POSITION and PERSON SPECIFICATION

DATE: May 2019

POSITION: Head Teacher (full time)

KINDERGARTEN: Kidsfirst Kindergartens Cotswold Avenue

ADDRESS: 62 Cotswold Avenue, Bishopdale, Christchurch PHONE NUMBER: (03) 327 8476

CURRENT OPERATING ROLL: 8:45 am to 11.45 and 8.45 to 2.45 pm 40/30

For additional information refer to the Kidsfirst website and contact the Education Service Manager: Jeanne Williams

Description of and involvement in the community Kidsfirst Kindergartens Cotswold Avenue is a diverse, inclusive, and vibrant learning environment located adjacent to Cotswold Primary School and is close to other schools, the airport, fire station, library and a local park. The kindergarten regularly visit local schools and advocate for the importance of strong transition processes within their early years cluster with an emphasis on collaboration and partnership. It is a well-established kindergarten with high attendance where parents and whānau are valued and encouraged to participate in the learning programme. The kindergarten programme is based on teaching children about sustainable practices and being citizens for positive action, caring for all things living, and being kaitiaki (guardians) of the environment. The large outdoor environment is well established with opportunities for risk and challenge being a key feature in the curriculum.

Curriculum Emphases Kidsfirst Kindergartens Cotswold 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:

Whanaungatanga (community of learners together) Manaakitanga (care and respect for all as well as care and respect for the environment) Tuakana teina (sharing knowledge) Whakapapa (family links) Ako (learning together and from each other)

Programme Priorities:

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.

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 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 team

The 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 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 dynamic 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 collaborative leader who can represent Kidsfirst Kindergartens as an advocate for the

profession in the Community of Learning networks A passionate and inspiring person who understands and embraces their pedagogical leadership

responsibility (promoting a culture of inquiry and improvement) The successful head teacher will need to be able to build and lead a collaborative teaching team

across the whole kindergarten, so as to establish a shared vision with continuous improvement to meet the learning needs of this community

Effective documentation practices that show coherence and focus on outcomes for children A solid understanding and ability to articulate the importance of an integrated system -

intentional teaching, reflection, planning, assessment, and review/evaluation 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 Education Manger and Head Office personnel Knowledge of the New Zealand Curriculum Key Competencies and alignment with Te Whāriki is

advantageous