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Dear Applicant Thank you for your interest in our advertised fixed term teaching position, commencing Term 1 2021. We are looking for a teacher who has sound pedagogical knowledge and outstanding teaching practice. We are seeking a passionate, well-organized and committed teacher who is focused on raising student achievement. We want to employ a teacher who has students at the core of their practice and commitment to whanau, who is reflective in their practice, has good communication skills, and a teacher who is a collaborative team member and will embrace our school priorities and vision. We have the ability to be flexible with the right person across the school from Year 2 to Year 8, and are very interested in what strengths you can bring to Hinds School to further complement our team and our learning community. Please tell us about your experience and your strengths that you could bring to our team and our community Please find attached to this letter the following documents:

1. Appointment Timeline

2. Hinds School Mission, Vision and Values

3. Strategic Plan Goals

4. Important Notes for Applicants

5. An Application Form

6. Job Description/ Hinds School Code of Conduct/ Person Specification

7. Information about Hinds School

You may wish to note the following: 1. Hinds School is located 15 minutes south of Ashburton, on the main highway.

2. Hinds School is a Year 1-8 rural primary school with 3/4 of the students living rural and travel by bus to

Hinds School.

3. The school has a roll of 140 children with 6 classrooms

4. For more information about the Hinds School and area, visit www.hinds.school.nz

or contact Vicki McIntyre – Principal, phone:03 303 7208, mobile: 027 2588 798

5. Please post your application to: Hinds School Attention: Teaching Position Reed Street, RD 5 HINDS Or email application to vicki@hinds.school.nz

Hinds School Reed Street Hinds

Ph: 03 3037208

email:office@hinds.school.nz

Principal: vicki@hinds.school.nz

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We welcome your application and look forward to hearing from you.

Yours faithfully Vicki McIntyre Principal

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Hinds School Vision: ● Through positive relationships we will develop the wellbeing of each child to become a learner for life

in meeting the challenges

of the ever changing world.

● To be a school of excellence in teaching and learning, values and beliefs which ensure the highest

achievements of every student.

Hinds School Dispositions

Our dispositions were developed from Community consultation in 2018. They are inclusive of

Hinds PRIDE values and NZC values and Key Competencies

Students developing a sense of achievement and self-worth, through enjoying success.

Grit

Thinking

Join Forces

Grounded

Mid Canterbury Technology Centre

Students developing a sense of achievement and self-worth, through enjoying success.

To provide an inspirational environment where students can explore technologies, and are

empowered to achieve their personal best through creativity & innovation while

problem solving.

Our Vision

“To Be the Best We Can Be”

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Hinds School Strategic Goals 2019 - 2022

Student Achievement, Inquiry, Community

Enable all students to achieve success through holistic development, challenge, opportunity and choice, and

partnership in the learning process.

This will be supported through

● Addressing the needs and enabling every child,

● Quality teaching and learning which is future focused

● Developing local curriculum to enrich learning and ownership of our school

● Develop Hinds Dispositions of Grit, Grounded, Thinking and Join Forces

Through effective inquiry enhance school practice, policy and pedagogy to meet the needs of and challenge

all learners.

This will be supported through

● An orderly and supportive learning environment for student learning and well being, adaptive

, forward focussed

● Leadership that collaboratively developing and ensures the schools vision, values, goals and

priorities

Develop and promote a community that demonstrates and celebrates partnership, success, equity,

inclusion and compassion.

This will be supported through

● Communication support and strengthens reciprocal learning centred relationships

● Community collaboration and partnerships extending and enriching opportunities for all

students to become confident, connected, actively involved, lifelong learners

● Promote wellbeing of community - students, staff and school community.

Hinds School Strategic Goals - for 2020

Strategic Goals Core Strategies for Achieving Goals 2019 - 2022

Students’

Learning

Enable all

students to

achieve

success

through

holistic

development,

challenge,

opportunity

and choice;

and

partnership in

the learning

process.

Teaching inquiry used to support in-depth review of teaching and learning

success and target groups

PLD to support student engagement, success in learning, digital curriculum,

Literacy and ALL programme and embedding of practice, future focussed

curriculum and competencies,

Continue work on Culturally Responsive and Relational Pedagogy through

Rongohia te Hau- reshaping of curriculum framework, pedagogical practice,

school practices, success as learners, engagement, student voice and

achievement, whanau engagement.

Continue development and review of practice to improve boys’ success as

learners, engagement, student voice and achievement

Embedding teacher PLD into practice and change maker areas of focus (

wellbeing, student agency and community) – improved learning outcomes for

students, teachers practice reflective of changing face of education, whanau

partnerships, success for all students, student voice, and mentoring practice

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Student

Engagement

Through

effective

inquiry

enhance

school

practice, policy

and pedagogy

to meet the

needs of and

challenge all

learners.

Develop and

promote a

community

that

demonstrates

and celebrates

partnership,

success,

equity,

inclusion and

compassion.

Teaching as Inquiry used to support teacher critical review of practice and

change in practice, knowledge of students, student/ teacher learning partnership.

School focus on teacher feedback and feedforward for enhanced learning, and

student voice in their learning

Science – Using science as a vehicle for multiliteracies, competencies and

dispositions, rich context for learning and local curriculum

Enrichment Programme reviewed yearly and further developed to reflect student

diversity, needs and interests and ownership of learning.

Cultural group and kapa haka further developed to embrace diversity of Maori,

Pacifica, South American and Filipino students

Review of school documentation continually to reflect changes in education,

student needs and diversity and growth of Hinds School with future educational

focus.

School

Organisation

and

Structures

Continue development of Hinds Curriculum Delivery documentation, local

curriculum and student inquiry. This will inform school organisation and structure

practices.

Planning forward for Ministry of Education reshaping of education,

implementation of School Docs 2020

Continue development of school and learning platforms to best support

Teaching and learning,

Student ownership of learning,

Whanau and student engagement

Student holistic development, cultural growth

Learning portfolio

Teacher learning

Personnel

Continue to focus on ‘Hinds School as a community of learning’ and ownership

of the school and who we are by staff, students, whanau and wider community.

Wellbeing focus for staff and students - who we are, developing holistic person

and future focussed competencies

Review of Performance Management and evidence/ portfolio – Hinds and

MCTCm external appraisals for leadership team

Teaching inquiry a critical component of evidence of teacher learning, change in

practice and student centred practice

Development of Hakatere Kahu Ako, building relations and partnerships across

schools, collaborative learning community

Property External painting of office and junior block, implementation of work plan for junior

block - repairs and maintenance

shade options for junior school and senior block installed and removal of old

verandah roofing on junior block

Upgrade of junior toilet area

Review of modern upgrade of classrooms and solar heating - Ministry funding

pool

Upgrade of classroom furniture middle school

Student directed inquiry projects - eg bike track, lizard garden, landscaping of

senior block areas, gardens projects rubbish, nature area

Finance

Focus on using resourcing to enhance student achievement and quality

education at Hinds School

Maintain strong management practice and BOT practices to ensure Hinds

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continues in its strong financial position.

Continue reviewing practice, policy and procedures, and professional

development for BOT / Principal to maintain a strong financial position.

Continue to apply for funding to support school initiatives

Upgrade of digital resources

Hinds Charitable Trust continue fundraising to support long term development of

Hinds School

Home and School funding used to support small projects, student opportunities

and teacher/ student initiatives

Please refer to our ERO Report from 2020 as a summary of progress of Hinds School and our journey of

progress.

Appointment Timetable Position Advertised 5th October - Education Gazette Online Applications Close 30th October Interviews 2-7th November Appointment made and applicant informed 9th November Position commences 25th January 2020

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Application for Appointment

IMPORTANT NOTES FOR APPLICANTS

Thank you for applying for a position with our school. Please ensure you have a copy of the job description and person specifications before completing this application. 1. Please fully complete this form personally. Read it through first then answer all questions and make sure

you sign and date where indicated on the last page. 2. Attach a curriculum vitae (CV) containing any additional information. If you include written references,

please note that we will contact the writers of these references. Please note that we reserve the right to contact previous employers listed, but not acting as referees.

3. Copies only of qualification certificates should be attached.

4. If you are selected for an interview you may bring whanau/support people at your own expense. Please advise if this is your intention.

5. This application form will be destroyed following the appointment process and supporting documents will be returned to the applicant.

If you have any queries, please contact the person cited in the advertisement.

OFFICE USE ONLY: This page must be retained on file as part of the application; it must not be removed or destroyed.

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Personal Details

Surname: Forename/s:

Address: Home Phone: Business: Mobile:

Email:

Please tick the appropriate boxes:

Are you a New Zealand citizen?

Yes ☐ No ☐

If not, do you have resident status, or

Yes ☐ No ☐

A current work permit?

Yes ☐ No ☐

Please supply a copy of evidence of your current teacher registration, category and expiry date.

Registration Number:

Status:

Expiry date:

APPLICATION FORM

Scale A Position

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1. Current Employment

Name and address of school or place of employment:

Period of Employment From: To:

Position/s held

2. Educational Qualifications

Please state your tertiary level qualification/s and date attained:

Please state any other qualifications that relate to the position:

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3. Employment History

Period Worked Employer’s Name Position(s) held Class Level

3. Medical questionnaire

Have you had any injury or medical condition where the Board of Trustees can offer equal employment opportunity support? Yes / No If “yes” please provide details:

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4. Convictions against the law

5. Referee Information

Please provide referee information. At least two of your referees must be known to you in a work related capacity.

NAME:

Phone:

Position held:

Organisation:

Relationship to applicant:

Are you awaiting sentencing/ currently have charges pending? Yes / No

If you have answered “yes,” please state the nature of the conviction/ case pending:

Have you ever been convicted of any offence against the law (apart from minor traffic

convictions)? Yes / No

If you have answered “yes,” please enclose a certified copy of the entry in the Criminal Record Book relating to the conviction(s), obtained from the Registrar of the Court concerned. The copy should be accompanied by any comments regarding the offence. Give full details.

In addition are they any other factors that we should know to assess your suitability

for appointment and the ability to do the position? Yes / No

If yes please elaborate:

Note: The Hinds School Board of Trustees may seek a police clearance from all short-listed applicants or preferred applicants, prior to confirmation of appointment

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NAME:

Phone:

Position held:

Organisation:

Relationship to applicant:

NAME:

Phone:

Position held:

Organisation:

Relationship to applicant:

The position you have applied for requires specific knowledge, skills, attributes and personal characteristics. These are stated in the Person Specification section of the job description. Please refer to these in completing your suitability for the position.

Experience for Position Advertised:

o Professional Strengths:

o Leadership Experience: ( please provide details if relevant)

o Personal Strengths:

o Class/ School Management Strengths:

o Relationship with Pupils/ Staff/ Community:

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6. Declaration and Authorisation

1. I declare that the information supplied by me is given voluntarily and is true, accurate and complete in all respects. I acknowledge that I will not hold Hinds School or the Board of Trustees responsible for any omission or miss-statements that I have made in the information provided.

2. I understand that all information provided about me to you, including my application form, resume,

references and any assessments will be held by the Hinds School Board of Trustees to be used for the purposes of evaluating my qualifications, experience and suitability for employment with Hinds School.

3. I understand that if I withhold relevant information or supply false or misleading information about

myself, my application may not be further considered. I also understand that my employment may be terminated if, after investigation, my employer discovers that any information which I have provided is false or misleading.

4. I understand that I am entitled to have access to relevant information retained by the Hinds School

Board of Trustees (except for any exemption provided under the Privacy Act 1993 such as evaluative material) and to request correction of the information and/or request that there be attached to the information a statement relating to the fact that I have requested a correction.

5. I consent to the Chairperson and/or Appointments Committee personnel making enquiries with

such organisations including but not limited to inquiries with all former employers, Teacher Registration Board, and other bodies or organisations which might hold information relevant to my employment, my suitability to manage and any other information that my prospective employer deems necessary to obtain.

Signature: Date:

Note If completing this electronically a signed hard copy must be provided

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Generic Teacher Job Description Functional Relationships

● Give priority to ensuring the well-being and educational achievements of their students

● Work as an effective and professional member of the staff team

● Promote positive relationships with students, staff, and parents

● Promote the interests of the school

Curriculum Delivery

● The classroom environment is one of respect, understanding and caring

● Programmes are appropriate to the learning needs of the students

● High expectations are established which value and promote learning

● A range of teaching approaches is employed

Curriculum Content

● The school’s Annual Curriculum Plan is demonstrated in the planning and implementation of teaching

programmes

● The school’s curriculum delivery documents are implemented into teaching and learning programmes

● Priority is given to the needs of the learner and informed teaching practice based on curriculum

Assessment

● Assessments and achievement inform programme planning and next step learning

● The guidelines in the school’s achievement procedures and practices are followed

● Students are provided with informative feedback on their progress and achievement and provided with

next step learning

Reporting

● The requirements of the school’s reporting programme are followed

● Appropriate and informative communication with principal, staff, students, families, whanau & caregivers

Whole School Responsibilities

● Work cooperatively and supportively with other staff

● Contribute to the life of the school in and beyond the classroom

● Demonstrate professional responsibility and maintain a high standard of professional conduct at all times

● Adhere to the Teachers’ Professional Standards and the Code of Ethics for Registered Teachers

● Participate in professional development and encourage others to do so

● Assist in supervision duties, curriculum responsibilities and show initiative to undertake extra tasks where

appropriate to support the team nature of our staff and school as required

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Hinds Code of Conduct 2020

Relationships - Whanaungatanga, Aroha, Hauora

Learning - Ako

- Know your learners, knowing your colleagues

- Valuing options, culture and beliefs

- Confidentiality

- Wellbeing- Checking in and supporting each other,

wellbeing team each term - looking at little things

to maintain positivity and help manage workload,

laughter, time out in the staffroom, enjoy being in

our place

- Professionalism - Role model to staff, parents,

students, community and communicating

respectfully to others.

- Managing yourself - health, asking for help,

knowing who you can go to for support.

- Valuing different ways of working and character

strengths

- Staff are invested in, and have high expectations

for all students, expectations are reflective of the

individual

- Teachers incorporate student voice and interests

when designing learning activities and

programmes to create high interest / stimulating

activities that cater for all students needs

- Foster a culture of collaboration and support

- Make learning meaningful

- Flexibility for learners - eg. grouping, timetabling

- Connection made to prior knowledge, cultural

toolkit of child, T recognises uniqueness of child

this explored and integrated

Culture Counts -

Tangata Whenuatanga

- Teaching and Learning acknowledges and makes

links to student’s own experiences, identity,

interests, and culture (Tikanga & Te Reo Māori)

- All diversity is respected and celebrated

Facilitating Learning -

Mahi Tahi Kotahitanga (power sharing)

Learning Environment -

Manaakitanga- caring for students as culturally

located individuals

- Collaborate in a safe environment, recognise

mistakes are part of learning, we are all learners

- Valuing, sharing, building up ideas

- Consider prior knowledge and work to build on this

- Provide regular opportunities to reflect and

evaluate

- Teacher critically selects from a range of high

impact strategies to facilitate learning.

- Having critical conversations and be active listeners

- Promoting student agency e.g. Inquiry

learning/genius hour

- Teachers engage in critical reflection and learning

- A place where everyone feels accepted, valued and

included - including whanau

- Classroom display showing student’s work, learning

in action and evidence of student agency

- A range of equipment including technologies, and

resources to support teaching and learning

appropriate to students needs

- Flexible workspace to support individual, pair, small

group work, whole class

- Routines and expectations displayed/available e.g.

taskboards, must do/can do/class treaty

- Classroom environment authentically reflects

cultural diversity, reflecting home/community

culture in the classroom

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Hinds School is a rurally focused full primary school situated in Hinds, south of Ashburton within one of Mid Canterbury's most dynamic areas of agricultural growth and development – especially in recent years. This has influenced many of the changes and challenges our school continues to experience including increased transience and a continually evolving cultural diversity. Around 20 percent of the current roll is made up of Filipino students and 10 percent Maori and Pasifika. Hinds School proactively promotes and celebrates the abilities and uniqueness of its school community. It is continually working towards fostering, enhancing and strengthening its inclusive practices. Despite our changing landscape Hinds School (Decile 5) has remained an important focal point for our community and as such receives active support in a variety of ways – from parents helping in our classrooms, parents involved in the planning team with events for our school, Home and School actively supporting our students, community supporting school events, through to the rearing and grazing of calves for fundraising projects. The Hinds township has two early childhood centres. They work closely with our school to ensure a smooth transition of our new entrants and their families. The community is well supported with sporting clubs, and interest groups. Hinds School also operates the Mid Canterbury Technology Centre (MCTC) in Ashburton, which provides design and technology skills in food, textiles, and hard materials for Year 7 and 8 pupils, in a modern and vibrant new facility. MCTC operates daily with a current roll of 280 students drawn from full primary schools within the Mid Canterbury District. Our senior students (Year 6, 7 and 8) are encouraged to develop leadership roles and are given the opportunity to use these skills academically, culturally and socially. Student agency and student leadership is a core quality that we nurture to enable student voice, vision and service.

We have a wonderful team of staff, students and community and enjoy a proactive, inclusive, supportive, and future focused learning environment.

Profile of Hinds School and Community