POSITION and PERSON SPECIFICATION

DATE: August 2020

POSITION: Head Teacher (full time)

KINDERGARTEN: Kidsfirst Kindergartens North New Brighton

ADDRESS: 117 Bowhill Road, New Brighton, Christchurch

PHONE NUMBER: (03) 3888996CURRENT OPERATING ROLL: School day 8.30am-2.30pm Roll 30/20

For additional information refer to the Kidsfirst website or contact the Professional Leader: Lorraine Stewart

Description of and involvement in the community  Kidsfirst Kindergartens North New Brighton is situated on a spacious back section, up a long driveway. The kindergarten is located in the centre of this space with a well-established and challenging playground in front of the building and a currently unused area at the back. The teaching team are currently exploring options about how to utilise this space. The inside of the building has well defined learning spaces where there are quiet, creative and imaginative areas for tamariki to engage with individually or with and alongside others. The kindergarten has high attendance and a reasonably healthy waiting list, with most families from the immediate area. The kindergarten contributes to a wide range of schools where teachers have strong reciprocal connections, supporting positive transitions for tamariki. Families are involved in their children’s learning through day to day and kindergarten events, but there is not a lot of support for fundraising. 

Curriculum Emphases Kidsfirst Kindergartens North New Brighton places great emphasis on the importance of the people- the tamariki, whānau, kaiako and their community - all supporting children to grow up as competent and confident individuals, strong in their identity and with a passion to be lifelong learners. Respectful collaborative relationships and whānau/community engagement are prominent features within the kindergarten’s programme and practices. The overarching emphasis in the curriculum encompasses the Māori values of:

Whākamana (Empowerment) – to support and guide children to develop the knowledge they and their ideas are valued and that they are capable, competent learners.  

Te aronui ki te ahurea o iwi (Culturally Responsive Practice) – to develop an understanding, respect for, and appreciation of the beliefs and practices of others.

Te āta whakaako (Intentional Teaching) – knowing what you are doing and why to achieve positive outcomes for tamariki

Ngā Hononga (Relationships/Partnerships) – respectful, collaborative, reciprocal relationships recognising the importance of whānau in children’s lives and learning

Kotahitanga (Holistic development) – seeing the child as a whole and recognising that this is an important component of learning.

Through the above values the teachers continue to build their knowledge and practice of tikanga-a-rua (bicultural programme) and weave language, culture and identity into their teaching. This includes a focus on partnership, learning continuity and place-based learning, and includes the following:

Being an intentional/ purposeful teacher Supporting children’s social and emotional competence with intentional strategies for

diverse learners. Enhancing the learning environment (both internal and external) through critical thought,

wonderment and inquiry Supporting tamariki with a sense of agency and co-construction of learning

POSITION SPECIFICATIONSThe following derive from the Kidsfirst Kindergartens Areas of Practice Quality Evaluation Indicators (2014)

Curriculum and teaching requirements The successful applicant will be an intentional teacher who; Demonstrates understanding of the theoretical underpinnings of Te Whāriki Participates in ongoing and appropriate professional development that informs and is reflected

in their practice Participates in both child and teacher initiated, sustained shared teaching episodes to extend

children’s thinking and value their contribution to the learning experience Is committed to their own understanding as a Treaty partner as demonstrated through

professional growth and practice Has a commitment to and awareness of the principles of inclusion. This is evident in and

integrated within their professional practice Uses robust pedagogical documentation to support assessment, planning for learning and

internal evaluation.

Relationships with childrenThe successful applicant will: Value and respond to family/whānau aspirations for their children Value and respond to the social and cultural worlds and ways of learning of all children Provide feedback to children that acknowledges their effort and success Establish relationships and connections underpinned by kaupapa Māori /Māori pedagogy Be available to children so that they can revisit and share their learning with others

Community requirementsThe successful applicant will: Have strong, responsive, reciprocal and respectful relationships with families, supporting

children’s sense of belonging Articulate and share the rationale for curriculum decisions with the kindergarten’s community of

learners Ensure transitions are supported by effective partnerships between family/whānau, services and

schools Promote and encourage active participation, involvement and decision-making by the

kindergarten community in all aspects of the teaching and learning programme and internal evaluation

Play an advocacy role to support the child and the family/whānau

Working as part of a teaching teamThe successful applicant will: Have effective leadership around team dynamics, relationships and communication Inspire teachers, build leadership capacity, and assist team members to set and attain

professional goals Seek and be responsive to professional feedback Have strong collaborative relationships and professional communication with colleagues Provide critical feedback on teaching practices to teachers/kaiako rēhita on an ongoing basis

leading to continual improvement Contribute to the team, providing an environment that reflects, and is responsive to the

learners, whānau and wider learning community (people, places, and things, over time)

PERSON SPECIFICATIONSPersonal Attributes that would best suit the needs of the kindergarten: A personal commitment to honouring te Tiriti o Waitangi in teaching and leadership practice A relational teaching approach and a calm and reflective personality - demonstrating excellent

interpersonal skills and culturally responsive practice Experience, knowledge and skills in supporting and leading for social justice, equity and inclusion An undertaking to focus on and build connections that promote partnership with proven skills in

engaging whānau and relating professionally with parents and colleagues A passionate and motivating person who understands and embraces their pedagogical

leadership responsibility (promoting a culture of inquiry and improvement, and ongoing learning)

The successful head teacher will need to be able to build and lead a collaborative teaching team across the whole kindergarten, in order to establish a shared vision with continuous improvement to meet the learning needs of this community

A solid understanding and ability to articulate the importance of an integrated and coherent system - intentional teaching, reflection, planning, assessment, and review/evaluation leading to positive outcomes for children

An ongoing learner who can demonstrate wise practice and be open, creative, responsive, and reflective of new pedagogy for all learners

The head teacher will be able to lead Internal-review process that critiques the current practices, gathers information and ideas from a broad range of sources and effects change that results in improved learning outcomes for children.

As a head teacher the successful applicant will be critically reflective about current theories and innovative in his/her practice. S/he will have a breadth of knowledge and experience that includes children from 2 years to school entry

The head teacher will be a wise practitioner – open, responsive and reflective to new pedagogy. S/he will work in collaboration with the Professional Leader and Head Office personnel