Cotswold School Application Package For Learning Assistant Position - Apply Here Applications ...
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Cotswold School
Application Package
For
Learning Assistant Position
Apply Here: https://form.jotform.com/cotswold/2021-TA1
Applications Close on Wednesday 27 January, 2021 at 9.30am
WE ARE ...
A U6, Decile 8, Contributing Primary School
Our staffing allocation for 2021 totals 29.12
teachers.
Our grading roll for 2021 is 537
Our roll generates 32 Units and 3 In School
Kāhui Ako positions for 2021.
Cotswold School has 1 Learning Support
Coordinator )LSC)
An Enrolment Scheme has been in place for
ten years.
The school operates two syndicates.
WE ARE LOCATED ...
Cotswold Avenue
Bishopdale
Christchurch 8053
Telephone: (03) 3598035
Fax: (03) 3594460
Email: principal@cotswold.school.nz
Website: www.cotswold.school.nz
OUR VISION
The Cotswold School community is Building Brighter Futures. Cotswold learners will be respectful students who
communicate effectively, are risk takers and thinkers who are actively involved in their learning and the community.
OUR VALUES
At Cotswold School we value:
Manaaki - Caring
Whakawhiti Kōrero – Communicating & Contributing
Nau mai ngā wero - Challenging & Creating
OUR BELIEFS
At Cotswold School we believe that students learn best when teachers:
Encourage Reflective Thought and Action
Enhance The Relevance Of New Learning
Make Connections
Provide Multiple Opportunities To Learn
Facilitate Shared Learning
Create A Supportive Learning Environment
Integrate Information And Communication Technologies
Page 2 of 16
WE OFFER ...
The Education Review Office completed our most recent review during September, 2016. This review found that leaders
and teachers:
Know the children whose learning and achievement need to be accelerated
Respond effectively to the strengths, needs and interests of each child
Regularly evaluate how well teaching is working for these children
Act on what they know works well for each child
Build teacher capability effectively to achieve equitable outcomes for all children
Are well placed to achieve and sustain equitable and excellent outcomes for all children.
In a recent school survey parents identified a number of special characteristics that sets Cotswold School apart from
others including:
Quality of teachers and strong leadership team. This provides a solid platform for learning and growing. Very
impressed with the leadership from the top right through all staff and team members.
High standards, caring environment and passionate staff
Well organised school with experienced staff
A real sense of community. Great community values - the school has a real family friendly feel about it - a family
orientated school.
The size of the school gives lots of opportunities not available in many other primary schools. These include a wide
range of sporting and cultural opportunities for all children.
The diverse cultural mix.
Professional approach to teaching, A well articulated vision and the strong commitment to a positive school identity.
Access to a wide range of technology and ICT’s.
Teachers take learning seriously and assess the children so that they can shape their teaching around how the child
learns and the areas that they require extra focus on. Our children are encouraged to participate in cultural and
sporting activities.
A caring structured and disciplined environment.
An environment of inclusion and participation for everyone.
Family and friends love to come and watch the children in school productions, shows, assemblies, cross country,
sports days and see their learning in the classroom. Cotswold promotes a home-school relationship that we love
being part of in helping our children reach their potential. Grandparents are amazed at the reports our children get
and all of the activities they are able to be involved in.
Page 3 of 16
PHYSICAL RESOURCES INCLUDE
Cotswold School is currently in the middle of a major redevelopment and
rebuild programme broken into tree stages.
Stage 1 (Completed November, 2019)
Removal of 5 classrooms
Modify & Repair Admin Block including the development of a new
staffroom
Construction Of A New Teaching Block.
Stage 2 (Completed July, 2020)
Modify, Repair and Refurbish Two Canterbury Teaching Blocks
Stage 3 (To be completed February, 2021)
Modify, Repair and Refurbish One Canterbury Teaching Blocks
Repairs to Multi-Purpose Hall & Associated Teaching Spaces
We currently have:
Twenty Six Classrooms
Multi-purpose complex comprising hall, technology room, kitchen, two
specialist teaching spaces and sports store.
An Information Centre comprising library, staff resource area and meeting
rooms.
Digital technology equipment including:
o Chromebooks in all Year 3 – 6 classrooms
o iPads in all classrooms
o Laptop computers in all classrooms
o Teacher laptops
o Teacher iPads
o Teacher Chromebooks
o Beebot, Makeblock, Sphero and associated STEM technology
A comprehensive collection of staff and pupil resources to assist with all
areas of the school curriculum.
Three modern, modular type adventure playgrounds.
A sixty metre fitness circuit/confidence course
An enthusiastic & dedicated staff team committed to the educational
needs of our pupils.
A modern administration area complete with teacher workroom, resource
areas and staffroom.
THE PRESENT STAFF TOTALS MORE THAN FIFTY PEOPLE &
INCLUDES …
Non-teaching Principal
Associate Principals
Leaders of Learning
Scale A Teachers
Learning Support Coordinator & SENCOs
Reading Recovery Teacher
Part time Teachers
Teacher Aides
Librarian
Office Manager
Principal’s PA
Caretaker
Page 4 of 16
TRADEME ADVERTISEMENT
Learning Assistant
We are looking for an enthusiastic and experienced Learning Assistant to join our team. This position is for a person who
enjoys working with children. Excellent communication and behaviour management skills are a must and will see you foster
strong relationships with our students. You will need to be well organised and flexible.
Fixed term position for Term 1, 2021. Initially 10 hours a week (worked Monday to Thursday) during term time.
If this sounds like you and you're keen to make a difference in a student's education, apply now!
For further information & applications, please visit https://form.jotform.com/cotswold/2021-TA1
Applications close on Wednesday 27 January, 2021 (9.30am).
APPOINTMENT TIMELINE
18 January, 2021 –Application Package Available via Website & Email
18 January, 2021 – Position Advertised on Trademe
27 January, 2021 - Applications Close (9.30am)
27 January – 2 February, 2021 - Short listing, Interviews & Appointment
If you require any further information, please contact:
Kat Cotter
Learning Support Coordinator (LSC)
Cotswold School
Telephone: (022) 310-5093
E-mail: kathryn.cotter@cotswold.school.nz
A reminder applications close on Wednesday 27 January, 2020 (9.30am)
Page 5 of 16
PERSON SPECIFICATION
The successful applicant will be expected to operate within the framework provided by:-
School Charter;
NZ Curriculum Framework;
National Curriculum Statements;
School Programme and Policy Statements;
School Education Plan.
Professional Requirements
Maintain confidentiality, except where holding information is likely to be harmful to the student.
Be flexible, for example work where the teacher requires so that at times the teacher can work with specific
students.
Work in partnership with students, teachers, specialists and family.
Willingness to follow a set plan, follow the lead of a classroom teacher and support agencies.
Empathy and understanding of students in the mainstream classroom needing extra support.
Work effectively as a team member
Be well prepared
Willingness to undergo on going professional development.
Ability to work set hours.
Interpersonal Skills
Communicate honestly, clearly, accurately, coherently and concisely.
Be a positive role model for all;
Be approachable, supportive and caring;
Have integrity;
Be open minded and fair;
Have a sense of humour;
Maintain appropriate relationships
Be sensitive to the cultural values of the student and family
Demonstrate an appropriate level of self-confidence when performing assigned tasks
Use appropriate language (written and oral) for the student
Be receptive to constructive criticism
Request assistance as needed
Actively participate in formal supervision process
Be interested and involved.
Personal Qualities
Manage time effectively
Meet time lines
Respect and maintain confidentiality
Evaluate own performance
Recognise limitations and perform within the boundaries of training and responsibility
Technical Skills If you require any further information, please contact:
Maintain a facilitating environment Kat Cotter
Organise workspace effectively Learning Support Coordinator (LSC)
Prepare & present appropriate materials Cotswold School
effectively Telephone: (022) 310-5093
Use materials that are age and culturally E-mail: kathryn.cotter@cotswold.school.nz
appropriate as well as motivating A reminder applications close on Wednesday 27
January, 2020 (9.30am)
Desirable:
Training, experience or qualifications in Special Needs Education.
Recent experience working within a classroom and 1-1 setting with individual children.
Page 6 of 16JOB DESCRIPTION
POSITION: Learning Assistance (Teacher Aide)
TERMS OF EMPLOYMENT: Support Staff in Schools' CEC or Individual Employment Agreement (IEA)
LSC
SENCO
RESPONSIBLE TO: Associate Principal Junior School
Associate Principal Senior School
Principal
Working with the Principal, Staff and Community in the spirit of the School Charter to provide the most effective educational environment possible
RESPONSIBLE FOR:
for the benefit of the pupils.
General Support: Follows structured programmes, lesson plans and activities
Additional Support: Supports learners’ well-being, health and safety
GRADE: Grade A
Te ao Māori: Developing
Core skills for all teacher aides will include: listening, patience, empathy, encouraging and resilience
General Support: Follows structured programmes but can make minor adaption and creates activities
Additional Support: Directly supports students with specific health, behavioural and/or other needs
Grade B
Te ao Māori: Supporting, guiding reo and tikanga
Additional skills at this level may include: active listening, calmness, tact.
General Support: Independently delivers ongoing programmes with ability to adapt as required
Additional Support: Supports students with complex health, behavioural and/or other needs
Grade C Te ao Māori: Speaks and role models te reo
Additional skills at the level may include: ongoing mentoring, emotional engagement, de-escalating difficult situations,
negotiation and / or persuasion.
General Support: Creates, plans and delivers ongoing programmes requiring strong technical proficiency and skills
Additional Support: Provides highly specialised support for students with complex health, behavioural and/or other
needs
Grade D
Te ao Māori: A strong leader and advocate for te reo Māori in the kura and community
Additional skills at this level may include: de-escalating extreme emotionally charged situations, complex planning and
leadership.
Page 7 of 16Learning Assistant Key Competencies
Professional Requirements
Maintain confidentiality, except where holding information is likely to be harmful to the student.
Be flexible, for example work where the teacher requires so that at times the teacher can work with specific students.
Work in partnership with students, teachers, specialists and family.
Work effectively as a team member
Be well prepared
Demonstrate positive relationships and mutual respect.
Actively listen and seek advice when appropriate.
Respect differences, opinions and concern for others.
Respect privacy and confidentiality issues.
Praise and reinforce caring behaviour.
Celebrate each other’s successes and life interests.
Model responsibility for their belongings and the school environment.
Interpersonal Skills
Communicate honestly, clearly, accurately, coherently and concisely.
Maintain appropriate relationships
Be sensitive to the cultural values of the student and family
Demonstrate an appropriate level of self-confidence when performing assigned tasks
Use appropriate language (written and oral) for the student
Be receptive to constructive criticism
Request assistance as needed
Actively participate in formal supervision process
Personal Qualities
Manage time effectively
Meet time lines
Respect and maintain confidentiality
Evaluate own performance
Recognise limitations and perform within the boundaries of training and responsibility
Technical Skills
Maintain a facilitating environment
Organises workspace effectively
Prepares & presents appropriate materials effectively
Use materials that are age and culturally appropriate as well as motivating
Use google docs to record assessments and evaluations and share information with team members
Page 8 of 16Follow the Cotswold School Code of Conduct as signed and agreed annually
Expected Outcomes Indicators – Grade B Indicators – Grade C TA Comments/Evidence LSC/Teacher Comments
Modelling professional behaviour and dress standards Modelling professional behaviour and dress standards
Treating others with Kind and calm communication to students and staff. Kind and calm communication to students and staff.
respect. Any issues are reported to the appropriate personnel and Any issues are reported to the appropriate personnel and
resolved quickly following school procedure. resolved quickly following school procedure.
Phones on silent and away during class time unless this is Phones on silent and away during class time.
directly linked to learning. On time for the day and as per timetables
On time for the day and as per timetables Clear communication over any issues or absences following
Appropriate time Clear communication over any issues or absences following school policy.
management and school policy. Communicate regularly with the LSC about student progress.
communication Communicate regularly with the LSC about student progress. Discuss any concerns or changes to programmes with the
Discuss any concerns or changes to programmes with the SENCO or LSC.
SENCO or LSC. Be receptive to constructive criticism.
Be receptive to constructive criticism.
Ensuring communication (as appropriate) with Ensuring communication (as appropriate) with
Respecting
parents/caregivers is approved by the classroom teacher/LSC parents/caregivers is approved by the classroom teacher/LSC
confidentiality of staff
Sharing important information with staff at an appropriate time Sharing important information with staff at an appropriate time
and students.
and place. and place.
Ensuring access to resources is speedy. Ensuring access to resources is speedy.
Following all planning provided by staff. Following all planning provided by staff.
Organising and maintaining classroom and specific student Organising and maintaining classroom and specific student
Organisation
based resources e.g. drawers, activities, timetable cards, based resources e.g. drawers, activities, timetable cards,
planning folders & general class resources such as reading planning folders & general class resources such as reading
books when prompted by staff. books when prompted by staff.
Be familiar with and follow school policies and procedures.
Expected Outcomes Indicators – Grade B Indicators – Grade C TA Comments/Evidence LSC/Teacher Comments
Using appropriate behaviour management techniques such as Using appropriate behaviour management techniques such as
tactical ignoring, praise, redirecting and providing values tactical ignoring, praise, redirecting and providing values
Following PB4L
tickets. tickets.
systems and practices
Reporting all behaviour incidents to teachers. Reporting all behaviour incidents to teachers.
Supporting students to make positive behaviour choices Supporting students to make positive behaviour choices
Undertake professional development and meetings as Undertake professional development and meetings as
required, including on and off site professional required, including on and off site professional
development/meetings. development/meetings.
Take advantage of the TA funding to cover your costs for PLD Take advantage of the TA funding to cover your costs for PLD
Maintain the school and apply using the ESL log in. and apply using the ESL log in.
professional standards Set professional goals with the LSC/SENCO and/or Principal, Set professional goals with the LSC/SENCO and/or Principal,
participate in performance appraisals and identify areas participate in performance appraisals and identify areas
requiring development. requiring development.
Maintain professional work standards as outlined under the Maintain professional work standards as outlined under the
Support Staff Collective Agreement. Support Staff Collective Agreement.
Page 9 of 16Demonstrate Learning Assistant core skills
Expected Outcomes Indicators – Grade B Indicators – Grade C TA Comments/Evidence LSC/Teacher Comments
Listening to students and staff to take on board ideas, needs Listening to students and staff to take on board ideas, needs
and wants. and wants.
Active listening, Taking time and being patient in working with students and Taking time and being patient in working with students and
patience and empathy staff. staff.
Showing empathy towards those in class, regardless of being Showing empathy towards those in class, regardless of being
a member of staff or a student. a member of staff or a student.
Provide encouragement, praise and celebration for students Provide encouragement, praise and celebration for students
and staff. and staff.
Encouraging and Engaging students in lesser-desired tasks. Engaging students in lesser-desired tasks.
resilience Working with students and adapting your practice Working with students and adapting your practice
Adapting to change Adapting to change
Trying new strategies and taking on advice from others. Trying new strategies and taking on advice from others.
Remaining calm and using a calm tone when de-escalating Remaining calm and using a calm tone when de-escalating
behaviour situations or if plans have changed. behaviour situations or if plans have changed.
Calmness and tact
Using tact in all conversations and interactions with students Using tact in all conversations and interactions with students
and staff. and staff.
Demonstrate Learning Assistant Grade C skills
Expected Outcomes Indicators – Grade B Indicators – Grade C TA Comments/Evidence LSC/Teacher Comments
Spending time getting to know students.
Ongoing mentoring Listening and taking on board information about student
interests/needs within your practice
Working within individualised behaviour plans
Following and using a variety of behaviour strategies e.g.
Emotional engagement
refocusing, redirecting, positive praise from the Minor
and de-escalating
Behaviour Responses Toolkit provided to staff.
difficult situations
Knowing your own reaction and monitoring this within
interactions with students.
Working with students around individual needs and adapting
Negotiation and/or to behavioural challenges
persuasion Asking and using student voice in incidents/triggering
situations.
Page 10 of 16Follows structured programmes making minor adaptations and creating activities.
Expected Outcomes Indicators – Grade B Indicators – Grade C TA Comments/Evidence LSC/Teacher Comments
Programmes e.g. STEPS, 5+, Alphabet,Phonics/spelling, reading Programmes e.g. STEPS, 5+, Alphabet,Phonics/spelling, reading
sessions, maths groups, writing support sessions, maths groups, writing support
Work with individual Assist school’s Learning Support, ESOL and initiative programmes. Assist school’s Learning Support, ESOL and initiative programmes.
students and small groups Supporting small groups within class as per classroom teacher Supporting small groups within class as per classroom teacher
delivering a range of instructions/planning. instructions/planning.
subjects and topics. Supporting students as per provided planning. Supporting students as per provided planning.
Be flexible, for example work when the teacher requires so that at Be flexible, for example work when the teacher requires so that at
times the teacher can work with specific students. times the teacher can work with specific students.
Seeking additional resources from staff - class teachers, specialist Seeking additional resources from staff - class teachers, specialist
teachers, LSC etc. teachers, LSC etc.
Under the direction of the principal, LSC, SENCO and Syndicate Under the direction of the principal, LSC, SENCO and Syndicate
Leaders, develop teaching resources that will enhance educational Leaders, develop teaching resources that will enhance educational
programmes within the school. programmes within the school.
Ensuring learning objectives Minor adaptations such as writing over, hand over hand techniques, Minor adaptations such as writing over, hand over hand techniques,
are achieved by making moving positions with students or reducing the amount of work moving positions with students or reducing the amount of work
minor adaptations to lesson required to be completed. required to be completed.
plans and resources in
Simple modifications for classroom programmes in consultation with Simple modifications for classroom programmes in consultation with
response to individual
the class teacher e.g. using specific pictures as a prompt with a topic, the class teacher e.g. using specific pictures as a prompt with a topic,
student needs.
narrowing topics to interest areas, narrowing topics to interest areas,
Running individual programmes alongside the class learning e.g. Running individual programmes alongside the class learning e.g.
Individual programmes, individual timetables, Individual programmes, individual timetables,
Contribute information to support assessments Contribute information to support assessments
Meet requirements of Individual Education Plans Meet requirements of Individual Education Plans
Design activities to supplement programmes working with more day-to-day independence, regularly conversing with colleagues.
Expected Outcomes Indicators – Grade B Indicators – Grade C TA Comments/Evidence LSC/Teacher Comments
Support inclusion in school Support students’ socially and emotionally within the Support students’ socially and emotionally within the
and amongst peers and take classroom/playground as needed. classroom/playground as needed.
appropriate action to support Encourages students to work with peers and within groups to reduce Encourages students to work with peers and within groups to reduce
students’ wellbeing. dependence on adults where possible. dependence on adults where possible.
Supporting new Learning Assistants or relievers to the school Supporting new Learning Assistants or relievers to the school
Occasional supervisory
Assisting on sports days, school trips and with school activities as Assisting on sports days, school trips and with school activities as
responsibility for other
required required
employees, parent help or
volunteers. Supporting parent help or volunteers within class programmes as Supporting parent help or volunteers within class programmes as
directed by the class teacher. directed by the class teacher.
NZSL use NZSL use
Use a language other than
Te Reo Māori use within school setting e.g. commands, greetings, Te Reo Māori use within school setting e.g. commands, greetings,
English daily to assist or
praise etc. praise etc.
respond to needs.
Following appropriate Tikanga at school. Following appropriate Tikanga at school.
Use multi-cultural knowledge
to guide or develop rapport. Understanding student backgrounds and getting to know children and Understanding student backgrounds and getting to know children and
their cultures. their cultures.
Page 11 of 16Independently delivers ongoing programmes adapting as required
Expected Outcomes Indicators – Grade B Indicators – Grade C TA Comments/Evidence LSC/Teacher Comments
- Completes/has input into written planning for student tasks
where necessary
Have a high level of day- Following school planning guidelines
to-day independence,
Sharing independent planning documents with LSC and
including planning, class teacher/s
testing, adapting
Discussion of any planning/activities with class teacher/s
tasks/activities and clear
Ensuring that activities are pitched for the correct student
accountability for
level
delivering specific
programmes to agreed Providing reflection/comments on the student progress and
standards. observations made against the planning
Creating/photocopying/laminating resources appropriate for
individual student needs as required
Provides regular Sharing information, ideas and resources with colleagues
provision of coaching Modelling strategies/activities to others as necessary
and mentoring, guidance
and training to other
employees.
Proactive and preventative practice around behaviour and
emotional regulation of students.
Identify and take action Asking and using student voice in incident/trigger resolution.
to understand the causes Identifying when additional support is needed and gaining
of students’ emotional this from another member of staff.
states and provide Reporting incidents and behaviour events to class teachers.
appropriate support or Knowing your own reaction and monitoring this within
alert others where interactions with students.
escalation is required. Observe and report incidents to class teachers.
Support using strategies from behaviour plans to de-
escalate situations.
Provide cultural Support with Kapa Haka groups, cultural learning within
leadership which classrooms and share knowledge around Tikanga.
requires specific Model and support students to follow correct protocols and
language skills, Tikanga
knowledge and expertise.
NZSL use in day to day situations and for resources as
necessary
Translate resources and
Te Reo Māori use within school setting e.g. commands,
materials into languages
greetings, praise etc.
other than English.
Understanding student backgrounds and getting to know
Provide translation
children and their cultures.
support for students.
Translating from other languages into English as necessary
e.g. Te Reo, ESOL languages within the school.
Page 12 of 16Directly support students with specific health, behavioural and/or other needs.
Expected Outcomes Indicators – Grade B Indicators – Grade C TA Comments/Evidence LSC/Teacher Comments
Enhance the student’s ability to integrate into class. Enhance the student’s ability to integrate into class.
Provide direct support Improve the student’s academic, emotional, social and Improve the student’s academic, emotional, social and
for specific health, behavioural needs. behavioural needs.
behavioural and/or other Improve student independence. Improve student independence.
needs of student/s. Improve students’ participation at school. Improve students’ participation at school.
Support students to complete tasks set by the class teacher. Support students to complete tasks set by the class teacher.
Behavioural programmes as per planning and support plans. Behavioural programmes as per planning and support plans.
Academic programmes completed Academic programmes completed
Implement programmes
Occupational therapy activities completed Occupational therapy activities completed
as prescribed by
Health needs met. Health needs met.
specialists.
Implements programmes/groups/specific plans with Implements programmes/groups/specific plans with
support/training from class teachers/LSC. support/training from class teachers/LSC.
Toileting and showering support as appropriate and defined Toileting and showering support as appropriate and defined
Responsible for a range in health plans. in health plans.
of physical care and will Maintain dignity and social empowerment for students. Maintain dignity and social empowerment for students.
be required to ensure the Support with belongings and managing self-habits. Support with belongings and managing self-habits.
students’ dignity is Support student inclusion in a range of areas, for example Support student inclusion in a range of areas, for example
maintained. self-care, personal safety, mobility and medication as per self-care, personal safety, mobility and medication as per
the school health plans and training the school health plans and training
Precision in providing Monitoring behaviours and health needs. Monitoring behaviours and health needs.
care and safe handling is Diffusing difficult situations using PB4L strategies or seeking Diffusing difficult situations using PB4L strategies or seeking
required. additional help from other staff. additional help from other staff.
If responsible for If need for restraint, seek support from a trained member of If need for restraint, seek support from a trained member of
behavioural needs staff only. staff only.
students, must be Provide supervision of designated students with high or Provide supervision of designated students with high or
constantly monitoring for behavioural needs in the playground where necessary. behavioural needs in the playground where necessary.
escalating behaviours Duty cover for teachers where required. Duty cover for teachers where required.
and diffuse these
situations.
Page 13 of 16Support students with complex health, behavioural and/or other needs
Expected Outcomes Indicators – Grade B Indicators – Grade C TA Comments/Evidence LSC/Teacher Comments
Enhance the student’s ability to integrate into class.
Improve the student’s academic, emotional, social and
behavioural needs, as well as independence within
these contexts.
Specific expertise Improve students’ participation at school via using
requiring active specific strategies, tasks or resources e.g. Makaton,
intervention to support mic-key, NZSL, Braille, sensory strategies etc.
students with additional Provide any required medical support according to
needs. These needs School Health Plans e.g. diabetes testing, medication
include some or all of administration, physiotherapy techniques,
medical, behavioural, showering/toileting procedures.
academic, pastoral and Reporting and recording the success of
personal care. strategies/medication or testing results required to be
used.
Support students to complete tasks set by the class
teacher.
Maintain dignity and social empowerment for students.
Support behavioural programmes as per planning and
support plans.
If responsible for Read the room for triggers and be proactive as per
behavioural needs behaviour planning.
students, must be
Respond in a calm collected manner.
constantly vigilant for
Report incidents and specific details to class teacher
escalating behaviours
and support as required with investigating incidents in
and defuses difficult
an objective manner.
situations which may
pose risks to themselves If need for restraint, seek support from a trained
or others. member of staff only.
Defusing difficult situations using PB4L strategies or
seeking additional support.
Recording and responding to pastoral issues e.g.
Supports a student’s social, emotional, behavioural challenges.
wellbeing by engaging Share observations with class teacher/s
with family to address Communicate with families as appropriate, in
identified pastoral issues consultation with the class teacher/s
and enhance the Support families new to the area and migrants/ESOL
student’s ability to attend learners with information about school as appropriate.
school and/or participate. Provide support during break times and transitions as
appropriate.
Page 14 of 16Support and guide reo and tikanga
Expected Outcomes Indicators – Grade B Indicators – Grade C TA Comments/Evidence LSC/Teacher Comments
Adapts and prepares te Te Reo Māori use within school setting e.g. Te Reo Māori use within school setting e.g.
reo Māori resources and commands, greetings, praise etc. commands, greetings, praise etc.
activities to support Following appropriate Tikanga in the school setting. Following appropriate Tikanga in the school setting.
programmes. Understanding student backgrounds and getting to Understanding student backgrounds and getting to
Uses te reo Māori in daily know children and their cultures. know children and their cultures.
conversations to provide Attending visits to Marae and cultural events as part Attending visits to Marae and cultural events as part of
assistance or respond to of the school staff. the school staff.
needs. Supporting students with Kapa Haka or cultural Supporting students with Kapa Haka or cultural events
Supports teachers by events as necessary. as necessary.
guiding students and
colleagues in tikanga on
marae and during pōwhiri.
Participates in activities
that encourage
kaitiakitanga.
Supports and encourages
the use of te reo Māori in
the classroom.
Delivers programmes and Te reo Māori use within school setting e.g.
speaks te reo Māori. commands, greetings, praise etc.
Coordinates and delivers Create, adapt and use resources in te reo Māori
kapa haka and/or other Following appropriate Tikanga in the school setting.
Māori arts programmes Understanding student backgrounds and getting to
and provide leadership as know children and their cultures.
appropriate. Attending visits to Marae and cultural events as part of
Uses knowledge of the school staff.
students’ background and Supporting students with Kapa Haka or cultural events
whānau in order to make as necessary.
connections and provide Seek information about cultural identity of students
support, alongside and use this to engage with them in their learning.
teachers and family. Adapting, translating and preparing resources/
activities in te reo Māori.
Page 15 of 16Applications are to be submitted electronically using
our digital application form:
https://form.jotform.com/cotswold/2021-TA1
Applications close at 9.30am
on
Wednesday 27 January, 2021
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