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Jacki Jensen
Curriculum Vitae
Full Name Jacqueline Mary Jensen
Preferred Name Jacki
Date of Birth 30 July 1963
Nationality New Zealander
Place of Birth Pahiatua, New Zealand
Address 166 Cambridge Ave, Ashhurst
Telephone 021 166 0454
email [email protected]
Skype ID jackijensen1963
Health Excellent
Qualifications Diploma of Teaching (ECE) 1997Bachelor of Education 2007
Tertiary Institute Massey University
Teacher Registration Full 207118
Current Position Centre Manager, Ruahine Early Learning -Pahiatua
Resumē
I passionately believe that the interests of the child are the foundation of learning; that the best learning comes from the child’s own interests.
I believe that children learn best when there is a strong relationship formed between themselves, their Teachers and their peers.I endeavour to be clear and respectful in my communication with others to establish and maintain effective and professional relationships by;
-articulating the learning occurring in the early childhood environment through professional documentation into children’s individual portfolios, newsletters and core curriculum information for families.
-allowing others to hear the passion I have for early learning and the ways in which children discover, learn and develop.
-consulting and collaborating with team members on events and interests observed, possible improvements , adaption and plans for the setting, theories and research to build collaboration and further improve communication within the team.
-sharing my understanding of early childhood pedagogy and curriculum ,Te Whaariki, as well as the dispositions and attitudes of learning for children and my own experiences, with colleagues, parents, caregivers and families.
-being open minded, considerate and positive in my communication with all participants in the setting, children, colleagues, families, caregivers and other professionals.
- and by listening to others effectively through seeking clarification if needed and repeating the understanding I gain.
Curriculum Vitae
I promote respect, consideration and involvement of all ethnicities , religions and socio economic levels prevalent within the EC learning environment, fully committing to the philosophy of the Human rights Act and Code of Ethics for Teachers. I have a genuine interest in gender equity, placing a strong emphasis on promoting androgynous views of learning opportunities for children and encouraging both genders to participate in all aspects of the learning environment.
I maintain an interesting, safe and harmonious environment ;
-by setting the learning stage around the children’s observed strengths, interests and needs.
-through scanning and moderating the environment and interactions
-with reference to Te Whāriki, the Desirable Objectives and Practices, and the NZ ECE regulations, policies and procedures as well as the Guiding Principles.
-through positive role modelling and promoting positive behaviours.
-by ensuring the learning environment is culturally safe and respecting for all participants with a strong focus on the integration of Te Reo, kawa me tikangaMaori through the correct use of phrases, names, protocol and explanations.
I display a firm commitment to Te Tiriti o Waitangi by;
-acknowledging the dual heritage of Aotearoa through sincere respect for tikanga me Te Reo Maori and incorporation of these within my everyday teaching and interactions .
-sustaining an ever developing understanding of local customs, language, legends, myths and protocols. I endeavour to use correct pronunciation and seek guidance from local whanau and iwi when practical and possible.
I view my own learning as ongoing and fully participate in the appraisal process as a means of identifying my strengths and areas where I require further development. I maintain a personal reflective journal to guide my appraisal documentation and my day to day practice.
I have enjoyed the roles of Teacher, Head Teacher, Co Teacher, Core Teacher and Senior Teacher and through these roles I have been able to learn, collaborate , share ,support and take responsibilities to promote ever improving learning environments and to articulate the educational and developmental benefits of quality early childhood education
I contribute to and maintain individual documentation for children based on observations and discussions with the children themselves, families and colleagues and create these with children and families in mind to encourage consultation and involvement. I am currently in the familiarisation process of new documentation being utilised in NZ ECE settings. Through the use of personal reflection I strive to continually assess my own beliefs and practices.
I promote the ECE pedagogy and curriculum through
-maintaining a focus on the children’s interests and building the programme around this, taking into account strengths, needs, social interactions, opportunities for independence and aspirations of the whanau / family.
-I view learning as synergetic , being one learning opportunity involves several different aspects for the child (and often, the adult) and I promote this thinking when articulating the child’s learning and preparing the learning environment. I enjoy integrating learning opportunities throughout the early childhood environment, conventionally and unconventionally.
I advocate for children through ;-observing the strengths,
interests and needs evident, discussing with children, families and colleagues and promoting ways forward through individual plans, resource provision and adaption, consultation with family and outside agencies where necessary.
- through my promotion of and commitment to quality Early childhood education and keeping myself informed of current issues that affect the outcomes for early childhood and trends, research and theories.
-by working cohesively with other professionals, such as colleagues, health and wellbeing consultants (dental, Plunket, vision and hearing, GSE, Speech & Language ) and new entrant Teachers to promote holistic well being for children and their families.
I promote positive conflict resolution through ;
-guiding positive behaviours by formulating an Essential Agreement with all parties involved in the group. I follow up with a clear explanation of expectations and regular promotion of desired behaviours, individually and as a group.
-keeping discussion succinct and clear with the focus on the positive, what IS expected, rather than what is not expected.
-I endeavour to promote self regulation and communication between children, role modelling but also encouraging independent resolution in a positive manner.
Relevant Experiences*Set up new early learning centre for Ruahine Kindergarten Assn. as manager
*Involvement in five very positive ERO reports., two while in a Head Teacher role and one very recent as Centre manager for a newly established centre conversion.
*Collaborative teamwork with differing agencies to support early learning, development and transition, specifically Group Special Education, Speech and Language (NZ) Education Support (China) and New Entrant /Year One Teachers (NZ and China).
•Associate Teacher for Massey University, Waikato University, Waiariki(Whakatane) , Auckland University, Te Tari Puna, and Gateway programmes through Whakatane and Trident High Schools.
•Presentation of bicultural and bilingual Co Teaching perspective at AIE Gathering, Shanghai, China
•Collaboration with management to reformat appraisal documentation and process for YCIS Foundation in China and US.
•Steering committee member for international accreditation for YCIS Beijing
•Proven persistence and organisational skills through various roles as Head Teacher as well as studying full time while in a Head Teacher role.
•Past member of Peer Support network – confidential support for staff in CNIKA Kindergartens.
•Experience in Co Teaching in an international setting, working with families of all nationalities and living and thriving n a vastly different culture to my own.
•Participation in the Incredible Years Programme.
•Participation in the Educational Leadership Project (ELP) research focus for improving teaching and learning within Early Childhood.
•Senior Teacher role – advocating for children with special rights. Supporting colleagues to create positive learning environments for children with diverse needs
•Facilitator for professional development discussions; advocating for children’s rights; social competencies.
Review of EH curriculum document Inquire, Think, Learn.
References
Marion Dekker Manager of Professional Practice – Senior TeacherTauranga Regional Kindergarten Association, NZ(+64) 07 5780552
GermaineChow Assistant Principal – PYP CoordinatorEtonHouse International Research Pre-School718 Mountbatten RdSingapore 437738(+65) 6846 [email protected]
Susannah McGuire PrincipalEtonHouse International Research Pre-School718 Mountbatten RdSingapore 437738(+65)6846 [email protected]
Relevant Teaching HistoryCentre ManagerRuahine Early Learning – Pahiatua Jan 2016 - current
TeacherMaseey Child Care – Kea Section – Palmerston North Sept 2015 – Jan 2016
Core TeacherEtonHouse Intl. Research Pre-School – Singapore Aug 2013 – July 2015
TeacherGreerton Kgtn. Tauranga Regions Kindergartens Jan 2012 – Aug 2013
Teacher (Relieving)Botanical Rd Tauranga Regions Kindergartens Aug 2011 – Dec 2011
Co TeacherYew Chung International School of Beijing Yew Chung Educational Foundation
Beijing, China Jan 2008 – July 2011
Head TeacherStrathmore Kgtn. – Whakatane Central North Island Kgtn Assn
Sept 2003 – Jan 2008
Head Teacher (relieving)Strathmore Kindergarten – Whakatane Central North Island Kgtn Assn
Aug 2002 – Sept 2003
TeacherStrathmore Kindergarten – Whakatane Central North Island Kgtn Assn
May 2002 – Aug 2002
Head Teacher (relieving) Te Aokoranga Kgtn – Kawerau Central North Island Kgtn Assn
Jan 2002 – May 2002
TeacherPahiatua Kindergarten - Pahiatua Ruahine Kgtn Assn
Jan 1998 – Dec 2001
Teacher (relieving) Pahiatua Kindergarten – Pahiatua Ruahine Kgtn Assn
Nov 1997 – Jan 1998
Other relevant positions held:
Itinerant TeacherRural and outlying areas – Wairarapa R.E.A,P Masterton
May 2001 – Sept 2001 (concurrent)
Senior TeacherEton House International Research Pre School – Singapore
Aug 2014 – Jul 2015 (concurrent)
Professional Development FacilitatorEton House International Research Pre School – Singapore
Aug 2014 – Jul 2015 (concurrent)
