Coromandel Community of Learning

Cultivating Connectivity to Empower Coromandel LearnersHei whakato hei whakamana i nga akonga o te Coromandel

Learner Support Coordinator Role - Application Pack

Kahui Ako in ACTion

Coromandel Community of Learning

Vision:

Cultivating Connectivity to Empower Coromandel LearnersHei whakatō hei whakamana i ngā ākonga o Te-Tara-o-te-Ika-ā-Maui -

Mission Statement:

To create opportunities for learners to develop a deep sense of identity through the collective sharing of expert knowledge, relevant and inspired learning experiences, resulting in equitable outcomes for all learners.

Every learner, in every classroom across the Coromandel Community of Learning feels a strong sense of well-being and connectedness as a result of learning and living in a school and community environment that is welcoming, equitable, inclusive and respectful. A place where every learner is encouraged to take risks, be creative, and innovative in a learning culture that is supportive and safe. Through diverse connections, our learners will develop a deep sense of personal and cultural identity and develop robust educational pathways throughout their learning journey.

The Road to Establishing Our Community of Learning:

The Road to Establishing Our Community of Learning

The Coromandel Principals’ Cluster has been meeting in Hahei for the last 18 years and has provided a forum where, largely primary school principals, teaching principals, assistant principals and deputy principals have met three times per year for professional learning and liaison. The meetings had links with the University of Waikato School of Education and the Resource Teacher Literacy. Effective, sustained leadership and teaching guidance that had widespread positive effects on student achievement in all of our schools has been provided via these channels.

The nine schools interact and participate in various sporting events and tournaments throughout the year and, all things considered, have an effective working relationship amongst themselves. On the particular occasions individual schools opened up professional development opportunities to neighbouring schools, and forums for professional learning and dialogue were created. These were always well received and were becoming more frequent in recent years.All of these learning experiences provide opportunities for the already established networks within and across the Coromandel to substantially improve, expand and deepen over the coming years. With this in mind, the Principals on the Coromandel Peninsula recognised the potential of forming a Community of Learning and, after a number of number of meetings, the decision to formally adopt this initiative was made in December of 2016.

Throughout 2017/18, the Principals and Deputy Principals have met to unpack and identify how this initiative might be employed to raise student achievement and support our teachers within their capacity. It is our belief that as a community working together we will be able to provide successful learning opportunities to ensure we meet the learning needs of all our learners.

Our meetings have successfully developed a collective vision and mission that reflects the intention of our Community of Learning. This strategic plan/achievement challenge that we are now mindfully piecing together will be a blueprint for how we intend to cultivate connectivity across our schools. Our individual charters remain in place allowing for effective autonomy. The planning framework will be used as guide as we design and transform the future of our working relationships.

There are nine schools in the Coromandel Community of learning. The group included seven primary school and two area schools. Across this vast region, we acknowledge the 23 Early Childhood Centres (ECE) that work closely with our schools. Five of the schools have experienced consistent leadership and staffing over the past four to five years, whilst others have relatively new principals along with several changes to staffing.

Our students are highly engaged, motivated learners that make effective progress and achieve positive education outcomes. Schools within the Coromandel Learning Community are characterised by affirming and reciprocal relationships that teachers have with students and whanau. All schools effectively make use of their local community assets to provide students with authentic, real-life learning opportunities. Continuing to develop and strengthen internal evaluation capabilities is likely to support leadership teams to evaluate the effectiveness of organisational systems and outcomes for their students.

Schools and ECE Centres within our Kahui Ako:

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Early Childhood Centres

Central Kids Kindergartens - Mercury Bay, Central Kids Kindergartens - Tairua, Kauri Learners early Education - Whitianga, Peanuts Childcare Education Centre - Whitianga, Pauanui Preschool - Pauanui, Whenuakite Country Kids - Whenuakite, Kuaotunu Steiner Kindergarten - Kuaotunu, Rainbow Cottage - Whangamata.

Early Childhood Centres

Central Kids Kindergartens – Mercury Bay, Central Kindergartens – Tairua, Kauri Learners early Education – Whitianga, Peanuts Childcare Education Centre Whitianga Ltd, Pauanui Preschool – Pauanui and Whenuakite Country Kids – Whenuakite.

Application Form:The Coromandel Community of Learning | Kāhui Ako is seeking 2 experienced Learning Support Coordinator who can work collaboratively to support our community’s teachers meet our Achievement Challenges.

The role of the Learner Support Coordinator is:● An exciting opportunity to make a difference to the educational opportunities for learners in Coromandel Community of Learning | Kāhui

Ako● A great opportunity to work with your colleagues to support our community’s teachers and students.● A chance to make an important difference in the lives of students across the Kahui Ako. ● An opportunity to move into middle management role and learn new skills. ● An opportunity to specialise and apply skills to the area of Special Education.

Terms and Conditions:● Full Time permanent FTTE 1.0● Learning Support Coordinator - See role description.

Timeline for Appointments:

DateThursday 7th. Nov

Week 4Term 4

Friday 8th. NovWeek 4 Term 4

Friday 29th. NovWeek 7Term 4

Sunday 1st. Dec. Week 7Term 4

Tuesday 3rd DecWeek 8Term 4

End of weekWeek 8Term 4

Process

Job descriptions for LSC Role confirmed

by Kāhui Ako leadership team.

The application packs advertised via

internal l school communications and

National Gazette

Applications close 5pm

Shortlisting and referee checks

completed.

Interviews held at Whenuakite School

from 1pm - 7pm

Successful Applicant notified

Responsibility of Kāhui Ako Leadership Team

Application packs emailed to schools ready for Monday

distribution via school principal

Kāhui Ako lead Principal

Selection panel consisting of five

Principals

Interview panel will consist of

CoL Principals x 4CoL ASL rep

Kāhui Ako lead Principal

To help you consider this role as Learner Support Coordinator for the Kāhui Ako

1. This Application Form2. A set of Person Specifications - included.3. The Local Criteria – in this Application Form4. References5. Declaration.

Application Form:

Name MoE#

Employing Board Teacher Registration#

Educational qualifications

Current areas of responsibility 2018/19

Please make a copy of this Google slide, complete all questions and share it with brendanf@tairua.school.nz along with a covering letter.

Hard copies can be posted to 110 Main Rd. Tairua. 3508. Attention Lead Principal - Coromandel CoL.

Purpose of the Role:Domain: Professional Knowledge in Practice - AkoFocus Broad Standards

andNational Criteria

NANP indicators that demonstrate the required successful practice and understanding.

How have you demonstrated this in past roles?

Please include related roles and relevant experience

Bicultural knowledge and practice

Leads the development of expertise across the Community in teaching in bicultural Aotearoa, New Zealand consistent with the Treaty of Waitangi, to support improved outcomes for Maori students.

And National CriteriaImplications and applications of the Treaty of Waitangi in New Zealand across a range of educational settings Māori enjoying and achieving educational success as Māori. Leading collaboratively on strategic bicultural initiatives.

● Actively display a genuine commitment to improved Maori success.

● Demonstrate a range of examples of teaching practices that accelerated Maori achievement,

● Demonstrate the ability to work collaboratively on bicultural initiatives.

Planning for success

Leads and works with colleagues to plan, implement and coordinate evidence-based cycles of inquiry that lead to improved outcomes for diverse (all) learners within the school and across schools within the context of the Community’s goals.

And National Criterianegotiating across a range of views on development of collaborative plans and evidence-based cycles of teacher inquiry that have resulted in improved outcomes for diverse (all) learners

● Coordinate and lead an evidence based inquiry process using appropriate and reliable evidence from a range of sources and perspectives

● Demonstrate ability to mediate between conflicting views; surfacing beliefs and assumptions that could be barriers to effective inquiry

The purpose of the Learning Support Coordinator role is to ensure children and young people with additional learning needs have access to the services they need. They will substantially contribute to a collaborative approach that organises learning support around what best meets the needs of children and young people across a local community.

The role of the LSC is to ensure continuity of programming, curriculum, pedagogy, staff development and pastoral care for those students requiring intervention programmes. The LSC will establish and maintain sound, professional, progressive and collegial links with members of SLT across the kahui Ako and teacher in the first instance, whilst acting as a professional role model and leader in education as well as a direct liaison with external agencies as required.

The LSC role is intended to be a full time, dedicated role. This role will need to be able to work with and influence the school or kura leadership team. They will also need to be able to build relationships across providers within the community of the LSDM.

LSCs will work to build the learning support capability of kaiako/teachers, and to help identify and plan for the learning support needs of all of the children and young people in their cluster. This is a coordinating role (rather than a teaching role) but requires the incumbent to be an experienced teacher in order to know how to engage with kaiako/teachers to support the development of their practice in working with children and young people with a range of learning support needs.

The LSCs will work closely with the Ministry’s Learning Support Facilitators through the LSDM to help build core capability in schools to support the range of identified needs and to connect with a range of specialist supports and services, such as Resource Teachers, and those provided by other agencies, such as Oranga Tamariki – Ministry for Children, and community organisations. LSCs will also work with a range of colleagues, including gifted coordinators and other professionals, and Special Education Needs Coordinators (SENCO) where such roles are retained by schools, as part of a cluster’s learning support team.

Role Description:

Local CriteriasKey Area Expected Outcomes

Learning Support Coordination

To provide relevant expertise in the area of managing and identifying students who require learner support interventions.

● To assist and enhance schools processes for identifying students requiring intervention programmes.

● To actively lead and provide intervention options for teachers to implement.● To provide effective advice, support and a wide range of resources/techniques for staff to

access● Manage, coordinate and conduct assessments of students to establish the need for

interventions. ● Full responsibility for ensuring the Learner Support register is accurate and updated. ● To be committed to and actively involved in a programme of professional development to

improve practice.● To be part of the professional performance appraisal process to improve practice.

Comment on relevant skills in this area.

Local CriteriasKey Area Expected Outcomes

Learning Support Programme Development and Management

Creation and management of learning support programmes that directly benefit students that require specialised intervention programmes.

● Create educational programmes that strengthen students social and/or academic needs.

● Develop effective learning support programmes to explore alternate ways of supporting learners e.g art therapy, life skills, leadership, counselling,

● Identify and provide sufficient resources for staff to use to support their students as needed.

● Ensure regular and relevant meetings are held with staff to identify needs, initiate actions and evaluate progress for students participating in intervention programmes.

Comment on relevant skills in this area.

Area for ExplorationKey Area Expected Outcomes

Area of Interest

The implementation of Arts and Environmental therapy

● Supports students through building an inclusive school or kura and cluster environment which encourages participation, progress and successful transitions

● Supports kaiako/teachers in schools and kura to lift their capability to better meet the needs of learners, and to strengthen their connections with early learning services

● Work with a range of colleagues, including gifted coordinators and other professionals, and Special Education Needs Coordinators (SENCO) where such roles are retained by schools, as part of a cluster’s learning support team.

● Work with the school or kura leadership team to help them identify students in need of support as well as influence and encourage them to ensure all students receive the appropriate support to enhance their learning and progress.

● Works with groups of students to engage them in arts and environmental projects that will support their well-being and connection to other areas of learning

Comment on relevant skills in this area.

Referees:Name Contact details

(organisation and address)Phone Relationship

Authority to approach other referees:

I authorise the selection panel, or nominated representatives, to approach persons other than the referees whose names I have supplied, to gather information related to my suitability for appointment to the Kāhui Ako across school position.

Yes No

Referees:

As Principal of ……………………………...………………… I am aware of the application of ..………………...……………… for the Coromandel Community of Learning | Kāhui Ako Learner Support Coordinators Role.

I can attest that the applicant’s most recent appraisal confirmed that this applicant successfully met all the Practising Teacher Criteria and the Professional Standards relevant to his/her current position.

Principal’s Signature: ___________________________________________________ Date _______________

I certify that:

The information I have supplied is true and correct.I have authorised access to referees in accordance with the Privacy Act 1993.I have authorised the selection panel to share the information contained in this application form with the leadership role and/or independent adviser to have my application assessed against the community criteria.I understand that if I have supplied incorrect or misleading information, or have omitted any important information, I may be disqualified from appointment

Applicant’s Signature: ___________________________________________________ Date _______________

We sincerely thank you for your application.

Kindest regardsCoromandel Community of Learning | Kāhui Ako leadership team.