Cotswold School Application Package For Teaching Position - Apply Here Applications Close ...

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Cotswold School Application Package For Teaching Position - Apply Here Applications Close ...
Cotswold School
   Application Package
  For Teaching Position

 Apply Here: https://form.jotform.com/cotswold/application2021-1
 Applications Close on Monday 7 September, 2020 at 9.30am
Cotswold School Application Package For Teaching Position - Apply Here Applications Close ...
WE ARE ...
 A U6, Decile 8, Contributing Primary School
 Our staffing allocation for 2020 totals 27.09
   teachers.
 Our grading roll for 2020 is 543.
 Our roll generates 30 Units and 3 In School
   Kāhui Ako positions for 2020.
 Cotswold School generates 1 Learning
   Support Coordinator from the start of the
   2020 school year..
 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:
 Caring
 Communicating
 Contributing
 Creating
 Challenging

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 14
Cotswold School Application Package For Teaching Position - Apply Here Applications Close ...
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 14
Cotswold School Application Package For Teaching Position - Apply Here Applications Close ...
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 (April, 2020 – August, 2020)
 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
 SENCO
 Reading Recovery Teacher
 Part time Teachers
 Teacher Aides
 Librarian
 Office Manager
 Principal’s PA
 Caretaker

                                                                               Page 4 of 14
Cotswold School Application Package For Teaching Position - Apply Here Applications Close ...
NEW ZEALAND EDUCATION GAZETTE ADVERTISEMENT

Teachers (4 positions)
Attractive, well-resourced U6 contributing school situated in NW Christchurch. We require creative, innovative and enthusiastic
teachers who have a passion for learning, have sound curriculum knowledge, committed to excellence, team-orientated and
willing to work hard with a team of dedicated, fun-loving professionals.

An application package detailing positions is available our website www.cotswold.school.nz . Applications are to be
submitted electronically using our digital application form https://form.jotform.com/cotswold/application2021-1 .
Applications close at 9.30am on Monday 7 September, 2020

POSITION OUTLINE
Four positions are available

Positions 2021-1 & 2021-2
  Permanent Teaching Position
  Positions available in the Junior and Senior School
  Start Date: 1 February, 2021

Position 2021-3
  Fixed Term Position for the 2021 School Year
  Parental Leave Provisions apply to this position
  Position based in the Senior School (currently Year 6)
  Start Date: 1 February, 2021

Position 2021-4
  Fixed Term Position for the 2021 School Year
  Position based in the Junior School
  Start Date: 1 February, 2021

Applicants should be able to clearly demonstrate a skillset, experience and leadership in one or more of the following areas:
  EOTC activities and experiences for students at all levels
  Sporting activities and experiences for students at all levels
  Music, Drama and Dance
  Te reo Maori
  Kapa haka
  Gifted & Talented student support
  Health & Wellbeing
  Digital Technologies

Applicant should also be able to demonstrate skills and experience in integrating digital technologies including Google Apps
for Education and/or Seesaw into their classroom environment
Applicants should also detail the key areas they believe they could make a contribution to the wider life of our school.

APPOINTMENT TIMELINE
   20 August, 2020 –Application Package Available via Website & Email
   20 August, 2020 – Position Advertised in Education Gazette Online
   7 September, 2020 - Applications Close (9.30am)
   7 September – 25 September, 2020 - Short listing, Interviews & Appointment

                                                                                                                     Page 5 of 14
Cotswold School Application Package For Teaching Position - Apply Here Applications Close ...
PERSON SPECIFICATION FOR ALL POSITIONS
The successful applicant will be expected to operate          An involvement
within the framework provided by:-                             with children
 School Charter;                                              inside and
 NZ Curriculum Framework;                                     outside the
 National Curriculum Statements;                              classroom
 School Programme and Policy Statements;                       Have a wide
 School Education Plan.                                           range of
                                                                   teaching
                                                                   skills;
We Require A Person Who Can Demonstrate:                        Have behaviour management skills;
 Curriculum strengths in one or two areas;                     Be able to establish warm, caring and positive
 Teaching experience within the Years 1 – 6 level;                relationships with our children.
 A thorough knowledge & understanding of the NZ
   Curriculum;
 An understanding & willingness to commit to                 Appropriate qualifications
   curriculum integration and inquiry-based learning;           Be a registered or provisionally registered
 A willingness to work in a collaborative                        teacher;
   environment;                                                 Have on-going professional development;
 An on-going commitment to professional                        Have, or be working towards, educational
   development;                                                   qualifications;
 Innovation in their teaching, classroom programme             Have a belief in learning.
   and environment;
 Information & communication technology literacy &
   interest;                                                  Interpersonal skills
                                                                Be able to communicate with and relate to
                                                                    children, staff, Board of Trustees, Parents
 Proven management skills                                          Association and others in the school
   Be prepared to assume leadership,                               community;
      responsibility, or support in areas to be                 Be a positive role model for all;
      negotiated;                                               Be approachable, supportive and caring;
   Be an effective classroom manager;                          Have integrity;
   Have time management skills.                                Be open minded and fair;
                                                                Have a sense of humour;
                                                                Be interested and involved.
 Commitment to & support for our team
   Be able to join the school vision and mission;
   Be willing to fit in with the existing team;              A willingness to develop a commitment to our
   Have a high level of personal motivation;                  school
   Be innovative and creative;                                 Be prepared to participate in the wider life of
   Be able to think critically;                                   the school, such as Education Outside the
   Have enthusiasm for teaching.                                  Classroom, The Arts or Sports, Recreational
                                                                   and Cultural programmes.

    If you require any further information please contact:
                                         Stephen Harrison
                                         Principal
                                         Cotswold School
                                         Telephone: (03) 3598035
                                         E-mail: stephen.harrison@cotswold.school.nz
Cotswold School Application Package For Teaching Position - Apply Here Applications Close ...
Job Description
                        &
              Performance Agreement

NAME:

POSITION:

TERMS OF EMPLOYMENT:                        Collective Contract

                                            Principal – Stephen Harrison
RESPONSIBLE TO:
                                            Syndicate Leader -

PS APPLYING:                                Beginning                     ☐
                                            Fully Registered              ☐
                                            Experienced                   ☐
                                            Unit Holders                  ☐

«Preferred_name» «Family_name»                Date                            Stephen Harrison, Principal                            Date

PROFESSIONAL STANDARDS KEY:
Applies To:
 Beginning, Fully Registered, Experienced        Fully Registered, Experienced Teachers & Unit              Experienced Teachers & Unit Holders With
 Teachers & Unit Holders With Teaching           Holders With Teaching Responsibility (FR)                  Teaching Responsibility (E)
 Responsibility (B)

APPRAISAL KEY
RL Reflective Log                              P      Planning                                         R        Reporting
CO Classroom Observation                       WT     Walk Through                                     PC       Professional Conversations

                                                                                                                                               Page 7 of 14
TE TIRITI O WAITANGI PARTNERSHIP
                                                                                                                                                                             APPRAISAL
STANDARDS FOR THE TEACHING PROFESSION                                    REGISTERED TEACHER CRITERIA                                                                                   PROFESSIONAL STANDARDS                             TATAIAKO
                                                                                                                                                                             KEY
Standard                      Elaboration Of The Standard                Criteria/Key Tasks                     Teacher Actions/Key Indicators                                          Standards                                         Cultural Competency

Te Tiriti o Waitangi           Understand and recognise the unique      3. Demonstrate commitment to            Demonstrate respect for the heritages, languages and       RL/CO       Understand the implications of the Treaty of    Tangata Whenuatanga
     Partnership                status of tangata whenua in Aotearoa         bicultural partnership in Aotearoa cultures of both partners to the Treaty of Waitangi                       Waitangi and te reo me ona tikanga (B)           Affirms Māori learners as
Demonstrate commitment to       New Zealand.                                 New Zealand                         Practise and develop the relevant use of te reo Māori      RL/CO/WT    Demonstrate knowledge of the Treaty of            Māori- provides contexts
tangata whenuatanga and Te  Understand and acknowledge the                                                       me ngā tikanga-a-iwi in context                                         Waitangi and te reo me ona tikanga (FR)           for learning where the
Tiriti o Waitangi partnership   histories, heritages, languages and      10. Work effectively within the         Specifically and effectively address the educational       RL/P        Communicate clearly and accurately in either,     identity, language and
in Aotearoa New Zealand.        cultures of partners to Te Tiriti o          bicultural context of Aotearoa       aspirations of ākonga Māori, displaying high                            or both, of the official languages of New         culture (‘cultural
                                Waitangi.                                    New Zealand                          expectations for their learning                                         Zealand (FR)                                      locatedness’) of Māori
                               Practise and develop the use of te reo                                           Is able to use te reo o Ngati porou, or English to         RL/R        Understand and use existing models of             learners and their
                                and tikanga Māori.                                                                enhance effective communication with students and                       effective practice eg. Kotahitanga and Ka         whanau is affirmed
                                                                                                                  parents.                                                                Hikitia (FR)
                                                                                                                 Actively promotes and models the correct use of te reo     RL/CO
                                                                                                                  Maori and positive attitudes towards the Maori language
                                                                                                                  as one of the official languages of Aotearoa New
                                                                                                                  Zealand.
                                                                                                                 Incorporate and integrate Te reo and tikanga Maori in      CO/WT/RL
                                                                                                                  the class programme
                                                                                                                 Pronounces te reo Maori correctly in day to day practice   RL/CO
                                                                                                                  and demonstrates a growing knowledge of te reo Maori
                                                                                                                  and tikanga Maori.
                                                                                                                 Attend cultural events at school or in the local           RL
                                                                                                                  community.
                                                                                                                 Promotes the ability of akonga to operate in both          RL/CO
                                                                                                                  cultures.

                                                                                                                                                                                                                                                         Page 8 of 14
PROFESSIONAL LEARNING
                                                                                                                                                                                 APPRAISAL
STANDARDS FOR THE TEACHING PROFESSION                                     REGISTERED TEACHER CRITERIA                                                                                      PROFESSIONAL STANDARDS                             TATAIAKO
                                                                                                                                                                                 KEY
Standard                      Elaboration Of The Standard                 Criteria/Key Tasks                      Key Indicators                                                           Standards                                          Cultural Competency

Professional Learning        Inquire into and reflect on the             1.  Establish and maintain effective     Engage in ethical, respectful, positive and collaborative    RL/CO      Demonstrate skills of effective communication    Ako
Use inquiry, collaborative    effectiveness of practice in an ongoing         professional relationships            professional relationships with:                                         (B)                                               Takes responsibility for
problem solving and           way, using evidence from a range of             focused on the learning and           o ākonga                                                                Co-operate with and seek support from              their own leaning and
professional learning to      sources.                                        well-being of ākonga                  o teaching colleagues, support staff and other                           colleagues (B)                                     that of Māori learners
improve professional         Critically examine how my own               4. Demonstrate commitment to                  professionals                                                       Provide feedback to students (B)
capability to impact on the   assumptions and beliefs, including              ongoing professional learning         o whānau and other carers of ākonga                                     Use performance data to develop new learning
learning and achievement of   cultural beliefs, impact on practice and        and development of personal           o agencies, groups and individuals in the community                      programmes to lift student achievement-          Wānanga
all learners.                 the achievement of learners with                professional practice                Identify professional learning goals in consultation with    RL          Teaching as Inquiry (B)                           Participates with
                              different abilities and needs,              5. Show leadership that                   colleagues                                                              Communicate with families, whānau and              learners and
                              backgrounds, genders, identities,               contributes to effective teaching    Participate responsively in professional learning            RL          caregivers (FR)                                    communities in robust
                              languages and cultures.                         and learning                          opportunities within the learning community                             Share information with colleagues (FR)             dialogue for the benefit
                             Engage in professional learning and         11. Analyse and appropriately use        Initiate learning opportunities to advance personal          RL         Keep informed of developments in curriculum        of Māori learners
                              adaptively apply this learning in               assessment information, which         professional knowledge and skills                                        and learning theory (FR)
                              practice.                                       has been gathered formally and       Actively contribute to the professional learning             RL         Encourage others and participate in
                             Be informed by research and                     informally                            community                                                                professional development (FR)                    Whanaungatanga
                              innovations related to: content             12. Use critical inquiry and             Undertake areas of responsibility effectively                RL         Establish and maintain effective working          Actively engages in
                              disciplines; pedagogy; teaching for             problem-solving effectively in       Analyse assessment information to identify progress and      RL          relationships with colleagues (FR)                 respectful working
                              diverse learners, including learners with       their professional practice           ongoing learning needs of ākonga                                        Contribute to the life of the school (FR)          relationships with Maori
                              disabilities and learning support needs;                                             Use assessment information to give regular and ongoing       RL                                                             learners. Parents and
                                                                                                                                                                                            Reflect on teaching with a view to improvement
                              and wider education matters.                                                          feedback to guide and support further learning                                                                              whanau, hapu, iwi and
                                                                                                                                                                                             (FR)
                             Seek and respond to feedback from                                                    Analyse assessment information to reflect on and             RL                                                             the Maori community
                                                                                                                                                                                            Demonstrate a commitment to their own on-
                              learners, colleagues and other                                                        evaluate the effectiveness of the teaching                               going learning (E)
                              education professionals, and engage in                                               Communicate assessment and achievement information           RL         Support and provide effective assistance to
                              collaborative problem solving and                                                     to relevant members of the learning community                            colleagues in improving teaching and learning
                              learning focused collegial discussions.                                              Foster involvement of whānau in the collection and use       RL          (E)
                                                                                                                    of information about the learning of ākonga                             Successfully organise aspects of programmes
                                                                                                                   Systematically and critically engage with evidence and       RL          within the school to promote teaching and
                                                                                                                    professional literature to reflect on and refine practice                learning (E)
                                                                                                                   Respond professionally to feedback from members of           RL
                                                                                                                    the learning community
                                                                                                                   Critically examine their own beliefs, including cultural     RL
                                                                                                                    beliefs, and how they impact on their professional
                                                                                                                    practice and the achievement of ākonga
                                                                                                                   Participates in and contributes to school wide activities.   RL/PC
                                                                                                                   Participates in community activities and projects.           RL/PC

                                                                                                                                                                                                                                                            Page 9 of 14
PROFESSIONAL RELATIONSHIPS
                                                                                                                                                                                      APPRAISAL
STANDARDS FOR THE TEACHING PROFESSION                                          REGISTERED TEACHER CRITERIA                                                                                      PROFESSIONAL STANDARDS                              TATAIAKO
                                                                                                                                                                                      KEY
Standard                        Elaboration Of The Standard                    Criteria/Key Tasks                      Key Indicators                                                               Standards                                       Cultural Competency

Professional Relationships       Engage in reciprocal, collaborative          1.   Establish and maintain effective    Engage in ethical, respectful, positive and collaborative    RL/CO       Demonstrate skills of effective                  Whanaungatanga
Establish and maintain            learning-focused relationships with:              professional relationships           professional relationships with:                                          communication (B)                                 Actively engages in
professional relationships        o learners, families and whānau                   focused on the learning and          o ākonga                                                                 Apply understandings of positive behaviour         respectful working
and behaviours focused on         o teaching colleagues, support staff              well-being of ākonga                 o teaching colleagues, support staff and other                            management (B)                                     relationships with Maori
the learning and wellbeing of         and other professionals                  2.   Demonstrate commitment to                professionals                                                        Create and maintain a safe environment             learners. Parents and
each learner.                     o agencies, groups and individuals in             promoting the                        o whānau and other carers of ākonga                                       that is conducive to learning (B)                  whanau, hapu, iwi and the
                                      the community.                                well-being of all ākonga             o agencies, groups and individuals in the community                      Understand the implications of the Treaty of       Maori community
                                 Communicate effectively with others.         3.   Demonstrate commitment to           Take all reasonable steps to provide and maintain a          RL/CO/WT     Waitangi and te reo me ona tikanga (B)
                                 Actively contribute, and work collegially,        bicultural partnership in            teaching and learning environment that is physically,                    Continually evaluate and reflect on their        Manaakitanga
                                  in the pursuit of improving my own and            Aotearoa New Zealand                 socially, culturally and emotionally safe                                 teaching and act on areas where it can be         Demonstrates integrity,
                                  organisational practice, showing             8.   Demonstrate in practice their       Acknowledge and respect the languages, heritages and         RL/P/CO      improved (B)                                       sincerity and respect
                                  leadership, particularly in areas of              knowledge and understanding          cultures of all ākonga                                                   Demonstrate effective techniques for               towards Māori beliefs,
                                  responsibility.                                   of how ākonga learn                 Comply with relevant regulatory and statutory                P/CO         motivating students (B)                            language and culture
                                 Communicate clear and accurate               9.   Respond effectively to the           requirements                                                             Demonstrate expectations that value and
                                  assessment for learning and                       diverse language and cultural       Demonstrate respect for the heritages, languages and         CO/RL        promote learning (B)
                                  achievement information.                          experiences, and the varied          cultures of both partners to the Treaty of Waitangi                      Communicate with families, whānau and            Tangata Whenuatanga
                                                                                    strengths, interests and needs      Enable ākonga to make connections between their prior        CO/RL/P      caregivers (FR)                                   Affirms Māori learners as
                                                                                    of individuals and groups of         experiences and learning and their current learning                      Share information with colleagues (FR)             Māori- provides contexts
                                                                                    ākonga                               activities                                                               Establish good relationships with students         for learning where the
                                                                                                                        Provide opportunities and support for ākonga to engage       RL/P/CO      and respect their individual needs and             identity, language and
                                                                                                                         with, practise and apply new learning to different                        cultural backgrounds (FR)                          culture (‘cultural
                                                                                                                         contexts                                                                                                                     locatedness’) of Māori
                                                                                                                                                                                                  Organise a safe physical environment (FR)
                                                                                                                        Encourage ākonga to take responsibility for their own                                                                        learners and their whanau
                                                                                                                                                                                      RL/CO/R     Demonstrate knowledge of the Treaty of
                                                                                                                         learning and behaviour                                                                                                       is affirmed
                                                                                                                                                                                                   Waitangi and te reo me ona tikanga (FR)
                                                                                                                        Assist ākonga to think critically about information and      RL/CO/P/R  Demonstrate a range of effective teaching
                                                                                                                         ideas and to reflect on their learning                                                                                     Ako
                                                                                                                                                                                                   techniques (FR)
                                                                                                                        Demonstrate knowledge and understanding of social and        RL/CO/P                                                        Takes responsibility for
                                                                                                                                                                                                  Demonstrate flexibility and responsiveness         their own leaning and that
                                                                                                                         cultural influences on learning, by working effectively in                (FR)
                                                                                                                         the bicultural and multicultural contexts of learning in                                                                     of Māori learners
                                                                                                                                                                                                  Impart subject content effectively (FR)
                                                                                                                         Aotearoa New Zealand                                                     Use appropriate technology and resources
                                                                                                                        Select teaching approaches, resources, technologies          RL/CO/P      (FR)
                                                                                                                         and learning and assessment activities that are inclusive                Recognise and support diversity amongst
                                                                                                                         and effective for diverse ākonga                                          individuals and groups (FR)
                                                                                                                        Modify teaching approaches to address the needs of           RL/CO/P/SR  Engage students in learning (FR)
                                                                                                                         individuals and groups of ākonga                                         Establish high expectations that value and
                                                                                                                                                                                                   promote learning (FR)
                                                                                                                                                                                                  Demonstrate a high level of commitment to
                                                                                                                                                                                                   student welfare and learning (E)
                                                                                                                                                                                                  Demonstrate a wide range of techniques
                                                                                                                                                                                                   that provide strong motivation for a diversity
                                                                                                                                                                                                   of students (E)

                                                                                                                                                                                                                                                                    Page 10 of 14
LEARNING-FOCUSED CULTURE
                                                                                                                                                                              APPRAISAL
STANDARDS FOR THE TEACHING PROFESSION                                    REGISTERED TEACHER CRITERIA                                                                                    PROFESSIONAL STANDARDS                              TATAIAKO
                                                                                                                                                                              KEY
Standard                      Elaboration Of The Standard                Criteria/Key Tasks                    Key Indicators                                                               Standards                                       Cultural Competency

Learning-focused Culture       Develop learning-focused relationships 2.     Demonstrate commitment to         Take all reasonable steps to provide and maintain a          RL/CO/PC    Apply understandings of positive behaviour       Manaakitanga
Develop a culture that is       with learners, enabling them to be            promoting the                      teaching and learning environment that is physically,                     management (B)                                    Demonstrates integrity,
focused on learning, and is     active participants in the process of         well-being of all ākonga           socially, culturally and emotionally safe                                Create and maintain a safe environment             sincerity and respect
characterised by respect,       learning, sharing ownership and          7.   Promote a collaborative,          Acknowledge and respect the languages, heritages and         RL/CO/PC     that is conducive to learning (B)                  towards Māori beliefs,
inclusion, empathy,             responsibility for learning.                  inclusive and supportive           cultures of all ākonga                                                   Manage student behaviour positively(B)             language and culture
collaboration and safety       Foster trust, respect and cooperation         learning environment              Comply with relevant regulatory and statutory                RL/CO/SR    Create an environment of respect and
                                with and among learners so that they     9.   Respond effectively to the         requirements                                                              understanding (B)                                Tangata Whenuatanga
                                experience an environment in which it         diverse language and cultural     Demonstrate effective management of the learning             RL/CO/PC    Provide and maintain a purposeful working         Affirms Māori earners as
                                is safe to take risks.                        experiences, and the varied        setting which incorporates successful strategies to                       atmosphere (B)                                     Māori – provides contexts
                               Demonstrate high expectations for the         strengths, interests and needs     engage and motivate ākonga                                               Model interactions in ways that are known          for learning where the
                                learning outcomes of all learners,            of individuals and groups of      Foster trust, respect and cooperation with and among         RL/CO/PC     to be associated with developing respect           identity, language and
                                including for those learners with             ākonga                             ākonga                                                                    and understanding(B)                               culture (‘cultural
                                disabilities or learning support needs.                                         Demonstrate knowledge and understanding of social and        RL/CO/P/PC  Establish good relationships with students         locatedness’) of Māori
                               Manage the learning setting to ensure                                            cultural influences on learning, by working effectively in                and respect their individual needs and             learners and their whanau
                                access to learning for all and to                                                the bicultural and multicultural contexts of learning in                  cultural backgrounds (FR)                          is affirmed
                                maximise learners’ physical, social,                                             Aotearoa New Zealand                                                     Organise a safe physical environment (FR)
                                cultural and emotional safety.                                                  Select teaching approaches, resources, technologies          RL/CO/P/PC  Recognise and support diversity amongst
                               Create an environment where learners                                             and learning and assessment activities that are inclusive                 individuals and groups (FR)
                                can be confident in their identities,                                            and effective for diverse ākonga                                         Engage students in learning (FR)
                                languages, cultures and abilities.                                              Modify teaching approaches to address the needs of           RL/CO/P/PC  Establish high expectations that value and
                               • Develop an environment where the                                               individuals and groups of ākonga                                          promote learning (FR)
                                diversity and uniqueness of all learners                                                                                                                  Demonstrate a high level of commitment to
                                are accepted and valued.                                                                                                                                   student welfare and learning (E)
                               Meet relevant regulatory, statutory and                                                                                                                   Effectively manage challenging learning
                                professional requirements.                                                                                                                                 environments (E)
                                                                                                                                                                                          Demonstrate a wide range of techniques
                                                                                                                                                                                           that provide strong motivation for a diversity
                                                                                                                                                                                           of students (E)

                                                                                                                                                                                                                                                            Page 11 of 14
DESIGN FOR LEARNING
                                                                                                                                                                                  APPRAISAL
STANDARDS FOR THE TEACHING PROFESSION                                        REGISTERED TEACHER CRITERIA                                                                                    PROFESSIONAL STANDARDS                                 TATAIAKO
                                                                                                                                                                                  KEY
Standard                        Elaboration Of The Standard                  Criteria/Key Tasks                   Key Indicators                                                               Standards                                           Cultural Competency

Design For Learning              Select teaching approaches, resources,     6.  Conceptualise, plan and           Articulate clearly the aims of their teaching, give sound     RL/P/CO/PC  Plan programmes and develop learning and            Ako
Design learning based on          and learning and assessment activities         implement an appropriate           professional reasons for adopting these aims, and                            assessment strategies that are consistent with     Takes responsibility for
curriculum and pedagogical        based on a thorough knowledge of               learning programme                 implement them in their practice                                             sound teaching and learning practice(B)             their own leaning and that
knowledge, assessment             curriculum content, pedagogy,              8. Demonstrate in practice their      Through their planning and teaching, demonstrate their        RL/P/CO/PC    Have a sound knowledge of curriculum,               of Māori learners
information and an                progressions in learning and the               knowledge and understanding        knowledge and understanding of relevant content,                             learning and assessment theory (B)
understanding of each             learners.                                      of how ākonga learn                disciplines and curriculum documents                                        Continually evaluate and reflect on their         Tangata Whenuatanga
learner’s strengths, interests,  Gather, analyse and use appropriate        9. Respond effectively to the                                                                                       teaching and act on areas where it can be          Affirms Māori earners as
                                                                                                                   Enable ākonga to make connections between their prior         RL/P/CO/PC
needs, identity, language and                                                                                                                                                                    improved (B)
                                  assessment information, identifying            diverse language and cultural      experiences and learning and their current learning                                                                              Māori – provides contexts
cultures.                                                                                                                                                                                       Demonstrate effective techniques for
                                  progress and needs of learners to              experiences, and the varied        activities                                                                                                                       for learning where the
                                                                                                                                                                                                 motivating students (B)
                                  design clear next steps in learning and        strengths, interests and needs    Provide opportunities and support for ākonga to engage        RL/P/CO/PC                                                         identity, language and
                                                                                                                                                                                                Demonstrate expectations that value and
                                  to identify additional supports or             of individuals and groups of       with, practise and apply new learning to different                                                                               culture (‘cultural
                                                                                                                                                                                                 promote learning (B)
                                  adaptations that may be required.              ākonga                             contexts                                                                    Provide feedback to students (B)
                                                                                                                                                                                                                                                     locatedness’) of Māori
                                 Design and plan culturally responsive,     10. Work effectively within the       Encourage ākonga to take responsibility for their own         RL/P/CO/R     Use performance data to develop new learning
                                                                                                                                                                                                                                                     learners and their whanau
                                  evidence-based approaches that reflect         bicultural context of Aotearoa     learning and behaviour                                                       programmes to lift student achievement-             is affirmed
                                  the local community and Tiriti o               New Zealand                       Assist ākonga to think critically about information and       RL/P/CO/R      Teaching as Inquiry (B)
                                  Waitangi partnership in New Zealand.       11. Analyse and appropriately use      ideas and to reflect on their learning                                      Are competent in the content of relevant          Wānanga
                                 Harness the rich capital that learners         assessment information, which     Demonstrate knowledge and understanding of social             RL/P/CO/PC     curriculum (FR)                                    Participates with learners
                                  bring by providing culturally responsive       has been gathered formally and     and cultural influences on learning, by working                             Use appropriate teaching objectives,                and communities in robust
                                  and engaging contexts for learners.            informally                         effectively in the bicultural and multicultural contexts of                  programmes, learning activities, and                dialogue for the benefit of
                                 Design learning that is informed by                                               learning in Aotearoa New Zealand                                             assessment (FR)                                     Māori learners
                                  national policies and priorities.                                                Select teaching approaches, resources, technologies           RL/P/CO       Use appropriate technology and resources(FR)
                                                                                                                    and learning and assessment activities that are inclusive                   Demonstrate a range of effective teaching
                                                                                                                    and effective for diverse ākonga                                             techniques (FR)
                                                                                                                                                                                  RL/P/CO/P     Demonstrate flexibility and responsiveness
                                                                                                                   Modify teaching approaches to address the needs of
                                                                                                                                                                                                 (FR)
                                                                                                                    individuals and groups of ākonga
                                                                                                                                                                                  RL/P/CO/PC    Impart subject content effectively (FR)
                                                                                                                   Practise and develop the relevant use of te reo Māori me
                                                                                                                                                                                                Use appropriate technology and resources
                                                                                                                    ngā tikanga-a-iwi in context                                                 (FR)
                                                                                                                   Specifically and effectively address the educational          RL/P/CO/PC
                                                                                                                                                                                                Recognise and support diversity amongst
                                                                                                                    aspirations of ākonga Māori, displaying high                                 individuals and groups (FR)
                                                                                                                    expectations for their learning                                             Engage students in learning (FR)
                                                                                                                   Analyse assessment information to identify progress and       RL/P/CO/SR    Establish high expectations that value and
                                                                                                                    ongoing learning needs of ākonga                                             promote learning (FR)
                                                                                                                   Use assessment information to give regular and ongoing        RL/P/CO/R     Communicate clearly and accurately in either,
                                                                                                                    feedback to guide and support further learning                               or both, of the official languages of New
                                                                                                                   Analyse assessment information to reflect on and                             Zealand (FR)
                                                                                                                    evaluate the effectiveness of the teaching                    RL/P/CO/SR    Understand and use existing models of
                                                                                                                   Communicate assessment and achievement information                           effective practice eg. Kotahitanga and Ka
                                                                                                                    to relevant members of the learning community                 RL/P/CO/R      Hikitia (FR)
                                                                                                                   Foster involvement of whānau in the collection and use                      Demonstrate a broad range of highly effective
                                                                                                                                                                                                 teaching techniques (E)
                                                                                                                    of information about the learning of ākonga
                                                                                                                                                                                                Demonstrate a high level of knowledge of
                                                                                                                                                                                  RL/P/COSR
                                                                                                                                                                                                 relevant curriculum and of current learning and
                                                                                                                                                                                                 assessment theory (E)
                                                                                                                                                                                                Demonstrate a wide range of techniques that
                                                                                                                                                                                                 provide strong motivation for a diversity of
                                                                                                                                                                                                 students (E)

                                                                                                                                                                                                                                                                   Page 12 of 14
TEACHING
                                                                                                                                                                             APPRAISAL
STANDARDS FOR THE TEACHING PROFESSION                                     REGISTERED TEACHER CRITERIA                                                                                     PROFESSIONAL STANDARDS                                 TATAIAKO
                                                                                                                                                                             KEY
Standard                      Elaboration Of The Standard                 Criteria/Key Tasks                   Key Indicators                                                             Standards                                              Cultural Competency

Teaching                      Teach in ways that ensure all learners     4.  Demonstrate commitment to         Identify professional learning goals in consultation with   RL/PC/SR      Co-operate with and seek support from                Ako
Teach and respond to           are making sufficient progress, and            ongoing professional learning      colleagues                                                                 colleagues (B)                                        Takes responsibility for
learners in a knowledgeable    monitor the extent and pace of learning,       and development of personal       Participate responsively in professional learning           RL/PC/SR      Plan programmes and develop learning and               their own leaning and that
and adaptive way to progress focusing on equity and excellence for            professional practice                                                                                         assessment strategies that are consistent with
                                                                                                                 opportunities within the learning community                                                                                       of Māori learners
                                                                                                                                                                                            sound teaching and learning practice(B)
their learning at an           all.                                       6. Conceptualise, plan and            Initiate learning opportunities to advance personal         RL/PC/SR      Have a sound knowledge of curriculum, learning
appropriate depth and pace.  Specifically support the educational            implement an appropriate           professional knowledge and skills                                          and assessment theory (B)                            Wānanga
                               aspirations for Māori learners, taking         learning programme                Articulate clearly the aims of their teaching, give         RL/PC/SR      Continually evaluate and reflect on their teaching    Participates with learners
                               shared responsibility for these learners   8. Demonstrate in practice their       sound professional reasons for adopting these aims,                        and act on areas where it can be improved (B)          and communities in robust
                               to achieve educational success as              knowledge and understanding        and implement them in their practice                                      Demonstrate effective techniques for motivating        dialogue for the benefit of
                               Māori.                                         of how ākonga learn                                                                                           students (B)                                           Māori learners
                                                                                                                Through their planning and teaching, demonstrate            RL/P/CO
                              Use an increasing repertoire of teaching   11. Analyse and appropriately use                                                                                Demonstrate expectations that value and promote
                                                                                                                 their knowledge and understanding of relevant                              learning (B)
                               strategies, approaches, learning               assessment information, which      content, disciplines and curriculum documents                             Provide feedback to students (B)
                               activities, technologies and assessment        has been gathered formally and    Enable ākonga to make connections between their             RL/P/CO       Use performance data to develop new learning
                               for learning strategies and modify these       informally                         prior experiences and learning and their current                           programmes to lift student achievement-Teaching
                               in response to the needs of individuals    12. Use critical inquiry and           learning activities                                                        as Inquiry (B)
                               and groups of learners.                        problem-solving effectively in    Provide opportunities and support for ākonga to             RL/P/CO       Keep informed of developments in curriculum and
                              Provide opportunities and support for          their professional practice        engage with, practise and apply new learning to                            learning theory (FR)
                               learners to engage with, practise and                                             different contexts                                                        Encourage others and participate in professional
                               apply learning to different contexts and                                                                                                                     development (FR)
                                                                                                                Encourage ākonga to take responsibility for their own       RL/P/CO/R
                                                                                                                                                                                           Establish and maintain effective working
                               make connections with prior learning.                                             learning and behaviour                                                     relationships with colleagues (FR)
                              Teach in ways that enable learners to                                            Assist ākonga to think critically about information and     RL/P/CO/R     Are competent in the content of relevant
                               learn from one another, to collaborate,                                           ideas and to reflect on their learning                                     curriculum (FR)
                               to self-regulate and to develop agency                                           Analyse assessment information to identify progress         RL/P/SR       Use appropriate teaching objectives,
                               over their learning.                                                              and ongoing learning needs of ākonga                                       programmes, learning activities, and assessment
                              Ensure learners receive ongoing                                                  Use assessment information to give regular and              RL/P/SR        (FR)
                               feedback and assessment information                                                                                                                         Use appropriate technology and resources(FR)
                                                                                                                 ongoing feedback to guide and support further                             Demonstrate a range of effective teaching
                               and support them to use this                                                      learning                                                                   techniques (FR)
                               information to guide further learning.                                           Analyse assessment information to reflect on and            RL/P/SR       Demonstrate flexibility and responsiveness (FR)
                                                                                                                 evaluate the effectiveness of the teaching                                Impart subject content effectively (FR)
                                                                                                                Communicate assessment and achievement                      RL/PC/SR      Use appropriate technology and resources (FR)
                                                                                                                 information to relevant members of the learning                           Reflect on teaching with a view to improvement
                                                                                                                 community                                                                  (FR)
                                                                                                                                                                                           Demonstrate a commitment to their own on-going
                                                                                                                Foster involvement of whānau in the collection and          RL/PC/SR
                                                                                                                                                                                            learning (E)
                                                                                                                 use of information about the learning of ākonga                           Support and provide effective assistance to
                                                                                                                Systematically and critically engage with evidence and      RL/P/PC/SR     colleagues in improving teaching and learning (E)
                                                                                                                 professional literature to reflect on and refine practice                 Demonstrate a broad range of highly effective
                                                                                                                Respond professionally to feedback from members of          RL/PC          teaching techniques (E)
                                                                                                                 the learning community                                                    Demonstrate a high level of knowledge of relevant
                                                                                                                Critically examine their own beliefs, including cultural    RL/P/PC/SR     curriculum and of current learning and
                                                                                                                 beliefs, and how they impact on their professional                         assessment theory (E)
                                                                                                                 practice and the achievement of ākonga

Leadership and teaching staff will maintain a reflective log that details their developing practice in relation to the Key Tasks detailed in this Job Description & Performance Agreement. Reflective Logs will be shared with the
relevant Syndicate Leader and Principal as part of the Appraisal Process.

                                                                                                                                                                                                                                                                 Page 13 of 14
Applications are to be submitted electronically using
our digital application form:
 https://form.jotform.com/cotswold/application2021-1

          Applications close at 9.30am
                       on
           Monday 7 September, 2020
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