- Our lovely Centre requires an Infant Teacher and a
Kindergarten Teacher with Full or Provisional Registration.
Our programmes are inspired by RIE and Reggio.
You will need to be respectful, enthusiastic, energetic,
motivated and passionate and be able to work as part of team.
This Centre is small, boutique, very family orientated and
situated in the Queenstown CBD.
The Centre is well resourced and you will be provided with
non-contact time, Professional Learning & Development and Teacher
All applicants and enquiries will be treated with strict
- ACG Early Childhood Education Group Limited
- Full Time from January 20th, 2020
Responsible to: Team Leader
• Operations Manager
• Team Leader
• Teaching Team
• Support Staff
• Parents/ caregivers and whanau
• Ministry of Education
• Education Review Office
• Professional Agencies
PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL VALUES:
Establish and maintain effective professional relationships focused on the learning and well-being of all akonga.
• Liaising and maintaining an active working relationship with the Operations Manager and Team Leader.
• Contributing in a respectful manner within the team to promote a positive team culture.
• Actively contributing to team meetings in a collaborative and professional manner.
• Building warm positive relationships with all children.
• Communicating regularly with all parents in a respectful and considerate way ensuring a strong partnership between the centre and home is established.
• Working in a ethical and professional manner at all times with all members of the learning community.
• Promoting the centre within the local community in a positive manner.
Demonstrate commitment to promoting the well-being of all akonga.
• Implementing the relevant legislation and policies at all times to promote health and safety.
• Implementing the established standards of practice to ensure all children and adults are kept physically, socially, culturally and emotionally safe.
• Respecting the differing values and cultures of families within the centre community.
• Maintaining confidentiality about all matters relating to the centre.
• Managing conflict effectively and working actively to achieve resolution.
• Monitoring personal workload and responses to stress.
Demonstrate commitment to bicultural partnership in Aotearoa New Zealand.
• Acknowledging and respecting the language and heritage of Maori children and their families/whanau.
• Respecting bicultural practices and protocols ensuring that all families feel welcome.
• Implementing equitable learning opportunities for all children
Demonstrate commitment to ongoing professional learning and development of personal professional practice.
• Self motivating and initiating ongoing learning opportunities through professional development and networking.
• Actively participate in the appraisal process ensuring commitment to appraisal goals to ensure ongoing improvement to teaching practice.
• Actively sharing new knowledge within the teaching team.
• Keeping up to date with relevant professional literature, ICT skills and Ministry Of Education documents.
• Maintaining teacher registration and support documentation.
• Maintaining current First Aid certificate.
Show leadership that contributes to effective teaching and learning.
• Actively participating in and attending regular staff meetings.
• Working in partnership with colleagues to build a strong team culture that strengthens teaching and learning within the centre.
• Modelling effective teaching practice.
• Contributing to professional conversations around teaching practice and Self Review that encourages a culture of self improvement within the centre.
• Ensuring new team members are welcomed into the team and supported into the teaching programme.
• Ensuring assigned tasks are completed in a timely manner.
Plus any specially allocated roles
PROFESSIONAL KNOWLEDGE IN PRACTICE:
Conceptualise, plan and implement an appropriate learning programme.
• Having knowledge and understanding of the early childhood curriculum Te Whaariki and other relevant documents.
• Understanding the Reggio approach to planning and able to use this alongside Te Whaariki.
• Being a reflective practitioner focussing on planning a programme linked to children’s identified interests.
• Articulating clearly and confidently professional decisions about the curriculum, planned learning experiences and teaching strategies to support these.
• Identifying the teachable moment to add value to children’s learning.
Promote a collaborative, inclusive and supportive learning environment.
• Using assessment data as a tool to inform the planned learned experiences within the environment.
• Using available resources and planned experiences to engage and motivate children in ongoing learning pathways
• Managing the learning environment by using a wide range of teaching strategies to actively engage children.
• Providing a respectful and inclusive learning environment for all children.
Demonstrate in practice knowledge and understanding of how akonga learn.
• Supporting children to use a range of skills and strategies to develop their social competence within the learning environment.
• Encouraging children to take responsibility for their own learning and behaviour.
• Ensuring that the emotional environment of the centre is positive and supports learning at all times.
• Ensuring a curriculum is provided that enables children to link prior learning with current experiences.
• Encouraging children to revisit and reflect on their learning.
Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of akonga.
• Demonstrating knowledge and understanding of how social and cultural differences impact on children’s learning.
• Using a range of teaching strategies with children to promote equity and value cultural diversity.
• Acknowledging priority learners and their families (Maori children, Pacifica children, children with diverse needs and infants and toddlers) and providing a warm welcoming environment that respects their diversity.
• Work effectively within the bicultural context of Aotearoa New Zealand.
• Practising and developing the relevant use of Te Reo Maori and Tikanga practices throughout the centre.
• Being sensitive to the aspirations of Maori families by communicating in appropriate ways to engage them in their child’s learning.
• Valuing productive partnerships with Maori children and their families as priority learners.
Analyse and appropriately use assessment information which has been gathered formally and informally.
• Using assessment data gathered to identify progress and develop ongoing learning pathways for individual and groups of children.
• Sharing assessment data at staff meetings to inform and support the planned programme.
• Engaging in collegial professional conversations both formally and informally about children’s ongoing learning pathways and teaching strategies to support these.
• Clearly articulating to families information about children’s current learning
Use critical inquiry and problem solving effectively in professional practice.
• Actively contributing to the process and documentation of Self Review for both planned and spontaneous reviews.
• Actively seeking feedback from colleagues and other professionals to improve teaching practice.
• Keeping a reflective journal to improve and refine teaching practice.
• Keeping up to date with current trends and practices within the early childhood sector