LSC Application Pack 2022 - Amazon AWS
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
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 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 ☐ 8
Have 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. 9
Educational Qualifications Name Location Number of Highest years Qualification completed Gained Secondary School University Other 10
Employment 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 11
Referees 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 12
I 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. 13
Learning 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 14
Job 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 15
ensure 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 16
organise 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 17
of 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 18
support 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 19
Learning Support Coordinator signature for Job Description: _________________________Date________________ Principals’ Signatures __________________________Kaharoa Date_______________ __________________________Rotorua Primary Date_______________ Presiding Member (Kaharoa School Board) ________________________ Date_______________ 20
You can also read