Application Package: Scale A Teacher  (Permanent) 

   

  

 

28 February 2018 Dear Applicant Thank you for your interest in the Scale A Permanent Teaching Position at Lyttelton Primary School. The successful applicant will teach collaboratively in Harakeke, our year 1 & 2 learning space. Harakeke is staffed with 3 teachers this year with a current role of 49 children. The position starts from the beginning of term 2, 2018. Please find enclosed:

1. School Profile 2. Person Specification 3. Job Description 4. Application Form 5. Our vision, values and strategic goals

Please complete and return by email:

- the application form - a letter of application - a current Curriculum Vitae.

We look forward to receiving your application by 12pm on Wednesday 14 March. Please email your application documents to: brendan.wright@lyttelton.school.nz Yours faithfully Brendan Wright PRINCIPAL

School Profile  Lyttelton Primary School -Te Kura Tuatahi o Ōhinehou is situated in the vibrant and picturesque port town of Lyttelton. We are a full primary catering for children from year 1 to 8 with a roll of approximately 200. Lyttelton is 12km south-east of Cathedral Square in central Christchurch. Being situated on the steep sides of an extinct volcano above the port children and staff have access to a rich range of local place based learning experiences. The population of Lyttelton is just over 3100 with many residents commuting to Christchurch to work each day. Children and teachers enjoy beautiful new school facilities in a modern school building which was completed mid 2016. Teaching and learning is guided by a dedicated staff team who are supported by the Board of Trustees, the Family Hub and the wider school community. Our team consists of 11 teaching staff supported by 6 teacher aides, 1 reception administrator, 1 caretaker and 1 cleaner. The school is designed to enhance modern teaching and learning practices and consists of four learning spaces over 2 floors. The school hall doubles as the Lyttelton Arts Factory where children and staff benefit from a professional performing arts theatre and expertise supporting learning through drama, dance and music.

We are very fortunate to have strong community support. Our diverse and creative community includes artists, academics, professionals, musicians, scientists, actors, writers, poets and more…. We are well served by our Board of Trustees who have a firm eye on the direction and strategic goals of the school. The future focused vision, Our Learning Adventure: Thriving today -

Ready for tomorrow, is lived through the school values of Manaakitanga - Respect, Ngākau aroha - Empathy and Manawanui - Perseverance. Lyttelton Primary School have completed 1 year of PB4L (positive behaviour for learning), staff are trained through the Incredible Years teacher Programme (IYT), restorative approaches are used throughout the school and KiwiCan are supported the children’s learning of our school values this year. In 2017 Lyttelton Primary began an extensive review and update of its local curriculum which is being implemented and embedded over the next two years and reflect latest educational research and best practice. Professional learning and development for staff is well resourced by the Board of Trustees and linked to school goals. In 2017 Lyttelton joined the Aupaki Kahui Ako consisting of 7 primary and 1 high school: Lyttelton , Sumner, Redcliffs, Our Lady Star of the Sea, Mt Pleasant, Heathcote Valley and Linwood College. There are many opportunities created for students and staff through the collaboration with Aupaki. Within and across school roles are soon to be advertised.

Person Specification 

We are looking for a teacher who …

● is highly motivated and enthusiastic ● understands the importance of Te Ao Māori and implications for

teaching and learning at school ● can build strong positive relationships with children, staff, parents and

whānau ● is excited about the possibility of collaborating to implement our new

school curriculum ● has sound knowledge and experience teaching literacy and numeracy

in the junior school and a current working knowledge of the New Zealand Curriculum.

● has strong classroom management skills and experience of positive behaviour for learning and restorative practice.

● highly organised with the relationship skills to collaborate effectively with colleagues to overcome shared challenges and set up effective systems.

● is committed to ongoing professional development ● is reflective and able to inquire into the impact of their teaching on

student learning ● is committed to our school’s vision and values ● gives priority to the well being and educational achievements of all

pupils. ● is open, encouraging, honest and has a sense of humour ● demonstrate an empathy with students’ individual needs – social,

educational, physical, and emotional. ● has strong oral and written skills ● is able to communicate ideas clearly and concisely.

Other Desirable attributes include …

● An interest in Physical Education and Sport ● An interest and ability with music ● Experienced with PB4L, IYT and restorative approaches ● Strong understanding of SOLO taxonomy and inquiry learning.

Job Description  Position Title Teacher

Reports to Principal

Working

Relationship

To assist the principal to meet the strategic and annual goals of Lyttelton Primary School by performing the roles and responsibilities of scale A teacher.

Employment

Status

Full Time Permanent

Purpose of the Position

This is a permanent teaching position starting in the junior area of the school (Year 1 & 2 Harakeke) on the Takaroa floor (year 1-4) Key Responsibilities

● Ensuring the safety and wellbeing of students at all times

● The current job description reflects the Code of Professional Responsibility and Standards for the Teaching Profession. These are attached with this application pack.

● The Interim Framework for Professional Standards for Teachers (page

56), as per the Primary Teachers Collective Agreement, provides the terms and conditions of employment for teachers in state and state integrated primary schools in New Zealand.

● Specific school responsibilities will be negotiated on appointment.

● Any other duties as required from time to time

General Responsibilities

● Comply with all board policies and relevant legislation.

Proposed Appointment Timeline 

1. Applications close 12pm on Wednesday 14 March

2. Short listing of applicants by Friday 16 March

3. Interviews Monday 26 / Tuesday 27th March

4. Successful applicant notified by Wednesday 28 March

5. Acceptance letter by successful applicant by Friday 30 March

6. Position to commence from the beginning of term 2, 2018. (Monday 30

April) Please note that this time frame is a guide only. While we will attempt to

adhere to these dates, events beyond our control may alter the timeline

slightly.

Code of Professional Responsibility and Standards for the Teaching Profession 

 

JOB DESCRIPTION / APPRAISAL 

 The following document outlines the code and standards for the teaching profession. It should also be viewed in 

conjunction with the ‘Primary Teachers’ Collective Agreement Interim Framework of Professional Standards for 

Teachers’ This document provides the terms and conditions of employment for teachers in state and state 

integrated primary schools in New Zealand. 

 

The Arinui (online) Appraisal system is being used to support teachers and leaders to focus on student learning 

through critical reflection on their practice. Arinui is about improving, not just proving. Appraisal is teacher-led 

through robust inquiry and self-evaluation of impact. 

Position Title Teacher

Reports to Principal

Working Relationship To assist the principal to meet the strategic and annual goals of Lyttelton Primary School

by performing the roles and responsibilities of scale A teacher.

Employment Status Full Time Permanent

Purpose of Position This is a permanent teaching position starting in the junior area of the school (Year 1 & 2

Harakeke) on the Takaroa floor (year 1-4)

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OUR CODE, OUR STANDARDS  

Code of Professional Responsibility and Standards for the Teaching Profession  

As teachers, we respect our trusted position in society and recognise the influence we have on learners, their 

understanding of the world and the future wellbeing of our society. 

 

The Code of Professional Responsibility and Standards for the Teaching Profession has been crafted by teachers, 

leaders and teaching experts to articulate the expectations and aspirations of our profession. 

 

The Code sets out the high standards for ethical behaviour that are expected of every teacher; the Standards 

describe the expectations of e ective teaching practice. Together they set out what it is, and what it means, to 

be a teacher in Aotearoa New Zealand. 

 

The Code and Standards apply to every certificated teacher, regardless of role or teaching environment. The 

Code also applies to those who have been granted a Limited Authority to Teach.  

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OUR VALUES

These values underpin Our Code, Our Standards. They define, inspire and guide us as teachers.

WHAKAMANA Empowering all learners to reach their highest potential by providing high-quality teaching and leadership.

MANAAKITANGA Creating a welcoming, caring and creative learning environment that treats everyone with respect and dignity.

PONO Showing integrity by acting in ways that are fair, honest, ethical and just.

WHANAUNGATANGA Engaging in positive and collaborative relationships with our learners, their families and wha-nau, our colleagues and the wider community.

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The Code of Professional Responsibility

These values underpin Our Code, Our Standards. They define, inspire and guide us as teachers.

Commitment to the teacher profession I will maintain public trust and confidence in the teaching profession by:

1. demonstrating a commitment to providing high-quality and effective teaching 2. engaging in professional, respectful and collaborative relationships with colleagues 3. demonstrating a high standard of professional behaviour and integrity 4. demonstrating a commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in the learning

environment 5. contributing to a professional culture that supports and upholds this code.

Commitment to Learners I will work in the best interests of learners by:

1. promoting the wellbeing of learners and protecting them from harm 2. engaging in ethical and professional relationships with learners that respect professional boundaries 3. respecting the diversity of the heritage, language, identity and culture of all learners 4. affirming Māori learners as tangata whenua and supporting their educational aspirations 5. promoting inclusive practices to support their needs and abilities of learners 6. being fair and effectively managing my assumptions and personal beliefs.

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Commitment to families and whānau I will respect the vital role my learners’ families and whanau play in supporting their childrens’ learning by::

1. engaging in relationships with families and whānau that are professional and respectful 2. engaging families and whānau in their children’s learning 3. respecting the diversity of the heritage, language and culture of families and whānau.

Commitment to Society I will respect my trusted role in society and the influence I have in shaping futures by:

1. promoting and protecting the principles of human rights, sustainability and social justice 2. demonstrating a commitment to a Tiriti o Waitangi based Aotearoa New Zealand 3. fostering learners to be active participants in community life and engaged in issues important to the wellbeing of

society.

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Standards for the Teaching Profession

“It is understood that high-quality practices will generate naturally occurring evidence that can be

used for discussion and analysis. For the purposes of appraisal it is not expected that teachers

would need to identify evidence of individual elaborations; however, the evidence of the quality of

their practice would need to be sufficient to reflect the standard” (Our Code, Our Standards p18)

Standard Elaboration of the Standard Te Tiriti o Waitangi partnership Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand.

● Understand and recognise the unique status of tangata whenua in Aotearoa New Zealand.

● Understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi.

● Practice and develop the use of te reo and tikanga Māori.

Professional Learning

Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.

● Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources.

● Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures.

● Engage in professional learning and adaptively apply this learning in practice.

● Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners including learners with disabilities and learning support needs; and wider education matters.

● Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem-solving and learning-focused collegial discussions

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Professional relationships

Establish and maintain professional relationships and behaviours focused on the learningand well-being of each learner.

● Engage in reciprocal, collaborative learning-focused relationships with: ○ learners’, family and whānau ○ teaching colleagues, support staff and other professionals ○ agencies, groups and individuals in the community.

● Communicate effectively with others.

● Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility.

● Communicate clear and accurate assessment for learning and achievement information.

Learning-focused culture

Develop a culture which is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.

● Develop learning-focused relationships with learners, enabling them to be active participants in the process of learning, sharing ownership and responsibility for learning.

● Foster trust, respect and cooperation with and among learners so that they experience an environment in

which it is safe to take risks.

● Demonstrate high expectations for the learning outcomes of all learners, including for those learners with disabilities or learning support needs.

● Manage the learning setting to ensure access to learning for all and to maximise learners’ physical, social, cultural and emotional safety.

● Create an environment where learners can be confident in their identities, languages, cultures and abilities.

● Develop an environment where the diversity and uniqueness of all learners is accepted and valued.

● Meet relevant regulatory, statutory and professional requirements.

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Design for learning Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures.

● Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners.

● Gather, analyse and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required.

● Design and plan culturally responsive, evidence-based approaches which reflect the local community and Te Tiriti o Waitangi partnership in New Zealand.

● Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners.

● Informed by national policies and priorities.

Teaching Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an

appropriate depth and pace.

● Teach in ways that ensure all learners are making sufficient progress, monitor the extent and pace of learning, focusing on equity and excellence for all.

● Specifically support the educational aspirations for Māori learners, taking shared responsibility for these learners to achieve educational success as Māori.

● Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.

● Provide opportunities and support for learners to engage with, practise and apply learning to different contexts and make connections with prior learning.

● Teach in ways which enable learners to learn from one another, to collaborate, to self-regulate, and to develop agency over their learning.

● Ensure learners receive ongoing feedback and assessment information and support them to use this information to guide further learning.

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Responsibilities Scale A Teacher

Additional Responsibility for 2018 (To be negotiated)

Responsible for:

Other professional tasks as may be agreed between yourself and the principal.

Signed: Teacher: _________________________ Principal: ________________________ Date: _______________________

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Interim Framework of Professional Standards for Teachers 

Primary Teachers’ Collective Agreement Effective: 9 June to 8 June 2018 page 56

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Strategic Goals 2017 – 2019 And Core Strategies for Achieving Strategic Goals

Our Learners: To inspire our learners to be actively engaged and adventurous in their learning

1. Our children become self-managing and self-regulated learners who display curiosity in, and engagement with our local environment, our people, and wider the world

2. Our staff develop teaching and learning practices that support and reflect the requirements of teaching in 21st Century schools, including actively inquiring into modern learning practice

3. Our learners engage with other learning communities to share information, practices, inquiries and achievements

Our Learning: To work with our community and environment to achieve excellence in teaching and learning

1. To develop and implement a place-based curriculum that reflects the expectations and aspirations of the New Zealand Curriculum

2. To develop effective strategies for reporting on progress and achievement to children and parents

3. To have a strong relationship with Ngati Wheke and our Māori Reference Group to develop a cultural narrative for our school to support the development of the place-based curriculum, and the sense of belonging for all our people

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Our Place: To unite our school with positive community engagement

1. To provide opportunities for members of the community to participate in school activities and events

2. To make our school an integral part of the community, where school facilities are shared with the community

3. To develop a partnership with the Loons theatre group to create a space that encourages cultural and creative interactions both during, and out of school time

Our Place: To transform our school into a collaborative learning environment

1. To work with key personnel to design and build a new school that encourages and expects modern learning practices

2. To work with key personnel to provide high quality professional learning development for staff to lead the required change in teaching and learning practices

3. To develop policies and procedures that acknowledge, support and guide our transition from two sites to one, and our progression into future focussed teaching and learning

4. To ensure the budget focuses on providing the resources and finances to allow the professional learning development required, and the resources identified to ensure modern learning practice are implemented and embedded