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Cotswold School Application Package For Teaching Position • Apply Here: https://form.jotform.com/cotswold/application2021-6 • Applications Close on Friday 4 June, 2021 at 9.30am
WE ARE ...
• A U6, Decile 8, Contributing Primary School
• Our staffing allocation for 2021 totals 30.37
teachers.
• Our grading roll for 2021 is 559.
• Our roll generates 32 Units and 3 In School
Kāhui Ako positions for 2021.
• Cotswold School has 1 Learning Support
Coordinator supported by 2 SENCOs.
• An Enrolment Scheme has been in place for
ten years.
• The school operates two syndicates.
WE ARE LOCATED ...
Cotswold Avenue
Bishopdale
Christchurch 8053
Telephone: (03) 3598035
Fax: (03) 3594460
Email: principal@cotswold.school.nz
Website: www.cotswold.school.nz
OUR VISION
The Cotswold School community is Building Brighter Futures. Cotswold learners will be respectful students who
communicate effectively, are risk takers and thinkers who are actively involved in their learning and the community.
OUR VALUES
At Cotswold School we value:
• Manaaki … Caring
• Whakawhiti Kōrero … Communicate & Contribute
• Nau mai ngā wero … Challenge & Create
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
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
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 – December, 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
• Learning Support Coordinator & SENCOs
• Reading Recovery Teacher
• Part time Teachers
• Teacher Aides
• Librarian
• Office Manager
• Principal’s PA
• Caretaker
Page 4 of 14
NEW ZEALAND EDUCATION GAZETTE ADVERTISEMENT
Teacher
Attractive, well-resourced U6 contributing school situated in NW Christchurch. Scale A fixed-term teaching position from 26
July, 2021 to 17 December 2021. New Entrant teaching level. We require a creative, innovative and enthusiastic teacher who
has a passion for learning, 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/application2021-6 .
Applications close at 9.30am on Friday 4 June, 2021
POSITION OUTLINE
Position 2021-6
• Fixed Term Position from 26 July, 2021 to 17 December 2021
• Position based in the Junior School (New Entrant class)
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
Applicants 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
• 12 May, 2021 –Application Package Available via Website & Email
• 12 May, 2021 – Position Advertised in Education Gazette Online
• 4 June, 2021 - Applications Close (9.30am)
• 4 June – 16 June, 2021 - Short listing, Interviews & Appointment
Page 5 of 14
PERSON SPECIFICATION FOR ALL POSITIONS
The successful applicant will be expected to operate An involvement with children inside and
within the framework provided by:- outside the classroom
• School Charter; • Have a wide range of teaching skills;
• NZ Curriculum Framework; • Have behaviour management skills;
• National Curriculum Statements; • Be able to establish warm, caring and positive
• School Programme and Policy Statements; relationships with our children.
• School Education Plan.
Appropriate qualifications
We Require A Person Who Can Demonstrate: • Be a registered or provisionally registered
Curriculum strengths in one or two areas; teacher;
Teaching experience within the Years 1 – 6 level; • Have on-going professional development;
A thorough knowledge & understanding of the NZ • Have, or be working towards, educational
Curriculum; qualifications;
An understanding & willingness to commit to • Have a belief in learning.
curriculum integration and inquiry-based learning;
A willingness to work in a collaborative
environment; Interpersonal skills
An on-going commitment to professional • Be able to communicate with and relate to
development; children, staff, Board of Trustees, Parents
Innovation in their teaching, classroom programme Association and others in the school
and environment; community;
Information & communication technology literacy & • Be a positive role model for all;
interest; • Be approachable, supportive and caring;
• Have integrity;
• Be open minded and fair;
Proven management skills
• Have a sense of humour;
• Be prepared to assume leadership,
• Be interested and involved.
responsibility, or support in areas to be
negotiated;
• Be an effective classroom manager; A willingness to develop a commitment to our
• Have time management skills. school
• Be prepared to participate in the wider life of
the school, such as Education Outside the
Commitment to & support for our team Classroom, The Arts or Sports, Recreational
• Be able to join the school vision and mission; and Cultural programmes.
• Be willing to fit in with the existing team;
• Have a high level of personal motivation;
• Be innovative and creative;
• Be able to think critically;
• Have enthusiasm for teaching.
If you require any further information please contact:
Stephen Harrison
Principal
Cotswold School
Telephone: (03) 3598035
E-mail: stephen.harrison@cotswold.school.nzJob 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 14TE 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 14PROFESSIONAL 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 14PROFESSIONAL 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 14LEARNING-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 14DESIGN 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 14TEACHING
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 14Applications are to be submitted electronically using
our digital application form:
https://form.jotform.com/cotswold/application2021-6
Applications close at 9.30am
on
Friday 4 June, 2021You can also read
