connections The children at Rainbow Preschool demonstrated their growing capability in the

Te Whāriki strand of Mana atua/Wellbeing as they talked with the researcher about their awareness of their environment and the ways they could keep themselves and others safe from harm.

“In early childhood we’re all about listening to child’s voice and helping to develop their working theories about not only what happens in preschool, but in their wider world.”

Merewyn Arlidge Toolkit for town planners Recipients of a Marsden Fund Grant in 2018, Christina and her team are conducting further research in Dunedin, Christchurch and Wellington to gain a better insight about

what it’s like to be a four-year-old in our cities.

“Our ultimate goal is to try to develop a tool set for anyone who makes decisions in cities on how to consult with children. If they don’t have time to consult, our aim is to raise awareness about the needs of young children and their perspectives.

“Academically we want to think about their agency and to examine how young children shape their lives themselves. Part of the Marsden grant is that we have money to invite people to workshops where we can share our findings and workshop with them what would be good ways for them to easily incorporate into their decision making or planning projects.

“Communities, planners and urban policy makers need to ensure young children can participate and make the most of their local environment in a safe manner,” she says.

The research highlights the importance of young children being engaged in making meaningful contributions to their communities and aligns with Te Whāriki as a framework that describes children’s valued learning in early learning settings.

Worries stick. Let’s help our kids shake them off.

What is Pause Breathe Smile?

It’s a mind health programme proudly funded by Southern Cross which equips Kiwi kids with the tools they need to navigate the ups and downs of life and set them up for a healthy future.

Research shows Pause Breathe Smile improves focus and attention, helps develop conflict resolution skills, increases self-awareness and reduces stress for teachers.

How do I get my school involved?

Schools can register their interest by emailing info@pausebreathesmile.nz

Delivered under licence from the

Visit www.pausebreathesmile.nz for information.

gazette.education.govt.nz

TUKUTUKU KŌRERO | 26 October 2020

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WATER SAFETY

Beach and water safety important Surf Lifesaving New Zealand works with schools and communities to deliver effective beach and water safety education for young people.

Fun and safety go hand-in-hand at Beach Education.

“Because we live by the beach and our kids spend all their time there, it’s so important for them to be able to identify things like rips for themselves.”

Stormie Ivamy

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Education Gazette | 26 Gazette | 12 October October2020 2020

The fee per student is $15 (plus GST). For more information and to secure your booking, visit surflifesaving. org.nz.

gazette.education.govt.nz

A

s an island nation, New Zealand is blessed with approximately 15,000km of beautiful coastline. But our coastline is also the scene of too many fatal drownings.

Over the last decade, there has been an average of 32 fatal drownings per year across Aotearoa, a rate that has increased by 37 per cent over the last five years.

“The numbers are just continuing to rise,” says Nicole Harris from Surf Lifesaving New Zealand. In her role as Community Education Coordinator for the Eastern region she feels strongly about equipping children with the skills they need to know to stay safe on the beach and in the water.

“We just need to make sure that we’re getting into the schools and educating the kids on things that are relatively simple, such as how to spot a rip current and how to practise safe and fun ocean activities.”

Full-day interactive course Surf Lifesaving New Zealand’s Beach Education programme is a full-day interactive course delivered by fully qualified Surf Lifeguards at select beaches across the country. The programme – which includes clubhouse, beach

Thumbs up for a day at the beach!

and water activities – is designed to provide practical water skills to new entrant students to Year 8 students, for groups of between 30 and 100.

“Beach Ed tailors its programme to suit the year levels of the students who attend,” says Nicole. “The core topics – such as Rip Currents, Sun Smart, Safety Rules – remain the same,

but the depth of the topic and associated activities vary to suit the age range. For instance, Years 0-2 will be introduced to the first three of 10 safety rules, whereas five rules will be incorporated into the Year 3-4 programme, and Years 5 and up will learn all 10.”

Continued on next page >>

We’re taking bookings now for FREE teacher professional development so you can teach your students Water Skills for Life.

Water Skills for Life is the national standard for aquatic education for children in Years 1 - 8. If your school has a pool, then our educators are available to deliver onsite teacher workshops and poolside support.

Kids have fun and learn water safety.

Book with Karen Dalldorf on karen@swimming.org.nz or ring on 021 649 998.

waterskills.org.nz

gazette.education.govt.nz

TUKUTUKU KŌRERO | 26 October 2020

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WATER SAFETY

The water activities are also adjusted to suit.

For example, to learn about submersion, younger students participate in a water activity where waves wash over them in the sand at the water’s edge; older students participate in a water activity that teaches them the skill of dolphin diving (a technique involving submersion under the waves and pushing off the bottom).

Beach-safe techniques Children are taught how to be beach safe, using materials that align with the competencies of Water Skills for Life, the national standard for aquatic education in New Zealand primary schools. The Beach Education programme also aligns with the key competencies of The New Zealand Curriculum of thinking, managing self, relating to others and participating and contributing, and encourages students to think critically. It feeds into the Health and Physical Education curriculum, aligning with other water safety programmes such as Bubbles to Buoyancy and H2O - Here We Go; these Curriculum in Action resources are available on health.tki.org.nz.

Invaluable at Pāpāmoa Primary School For schools like Pāpāmoa Primary School in the Bay of Plenty, the beach education programme is invaluable.

“Because we live by the beach and our kids spend all their time there it’s so important for them to be able to identify things like rips for themselves,” says teacher, Stormie Ivamy.

“They get taught to signal for help, how to keep themselves safe in the water, and the role of the lifeguard. It’s so good for our kids to have an understanding of the hazards and the people there to help.”

Students learn what surf lifesaving is all about.

Pāpāmoa Primary includes the Beach Ed programme in its Health and Physical Education curriculum every two years, alternating it with a Deep Water Safety programme.

“Because our adult to child ratios around the water are 1:4, we take a lot of parents on the programme, which is fantastic because it really reinforces our message and provides that parent voice and parent support.”

Parents’ involvement

Support from families and the community is important, agrees Nicole.

“Every two years we go through a community consultation process regarding our health programmes, and beach education is an area that supports our philosophy of personal health and physical development and healthy communities and environments,” says Stormie.

“Often a student will come back as a Year 2, and then a Year 3 and Year 4, and they love to tell a story about how they went home and taught their sibling about such and such. And so it really does show this whole idea of ‘train one to save many’.”

Beach Education provides key learning for the students, as well as the parent helpers who attend.

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Education Gazette | 26 October 2020

gazette.education.govt.nz

NOTICES

Contents

Classroom resources

Classroom resources 31 Conference / AGM 31 Jubilees and reunions 31 Projects and programmes 31 Student competitions and scholarships 32 Teaching awards and scholarships 32 Professional development (PD) 32

Maths Week 2021

Notices

Rangi – Weather and Climate Lessons for Teachers by NIWA

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.

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

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

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

Ref#: 1HACQj

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.

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

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

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

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

Ref#: 1HAAbp

Deadlines for notices

Conference / AGM

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

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

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

gazette.education.govt.nz

NASDAP 2021 Conference – Christchurch Conferences & Events Take some time for your professional self and join us in the heart of Christchurch for the biennial NASDAP Conference!

When? 9–11 August 2021.

Where? Te Pae, Christchurch.

Website: nasdap2021.org.

There are many reasons for secondary deputy and assistant principals to come together but none more important than the opportunity to Reflect, Reconnect, and Rejuvenate.

A call for workshops opens in November.

For further details: https://confer.eventsair.com/ nasdap-2021-conference/call-for-workshops.

National Association of Secondary Deputy and Assistant Principals – Te rangapū ā motu mō ngā Tumuaki tuarua.

Ref#: 1HACXq

National Mathematics and Statistics Conference 2021 – Reach Your Peak NZAMT17 Organising Committee New Zealand Association of Mathematics Teachers.

The 17th biennial conference for teachers of mathematics and statistics is being hosted in New Plymouth in 2021.

Venue: New Plymouth Boys’ High School.

Date: Tuesday 12 to Thursday 14 October 2021.

This conference is suitable for secondary and primary teachers.

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

Registrations will open early next year.

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

Ref#: 1HACNS

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

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

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

Ref#: 1HABJa

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

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

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

Ref#: 1HAAo8

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

St Hilda’s Collegiate School is turning 125 and we would like to celebrate this milestone with old girls, families, staff and friends.

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

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

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

Ref#: 1HAAwi

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

Register at: woodlands-school-jubilee.org.

Ref#: 1HAArB

Projects and programmes Get Outdoors Safely: With Maps!

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

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

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

TUKUTUKU KŌRERO | 26 October 2020

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NOTICES

Student competitions and scholarships

More info and enrol at: rata.learnz.org.nz/summary. php?vft=getoutdoors204 Ref#: 1HABQd

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

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

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

Ref#: 1HABQa

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

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

Check out our NZ art collection and coats of arms.

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

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

Ref#: 1HACE7

Ma Petite Planète – Digital Escape Game in French French Embassy in New Zealand This year, for Novembre Numérique (Digital November), the French Embassy presents an original digital Escape Game created by Alliance Française Wellington!

The materials for the digital escape game are available on the Alliance Française webpage. The activity is based on five key threats to biodiversity including overfishing, deforestation and plastic in the oceans. The target age group is 5–10 years old and the activity will take about 1–½ hours.

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

Email: hazel.ryan@diplomatie.gouv.fr.

Ref#: 1HACNj

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

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

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

Ref#: 1HAB7Y

The Alpine Fault: When AF8 Goes Big! CORE Education

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Education Gazette | 26 October 2020

The Alpine Fault is one of Earth’s most impressive geological features and capable of generating big earthquakes; in fact we’re already a little overdue for one.

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

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

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

Ref#: 1HABQY

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

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

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

Ref#: 1HACr1

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

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

Ref#: 1HAB8p

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

The successful applicant will engage in doctoral study of education policy, focused on New Zealand or international* education policy, at a school, regional or national level, supervised by Dr Jo Smith. *Note: Given the uncertain Covid-19 situation, international applicants will need to qualify under applicable requirements related to travel.

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

Ref#: 1HAAeg

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

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

Closing date 15 November.

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

Ref#: 1HACPL

Ministry of Education TESSOL Tuition Fees Scholarships for Teachers

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

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

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

Applications close Friday 1 November.

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

Ref#: 1HAAy

Early learning PD New Zealand (nationwide) ADHD NZ » Need Support to Achieve Educational Outcomes for Students with ADHD? Ref#: 1HACc2

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

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

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

Safe for Children » Live Online Course – Child First Aid Ref#: 1HAC3m » Live Online Course – Child Protection Training (A Refresher Course) Ref#: 1HAC3i » Live Online Course – Pool Safety Awareness Training Ref#: 1HAC3X » Live Online Course – Working with Children with ADHD (Part 1) Ref#: 1HAC3D gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES » Live Online Course – Working with Children with ADHD (Part 2 & 3) Ref#: 1HAC3K » Live Online Course – Working with Children with ASD Ref#: 1HAC3R

Senior Teacher » Creating a Strong Feedback Culture in Your Team Ref#: 1HACdw » Implementing Tātaiako Ref#: 1HACe8 » Internal Evaluation/Self-review for Early Childhood Services Ref#: 1HACdg » Journey with Tapasā Ref#: 1HAChL » Journey with Tapasā – 2 Consecutive Evening Sessions Ref#: 1HACe2 » Leadership Foundations – 2 Consecutive Evening Sessions Ref#: 1HABkL » Māori Assessment Methods Ref#: 1HACeH » Promoting Resilience with Children, Families and Teams Ref#: 1HACf5 » Strengthening Analysis and “What Next” in Early Childhood Assessment Ref#: 1HACeB » Supporting Social and Emotional Competence in Early Learning: A Practical Implementation Ref#: 1HACeP » Te Reo Māori 1 Ref#: 1HACdz » Te Reo Māori 1 Ref#: 1HACen » Te Tiriti-based Practice Ref#: 1HACf8 » Understanding and Cementing Bicultural Practice – 2 Consecutive Evening Sessions Ref#: 1HACdt » Leadership Foundations – 2 Consecutive Evening Sessions Ref#: 1HACew

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

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

Auckland 4E’s Consulting » Engaging and Empowering Energetic Boys Ref#: 1HA9xn » Primary Caregiving and Respectful Relationships Ref#: 1HA9xj

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

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

Educational Leadership Project

New Zealand Infant and Toddler Consortium » RIE® Foundations Theory and Observation™ Course

Ref#: 1HAB8d

Yogi Kids

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

» Storybook Yoga PD

Future Learning Solutions, Centre for Educational Leadership

» Dealing with Anxiety in Children and Young People on the Autism Spectrum

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

Growth Culture

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

Kurtovich Consulting

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

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

Ref#: 1HAB5S

Waikato Children’s Autism Foundation Ref#: 1HABbg

Childspace Early Childhood Institute » Yeah Baby! Early Childhood Conference – Hamilton

Ref#: 1HAAcS

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

Ref#: 1HABBH

Kurtovich Consulting » Leadership Bootcamp 2020 – Early Childhood Education Services

Ref#: 1HAAUq

Education Review Office

Expressions of Interest: Leadership Partners We invite expressions of interest from senior school leaders who wish to be part of our Leadership Partners programme.

The programme provides successful school leaders with the opportunity to work alongside ERO as partners in ERO’s external school evaluation process.

The programme will enable you to develop your skills and understanding of evaluation for improvement and provide the opportunity to learn from others when reflecting on your own school’s improvement journey. As such it is a unique professional development experience that also enhances ERO’s work in the sector.

ERO will be selecting a new group of partners to join the programme at the end of each term in 2021. As part of a group of senior leaders selected to work with us, you will be provided with professional learning and development in ERO’s

methodologies and procedures prior to joining ERO evaluators during 2021 / 2022.

Induction will involve up to a week at the end of a school term in 2021 and we are seeking senior leaders prepared to offer 3 weeks during their initial term for training and orientation and two weeks each subsequent term, for four terms.

For further information about the programme, please see the Leadership Partners page on ERO’s website at: www.ero.govt.nz/footer-upper/workingfor-ero/leadership-partners.

If you are interested in becoming a Leadership Partner please email Janelle Henry, Administration Officer, Education Review Office at Janelle.Henry@ero.govt. nz. Please provide information outlining why you are interested in the programme and about the current and previous roles, strengths and experience that would enable you to add value to ERO’s work.

Expressions of interest close at 4pm, Monday 16 November.

TUKUTUKU KŌRERO | 26 October 2020

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

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

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

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

Manawatu/Whanganui Childspace Early Childhood Institute » Nurture in Nature at Old Kura Ref#: 1HAAbz

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

Wellington Childspace Early Childhood Institute » Assessment and Documentation of Learning Stories Ref#: 1HAAc5 » Self-regulation, Behaviour and Social Competency Ref#: 1HAAcP

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

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

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

Marlborough Te Rito Maioha ECNZ » Leading Learning: Exploring Pedagogical Leadership – Blenheim Ref#: 1HACrG

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

Canterbury Childspace Early Childhood Institute » Internal Evaluation for Quality Improvements Ref#: 1HAAc2

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

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Education Gazette | 26 October 2020

InterLEAD

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

Kurtovich Consulting

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

New Zealand Infant and Toddler Consortium

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

Yogi Kids

» Storybook Yoga PD Ref#: 1HAB5S

Southland Kurtovich Consulting

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

Primary / intermediate PD New Zealand (nationwide) ADHD NZ

» Need Support to Achieve Educational Outcomes for Students with ADHD? Ref#: 1HACc2

Ako Space

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

Educatalysts: Education for Change

» Critical Literacy Online PLD with Expert Panel Ref#: 1HABRa

Kohia Centre, University of Auckland

» Online: Tabitha Leonard – Leading with Insight Ref#: 1HABk4 » Online: Tabitha Leonard – The Role of the Leader in Building Learning Cultures Ref#: 1HAC3p

Music Therapy New Zealand

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

Safe for Children

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

Senior Teacher

» Implementing Tātaiako Ref#: 1HACe8 » Journey with Tapasā Ref#: 1HAChL » Journey with Tapasā – 2 Consecutive Evening Sessions Ref#: 1HACe2 » Te Reo Māori 1 Ref#: 1HACdz » Te Reo Māori 1 Ref#: 1HACen » Te Tiriti-based Practice Ref#: 1HACf8

Tabitha Leonard

» The Learn Culture Club Ref#: 1HACLs

Northland Cognition Education

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

Kohia Centre, University of Auckland

» 2021 Year One Provisionally Certificated Teachers Programme – Northland – Years 0–8 Ref#: 1HACK1

Auckland Chartwell Trust

» Bringing Arts Back Into the Classroom – Squiggla PD Ref#: 1HAC0j

Children’s Autism Foundation

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

Cognition Education

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

Educational Leadership Project

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

Edushop

» Breaking Barriers, NIP and Big Ideas Ref#: 1HAB3j » Breaking Barriers, NIP and Big Ideas Ref#: 1HAB3n » Introduction to Numicon for Y1–9 Including Those Who Struggle Ref#: 1HAB48 gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES » Introduction to Numicon for Y5–9 Including Those Who Struggle Ref#: 1HAB3q » Introduction to Numicon in the Junior School Ref#: 1HAB3w » Teacher Aides Course: How to Help Learners Struggling with Mathematics Ref#: 1HAB4d

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

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

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

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

Learning Network NZ » Education Law Ref#: 1HAAby

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

Yogi Kids

» Storybook Yoga PD Ref#: 1HAB5S

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

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

Growth Culture

Hawke’s Bay SPELD NZ

Area / composite PD

Taranaki Cognition Education

» Need Support to Achieve Educational Outcomes for Students with ADHD? Ref#: 1HACc2

» Introduction to Specific Learning Disabilities Ref#: 1HACrX

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

Manawatu/Whanganui Cognition Education

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

Wellington Cognition Education

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

Edushop

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

Growth Culture

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

Canterbury Cognition Education

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

EDconnect

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

Growth Culture

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

impactED

» Digital Technologies MiEE Hui Ref#: 1HACZp

Yogi Kids

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

» Storybook Yoga PD Ref#: 1HAB5S

Bay of Plenty Growth Culture

Southland InterLEAD

» ASPIRING NLP – Leading a Generation with Grit and Courage Ref#: 1HABBH gazette.education.govt.nz

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

New Zealand (nationwide) ADHD NZ

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

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

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

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

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

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

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

Kohia Centre, University of Auckland » 2021 Year One Provisionally Certificated Teachers Programme – Northland – Years 0–8 Ref#: 1HACK1 TUKUTUKU KŌRERO | 26 October 2020

35

PROFESSIONAL DEVELOPMENT NOTICES Auckland Chartwell Trust

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

Children’s Autism Foundation

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

Cognition Education

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

Commission for Financial Capability

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

Future Learning Solutions, Centre for Educational Leadership

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

Growth Culture

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

impactED

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

Kohia Centre, University of Auckland

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

Learning Network NZ

» Education Law Ref#: 1HAAby

Waikato Children’s Autism Foundation

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

EDconnect

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

Growth Culture

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

Bay of Plenty Commission for Financial Capability

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

Growth Culture

EDconnect

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

Growth Culture

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

impactED

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

» Digital Technologies MiEE Hui Ref#: 1HACZp

Hawke’s Bay Commission for Financial Capability

Otago University of Otago

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

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

SPELD NZ

Southland InterLEAD

» Introduction to Specific Learning Disabilities Ref#: 1HACrX

Taranaki Cognition Education

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

Manawatu/Whanganui Cognition Education

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

Wellington Cognition Education

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

Commission for Financial Capability

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

Growth Culture

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

Canterbury Cognition Education

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

Commission for Financial Capability

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

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

Secondary PD New Zealand (nationwide) ADHD NZ

» Need Support to Achieve Educational Outcomes for Students with ADHD? Ref#: 1HACc2

Ako Space

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

Educatalysts: Education for Change

» Critical Literacy Online PLD with Expert Panel Ref#: 1HABRa

Kohia Centre, University of Auckland

» Online: Tabitha Leonard – Leading with Insight Ref#: 1HABk4 » Online: Tabitha Leonard – The Role of the Leader in Building Learning Cultures Ref#: 1HAC3p

Music Therapy New Zealand

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

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

For full professional learning and development (PLD) listings see gazette.education.govt.nz/notices 36

Education Gazette | 26 October 2020

gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES » Live Online Course – Working with Children with ASD Ref#: 1HAC3R

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

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

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

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

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

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

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

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

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

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

impactED » Minecraft Education Edition Hui (Long Bay College) Ref#: 1HACZi gazette.education.govt.nz

Kohia Centre, University of Auckland

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

Learning Network NZ

» Education Law Ref#: 1HAAby

Waikato Children’s Autism Foundation

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

EDconnect

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

Growth Culture

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

» Mathematics Leadership Communities Meetings | MLCs (Wellington North – Newlands/Kapiti) Ref#: 1HAC7g » Reo-a-waha: Oral Language for Learning (PLD for Teacher Aides) Ref#: 1HAAn1

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

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

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

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

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

Growth Culture

Bay of Plenty Commission for Financial Capability

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

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

impactED

Growth Culture

» Digital Technologies MiEE Hui Ref#: 1HACZp

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

Hawke’s Bay Commission for Financial Capability

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

SPELD NZ

» Introduction to Specific Learning Disabilities Ref#: 1HACrX

Taranaki Cognition Education

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

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

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

Manawatu/Whanganui Cognition Education

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

Wellington Cognition Education

» Mathematics Leadership Communities Meetings | MLCs (Hutt Valley) Ref#: 1HAAsG » Mathematics Leadership Communities Meetings | MLCs (Wairarapa) Ref#: 1HAC7j » Mathematics Leadership Communities Meetings | MLCs (Wellington Central/South) Ref#: 1HAC7d

NZQA approved Level 4 Certificate in Supporting (2759) or Level 5 Teaching (2760) Individuals with Specific Learning Disabilities. Delivered face-to-face, specific weekends/school holidays over the year, at Seabrook McKenzie Centre for Learning Disabilities, Christchurch. Subsidies are available for out-of-towners. For teachers or teacher aides working in a school or wanting to tutor students with SLD privately.

Courses begin April 19th 2021. Please see https://www.seabrookmckenzie.net/ services-for-educators/nzqa-approvedcourses-educators/. Please email your interest to courses@seabrookmckenzie.net.

TUKUTUKU KŌRERO | 26 October 2020

37

Contents

Government 38 General 38 Guidance and careers 39 Tertiary 39 Early learning 39 Primary and intermediate (Years 1-8)

» Resource teachers 43 » Mātauranga Māori 44 » Teachers 44 » Senior leadership 47

Government

Auckland Education Review Office

Review officers – Auckland based Full-time, permanent Ref#: 1HABTL

General

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

Classroom teacher

Full-time, contract

Ref#: 1HAAvg

Waikato Tokoroa High School Services academy director Full-time, permanent

Ref#: 1HAAej

Perry Outdoor Education Trust Outdoor education programme coordinator Full-time, permanent

Ref#: 1HABL8

Area / composite (Years 1-15)

» Mātauranga Māori 49 » Teachers 49 » Middle leadership 50 » Senior leadership 50

Secondary (Years 7-15) » Resource teachers 50 » Teachers 50 » Middle leadership 52 » 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.

Deadlines for vacancies

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

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

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

UNIVERSITY OF OTAGO SCHOOLS’ LIAISON OFFICER AUCKLAND The University of Otago Schools’ Liaison team has offices in Auckland, Wellington, and Dunedin. As an Auckland-based Schools’ Liaison Officer you will visit secondary schools across the North Island, encouraging and helping students to enrol at the University of Otago and supporting them through the transition to university.

You will regularly meet with intending students and their families, as well as interacting with relevant university staff and departments on behalf of the wider Liaison team. You may have a background in teaching (including management or Academic Dean roles), career advising or counselling.

To be successful in this role, you will need to demonstrate: • • • • •

Relevant experience in working with teenagers and young adults of all cultures Skill and enthusiasm for making effective, professional presentations A high level of writing, editing and proof-reading skills and the ability to learn and retain detailed information.

A positive and collegial attitude, alongside excellent time management skills.

A suitable knowledge and understanding of Te Reo Ma-ori me nga- tikanga.

Although not essential, you may be a graduate of the University of Otago or be familiar with the University and its courses. Sound working knowledge of the current New Zealand secondary school curriculum and assessments, especially pertaining to Year 11-13 students, would also be an advantage.

The role requires some evening work, and considerable out-of-town travel for which a vehicle is provided (you must hold a clean, full driving licence).

Further details This is a full-time permanent role with a start date of mid January, 2021.

For further information, or to discuss the role in confidence – please contact Rhonda Brodie, Head of Schools’ Liaison via the contact details below.

You must have the right to live and work in New Zealand to apply for this job.

See full listings online for closing dates.

Application

Listings are removed from the website after the closing date.

To submit your application (including CV and cover letter) please go to our website. Applications quoting reference number 2001735 will close on Monday, 16 November 2020.

Listings sent by email will not be accepted.

Apply online

www.otago.ac.nz/jobs 38

Education Gazette | 26 October 2020

gazette.education.govt.nz

Early learning

Guidance and careers Auckland Birkenhead College

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

Manurewa Intermediate Guidance counsellor Full-time, permanent, PTSAR Ref#: 1HACQa

Bay of Plenty Bethlehem College Counsellor Part-time, permanent Ref#: 1HACp2

Taranaki Stratford High School Careers advisor Part-time, permanent Ref#: 1HACMd

Wellington Hutt Valley High School Guidance counsellor Full-time, permanent Ref#: 1HACkg

Tertiary

Auckland Laidlaw College

Head of education Full-time, permanent, PD allowance, Research allowance Ref#: 1HACMD

Early learning Northland Avenues EduCare

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

Nga Puawai o Kaikohekohe U2s qualified teacher Full-time, permanent Ref#: 1HAAUp

Selwyn Park Kindergarten K1 teacher – Northland Kindergarten Association Part-time, permanent Ref#: 1HACmB

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

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

Appletree Preschool

Cozy Corner Educare

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

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

Bear Park Early Childhood Centre

Creative Kids

Preschool coordinator / head teacher Full-time, permanent Ref#: 1HAC5L Qualified teacher Full-time, permanent Ref#: 1HAC5S

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

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

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

Dominion Childcare Centre

Centre director Full-time, fixed-term Ref#: 1HACR1

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

Beginnings Early Learning Centre

DreamCatchers Preschool

Bear Park, Hobsonville Point

Team leader O2s Full-time, permanent Ref#: 1HAAvm

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

BestStart, St Lukes

Giraffe ELC

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

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

Bright Sparks Childcare, Orewa

Hannah’s House ECE

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

Qualified U2s kaiako Full-time, permanent Ref#: 1HACKy

Jump Start Kids

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

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

Caterpillar Kids Early Learning Centre

Just Kidz, Henderson

Brilliant Minds Early Childhood Centre

Educator Full-time, permanent Ref#: 1HAB7_

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

City Impact Church Childcare, North Shore Unqualified early childhood teacher Full-time, permanent Ref#: 1HACpL

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

Angels Childcare, Takapuna

Country Village Preschool – Infant & Toddler Centre

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

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

gazette.education.govt.nz

VACANCIES

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

KC Birkenhead Trust Infant room ECE qualified/certified teacher Full-time, permanent Ref#: 1HAAvi

Kiddie Garden Learning Corner ECE qualified, registered teacher / head teacher (2 to 5-year-olds) Full-time, permanent Ref#: 1HACkE

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

Kidz & Crayonz Early Learning Centre Qualified and registered ECE teacher Full-time, permanent Ref#: 1HABSV TUKUTUKU KŌRERO | 26 October 2020

39

VACANCIES

Early learning

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

Kindercare Learning Centres, Dannemora Preschool teacher Full-time, permanent Ref#: 1HACTp

Kindercare Learning Centres, Pakuranga Babies teacher Full-time, permanent Ref#: 1HAC5c Preschool teacher Full-time, permanent Ref#: 1HACra

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

Koru Early Learning Centre ECE qualified teacher Full-time, permanent Ref#: 1HAAtY

Koru Kindy Teacher Full-time, permanent Ref#: 1HACNH

Learning Adventures, Henderson Head teacher – infants/toddlers Full-time, permanent Ref#: 1HACuD

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

Lil’ Champs Early Learning Centre Early childhood educator – qualified and registered Full-time, permanent Ref#: 1HACvP

Lincoln Road Childcare & Kindergarten Qualified ECE teacher Full-time, permanent Ref#: 1HACMH

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

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

Little One’s Garden Early Education Centre Early childhood certificated educator Full-time, fixed-term Ref#: 1HAAz1

40

Education Gazette | 26 October 2020

Little Scholars Early Learning Centre

Play Learn Grow

Certificated infants teacher Full-time, permanent Ref#: 1HAAnf

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

Lollipops Educare, Albany

Pohutukawa Kindergarten, Glendowie

Certified ECE teacher – preschool room Full-time, permanent Ref#: 1HACqK

Lollipops Educare, Takanini Certified ECE teacher – toddlers Full-time, permanent Ref#: 1HACqR

Magicland Childcare Head teacher Full-time, permanent Ref#: 1HAAvd

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

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

Mighty Minds Educare Qualified registered ECE teacher Full-time, permanent Ref#: 1HAAzd

Mt Royal Early Learning Centre Registered ECE or primary trained teacher Part-time, permanent Ref#: 1HACMV

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

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

New Shoots Children’s Centre, Pakuranga Teacher-in-training Full-time, permanent Ref#: 1HABuf

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

Next Generation, Birkenhead Qualified ECE teacher Full-time, permanent Ref#: 1HABza

Nurture Early Learning, Onehunga Experienced qualified toddlers teacher Full-time, permanent Ref#: 1HAAt8 Unqualified teacher Full-time, permanent Ref#: 1HAAoc

Teacher Full-time, permanent Ref#: 1HACKz Teacher-in-training Full-time, permanent Ref#: 1HAAUN

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

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

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

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

Small Fries Christian Childcare Centre Qualified teacher Full-time, permanent Ref#: 1HABCt

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

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

Taulapapa Leata Su’a Aoga Amata Qualified and registered ECE teacher Full-time, permanent Ref#: 1HABfd

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

The Learning Centre Certificated ECE kaiako Full-time, permanent Ref#: 1HAAS4 gazette.education.govt.nz

Early learning The Learning Ladder U2s kaiako Full-time, permanent Ref#: 1HABvw

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

Three Bears New Lynn Childcare ECE teacher – kaitiaki Full-time, permanent Ref#: 1HACCS

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

Tiny Voices, Hobsonville Head teacher of toddlers Full-time, permanent Ref#: 1HAC1A

Toki Explorers Head teacher – infants and toddlers Full-time, permanent Ref#: 1HAAzg

Trend Tots ECE home-based coordinator Part-time, permanent Ref#: 1HACHY

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

White Heron @ Dawson Qualified early childhood teacher Part-time, permanent Ref#: 1HACDP

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

Country Creche Childcare Centre Team leader O2s Full-time, permanent Ref#: 1HAAdq

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

Crackerjacks Preschool 2020 Certificated infants teacher Full-time, permanent Ref#: 1HACjq Seniors team leader gazette.education.govt.nz

Full-time, permanent Ref#: 1HACjt

Creators Waipa Centre manager Full-time, permanent Ref#: 1HAAUE

Kindercare Learning Centres, Thomas Road Early childhood teacher Full-time, permanent Ref#: 1HACTv

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

VACANCIES

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

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

Greerton Village Kindergarten Head teacher – Inspired Kindergartens Full-time, permanent Ref#: 1HAChY

Li’l Champs Early Learning Centre

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

2iC / head teacher Full-time, permanent Ref#: 1HAB2V Centre manager Full-time, permanent Ref#: 1HAB1K

Littlelees Preschool

Little Pipi Early Childhood Centre

Li’l Pumpkins Early Learning Tamahere

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

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

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

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

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

Thames Coast Community Kindergarten Kindergarten head teacher Full-time, permanent Ref#: 1HACfB

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

Waikato Institute of Technology Early childhood education teacher Full-time, permanent Ref#: 1HABr_

Qualified babies teacher Full-time, permanent Ref#: 1HABfL

Maungatapu Free Kindergarten Teacher – Inspired Kindergartens Full-time, permanent Ref#: 1HAChg

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

Nature’s Cove Early Learning Centre Qualified toddlers teacher Full-time, fixed-term Ref#: 1HACoY

Opeys Kindergarten

Teacher – Inspired Kindergartens Full-time, permanent Ref#: 1HAChj

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

Te Puna Reo o Pukehinahina Kaiako Full-time, permanent Ref#: 1HACQA

Gisborne Awapuni Under Fives Community Preschool Certified registered ECE teacher Full-time, fixed-term Ref#: 1HAB9d Certified registered teacher Full-time, permanent Ref#: 1HAB9Y

Whangamata Free Kindergarten

Hawke’s Bay BestStart, Havelock North

Head teacher – Inspired Kindergartens Full-time, permanent Ref#: 1HAChn

Qualified teacher Part-time, permanent Ref#: 1HABaH TUKUTUKU KŌRERO | 26 October 2020

41

VACANCIES

Early learning

BestStart, Mahora

Koru Kindergarten

Active Explorers, Kaiwharawhara

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

Teacher – Taranaki Kindergartens Full-time, permanent Ref#: 1HACgm

BestStart, Omahu Road

Learning Adventures Mangorei

Registered / certified ECE teacher Full-time, permanent Ref#: 1HACff Team leader – infants Full-time, permanent Ref#: 1HACfm

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

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

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

Kiwi Kidz Community Early Education Centre Qualified early childhood teacher Full-time, permanent Ref#: 1HACQN

Launch Waipukurau Qualified infants teacher Full-time, permanent Ref#: 1HACdn

Royals Early Learning Centre Early learning educator Full-time, permanent Ref#: 1HABR_

Taokotaianga Apii Kuki Airani Early Childhood Centre Infants and toddlers qualified teacher Full-time, permanent Ref#: 1HACrD

Te Whare Aroha O Nga Mokopuna Early Childhood Centre Early learning kaiako, qualified or in-training (3 positions) Full-time, permanent Ref#: 1HACBY

Tutira Early Childhood Centre Qualified early childhood teacher Full-time, permanent Ref#: 1HABfV

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

Kids Barn Childcare Centre Early childhood teacher Full-time, fixed-term Ref#: 1HABP2

Kindergarten Taranaki Senior teacher K3 (2 positions) Full-time, permanent Ref#: 1HACni

42

Education Gazette | 26 October 2020

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

Nature’s Wonder U2s head teacher Full-time, permanent Ref#: 1HAAws

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

Tawhiti Kindergarten Teacher – Taranaki Kindergartens Part-time, permanent Ref#: 1HACaw

Manawatu/Whanganui BestStart, Glasgow Street Qualified teachers Full-time, permanent Ref#: 1HABZP

Dannevirke Central Kindergarten Teacher Full-time, permanent Ref#: 1HACV1

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

Little Monkeys Learning Centre Teacher U2s – whānau room Full-time, permanent Ref#: 1HABoi

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

Magic Sparks Cuba Qualified ECE teacher – Palmerston North Full-time, permanent Ref#: 1HACcD

Tui Early Learners Young Investigators Qualified kaiako Full-time, permanent Ref#: 1HAATH

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

Wellington Active Explorers, Grenada Team leader – toddlers Full-time, permanent Ref#: 1HACNG

Arakura Kindergarten Teacher – Hutt City Kindergartens Part-time, permanent Ref#: 1HACiX

Blue School Manager Full-time, permanent Ref#: 1HABRU Registered teacher Full-time, permanent Ref#: 1HABRX

Karori Childcare Centre Early childhood teacher Part-time, permanent, ECECA Ref#: 1HABVs

Karori Kids Early learning educator Full-time, permanent Ref#: 1HACF1

Karori Kindergarten Teacher – Whānau Manaaki Kindergartens Full-time, permanent Ref#: 1HACuv

Kindercare Learning Centre, Aotea Babies teacher Full-time, permanent Ref#: 1HAAbY

Kindercare Learning Centre, Boulcott Preschool teacher Part-time, fixed-term Ref#: 1HACTV

Kindercare Learning Centre, Tawa Toddlers teacher Full-time, permanent Ref#: 1HACTE

Koraunui Kindergarten Teacher – Hutt City Kindergartens Full-time, permanent Ref#: 1HACiR

Lansdowne Kindergarten Teacher – Whānau Manaaki Kindergartens Part-time, permanent Ref#: 1HACKL

Life-Start Learning Centres Ltd 1 Senior ECE teacher / team leader Full-time, permanent Ref#: 1HAAWg

Little Farm Preschool and Nursery Room leader kaiako Full-time, permanent Ref#: 1HACFv gazette.education.govt.nz

Primary and intermediate Y1-8 Resource teacher

VACANCIES

Qualified ECE teacher Full-time, permanent Ref#: 1HACc7

Marlborough Renwick Kindergarten

Otago BestStart, Arrowtown

Teacher – Marlborough Kindergartens Full-time, permanent Ref#: 1HACZs

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

Nettie Riley Kindergarten

Witherlea Kindergarten

City Impact Church Queenstown Early Childhood Centre

Magic Sparks, Kapiti

Unqualified teacher support – Hutt City Kindergartens Full-time, permanent Ref#: 1HACsS

Northland Community Preschool ECE teacher Full-time, permanent Ref#: 1HACMS

Otaki Early Learning Centre

Head teacher – Marlborough Kindergartens Full-time, permanent Ref#: 1HAC_4

West Coast Active Explorers, Hokitika Certified ECE teacher Full-time, permanent Ref#: 1HACqU

Canterbury Buttercups Preschool, Dallington

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

Gems Rata Teacher – infants and toddlers Full-time, permanent Ref#: 1HAB3K

Islington Early Childhood Centre

Kaiako Full-time, permanent Ref#: 1HACGK

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

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

Otaki Kindergarten

Craighead Kindergarten

Kidsfirst Kindergartens, Wakatipu

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

Owhiro Bay Kindergarten Teacher – Whānau Manaaki Kindergartens Part-time, permanent Ref#: 1HACv1

Pencarrow Kindergarten Teacher – Hutt City Kindergartens Part-time, permanent Ref#: 1HACjE

Pikopiko Clyde Quay Kindergarten Head teacher – Whānau Manaaki Kindergartens Full-time, permanent Ref#: 1HACus

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

Te Timatanga Hou Kindergarten Teacher – Whānau Manaaki Kindergartens Full-time, permanent Ref#: 1HACuy

Te Wharemarie Tamariki Certificated early childhood kaiako Full-time, permanent Ref#: 1HACKE Certificated early childhood kaiako Full-time, fixed-term Ref#: 1HACKB

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

Wise Owl Early Childhood Centre Certified kaiako Part-time, permanent Ref#: 1HABav gazette.education.govt.nz

Teacher / leadership position Full-time, fixed-term Ref#: 1HACjd

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

Haven ELC Y0–3 teacher Full-time, fixed-term Ref#: 1HAASE

Kidsfirst Kindergartens, Hawthornden Rd Kindergarten kaiako matua Full-time, permanent Ref#: 1HACsX

Kidsfirst Kindergartens, Head Office Professional leader Full-time, permanent Ref#: 1HACri

Kidsfirst Kindergartens, West Rolleston Kindergarten kaiako matua Full-time, permanent Ref#: 1HACsU

Kindercare Learning Centres, Strickland Babies teacher – Spreydon Full-time, permanent Ref#: 1HACQU

North Beach Community Preschool Qualified ECE teacher – infants and toddlers Full-time, permanent Ref#: 1HACoD

The James Street Preschool Certified teacher Full-time, permanent Ref#: 1HACLc

The Stables Montessori Registered teacher Full-time, permanent Ref#: 1HAAWw

Full-time, permanent Kindergarten kaiako Ref #: 1HACsf Full-time, permanent Kindergarten kaiako matua Ref #: 1HACs_

Little Wonders, St Kilda Team leader – preschool room Full-time, fixed-term Ref#: 1HACfi

Otago Childcare Centre Qualified early childhood kaiako Full-time, permanent Ref#: 1HACYY

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

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

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

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

Primary / intermediate Y1–8 Resource teacher Auckland Henderson South School Resource teacher of literacy Full-time, permanent Ref#: 1HAAkg TUKUTUKU KŌRERO | 26 October 2020

43

VACANCIES

Primary and intermediate Y1-8 Teachers

Papatoetoe Intermediate

Oturu School

Macleans Primary School

RTLB position Full-time, permanent, 1MU + PTSA + SDA Ref#: 1HACaf

Scale A junior classroom teacher Full-time, fixed-term, MITA + PTSA Ref#: 1HACpf

Hawke’s Bay Frimley School

Paihia School

Classroom teachers junior, middle and senior school (2 positions) Full-time, permanent Ref#: 1HACK7

RTLB – Tukituki Cluster 23 Full-time, permanent, 1MU + SDA Ref#: 1HACkX

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

Bay of Plenty Omarumutu School Kaiako (2 ngā tūranga) Full-time, fixed-term, MITA Ref#: 1HAB5z

Te Kura o Matapihi Kaiako Full-time, fixed-term, MITA Ref#: 1HACas Kaiako (2 positions) Full-time, permanent, MITA Ref#: 1HACa1

Gisborne Waikirikiri School Scale A teacher Full-time, permanent, MITA + PTSA Ref#: 1HABaG

Wellington Te Kura Māori o Porirua Kaiako Tau 1–2 Full-time, fixed-term, MITA Ref#: 1HACHy

Wilford School Kaiako Full-time, permanent, MITA Ref#: 1HACWP

Tasman/Nelson Takaka Primary School Kaiako (Māori medium) Full-time, fixed-term, MITA Ref#: 1HACK8

Teachers Northland Manaia View School

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

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

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

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

Farm Cove Intermediate Basic Scale teacher Full-time, permanent Ref#: 1HACtS

Gladstone School, Auckland Classroom teacher Full-time, permanent Ref#: 1HACbi

Glenbrae Primary School Scale A teacher - junior or senior Full-time, fixed-term Ref#: 1HAC_N

Hauraki School Classroom teacher Full-time, permanent Ref#: 1HABJV

Henderson Intermediate Māori medium teacher and leader Full-time, permanent, 1PU Ref#: 1HACeV

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

Kaukapakapa School Y4–8 classroom teacher Full-time, permanent Ref#: 1HACS7

Kauri Flats School

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

Scale A teachers (several positions) Full-time, permanent Ref#: 1HACPs

Ngunguru School

Kowhai Intermediate

Scale A teacher, Y3–4, ILE Hub Full-time, permanent Ref#: 1HACbU

Y7 or Y8 classroom teachers Full-time, permanent Ref#: 1HACXc

44

Education Gazette | 26 October 2020

Mahurangi College Y7–8 STEAM teacher Full-time, permanent Ref#: 1HACtR

Mangere East School Scale A teacher Full-time, permanent, PTSA Ref#: 1HACTq Scale A teacher Full-time, fixed-term, PTSA Ref#: 1HACTd

Manurewa Intermediate Specialist intermediate Scale A teachers (3 positions) Full-time, permanent, PTSAR Ref#: 1HACq4

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

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

Monte Cecilia Catholic School Scale A classroom teachers. Tagged (2 positions) Full-time, permanent, 1-2MU Ref#: 1HACii

Newton Central School Classroom teacher: junior or middle areas of our school Full-time, fixed-term Ref#: 1HACMG Classroom teachers: junior, middle and senior (2 positions) Full-time, permanent Ref#: 1HACLy Kaiako Māori Full-time, fixed-term, MITA Ref#: 1HACM7

Oaklynn Special School Scale A teacher Full-time, fixed-term Ref#: 1HACsj

Our Lady Sacred Heart School, Epsom Teacher. Tagged Full-time, permanent Ref#: 1HACQL

Papakura Intermediate Y7-8 teachers (2 positions) Full-time, permanent, VBS, PTSA + TTA Ref#: 1HACdq Y7–8 Technology teacher Full-time, permanent, VBS, PTSA +TTA Ref#: 1HACe5 gazette.education.govt.nz

Primary and intermediate Y1-8 Teachers Scale A – junior teacher Full-time, permanent Ref#: 1HAC0K Scale A teacher Full-time, fixed-term Ref#: 1HAC0U

Pasadena Intermediate

Tauhoa School

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

Classroom teacher Full-time, fixed-term Ref#: 1HACa4

Pukekohe Intermediate

Te Hihi School

Music teacher – specialist Full-time, permanent Ref#: 1HACWi Scale A teachers – Y7 or Y8 class Full-time, permanent Ref#: 1HACWf

Tikanga Māori kaiako Full-time, permanent Ref#: 1HACgP Y7–8 teacher Full-time, fixed-term Ref#: 1HACgL

Maihiihi School

Richmond Road School

The Forest School

Scale A teacher Full-time, fixed-term, IA Ref#: 1HACPv

Kaiako junior school, Y1–3 English medium Full-time, permanent Ref#: 1HACXS Kaiako senior school, Y4–6 – English medium Full-time, permanent Ref#: 1HACKg Samoan bilingual unit teacher for Mua I Malae Full-time, permanent Ref#: 1HACKj Te whānau whāriki kaiako Full-time, fixed-term, MITA Ref#: 1HACKd

Robertson Road School Y5-6 Scale A teacher Full-time, fixed-term, PTSA Ref#: 1HACaR

Ruapotaka School Beginning teacher release Y7–8 and Y5–6 Part-time, fixed-term Ref#: 1HACiB

Saint Kentigern Girls’ School

Experienced primary teacher Full-time, fixed-term Ref#: 1HABY8

Titirangi Rudolf Steiner School Waldorf / Steiner class teacher Full-time, permanent Ref#: 1HAAwV

View Road School Classroom teacher middle / senior school Full-time, permanent Ref#: 1HACF5

Waterlea Public School Scale A teacher – junior school Full-time, fixed-term Ref#: 1HACjp Scale A teacher – junior school Full-time, permanent Ref#: 1HACji Scale A teacher – middle school (Y3–4) Full-time, permanent Ref#: 1HACjm

Scale A teacher Full-time, fixed-term Ref#: 1HACrn Scale A teacher Full-time, permanent Ref#: 1HACpw

Wiri Central School

Sir Keith Park School

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

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

St Joseph’s School, Pukekohe

Primary Scale A teacher Full-time, fixed-term Ref#: 1HACZN

Matiere School

Melville Intermediate Y7–8 classroom teacher Full-time, fixed-term Ref#: 1HACvH

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

Ruawaro Combined School Teacher Full-time, permanent Ref#: 1HACWE

St Mary’s Catholic School, Putaruru Scale A junior teacher. Untagged Full-time, permanent Ref#: 1HAChU

Samoan bilingual Y6–7 teacher Full-time, permanent, PTSA Ref#: 1HACsg

Wymondley Road School

Waikato Aria School Scale A teacher, NE–Y1 Full-time, fixed-term Ref#: 1HABYw

Teacher Full-time, permanent Ref#: 1HACsN Teacher Full-time, fixed-term Ref#: 1HACqm Y2–8 teacher Full-time, permanent Ref#: 1HACv4 Y2–8 teacher. Untagged Full-time, permanent Ref#: 1HACv7

Crawshaw School

St Mary’s Catholic School, Papakura

Korakonui School

Scale A teacher. Tagged Full-time, permanent Ref#: 1HABGn

Scale A – Y3–4 teacher Full-time, permanent Ref#: 1HAC0R

gazette.education.govt.nz

VACANCIES

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

Kihikihi School Class teacher Full-time, fixed-term Ref#: 1HACQV Kaiako rūmaki reo. He tūranga whakapūmau.

Full-time, fixed-term, MITA allowance Ref#: 1HACQY

TUKUTUKU KŌRERO | 26 October 2020

45

VACANCIES

Primary and intermediate Y1-8 Teachers

St Peter Chanel Catholic School, Te Rapa Teacher. Non-tagged Full-time, fixed-term Ref#: 1HACPX

Te Awamutu Primary School Base scale teacher Y1–2 Full-time, permanent Ref#: 1HACSi Scale A teacher Y5–6 Full-time, fixed-term Ref#: 1HACSN

Te Rerenga School Teacher Full-time, fixed-term Ref#: 1HABhV

Tokoroa Central School Scale A teacher (2 positions) Full-time, fixed-term Ref#: 1HACeL

Bay of Plenty Mokoia Intermediate Y7–8 teacher Full-time, permanent Ref#: 1HACdv

Mountview School Teacher Full-time, permanent Ref#: 1HACcj

St Patrick’s Catholic School, Taupo Scale A teacher. Untagged Full-time, permanent Ref#: 1HACpd

Tauranga Intermediate Classroom teacher Y7–8 Full-time, fixed-term Ref#: 1HACqv

Gisborne Elgin School Scale A Y5–6 class Full-time, permanent Ref#: 1HABe4

Makauri School Teacher Full-time, permanent Ref#: 1HACna

Riverdale School, Gisborne Teachers (several positions) Full-time, fixed-term Ref#: 1HACXD

Hawke’s Bay Argyll East School Scale A teacher Y2–3 Full-time, permanent Ref#: 1HACnG

Frimley School

Longburn School

Manaaki tamariki teacher – mixed level small class Full-time, fixed-term Ref#: 1HACVc

Teacher Y0–2 Part-time, fixed-term Ref#: 1HACnR

The Terrace School, Waipukurau

Ohakune School

Bilingual teacher Full-time, fixed-term, MITA Ref#: 1HACpj

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

Tiaho Primary School

St Joseph’s School, Dannevirke

Kaiako Full-time, permanent Ref#: 1HABX_

Scale A teacher. Tagged Full-time, permanent Ref#: 1HACpH Scale A teacher. Untagged Full-time, permanent Ref#: 1HACot

Waipawa School Teacher Part-time, fixed-term Ref#: 1HACZc Teacher Full-time, permanent Ref#: 1HACZR

Taranaki Devon Intermediate Digitech teacher Full-time, fixed-term Ref#: 1HABYX

Mokau School Principal release in Mokau and Ahititi schools Full-time, fixed-term Ref#: 1HACrp

Spotswood Primary School Teacher Full-time, fixed-term Ref#: 1HACgA

Westown School Senior school teacher Full-time, permanent Ref#: 1HACsE

Manawatu/Whanganui Coley Street School Learning support coordinator Full-time, permanent Ref#: 1HABH5

Fairfield School, Levin Scale A teacher Y1 or Y2 Full-time, permanent Ref#: 1HACms

Foxton Beach School Y4–6 teacher Full-time, permanent Ref#: 1HAC22

James Cook School Y1 teacher Full-time, fixed-term Ref#: 1HACWj

Levin Intermediate Teacher Y7–8 Full-time, permanent Ref#: 1HABD4

St Joseph’s School, Feilding Classroom teachers (2 positions) Full-time, permanent Ref#: 1HACpR Classroom teacher Full-time, fixed-term Ref#: 1HACpN

Wellington Central Regional Health School Teacher – care and protection Full-time, permanent, SDA + health school unit Ref#: 1HACpE

Fergusson Intermediate, Trentham Teachers (several positions) Full-time, permanent, MU negotiable Ref#: 1HACkc

Karori Normal School Teacher Full-time, fixed-term, NSA Ref#: 1HACUU

Konini Primary School, Wainuiomata Teacher Y4–6 Full-time, fixed-term Ref#: 1HACTD

Masterton Primary School Classroom teacher Full-time, permanent Ref#: 1HACi2

Miramar Christian School Scale A teacher Full-time, fixed-term Ref#: 1HACRw

Oxford Crescent School Y5–6 teacher Full-time, permanent Ref#: 1HACoN

Russell School, Porirua East Scale A teacher Full-time, permanent Ref#: 1HACev Teacher Full-time, fixed-term Ref#: 1HACgy

For full details of these vacancies, search the job listings online at gazette.education.govt.nz 46

Education Gazette | 26 October 2020

gazette.education.govt.nz

Primary and intermediate Y1-8 Senior leadership St Joseph’s School, Upper Hutt

Southbridge School

Tainui School

Scale A teacher. Non-tagged Full-time, permanent Ref#: 1HACYw Scale A teacher. Tagged Full-time, permanent Ref#: 1HACYn

Teaching position Y1–2 Full-time, permanent Ref#: 1HAC_U

Junior class teacher Full-time, fixed-term Ref#: 1HACnU Senior class teacher Full-time, fixed-term Ref#: 1HACkR

Te Horo School, Otaki Teacher Full-time, permanent Ref#: 1HACoE

Wilford School Y1–2 teacher Full-time, fixed-term Ref#: 1HACWd

Marlborough Whitney Street School Y5–6 Scale A teacher Full-time, permanent, 1MU Ref#: 1HAC_t

Witherlea School Scale A teachers (2 positions) Full-time, fixed-term Ref#: 1HAC__

Tasman/Nelson Nelson Intermediate Technology teacher Full-time, LTR Ref#: 1HACTc

Southern Health School Health school teacher – Timaru Part-time, fixed-term, SDA Ref#: 1HACT1

Otago Abbotsford School Teachers (2 positions) Full-time, permanent Ref#: 1HACTa

Tokoiti School Teacher Full-time, permanent Ref#: 1HACgX

Southland Bluff School

Kaitangata School Classroom teacher Y7-8 Full-time, permanent Ref#: 1HACsV

Scale A new entrant teacher Full-time, fixed-term Ref#: 1HACDt

Senior leadership

Kakanui School Scale A teacher – Multi levelled classes Full-time, permanent Ref#: 1HACX4

Musselburgh School Scale A teacher Full-time, fixed-term Ref#: 1HACiy Scale A teacher Full-time, fixed-term Ref#: 1HACim

VACANCIES

Northland Arahoe School Assistant principal Y5–6 team Full-time, permanent, 4MU Ref#: 1HACiw

Auckland Browns Bay School Associate principal Full-time, permanent, 4MU Ref#: 1HACu4

Canterbury Allenton School Scale A teacher Full-time, permanent Ref#: 1HACWH

Allenvale Special School and Residential Centre Teacher (several positions) Full-time, fixed-term, SDA Ref#: 1HACgg Teacher (several positions) Full-time, permanent, SDA Ref#: 1HACez

Ararira Springs Primary – Te Puna o Ararira Ako teacher Full-time, permanent Ref#: 1HACWt

Associate Principal (up to 6MU’s) An exciting opportunity has arisen for a talented practitioner to join our team as Associate Principal. Randwick Park School is a full primary school in Manurewa that strives to provide the highest learning opportunities for our children. We aim to create responsible, independent individuals who have the skills to continue to grow and learn throughout their lives.

We are looking for an innovative colleague to join our current leadership team. They will have proven ability to build strong interpersonal relationships with both staff, tamariki and their whānau, lead quality teaching and learning programmes, be dynamic, collaborative, positive and, most importantly, passionate about tamariki and their education. We seek a solution focussed person who initiates and responds positively to change and challenges.

Applications are welcome from NZ registered educators who have experience and strengths in curriculum knowledge and development, Tikanga and an ability to foster and grow the capabilities of others.

Appointment commences Term 1 2021 or as negotiated.

Halswell Residential College Experienced teacher Full-time, permanent Ref#: 1HABfw

Hillview Christian School Teachers (2 positions) Full-time, permanent Ref#: 1HACF8

Hinds School Scale A teacher Full-time, fixed-term Ref#: 1HACFi gazette.education.govt.nz

Applications close at 1:00 pm on Thursday 5th November 2020. An application pack is available at www.educationgroup.co.nz. If you have any queries, please contact Tanya Prentice or Jan Hill at admin@educationgroup.co.nz or phone 09 920 2173.

TUKUTUKU KŌRERO | 26 October 2020

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VACANCIES

Primary and Intermediate Y1-8 Senior leadership

Flat Bush School

Wellsford School

Te Awamutu Primary School

Associate principal Full-time, permanent, 5MU + PTSA Ref#: 1HACh5

Te Ao Māori leader / team 3 leader Full-time, permanent Ref#: 1HACqG

Team leader Y1–2 Full-time, permanent, 2MU Ref#: 1HACSR

Hingaia Peninsula School

Waikato Koromatua School

Bay of Plenty Te Kura o Torere

Principal Full-time, permanent Ref#: 1HACj2

Mangere East School Support team leader Full-time, permanent, 1MU Ref#: 1HACVg Team leader (vertical and horizontal) Full-time, permanent, PTSA Ref#: 1HACTj

Paerata School Deputy principal – leader of learning Full-time, permanent, 3MU Ref#: 1HABsj

Principal Full-time, permanent Ref#: 1HACMi

Principal / tumuaki Full-time, permanent, MITA Ref#: 1HACjz

Manunui School

Te Okuroa Drive School (Proposed opening date: 2022-01-01)

Deputy principal Full-time, permanent, 2MU + 1RU Ref#: 1HACFm

Melville Intermediate Deputy principal Full-time, permanent, 5PMU Ref#: 1HACvE

Rototuna Junior High School

Associate principal Full-time, permanent 6MU Ref#: 1HACxA

HOD music leader Full-time, permanent, 2MU + 1MMA Ref#: 1HACqg HOD visual art curriculum leader Full-time, permanent, 2MU + 1MMA Ref#: 1HACqa

Rangeview Intermediate

Taupo Intermediate

Randwick Park School

Deputy principal Full-time, permanent, 4MU Ref#: 1HABzA

Deputy principal Full-time, permanent, 6PMU Ref#: 1HACTN

Deputy principals (2 positions) Full-time, permanent, 4PMU + 1FTMU Ref#: 1HACBS

Tirohanga School Principal U1 Full-time, permanent Ref#: 1HACR5

Gisborne Riverdale School, Gisborne Deputy principal Full-time, permanent Ref#: 1HACXA

Hawke’s Bay Putere School Principal U1 Full-time, permanent Ref#: 1HABjP

Hingaia Peninsula School, Empowering KarakaLearning Whakamana Akoranga

PRINCIPAL (U5)

An exceptional school requires an exceptional new leader. Located in the heart of the thriving community of Karaka (south-west of Auckland), Hingaia Peninsula School was established on the principles of International Baccalaureate and is rapidly becoming the local primary school of choice. Vibrant, colourful and dynamic, the school is Decile 10 with a roll of 350 students from 27 ethnicities and is forecast to double in size over the next few years and is progressing with an exciting building programme to add facilities during this time. Described as the epitome of a modern learning environment, the school is well-resourced with a talented team dedicated to collaborative teaching. With the departure of the foundation Principal after 10 successful years, the Board is looking to appoint an accomplished educational leader as their brand champion to educate, lead and inspire. Are you ready to run Hingaia Peninsula School?

OUR NEW PRINCIPAL • You are a collaborative, visionary, curious, visible and digitally-focused leader who thrives on community engagement.

Ideally, you will be able to join at the beginning of Term 1, 2021.

• You will have worked successfully within an open-school environment, fully appreciate the requirements of the IB approach and are genuinely passionate about personalised learning.

• You will be up to date with current developments in modern learning pedagogy. Colleagues would describe you as determined, self-motivated, engaging, inspirational and a charismatic communicator who will take the time to listen.

APPLY NOW. Closing Date for Applications 5.00pm Monday 16th November 2020 Contact Jane Parkinson at Blackcat Education for an Application Pack on jane@blkcat.co.nz For a confidential chat phone Jacqui Matthews-Harris on 0275 200 201.

Also please visit www.hp.school.nz and our website www.blackcateducation.co.nz Thank you, we look forward to hearing from you.

48

Education Gazette | 26 October 2020

gazette.education.govt.nz

Area/ Composite Y1-15 Teachers Taranaki Pembroke School Principal Full-time, permanent Ref#: 1HABkH

St Patrick’s School, Kaponga Teaching principal. Tagged Full-time, permanent Ref#: 1HACWm

Westown School Teaching deputy principal Full-time, permanent Ref#: 1HACs5

Manawatu/Whanganui West End School, Palmerston North Team leader Full-time, permanent, 1PMU Ref#: 1HACW4

VACANCIES

Redwood School, Christchurch

KingsWay School

Principal Full-time, permanent Ref#: 1HACkt

Junior campus–primary school teacher Full-time, fixed-term Ref#: 1HACfH Middle school homeroom teacher Y7–9 Full-time, permanent Ref#: 1HACZU

St Peter’s School, Beckenham Principal Full-time, permanent Ref#: 1HACGL

Tai Tapu School Team leader Y5–8 Full-time, permanent, 2MU Ref#: 1HAASq

Otago Bathgate Park School Deputy principal Full-time, permanent, 2PMU Ref#: 1HAC_a

Waikato Hamilton Christian School English teacher Part-time, permanent Ref#: 1HACnf

Te Wharekura o Manaia Teacher Full-time, permanent, MITA Ref#: 1HACqE

Kingsview School

Hawke’s Bay Taikura Rudolf Steiner School

Wellington Fergusson Intermediate, Trentham

Principal Full-time, permanent Ref#: 1HACmY

Team leader Full-time, permanent, 2PMU Ref#: 1HACk_

Area / composite Y1–15

Y2–3 lower school teacher/kaiako Full-time, permanent Ref#: 1HAChp

Karori West Normal School Team leader Y5–6 Full-time, permanent, 2MU + NSA Ref#: 1HACk5

Te Ra School Co-principals (2 positions) Full-time, permanent Ref#: 1HACvS

Tinui School Teaching principal Full-time, permanent Ref#: 1HACNp

Marlborough Havelock School Deputy principal Full-time, permanent Ref#: 1HACpV

Tasman/Nelson Motueka Steiner School (Proposed opening date: 2021-02-01) Establishment principal Full-time, permanent Ref#: 1HACFp

Canterbury Avonhead School Principal U6 Full-time, permanent Ref#: 1HABv1

Christchurch Adventist School Head of primary. Tagged Full-time, permanent, MUs by negotiation Ref#: 1HACHj

Mātauranga Māori Auckland TKKM o Te Raki Paewhenua Kaiako Scale A teacher Full-time, permanent Ref#: 1HABds Kaiako wharekura mo te reo Māori Full-time, permanent Ref#: 1HABdy

Canterbury Haeata Community Campus Leadership position for 2021, Kaiārahi Full-time, fixed-term, 2MU + 2MMA + MITA Ref#: 1HACV2

Teachers Northland Broadwood Area School Teachers of junior school Y3-4, Y5-6 (2 positions) Full-time, permanent, MITA + MMA + MU Ref#: 1HACsK Teacher of science and mathematics Full-time, permanent, MU + MMA + MITA Ref#: 1HACsG

TKKM o Te Rawhiti Roa Kaiako Tau 2 Full-time, permanent Ref#: 1HACvX

Auckland Iqra School Teacher for an ESOL project. Non-tagged Full-time, fixed-term Ref#: 1HABt5

Taranaki Patea Area School Middle school teacher Full-time, fixed-term, HPTSA Ref#: 1HACZ7

Manawatu/Whanganui Cornerstone Christian School Teacher, junior primary Part-time, fixed-term Ref#: 1HACpv

Taihape Area School Trades teacher – hard technology Full-time, permanent Ref#: 1HABHn

Wellington Te Kura Māori o Porirua Kaiako Tau 1–2 Full-time, fixed-term, MITA Ref#: 1HACJ7

Tasman/Nelson Collingwood Area School Physical education and health, outdoor education teacher Full-time, fixed-term Ref#: 1HACpy

Tapawera Area School Soft materials / food technology Full-time, permanent Ref#: 1HAC_j

West Coast Karamea Area School Primary teacher Y5–6 Full-time, permanent, HPPA + IA Ref#: 1HACM_

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

TUKUTUKU KŌRERO | 26 October 2020

49

VACANCIES

Secondary Y7-15 Teachers

Reefton Area School

Senior primary / junior secondary teacher Full-time, permanent, IA + PSTA Ref#: 1HACqq

Canterbury Haeata Community Campus Laboratory assistant, science technician Y7–13 Part-time, permanent Ref#: 1HACW2 Reading Recovery trained teacher Part-time, fixed-term Ref#: 1HACVz

Hillview Christian School Teachers (2 positions) Full-time, permanent Ref#: 1HACFB

Middle leadership Canterbury Haeata Community Campus Head of mathematics with statistics , Y11–13 Full-time, permanent Ref#: 1HACVw Head of performing arts, senior school Full-time, permanent Ref#: 1HACVq Head of science, senior school Full-time, permanent Ref#: 1HACVn Head of technology, senior school Full-time, permanent Ref#: 1HACVt

Secondary Y7–15 Resource teacher Northland Whangarei Girls’ High School RTLB teacher Full-time, permanent Ref#: 1HACYV

Southland Aurora College Resource teacher learning and behaviour (2 positions) Full-time, permanent, 1MU + 1SDA Ref#: 1HACfR

Teachers Northland Otamatea High School Y7–8 homeroom teacher Full-time, permanent Ref#: 1HACfX

Pompallier Catholic College Homeroom teacher Y7–8 Full-time, permanent Ref#: 1HACXL Religious education teacher Full-time, permanent Ref#: 1HACq1

Whangarei Girls’ High School

Senior leadership

Science teacher Full-time, fixed-term Ref#: 1HACYg

Auckland Southern Cross Campus

Auckland ACG Strathallan

Deputy director roles. Regraded (2 positions) Full-time, permanent Ref#: 1HACrg

Teacher / tutor – art Part-time, fixed-term Ref#: 1HACgV Teacher/tutor – mathematics Full-time, permanent Ref#: 1HAAjD

Waikato Lake Taupo Christian School Head of middle school (Y7-10) Full-time, permanent, 2MU Ref#: 1HAAt4

Wellington Chilton Saint James School Head of middle school Full-time, permanent Ref#: 1HACkH

West Coast Gloriavale Christian Community School Senior teacher of dairying programme Full-time, permanent Ref#: 1HABNv Technology, mathematics and statistics, science, scripture teacher Full-time, permanent Ref#: 1HABsv

ACG Sunderland Teacher/tutor - science / biology Full-time, permanent Ref#: 1HACca Teacher / tutor – drama / social science Part-time, permanent Ref#: 1HACja

Auckland International College Y10 English for senior secondary studies course teacher Part-time, fixed-term Ref#: 1HACtE

Auckland Seventh-Day Adventist High School Teacher – English, Y9–13. Tagged position Full-time, permanent Ref#: 1HACct

Teacher – home economics, Y9–13. Tagged position Full-time, permanent Ref#: 1HACcd

Avondale College Information technology teacher Full-time, permanent Ref#: 1HACsp

De La Salle College Maths teacher Part-time, fixed-term Ref#: 1HACP8

Hobsonville Point Secondary School Visual arts Y9–13 Full-time, LTR Ref#: 1HACVj

James Cook High School Homeroom teacher – junior integrated programme (JIP) Full-time, fixed-term Ref#: 1HACEY Teacher of DVC (design and visual communication) Full-time, fixed-term Ref#: 1HACrv Teacher of English Full-time, fixed-term Ref#: 1HACEj Teacher of PE and health Full-time, fixed-term Ref#: 1HACEd Teacher of food technology and hospitality Full-time, fixed-term Ref#: 1HACFE Teacher of maths Full-time, fixed-term Ref#: 1HACEV Teacher of maths Full-time, permanent Ref#: 1HACE8 Teacher of performing arts Full-time, fixed-term Ref#: 1HACFP Teacher of physics Full-time, fixed-term Ref#: 1HACFY Teacher of science Full-time, permanent Ref#: 1HACEL Teacher of social sciences Full-time, fixed-term Ref#: 1HACF2 Teacher of visual arts Full-time, fixed-term Ref#: 1HACFS Teacher of visual arts (2 positions) Full-time, permanent Ref#: 1HACEE Teacher of workshop technology Full-time, fixed-term Ref#: 1HACFH

King’s College Biology teacher Y9–13 Full-time, fixed-term Ref#: 1HABbP

For full details of these vacancies, search the job listings online at gazette.education.govt.nz 50

Education Gazette | 26 October 2020

gazette.education.govt.nz

Secondary Y7-15 Teachers Computing / mathematics teacher Full-time, permanent Ref#: 1HABKw Dance teacher with drama subject knowledge Full-time, permanent Ref#: 1HABKt History / social studies teacher Y9–13 Full-time, fixed-term Ref#: 1HABc2 Technology teacher Y9–13 Full-time, permanent Ref#: 1HABJY

Mahurangi College Y7–8 STEAM teacher Full-time, permanent Ref#: 1HACtN

McAuley High School Science teacher Full-time, permanent Ref#: 1HACaU

Mt Roskill Grammar English teacher Full-time, permanent Ref#: 1HACmv Itinerant piano teacher Part-time, fixed-term Ref#: 1HACp1 Teacher Full-time, permanent Ref#: 1HACov

Otahuhu College Physics and junior science teacher Full-time, permanent Ref#: 1HAAk8

Pakuranga College Food technology teacher Full-time, permanent Ref#: 1HACu1 Technology – hard materials teacher Full-time, permanent Ref#: 1HACts

St Paul’s College, Ponsonby English teacher for senior levels Full-time, fixed-term Ref#: 1HACtg Physical education teacher Full-time, fixed-term Ref#: 1HACtV Reading specialist for Y7–8 Full-time, fixed-term Ref#: 1HACtY

St Peter’s College, Epsom English teacher Full-time, permanent Ref#: 1HAC_g Hard materials teacher Full-time, fixed-term Ref#: 1HACUw

Waikato Nga Taiatea Wharekura Kaiako pāngarau / teacher of mathematics Full-time, permanent, MITA Ref#: 1HACaz

Rototuna Senior High School Health and PE teacher Full-time, permanent Ref#: 1HACfS

Tai Wananga Senior te reo Māori / Mātauranga Māori Full-time, permanent Ref#: 1HABsG

Bay of Plenty ACG Tauranga Teacher/tutor – English Full-time, permanent Ref#: 1HABMm Teacher / tutor – PE / health Part-time, permanent Ref#: 1HACsa Teacher / tutor – humanities Full-time, permanent Ref#: 1HACPA

Opotiki College Kaiako rūmaki reo: pūtaiao/pāngarau Full-time, permanent, MITA Ref#: 1HACND

TKKM o Te Koutu Kaiako paniora, wharekura Tau 7–13 Full-time, permanent Ref#: 1HACYS

Tauranga Girls’ College Teacher of digital technology and ICT Full-time, permanent Ref#: 1HACka

Hawke’s Bay Akina School/ Activity Centre Teacher (primary through to secondary levels) Full-time, permanent Ref#: 1HACmL

Central Hawke’s Bay College English teacher Full-time, permanent Ref#: 1HACX7 Physical education, te reo Māori and junior homeroom teachers Full-time, permanent Ref#: 1HAC_d

VACANCIES

Napier Girls’ High School English teacher Full-time, fixed-term Ref#: 1HACqf Music teacher Full-time, permanent Ref#: 1HACoj

St John’s College, Hastings Religious education, English and social studies Full-time, fixed-term Ref#: 1HACnt

Te Aute College Art teacher Full-time, permanent Ref#: 1HABtR

Taranaki Stratford High School Hard materials technology (engineering) with DVC Full-time, permanent Ref#: 1HACiz

Taranaki Diocesan School for Girls English teacher Full-time, fixed-term Ref#: 1HACSX Teacher mathematics Full-time, fixed-term Ref#: 1HACSf

Wellington Central Regional Health School Teacher – care and protection Full-time, permanent SDA + health school unit Ref#: 1HACpB

Hutt Valley High School English teacher Full-time, fixed-term Ref#: 1HACt5

Porirua College Science teacher Full-time, fixed-term Ref#: 1HACgU

St Patrick’s College, Kilbirnie English and senior classics teacher Full-time, fixed-term Ref#: 1HACrt

Wainuiomata High School

History / social studies teacher Full-time, fixed-term Ref#: 1HACbA

Teacher of ESOL and social sciences. Regraded Full-time, permanent Ref#: 1HACmm Teacher of te reo Māori and social sciences. Regraded Full-time, permanent Ref#: 1HACmf

Iona College

Wairarapa College

Digital technology, food and nutrition, social science Full-time, fixed-term Ref#: 1HACm8

Pathways 2 success teacher Full-time, permanent Ref#: 1HACfp

Havelock North High School

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

TUKUTUKU KŌRERO | 26 October 2020

51

VACANCIES

Secondary Y7-15 Senior leadership

Wellington East Girls’ College English teacher Full-time, permanent Ref#: 1HACqd

Marlborough Marlborough Girls’ College Technology teacher Full-time, fixed-term Ref#: 1HACqt

Canterbury Burnside High School

Full-time, fixed-term Ref#: 1HACtf

Southland St Peter’s College, Gore Assistant teacher mathematics Full-time, permanent Ref#: 1HACgn Homeroom teacher Y8 Full-time, permanent Ref#: 1HACcP

Middle leadership

Assistant teacher of te reo Māori Full-time, permanent Ref#: 1HACfc Health and physical education teacher Full-time, fixed-term Ref#: 1HACiE Visual art teacher Part-time, fixed-term Ref#: 1HACiP

HOD PE / outdoor education Full-time, fixed-term, 1MU Ref#: 1HACEa Head of department / health Full-time, permanent, 1MU Ref#: 1HACE5

Christchurch Adventist School

Pakuranga College

Auckland James Cook High School

Music teacher Part-time, fixed-term Ref#: 1HACHg

Head of department – media studies Full-time, permanent, 1 MU Ref#: 1HACZB

Christchurch Girls’ High School, Te Kura o Hine Waiora

St Peter’s College, Epsom

PE teacher Full-time, fixed-term Ref#: 1HACeY

Hillmorton High School

HOF technology Full-time, permanent, 3MU Ref#: 1HACn7

Waikato Hamilton Christian School

Teacher te reo Māori Part-time, fixed-term Ref#: 1HACMf

Team leader – humanities Full-time, permanent, 2MU + 1MMA Ref#: 1HACn4

Mairehau High School

Rototuna Junior High School

Hawke’s Bay Napier Girls’ High School TiC textiles Full-time, permanent, 1MMU Ref#: 1HACqA

Taranaki Francis Douglas Memorial College HOD physical education and outdoor education Full-time, permanent, 2PMU + 1PMMA Ref#: 1HABYt

Manawatu/Whanganui Manawatu College Head of faculty – English Full-time, fixed-term, 2MU Ref#: 1HACTz

Tararua College Head of department English Full-time, permanent, 2MU + 2MMA Ref#: 1HABmy

Wellington Manawatu College Head of faculty – science Full-time, fixed-term, 2MU Ref#: 1HACU8

Otago Roxburgh Area School E-dean Full-time, permanent, 1MU Ref#: 1HACk1 HOD physical education Full-time, permanent, 1MU Ref#: 1HACiA

Senior leadership

Geography teacher Full-time, permanent Ref#: 1HACpg Social sciences teacher Full-time, fixed-term Ref#: 1HACpn

HOD music leader Full-time, permanent, 2MU + 1MMA Ref#: 1HACrE HOD visual art curriculum leader Full-time, permanent, 2MU + 1MMA Ref#: 1HACr8

Assistant principal Full-time, permanent, 3MU + 2SMA Ref#: 1HACSs

Papanui High School

Te Wharekura o Te Kaokaoroa o Patetere

Waikato Melville High School

Technology and DVC teacher Full-time, permanent Ref#: 1HACkn Technology and DVC teacher Full-time, fixed-term Ref#: 1HACkj

Riccarton High School Teacher of science Full-time, LTR Ref#: 1HACpm

Southern Health School Health school teacher – Timaru Part-time, fixed-term, SDA Ref#: 1HACT4

Otago Wakatipu High School Teacher of visual arts

Northland Ruawai College

Head of physical education and health Full-time, permanent, 2FTMU + MITA + HPTSA Ref#: 1HABG7

Deputy principal Full-time, permanent, 7MU Ref#: 1HACdS

Tuakau College

St John’s College, Hillcrest

Head of performing arts Full-time, permanent, 2MU + 2MMA Ref#: 1HACCG

Deputy principal Full-time, permanent, 6MU + 1SMA Ref#: 1HACoX

Ōtorohanga College

Hawke’s Bay Flaxmere College

Head of maths Full-time, permanent Ref#: 1HACgs

Gisborne Campion College Head of curriculum – English Full-time, permanent, 2PMU + 2MMA Ref#: 1HACVa

Deputy principal Full-time, permanent, 6MU Ref#: 1HACrH

Hukarere College Principal U2 Full-time, permanent Ref#: 1HACSg

For full details of these vacancies, search the job listings online at gazette.education.govt.nz 52

Education Gazette | 26 October 2020

gazette.education.govt.nz

Secondary Y7-15 Senior leadership Manawaru/Whanganui Central Regional Health School Assistant principal: Te Au rere a Te Tonga Full-time, permanent 6MU + health school unit + SDA

Ref#: : 1HACtd

Canterbury Kingslea School Assistant principal Full-time, permanent 6MU + SDA Ref#: 1HACxE

Shirley Boys’ High School Assistant principal – relationships Full-time, permanent, 4MU + 2FTMU + 1SMA Ref#: 1HACqz

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

VACANCIES

Central Regional Health School Assistant Principal: Te Au rere a Te Tonga Palmerston North Full-time, permanent, 6MU + SDA + Health School Unit Commencing January 2021 CRHS is a complex organisation, working in partnership with Government and other community agencies. Our teaching sites cover the lower North Island. At Te Au rere a Te Tonga, the key partnership is with Oranga Tamariki.

The Assistant Principal is responsible for the education programme at this Youth Justice residence.

The successful applicant will be an effective teacher and collaborative leader with strengths in curriculum development, and transition practice. The ideal applicant will be highly organised, and skilled in supporting reflective practice alongside colleagues and wider teams. A proven commitment to Te Tiriti o Waitangi will be an important consideration.

Both primary and secondary trained teachers are encouraged to apply.

Full application details are available on the school website: www.crhs.school.nz For further information contact the Principal, Jane Wills: jane.w@crhs.school.nz; (04) 8015010 Closes 12:00 mid-day, 9 November 2020.

KINGSLEA SCHOOL ASSISTANT PRINCIPAL- Te Puna Wai o Tuhinapo (Rolleston).

Full-time, permanent 6MU + SDA Non-teaching position We are seeking an experienced educational leader for our team (11 teachers) based at Te Puna Wai o Tuhinapo Youth Justice Residence in Rolleston.

We are a state school and a centre of excellence in delivering education to some of New Zealand's most vulnerable young people. Our teachers and students belong and are connected within a multi-campus, nationwide school.

Applicants will require the ability to work collaboratively with Oranga Tamariki and be an active participant in the school’s senior leadership team and communities of practice. This is a unique opportunity for someone with proven leadership capability and a passion for making a difference with young people who have multiple and diverse needs.

You will be employed under the Secondary Teachers Collective Agreement but both primary or secondary qualifications will be considered.

Please email your CV and direct enquiries to: charmaine@kingslea.school.nz

Applications close 13 November.

Place a shortened vacancy within the print version.

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

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

gazette.education.govt.nz

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

TUKUTUKU KŌRERO | 26 October 2020

53

ACCORD

TEACHER ONLY DAY Focus: NCEA Change Package WHEN & WHERE: 17 November 19 November 23 November 25 November 27 November

Wellington, Otago Southland Auckland, Canterbury Nelson/Marlborough/West Coast, Bay of Plenty/Rotorua/Taupo Waikato, Hawke’s Bay/Gisborne Tai Tokerau, Taranaki/Whanganui/Manawatū

» Teacher Only Day will be held in teachers’ own schools and facilitated by school staff. » All materials and resources will be provided by the Ministry.

Further information will be provided through the School Bulletin and the Ministry of Education website www.education.govt.nz