LSC Application Pack 2022 - Amazon AWS
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LSC Application Pack 2022
Kei Aku nui, kei Aku rahi, tēnei te mihi Kia
koutou Katoa, Nau Mai haere mai!
Welcome to Rotorua Primary School!
Nau mai, haere mai ki kura o Kaharoa
Tēnā koutou, tēnā koutou,
tēnā koutou katoa.
Welcome to Kaharoa School.
We look forward to meeting you.
About Rotorua Primary
About Kaharoa School
Kaharoa School is an ideal size - large enough to offer a range of
diverse learning opportunities, yet small enough to provide a
caring atmosphere with a strong school spirit. All students to
participate in a wide range of activities. Our community has a long
history of strong and active involvement with the school.
MOTTO
Our motto is: “OUR BEST ALWAYS” “Tā Mātou Pai Ake”
MISSION
KAHAROA SCHOOL: LEARNING, VALUES, COMMUNITY
VISION A Kaharoa Kid is:
Competency ‘Kids Speak’ Definition
A Thinker ‘Stop, Think…Do’ Curious, Creative, Critical and Caring
A Communicator ‘Give and Receive’ Literate, Numerate and an Effective Listener
A Self-Manager ‘Manage Me’ Adaptable, Organised, Balanced and Goal
Focused
A Can-Do Kid ‘Give it a Go’ Motivated. A Risk taker, a Participator and
Enterprising
Friendly ‘Team Player’ Kind, Caring, Respectful and Cooperative
VALUES
We aim to build character through the Cornerstone Values
approach. Children learn that through their decisions and
subsequent actions there are positive or negative
consequences. The following values are taught, modelled and
practiced every day while we emphasise one value per term.
Our caring and dedicated team of teaching staff, learning
assistants, office administrator, caretaker, parents and School
Board, all ensure we work together effectively for the highest
outcomes possible as the result of an effective learning
environment.
We encourage the whole school to “Give it a Go!” Our aim is
to build a positive attitude of cooperation and involvement in
our numerous school wide activities.
A note from the Appointment Committee
The Kaharoa School Board welcomes your application for the advertised position of
Learning Support Coordinator. Please find enclosed all the information you will need
to apply.
At the conclusion of 2021 Kaharoa School had a roll of 177 Year 1-8 students,
including 34 Māori learners.
Rotorua Primary had a roll of 328 Year 1-8 students, including 302 Māori learners.
We are looking for a highly skilled and experienced teacher, who will work closely
with the SENCOs and senior leaders of Kaharoa School 0.5 , Principal Lynden Cook,
and Rotorua Primary School 0.5, Principal Fred Whata. The role is to support our
students and their whānau with their learning support needs. This role may also be
suitable for job share by negotiation for two suitable teachers, one working at each
school.
We are looking for a professional who is able to:
● Develop and implement programmes to suit the needs of specific children and groups
● Facilitate PLD programmes to support staff to be able to implement support programmes
● Work alongside the SENCO, RTLB, RTLit, SWIS and other resource teachers in implementing
programmes to support learners
● Demonstrate an understanding and knowledge of culturally responsive and relational
pedagogy
● Collaborate with classroom teachers to co-construct a way forward to support the
development of priority learners
● Keep up-to-date records and data
● Work alongside children in class and through withdrawal programmes
● Source funding to run programmes
● Support parents and whānau to build relationships and understanding around learning support
and establishing points of contact if needed
● Support learners in both mainstream and rumaki settings.
This position commences as soon as the successful candidate is able to start, Term 2
at the latest. The successful candidate will be a NZ registered teacher, have sound
curriculum knowledge and experience working with children with diverse needs able
to be applied in the two different school settings.
The successful candidate will be employed by the Kaharoa School Board as the
employing body. They may work 0.5 at Kaharoa School, and 0.5 at Rotorua Primary
OR in the case of a job share applicant, one candidate to work 0.5 at Rotorua
Primary, and one to work 0.5 at Kaharoa. As this role involves working onsite and with
students, shortlisted applicants will need to provide evidence of meeting the
Mandatory Vaccination Health Order.
We look forward to receiving your application. Applications can be delivered to
Kaharoa School at 296 Kaharoa Road or sent digitally to principal@kaharoa.school.nz
Please email or phone 073323444 with any questions.
Thank you again for your interest in this learning support coordinator position.
Applications close at 4pm on Tuesday the 22nd of February.
4
HOW TO APPLY
Below is a list of what you need to submit either digitally, or in hard copy received by
Kaharoa School by 4pm on Tuesday 22nd of February 2022.
Address Correspondence to:
Lynden Cook and Fred Whata
Kaharoa School
principal@kaharoa.school.nz
Kaharoa Road RD, RD6 Rotorua 3096
Please Send In: Self Check:
A brief cover letter if desired.
Included a brief Curriculum Vitae
If you have provided a hard copy of your CV it will only be returned if you include a self-addressed,
stamped envelope with your application.
Completed all sections of the Application Form
Completed three referee contact details
Complete the Key Criteria Section
Please email or post your application to be received by 4pm on Tuesday 22nd of
February 2022.
What we will do as the applications arrive and after the closing date:
1. Acknowledge the receipt of your application
2. If necessary, seek clarification of any aspects of your application with you
3. Contact referees as necessary before or after shortlisting
4. Examine your application thoroughly
5. Possibly visit you at your present school
6. Look for linkages of your application documents with the specifications and
information we have provided you with
7. Short list and Interview
8. We will hold all applications until after the process is completed
Recruitment Process Timeline
Advertising begins 15 February 2022
Applications close 4pm Tuesday 22nd Feb
Short listing and applicants not successful for
Tuesday 22nd Feb
interviews informed
Thursday 24th Feb
Interviews
10am-midday
Successful applicants advised and other
By 25th February 2022
applicants informed
As soon as practical. Beginning
Starting date
of Term 2 at the latest.
5
APPLICATION FOR EMPLOYMENT
Important Notes for Applicants
Thank you for applying for a position. Please ensure you have a copy of the position (job) description
before completing this application.
1. Please fully complete this form personally. First, read it through, then answer all questions and
make sure you sign and date where indicated on the last page.
2. Attach a current curriculum vitae (CV) containing any additional information, if necessary.
3. Copies only of qualification certificates should be attached. If successful in your application you
will be required to provide the originals as proof of qualifications.
4. If you are selected for an interview you may bring whānau/support people at your own
expense. Please advise if this is your intention.
5. Failure to complete this application and answer all questions truthfully may result in any offer of
employment being withdrawn or appointment being terminated, if any information is later found
to be false.
6. All applicants are required to give consent to a Police vet.
a) Applicants may not be employed as a children’s worker if they have been convicted of a
specified offence listed in Schedule 2 of the Children’s Act 2014, unless they obtain an
exemption. The Criminal Records (Clean Slate) Act 2004 will not apply to these specified
offences and these offences will be included in your Police vetting results.
b) The Clean Slate Act provides certain convictions do not have to be disclosed providing:
• you have not committed any offence within 7 consecutive years of being sentenced
for the offence
[1]
• you did not serve a custodial sentence at any time
• the offence was neither a specified offence under the Clean Slate Act 2004 nor a
specified offence under the Children’s Act 2014
• you have paid any fines or costs
c) Please note that you are not obliged to disclose convictions if you meet the above
conditions but can do so if you wish. If you are uncertain as to whether you are eligible
contact the Ministry of Justice.
7. Shortlisted applicants being interviewed will need to provide originals of both a primary identity
document (e.g., passport) and a secondary identity document (e.g., New Zealand driver
license). A list of acceptable primary and secondary documents is available in the last sections
of the Children’s Regulations 2015.
8. This information will be held by the employer. For the successful candidate, this document will
be held on their personal file, otherwise the information provided will be securely destroyed
after 30 days. You may access it in accordance with the provisions of The Privacy Act 2020.
6
APPLICATION FOR EMPLOYMENT
Position applied for Location Vacancy/Reference Number
Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text.
Tick one
Mr ☐ Mrs ☐ Ms ☐ Miss ☐
Or other preferred title: Click or tap here to
enter text.
Surname/Family name First names (in full)
Click or tap here to enter text. Click or tap here to enter text.
Birth name (if applicable)
Click or tap here to enter text.
Are you known by any other name(s)? (if yes please provide below) Yes ☐ No
☐
Click or tap here to enter text.
Full postal address
Click or tap here to enter text.
Email address
7
Click or tap here to enter text.
Contact telephone numbers
Personal: Business:
Click or tap here to enter text. Click or tap here to enter text.
Identity Verification, Criminal Record and Right to Work
Please tick the appropriate boxes:
Immigration information
Are you a New Zealand citizen? Yes ☐ No ☐
If not, do you have resident status, or Yes ☐ No ☐
A current work permit Yes ☐ No ☐
Have you ever had a criminal conviction? Yes ☐ No ☐
If “Yes” please detail:
Click or tap here to enter text.
(A board may not employ or engage a children’s worker who has been convicted of an offence specified in Schedule 2 of the
Children’s Act 2014. The Clean Slate Act does not apply to schedule 2 offences.)
Have you ever received a police diversion for an offence? Yes ☐ No ☐
If “Yes”’ please detail:
Click or tap here to enter text.
Have you ever been discharged without conviction for an offence? Yes ☐ No ☐
If “Yes” please detail:
Click or tap here to enter text.
Do you have a current New Zealand driver’s licence? Yes ☐ No ☐
8Have you ever been convicted of a driving offence which resulted in Yes ☐ No ☐
temporary or permanent loss of licence, or imprisonment?
If “Yes”’ please detail:
Click or tap here to enter text.
Are you awaiting sentencing, or do you have charges pending? Yes ☐ No ☐
If “Yes”’ please state the nature of the conviction/cases pending:
Click or tap here to enter text.
In addition to other information provided are there any other factors Yes ☐ No ☐
that we should know to assess your suitability for appointment
and your ability to do the job?
If “Yes”, please detail:
Click or tap here to enter text.
Have you ever been the subject of any concerns involving child safety? Yes ☐ No ☐
If “Yes” please detail:
Click or tap here to enter text.
Are you aware of any injury or medical condition that could impact Yes ☐ No ☐
on your ability to perform this job effectively?
If “Yes”, please detail
Click or tap here to enter text.
For teaching/principal positions:
Do you hold a current practising certificate from the Teaching Council Yes ☐ No ☐
of Aotearoa New Zealand?
Please enter your registration number: Click or tap here to enter text.
9Educational Qualifications
Name Location Number of Highest
years Qualification
completed Gained
Secondary
School
University
Other
10Employment History
Please list your work experience for the last five years beginning with your most recent position.
Please include months as well as years worked and explain any gaps in employment. If you were
self-employed, give details.
Period worked Employer’s name Position held Reason for
leaving
(please specify the start (or reason for gap
and end dates) in employment)
Start date
End date
to
to
to
to
to
to
11Referees
Please provide the names of three people who could act as referees for you. One of these should be
your current or most recent employer. Please indicate which referee is your current/previous employer
in the table below.
Name Organisation Position/ Landline Mobile
Relationship (preferred)
Key Criteria
The position you have applied for requires specific knowledge, skills, attributes and personal
characteristics. These key criteria are found on page 4 of this application, and also in the Job
Description. Please outline below how you meet these attributes and abilities. Even if you are
attaching a CV, please fill this out in full. The contact person cited in the advertisement can assist with
any questions.
Criteria Past roles in which What did you do Key achievements
(knowledge, skills, you have which
attributes, personal demonstrated the demonstrated this
characteristics) criteria
12I certify that:
· The information I have supplied in this application is true and correct.
· I confirm in terms of The Privacy Act 2020 that I have authorised access to referees.
· I know of no reason why I would not be suitable to work with children/young people.
· I understand that if I have supplied incorrect or misleading information, or have omitted any
important information, I may be disqualified from appointment, or if appointed, may be liable
to be dismissed.
Signature __________________________________ Date ____________________
Custodial sentence means a sentence of imprisonment and includes corrective training, preventive detention, a sentence of imprisonment
served by home detention, borstal training, detention centre training and any other sentence that requires the full-time detention of an
individual. Non-custodial sentence includes, but is not limited to, a community-based sentence, a sentence of home detention, a sentence
of a fine or reparation, a suspended sentence of imprisonment, and a specified order.
Note: Your application should be signed, dated and scanned before it is emailed.
13Learning Support Coordinator Job Description
Staff Member:__________________________
Contract
● Employing Board: Kaharoa School Board
● Responsible to:
○ Lynden Cook, Principal, on behalf of the Kaharoa School Board
○ Fred Whata, Principal, Rotorua Primary School
● Terms and Conditions: Primary Teachers’ Collective Agreement
LSC Role
The PURPOSE of the LSC role is to make sure that children and young people with mild-to-moderate,
neurodiverse, or high-and-complex learning support receive appropriate help when they need it.
Appraisal Process
● tbc
14Job Description - Learning Support Coordinator
Task Description
Stakeholder Descriptor Key tasks
focus Both schools = black Kaharoa= blue
Rotorua Primary = red
Students/ Working with classroom ● Regular weekly check in with SENCO after or
Ākonga teachers, other professionals and before school to discuss
parents to identify student’s progress/concerns/needs (this could be via
Support needs early and respond in a email)
students timely manner with the right ● Meet with SENCO at the end of each term to
through support; discuss progress and identify needs for the
following term
building an ● Provide timetable to classroom teachers in
inclusive consultation with SENCO
school ● Liaise with RTLB, RTLit etc as per need
environment ● Keep records (ongoing google doc) of
contacts with parents and professionals,
where all applications, meetings, emails, phone calls
students etc
participate, ● CC all relevant emails such as parent contact,
applications to SENCO, DP and Principal
progress and ● meet with parents
make ● ask for input from classroom teachers about
successful what they see as the needs of their students
transitions. and what they have done so far to alleviate
these needs
● liaising with Learning Assistants to help them
best meet the needs of their students
● running modelling sessions for
Teachers/Learning Assistants
● offer advice/answer questions/ research
what I don’t know to assist others
● find where to go to access outside agency
help and build relationships with the people
involved in these agencies
● compile a list of these agencies and contact
details to be kept in school
● be familiar with assessment tools and carry
out/analyse these assessments where
necessary
● help to plan assistance for students
Working with individual students initial testing for followup assistance eg
to provide direct support where Dyslexia Quest/Learning Assistance/RTLB
appropriate; interventions/classroom observations
running quick 60 alphabet programmes
running quick 60 reading programmes
running early words programmes
one-to-one reading/writing/maths assistance
modelling to Learning Assistants
inviting in whānau to observe direct support
Ensure a Learning Support take responsibility for maintaining on a regular basis
Register of students’ needs (at a register of children and young people with learning
school and cluster levels) is kept support needs across both schools
up-to-date, and used regularly by make sure this register is secure at all times, is only
authorised staff. Information accessed by appropriate staff and those staff that
sharing and privacy protocols should have access to it are aware of its existence
must be followed. attend workshops/webinar seminars on the
successful setting up & running of the support
register
15ensure data is transferred across into the
standardised LSR that the Ministry is going to roll out
from July 2020
ensure that we all know/ use the correct/standardised
language that is going to be implemented by the
Ministry onto it’s LSR
be familiar with the Ministry’s expectations on sharing
information through the LSR
ensure that permission is gained from whānau for a
child to be included on the LSR and let them know if
that information is going to be shared within the
cluster to other relevant parties
Supporting kaiako/teachers to always make myself available to
ensure that students receiving collaborate/contribute with teachers and other
specialist support have an stakeholders in the creation and updating of ILP’s
individual learning plan. regularly liaise with classroom teachers on the
progress of children with ILP’s and update ILP’s
depending on the outcome of these meetings
attend meetings with whānau to create/update ILP’s
make sure other stakeholders eg RTLB are included in
the creation/updating of ILP’s
Contributing to learning support liaise with all stakeholders on a regular basis to make
system improvements, including sure systems are successful and work on ways to
smooth transitions for learners improve these if issues come up
from early learning into school, visit preschools that contribute to Kaharoa and
between year levels. Rotorua Primary School, ask for their feedback
liaise with teachers on correct placements of children
across year levels
Teachers/ Contributing to the identification be available/approachable to teachers who are
Kaiako of learning support needs across looking for help
the school or kura and cluster have clear guidelines available for teachers to make
Support to lift through the provision of tools contact/share their concerns with you/make requests
their and advice to teachers attend meetings if required
capability to run professional development sessions
better meet source outside agency help if necessary
the needs of do classroom observations
initiate conversations/offer help
learners, and
attend LSC cluster days/workshops
to strengthen upskill myself in available tools of the trade
their
connections
with early Providing the learning support be informed by educational readings and professional
learning team with evidence-based development and inviting specialists in/picking their
services. strategies, practices, and brains to be able to give guidance
guidance about what will make a collaborate with other stakeholders to build a
difference for their students network of proven practices
make sure I communicate/listen/value input from
others
continue to expand my own knowledge by asking if I
don’t know or going to where I can access help myself
build my knowledge of evidence-based theory
through a range of ways eg workshops, readings,
webinars, discussions etc
Embedding a culture of be open to new learning and building
collaboration between the LSC relationships with other stakeholders
and teaching professionals be seen as a go to person by teaching staff who
where different approaches are
openly observed and shared have learning support needs
16organise professional development sessions
listen and value others ideas/thoughts
create a non threatening environment
take classes so teachers can observe a
new/different approach by me/others
be non judgemental
build relationships
introduce new approaches that are seen to
make a difference
invite teaching specialists to share their
knowledge by others observing classroom
practise or they run a professional development
session
Working with the learning run modelling of good practise for Learning
support team (teachers and Assistants
teacher aides, SENCOs, gifted
Let it be known you are available to help with
coordinators, and other
professionals) to develop its
any issues by keeping in regular contact with
capability through training and Learning Assistants through email/conversation
professional development run training sessions for Learning Assistants
regular liaising with SENCo
share through email/discussion any new
training/professional development that has
potential to develop their capability
attend a staff meeting to talk about my role
Working with the learning hold regular meetings with support team to
support team to decide on the prioritise who does what and how to best meet
best use of available learning
the needs of children
support resources to meet the
needs of children
keep a list of who is doing what which is shared
with all stakeholders and make sure it gets
ticked off/dated when completed
refer on a regular basis to this list
make sure list is updated as needs require
collaborate together to work out what is the best
learning support resource to use
collaborate on the support staff timetable
follow the support staff timetable
Providing kaiako/teachers across compile a list of support agencies to be kept in google
a cluster with clear avenues to docs that teachers know is there & they can access it
seek additional advice on keep up to date with professional development that
meeting the learning support may be suitable advice for teachers and keep
needs of all students teachers informed of this
organise/offer professional development for teachers
if you see a need
Parents/ Ensuring parent, whānau and work collaboratively with whānau by building positive
student voice is heard and relationships with them
whānau
represented when the school or whānau and student must have agency/authority
Support to kura is making decisions about student and whānau input must be listened to and
partner learning support valued
successfully inviting them in to chat/observe/discuss
with their keep in regular contact via face to face, email, phone
school or kura calls, texts
and develop be approachable
an
understanding
17of learning Providing parents and whānau keep whānau informed at all times
support with access to resources and invite whānau in to observe when giving direct
guidance at an early stage so
processes and support
they are able to be pro-active in
who to school engagement about their
invite whānau in to share what they can do at
contact if children; home to make a difference or if they can’t come
needed. in email/phone/text/you visit them
build positive relationships with students and
whānau by having open lines of communication
Leading school and kura-wide build positive relationships with whānau and let
engagement and communication them know you can be the go to person for
with parents and whānau of them
students with learning support
needs be visible and available on site
build open lines of communication
Helping kaiako/teachers build collaborate together and build positive
capability and confidence in relationships by being open and honest with
working in partnership with
teachers in conjunction with whānau
parents and whānau, and
working directly with parents on
more complex or disputed
matters
LSCs/ Using the learning support familiarise myself with the Learning Support register
register and assisting with familiarise myself with all other agencies etc that are
Agencies
planning to meet needs as out there who can offer us help/support
Work with students move through the look at trends across the cluster with other LSC
other LSCs system implement programmes/professional development
and connect from these trends
attend meetings with other LSC in our cluster
with the keep in touch with other LSC in our cluster
Learning keep open lines of communication with other LSC
Support clusters across Rotorua
Facilitator and
agencies to Collect information for research keep records on how I see the role of LSC has worked
access and evaluation purposes to assist thus far and where it needs to go to moving forward
services and the Ministry of Education and keep records of feedback on the positives and
school/kura with the negatives of the LSC role as given by others
resources to
development of the LSC role and Be honest and open to all lines of communication
support the LSDM. with the Ministry
learners
Leadership Providing regular reporting, schedule regular catch up meetings with the
Work with and drawing on the learning support leadership team to feed forward and
register, to the school and kura feedback information in relation the the
influence the
leadership about student support needs register
school or kura numbers, needs and trends liaise regularly with SENCo and RTLB
leadership regarding learning support;
team to
ensure all Raising and advising on holding open and honest regular
students particular capability development conversations with the Leadership team
receive the needs related to learning support about professional development needs
appropriate for kaiako/teachers and learning within the school and how these can best be
support professionals met
support to
enhance their Raising learning support related please see above!
learning and issues that require leadership
progress involvement in order to resolve
Influencing school wide system please see above!!
and resource decisions to Find/research resources that will work/make a positve
18support students with learning difference for LSNeeds children
support needs work with Teachers to see these resources
implemented
work with RTLB to help teachers find ways and means
to positively support LSNeeds children that will/do
make a positive difference
Helping to create shifts toward please see above!!!
earlier intervention and group ask teachers if I can do some classroom observations
delivery of LS services and then give them positive feedback and suggest
interventions that might make a difference
model these interventions to show what I mean
work with teachers/ children to set up programmes
Professional
Knowledge
Agencies Supports the development of Ensure there is a partnership for whānau which
expertise across the school guarantees a say in the decision making for them
and/or cluster in learning E sure whānau are protected and retain their right to
support in bicultural and/or self-determination regarding all issues of importance
bilingual Aotearoa New Zealand, to them
consistent with the Treaty of Ensure the participation of whānau that guarantees
Waitangi, to support improved the equity of rights, privileges, opportunities and
outcomes for Māori students outcomes
Planning for Promoting evidence-based provide opportunities for ongoing targeted
success strategies, practices, and inquiry professional development for myself and teachers
processes to plan, implement work with specialists such as RTLB to support
and review effectiveness in classroom teachers assess and plan specific
progressing school or kura goals instruction for children with LSNeeds
to improve outcomes for diverse encourage consistent school wide approaches that
(all) students use effective, evidence-based strategies/programmes
that meet children’s needs
Effective Helps to develop and implement Attend up to date professional development across a
learning strategic change across a range of areas and take notes on these
support school/cluster/Kāhui Ako with the maintain up to date professional readings across a
current and relevant research range of areas and take notes on these
knowledge evidence to support the learning hold regular discussions with other avenues of
about what and progress of every student in support for my learning eg RTLB, other LSC etc
works best ways that recognise their At all times use the principles of The Treaty of
identity, language and culture Waitangi in my professional practice
Build a school support team eg leadership, SENCo etc
Professional Works responsively with please see above
Learning colleagues to identify teachers’ at all times work from a strengths based
and their own professional model for everyone
learning strengths and needs make classroom/group/individual
using a range of evidence observations with feedback in a timely
manner using notes as necessary
Works collaboratively to enhance Plan cohesive, school wide professional learning for
capabilities to improve teaching, staff, learning assistants and support staff where
and learning outcomes for necessary using evidence-based research
diverse (all) students provide time, information and practical support
Help teachers develop their understanding and plan
approaches that enable them to constructively
engage with learners
19Learning Support Coordinator signature for Job Description:
_________________________Date________________
Principals’ Signatures
__________________________Kaharoa Date_______________
__________________________Rotorua Primary Date_______________
Presiding Member (Kaharoa School Board) ________________________
Date_______________
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