Permanent Scale A Teacher

Rakaia Primary School U4 165 students

Rakaia School The Inspirational Choice. We are looking for a Permanent Scale A teacher with inspiration, enthusiasm, creativity, compassion and a

sense of humour to work with an amazing staff and BOT.

Possibly Junior or Middle School Position

Closing Wednesday November 6th at 12 noon. Addressed to Principal ,Rakaia School Dunford Street Rakaia 7710.

www.rakaia.school.nz

APPLICATION PROCEDURES Applications must be made on the enclosed Rakaia School application form. Referees will need to complete the attached forms and return them in their – self address envelope. A current Curriculum Vitae is required. Your CV will be returned after the appointment process. Please include a Self Addressed envelope for the return of your CV. Short-listed applicants will be notified of their short-listing and the possibility of being asked to attend an interview. Not all short listed applicants will be asked to attend an interview. All applicants are expected to list referees who can verify claims made in the application. All applicants are expected to include at least one professional teaching reference in their CV The Board of Trustees reserves the right to contact referees, together with any other persons it feels may provide information so that the best person for the position can be appointed. All applications should be addressed to the Chairperson, Board of Trustee’s, Rakaia School, Dunford Street Rakaia 7710 and marked ‘Confidential – Application for Appointment”. The starting date for the new appointment will be Term 1 2014 Rakaia School operates an Equal Opportunities programme and encourages all possible applicants to apply for the position.

Appointment Timeline October 29 Position advertised in Education Gazette

November 6 Applications close 12 noon

November 7 Appointments Committee meets – Short listing

The week of November 11-17

Interviewing of Short listed applicants

Applicants notified by – November 18

Term 1 2014 Anticipated start

SCHOOL DESCRIPTION Rakaia is a full primary school, catering for children from Year 0 – 8, with a current roll of 162. We have 8 classrooms. We have a cleaner for 15 Hours per week and a caretaker for 15 Hours a week. The School secretary is available for 26 hours a week and also completes BOT secretarial duties. The school is Decile 4 and approximately half of the children bus in from the surrounding farming area. The school has 8 classrooms and a large library/hall. The Office has just been upgraded as well as the toilet area and the school has had a complete paint in the last two years. We have a school pool and two large basketball/tennis courts for the children to play on. We have recently erected a new playground and have another two smaller ones for the children to play on. The school has an open door policy and welcomes parents and relatives contributing to school programmes. Rakaia School is a friendly full primary school with the values of Partnership, Quality and Respect. We hope that you can take the chance to visit and meet the team. Mark Ellis – Principal Pauline Doody – New Entrant Teacher Lauren van Breugel (Fixed term)– Teacher of Year 1 Anita Winter – Teacher of Year 2 Margaret Breen – Teacher of Year 3 Anna Walsh –- Teacher of Year 3/4 Nicole Handley-Packham – Teacher of Year 5 Tori Wilby – Teacher of Year 6 Jamie Fletcher DP – Teacher of year 7-8 Simone Stapleton – Relief Teacher Mandy Beevor – School Secretary Amelia Afu – Cleaner Claire Woods – Cleaner Karen Boag – Caretaker/Teacher Aide Carol Muckle – Teacher Aide Jo Jackson – Teacher Aide Racher Hosking – Teacher Aide Maria Felton – Teacher Aide Tracey Atkinson – Teacher Aide/secretary

PERFORMANCE AGREEMENT

2013

Teacher: Appraiser(s) Mark Ellis

Beginning Teacher Fully Registered Experienced Teacher

Signed: _________________(Teacher)_____________ (Date) Signed: ____________ (Appraiser) ____________ (Date)

My Teaching Philosophy:

STRICTLY CONFIDENTIAL Access to this document is limited to the Appraisee and the Appraiser(s)

Registered Teachers Code of Ethics

Teachers registered to practice in New Zealand are committed to the attainment of the

highest standards of professional service in the promotion of learning by those they

teach, mindful of the learner's ability, cultural background, gender, age or stage of

development.

This complex professional task is undertaken in collaboration with colleagues, learners,

parents/guardians and family/whānau, as well as with members of the wider community.

The professional interactions of teachers are governed by four fundamental principles:

Autonomy to treat people with rights that are to be honoured and defended,

* Justice to share power and prevent the abuse of power,

* Responsible care to do good and minimise harm to others,

* Truth to be honest with others and self.

Application of the Code of Ethics shall take account of the requirements of the law as

well as the obligation of teachers to honour the Treaty of Waitangi by paying particular

attention to the rights and aspirations of Māori as tangata whenua.

1. Commitment to learners

The primary professional obligation of registered teachers is to those they teach.

Teachers nurture the capacities of all learners to think and act with developing

independence, and strive to encourage an informed appreciation of the fundamental

values of a democratic society.

Teachers will strive to:

a) develop and maintain professional relationships with learners based upon the best

interests of those learners,

b) base their professional practice on continuous professional learning, the best

knowledge available about curriculum content and pedagogy, together with their

knowledge about those they teach,

c) present subject matter from an informed and balanced viewpoint,

d) encourage learners to think critically about significant social issues,

e) cater for the varied learning needs of diverse learners,

f) promote the physical, emotional, social, intellectual and spiritual wellbeing of learners,

g) protect the confidentiality of information about learners obtained in the course of

professional service, consistent with legal requirements.

2. Commitment to parents/guardians and family/whānau Teachers recognise that they work in collaboration with the parents/guardians and

family/whānau of learners, encouraging their active involvement in the education of their

children. They acknowledge the rights of caregivers to consultation on the welfare and

progress of their children and RESPECT lawful parental authority, although professional

decisions must always be weighted towards what is judged to be the best interests of

learners.

In relation to parents/guardians, and the family/whānau of learners, teachers will strive

to:

a) involve them in decision-making about the care and education of their children,

b) establish open, honest and RESPECTful relationships,

c) RESPECT their privacy,

d) RESPECT their rights to information about their children, unless that is judged to be

not in the best interests of the children.

3. Commitment to society

Teachers are vested by the public with trust and responsibility, together with an

expectation that they will help prepare students for life in society in the broadest sense.

In fulfillment of their obligations to society, teachers will strive to:

a) actively support policies and programmes which promote eQUALITY of opportunity for

all,

b) work collegially to develop schools and centres which model democratic ideals,

c) teach and model those positive values which are widely accepted in society and

encourage learners to apply them and critically appreciate their significance.

4. Commitment to the profession In the belief that the QUALITY of the services of the teaching profession influences the

nation and its citizens, teachers shall exert every effort to maintain and raise professional

standards, to promote a climate that encourages the exercise of professional judgement,

and to achieve conditions which attract persons worthy of trust to careers in education.

In fulfillment of their obligations to the teaching profession, teachers will strive to:

a) advance the interests of the teaching profession through responsible ethical practice,

b) regard themselves as learners and engage in continuing professional development,

c) be truthful when making statements about their qualifications and competencies,

d) contribute to the development and promotion of sound educational policy,

e) contribute to the development of an open and reflective professional culture,

f) treat colleagues and associates with RESPECT, working with them co-operatively and

collegially to promote students' learning,

g) assist newcomers to the profession,

h) RESPECT confidential information on colleagues unless disclosure is required by the

law or serves a compelling professional purpose,

i) speak out if the behaviour of a colleague is seriously in breach of this Code.

REGISTERED TEACHER CRITERIA SATISFACTORY

TEACHER DIMENSIONS PROFESSIONAL STANDARDS (Primary: Fully Registered Teacher)

PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL VALUES Fully registered teachers engage in appropriate professional relationships and demonstrate commitment to professional values.

Criteria Key Indicators Fully registered teachers: 1. establish and

maintain effective professional relationships focused on the learning and well-being of ākonga

i. engage in ethical, respectful, positive and collaborative professional relationships with: § ākonga § teaching

colleagues, support staff and other professionals

§ whānau and other carers of ākonga

§ agencies, groups and individuals in the community

Professional practice • create an

environment of respect and understanding

Professional relationships • communicate with

families, whānau, and caregivers

• maintain confidentiality, trust, and respect

Professional leadership • display ethical

behaviour and responsibility

• communicate with families, whānau and caregivers

• share information with colleagues

• establish and maintain effective working relationships with colleagues

2. demonstrate commitment to promoting the well-being of all ākonga

i. take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe

ii. acknowledge and respect the languages, heritages and cultures of all ākonga

iii. comply with relevant regulatory and

iv. statutory requirements

Professional practice • manage a safe

physical and emotional environment

• manage student behaviour positively

Professional relationships • maintain accurate

records

• establish good relationships with students and respect their individual needs and cultural backgrounds

• organise a safe physical environment

3. demonstrate

commitment to bicultural partnership in Aotearoa New Zealand

i. demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi

Professional knowledge • the Treaty of

Waitangi and te reo Māori me ōna tikanga

• demonstrate knowledge of the Treaty of Waitangi and te reo me ona tikanga

4. demonstrate

commitment to ongoing professional learning and development of personal professional practice

i. identify professional learning goals in consultation with colleagues

ii. participate responsively in professional learning opportunities within the learning community

iii. initiate learning opportunities to advance personal professional knowledge and skills

Professional relationships • develop

professionally Professional leadership • encourage others

and participates in professional development

• keep informed of developments in curriculum and learning theory

• encourage others and participate in professional development

5. show leadership that contributes to effective teaching and learning

iv. actively contribute to the professional learning community

v. undertake areas of responsibility effectively

Professional relationships • contribute to the life

of the learning centre

Professional leadership • lead and support

other teachers • display ethical

behaviour and responsibility

• manage resources safely and effectively

• demonstrate flexibility and adaptability

• contribute to the life of the school

REGISTERED TEACHER CRITERIA SATISFACTORY TEACHER DIMENSIONS

PROFESSIONAL STANDARDS (Primary: Fully registered teacher)

PROFESSIONAL KNOWLEDGE IN PRACTICE Fully registered teachers make use of their professional knowledge and understanding to build a stimulating, challenging and supportive learning environment that promotes learning and success for all ākonga.

Fully registered teachers: Criteria Key Indicators 6. conceptualise,

plan and implement an appropriate learning programme

vi. articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice

vii. through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents

Professional knowledge • current curricula – the

subjects being taught and current learning theory

• appropriate teaching objectives

• are competent in the content of relevant curriculum

• use appropriate teaching objectives, programmes, learning activities, and assessment

7. promote a collaborative, inclusive and supportive learning environment

i. demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate ākonga

ii. foster trust, respect and cooperation with and among ākonga

Professional practice • create an environment of

respect and understanding

• establish high expectations that value and promote learning

• manage student learning processes

• manage student behaviour positively

• engage students in learning

Professional relationships • maintainsconfidentiality,

trust, and respect

• manage student behaviour positively

• create an environment of respect and understanding

• provide and maintain a purposeful working atmosphere

8. demonstrate in practice their knowledge and understanding of how ākonga learn

i. enable ākonga to make connections between their prior experiences and learning and their current learning activities

ii. provide opportunities and support for ākonga to engage with, practise and apply new learning to different contexts

iii. encourage ākonga to take responsibility for their own learning and behaviour

iv. assist ākonga to think critically about information and ideas and to reflect on their learning

Professional practice • use a range of teaching

approaches • demonstrate flexibility

and responsiveness • engage students in

learning • manage student

learning processes • manage student

behaviour positively • focus on teaching and

learning

• demonstrate a range of effective teaching techniques

• demonstrate flexibility and responsiveness

• impart subject content effectively

• use appropriate technology and resources

9. respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga

i. demonstrate knowledge and understanding of social and cultural influences on learning, by working effectively in the bicultural and multicultural contexts of learning in Aotearoa New Zealand

ii. select teaching approaches, resources, technologies and learning and assessment activities that are inclusive and effective for diverse ākonga

iii. modify teaching approaches to address the needs of individuals and groups of ākonga

Professional knowledge • the Treaty of Waitangi

and te reo Māori me ōna tikanga

• the characteristics and progress of their students

• appropriate technology and resources

• appropriate learning activities, programmes and assessment

Professional practice • use a range of teaching

approaches • demonstrate flexibility

and responsiveness • engage students in

learning Professional leadership • recognise and support

diversity among groups and individuals

• recognise and support diversity amongst individuals and groups

• engage students in learning

• establish high expectations that value and promote learning

10. work effectively within the bicultural context of Aotearoa New Zealand

i. practise and develop the relevant use of te reo Māori me ngā tikanga-a-iwi in context

ii. specifically and effectively address the educational aspirations of ākonga Māori, displaying high expectations for their learning

Professional knowledge • the Treaty of Waitangi

and te reo Māori me ōna tikanga

Professional practice • establish high

expectations that value and promote learning

• communicate clearly and accurately in either, or both, of the official languages of New Zealand

11. analyse and appropriately use assessment information, which has been gathered formally and informally

i. analyse assessment information to identify progress and ongoing learning needs of ākonga

ii. use assessment information to give regular and ongoing feedback to guide and support further learning

iii. analyse assessment information to reflect on and evaluate the effectiveness of the teaching

iv. communicate assessment and achievement information to relevant members of the learning community

v. foster involvement of whānau in the collection and use of information about the learning of ākonga

Professional knowledge • appropriate learning

activities, programmes and assessment

Professional practice • provide feedback to

students and assess learning

• provide feedback to students

12. use critical inquiry and problem-solving effectively in their professional practice

i. systematically and critically engage with evidence and professional literature to reflect on and refine practice

ii. respond professionally to feedback from members of the learning community

iii. critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of ākonga

Professional relationships • reflect on teaching

with a view to improvement

• develop professionally Professional leadership • Demonstrate

flexibility and adaptability

• reflect on teaching with a view to improvement

JOB DESCRIPTION

This job description incorporates the five teaching beliefs and the professional standards/Registered Teacher Criteria. Each indicator identifies an aspect of the professional standards. This is identified by the following codes: PK Professional Knowledge in Practice C Communication TT Teaching Techniques S Support for and co-operation with Colleagues M Motivation of Students CW Contribution to wider school activities CM Classroom Management Beginning Teacher: Work under the guidance of others. They undertake “advice and guidance” programmes to assist in the development of the competencies required for full registration. Fully Registered Teacher: Teachers are competent in the performance of their day-to-day teaching responsibilities. Experienced Teachers: Are highly skilled practitioners and classroom managers. Their teaching methods are well developed and they employ an advanced range of strategies for motivating students and engaging them in learning. In environments where it is possible, they support and provide assistance to colleagues.

A Teaching beliefs – These Teaching beliefs also encompass the basic understanding and values we have at Rakaia School.

Inspiring Minds, Celebrating Success

through

PARTNERSHIP • The Teachers will work in PARTNERSHIP with families and children to create a

strong triangulation that benefits the child’s holistic development. • Teachers will work in PARTNERSHIP with the principal, other staff and BOT to

create an environment that values others Professional and Personal development as well as their own.

QQQUUUAAALLLIIITTTYYY • Teachers will produce QUALITY work for their children to view and complete as

part of their studies

• Teachers will work to improve their teaching and learning for the benefit of the children in their care as well as their own Professional and Personal development

RESPECT

• Teachers will RESPECT the Code and of Ethics for NZ teachers • Staff will work RESPECTfully with each other as well as the rakaia school family

upholding our values and vision. 1 Foundation skills of Literacy and Numeracy in place

We believe that if foundation skills are put in place then this will enable students to take advantage of their future learning opportunities and to develop into life long learners.

This means I will:

• Report and assess achievement according to the school’s indicators, assessment plan and cumulative record in literacy and numeracy. (TT)

• Adhere to agreed school literacy and numeracy schemes. (TT) • Identify students at risk and put in place programmes to help these students.

(TT) • Make use of ‘focussed teaching’ - keeping in mind one goal when teaching

and for this goal to be explicit to the learner. (TT)

2. QUALITY expectations

We believe that QUALITY goes hand in hand with our vision ‘Inspiring Minds , Celebrating Success. We want independent learners capable of QUALITY learning and to help students to set high personal but realistic standards for themselves. We must help students to achieve the best work they can do so as to gain a sense of pride through their success and also in the process to learn the value of personal best.

This means I will:

• Ensure that criteria for assessment is clear to students. (TT) • Encourage students to set and self assess their own goals and to indicate areas for

improvement.(M) • Set challenging and realistic expectations for all students taking into account their

individual needs and learning styles. (M)

• Encourage all students to slow the pace of their work so that they can develop the appropriate

skills and become reflective learners. (M) • Teach presentation skills for bookwork and charts. (TT) • Ensure students are aware of the procedures involved in any learning activity.

(M) • Make use of a teaching strategy called ‘scaffolding’ (giving temporary help until

the skill becomes automatic). Scaffolding techniques such as modelling, demonstrating, thinking aloud. (TT)

• Celebrate and reward positive behaviour and QUALITY work. (CM) • Mark and evaluate students’ work. (CM)

3 Positive learning environment

Classrooms need to be positive, predictable environments so that students feel safe, secure and happy.

Classroom management must be at the highest level so as to assist the individual students in need. Classroom environments need to celebrate learning and students’ work. This means I will:

• Develop clear classroom expectations with students to develop a sense of ownership of their own classroom and behaviour e.g. routines. (C)

• Ensure the school vision and values are an explicit feature of all rooms. (CM) • Ensure room displays the current unit of work.(PK) • Begin the day by developing clear expectations with students of the daily

programme using the blackboard/whiteboard as a shared planning device for what is expected of them so that students can be encouraged to work independently. (M)

• End the day with a reflective time to ensure students are aware of the important things they have learnt to share with their parents. (M)

• Display a daily timetable, weekly class goal, groupings and class rules. (CM) • Ensure desks and floors are kept clear of rubbish. (CM) • Make sure that furniture/resources are well organised, managed and accessible to

students. (CM) • Balance class, group and individual teaching. (TT) • Ensure the classroom is calm and an inviting place to be. (CM) • Utilise a three step teaching format:

1. An introduction to outline expectations 2. Focussed group or class tasks and 3. A “wrap up’ session to discuss main points or to share learning goals. (TT) 4. Powerful learning experiences

To excite and motivate students we need to plan a range of powerful rich learning experiences that relate to a range of Learning Areas and for students to be able to work in depth. Students need to see

connections between the Learning Areas and for students to be able to work in depth. Students need to see connections between the Learning Areas. Experiences need to be relevant, authentic and

meaningful with the potential to inspire learning. This means I will:

• Plan fewer studies in depth so that students have a better opportunity for success and develop skills.(TT)

• Use rich experiences and resources to enhance learning such as visiting shows, museum programmes, Life Education, commercial units, the environment etc. (M)

• Develop a PARTNERSHIP with the parents and keep them informed. (C) • Ensure our programmes reflect Maori culture, values and perspectives so as to

value our dual heritage. (PK) • Plan themes/units/topics collaboratively to share each other’s expertise to develop

integrated connections. The concept of Multiple Intelligences could be used to recognise students’ talents and gifts. (TT)

• Integrate Information and Communication Technology into all Learning Areas as appropriate.(TT)

• Involve the students in planning activities, setting task goals and developing criteria, so that they can develop ownership and assess their efforts. (M)

• Ensure all students are aware of how to plan and complete a study. (M) • Make use of the interactive/co-constructivist approach in all our teaching. This

approach emphasises students as their own meaning makers, values their prior experiences and questions. The teacher and students learn together. Research skills need to be taught. (TT)

• Provide success for students in a range of creative and sporting activities. (M) • Be aware of learning styles and co-operative learning skills. (TT) • Set and mark appropriate homework. (CM)

5 E-Learning at Rakaia

All learners need the skills of how to think and interact with ICT to improve their communication abilities in the 21st Century. Successful learners who have learnt thinking strategies are better prepared for the future world they will live in. Thinking skills. ICT skills and social skills need to be taught and can be used right across the curriculum.

This means I will:

• Take part in professional development and online communities to increase my knowledge and skills in e-learning and therfore improve my own delivery to students at Rakaia School. (TT)

• Integrate e-learning across the curriculum. (TT) • Encourage students to reflect on what they have done and to consider what they

might do next time. (M) • Encourage students to take risks, to have a go, and to see mistakes as learning

opportunities. (M) B. School Requirements 1. Administration

• Keep students’ individual and cumulative records containing up to date records of achievement and to adhere to the school assessment schedule. (TT) • Prepare short and long term plans, timetable and term overviews. (TT) • Review and evaluate school and team programmes as required. (TT) • Plan and teach according to the charter, curriculum and school policy

requirements. (PK) • Be familiar with the school’s Emergency Procedures and act accordingly. (TT) • Complete written reports for parents and hold formal interviews as per school

requirements. (C) 2. Professional development

• Prepare an individual performance agreement collaboratively with principal and undertake professional appraisal reviews. (PK)

• Undertake professional development to meet school needs and own needs. (PK) • Attend and contribute to staff and team meetings. (S) • Share curriculum strength with colleagues. (S)

3. General contribution to school life • Participate in the wider educational, colleagueal and cultural life of the school as

negotiated. (CW) • Assist in developing school policies and plans. (CW) • Promote and implement the school discipline plan. (CM)

• Undertake playground supervision and other duties as negotiated with the deputy principal. (S)

• Develop and maintain at all times, constructive and supportive relationships with colleagues, students, parents and community. (C)

C. Specific Responsibilities

Please post your Application to: Appointments Committee, Rakaia School Dunford Street Rakaia 7710 Ashburton. Please mark your envelope “Confidential”

APPLICATION FOR STAFF APPOINTMENT PERSONAL DETAILS: NAME: _____________________________________ ADDRESS: _____________________________________ CONTACT PHONE NUMBERS: Home: ( ) ………………… Work ( ) ……………….

Educational Qualifications Date awarded

Positions held – relevant to this application. Commence with current position.

School Position Grade Period Employed - Include months

Referees 1 2

Name

Address Phone Numbers: Home:

Work: Capacity person is known to you

REGISTRATION: Registration Number: _____________________________________ Practicing Certificate Number: _____________________________________ Expiry Date: ____________________

DECLARATION: q Have you ever been convicted of an offence against the law apart from minor traffic

convictions or otherwise known of any reason why you should not be employed to work in the school environment.

q If yes please supply relevant details of the offence. q I agree to the Rakaia Board of Trustees or its agents contacting any of my past

employers and professional colleagues, in addition to the names supplied as referees.

q I declare that all of the information given in this application and in my Curriculum

Vitae are true and correct, I understand that this may be vertified. Applications signature: ___________________ Date: ______________

REFEREE’S REPORT The Board of Trustees of Rakaia SCHOOL Appreciate the time and effort you will give in completing this form. ALL INFORMATION GIVEN WILL BE STRICTLY CONFIDENTIAL

AFTER THE INTERVIEWS ALL REFEREES’ STATEMENTS WILL BE DESTROYED. ENVELOPES SHOULD BE ENDORSED ‘CONFIDENTIAL APPLICATION’

Referee’s name: __________________________ Phone Number: __________________________ Name of Applicant: _______________________________ Position applied for: ______________________________ Name of School: _________________________________ In what capacity have you known the applicant: ______________________________________ Length of time applicant has been known to you: _____________________________________ Your present position: _____________________________________________________________ (Please comment on the following aspects as they relate to the applicant’s suitability for the position indicated above.) Personal qualities: _________________________________________________________________ __________________________________________________________________________________ Relationship with children: _________________________________________________________ __________________________________________________________________________________ Ability to meet individual needs: ___________________________________________________ __________________________________________________________________________________ Relationship with colleagues: ______________________________________________________ __________________________________________________________________________________

Professional competence: Teaching skills: __________________________________________________________ __________________________________________________________________________________ Administrative skills: ________________________________________________________ _________________________________________________________________________________ Willingness to relate, and effectiveness in responding to community needs: ___________ _________________________________________________________________________________ Ability to develop areas to responsibility: __________________________________________ _________________________________________________________________________________ Known strengths: _________________________________________________________________ __________________________________________________________________________________ General comment about the applicant: (Continue on a separate sheet if necessary)

Signature of referee: __________________________ Date: __________________

Thank you again for your help.

Please post this report to: The Principal, Rakaia Primary School Dunford Street Rakaia 7710 ASHBURTON.

The report should be received no later than November 6 2013 GUIDANCE TO REFEREES: You may find the following guidelines helpful as you complete the applicant’s report. PERSONAL QUALITIES: These may include the applicant’s attitude to the role of a teacher; ability to understand and utilise new knowledge; vitality; intiative; bearing and manner inside and outside the classroom; and applicant’s understanding of the aims of education, communication skills. RELATIONSHIPS WITH CHILDREN: This may include comment on the applicant’s classroom relationships and control; participation in the wider activities of pupils. RELATIONSHIPS WITH COLLEAGUES: These may include the ability to establish satisfactory working relationships; comment on the acceptance and recognition by professional colleagues of the applicant’s leadership or participation in the school’s programme. PROFESSIONAL COMPETENCE: This should include quality of planning; implementation; and evaluation of appropriate learning programmes; awareness of pupils’ needs and problems of pupil development, selection and use of appropriate teaching methods and resources. Ability to develop programmes and activities outside the classroom and in aiding other pupils and teachers to gain from their expertise. KNOWN STRENGTHS: Comment on the strengths the applicant has within the classroom for the benefit of the school and in the community. RELATIONSHIPS WITH THE COMMUNITY: These may include communication of school aims to parents and the wider community, and the nature of the applicant’s participation in community life. AREAS OF RESPONSIBILITY: Should include comment on applicant’s ability to delegate, to guide, and to supervise professional colleagues, to initiate and effect school programmes; to win enthusiasm and support for educational and school goals. GENERAL: Please make any general comment you feel may assist the Board to fill the position as advertised on the basis of qualification, professional competency and relevant experience.

REFEREE’S REPORT The Board of Trustees of Rakaia SCHOOL Appreciate the time and effort you will give in completing this form. ALL INFORMATION GIVEN WILL BE STRICTLY CONFIDENTIAL

AFTER THE INTERVIEWS ALL REFEREES’ STATEMENTS WILL BE DESTROYED. ENVELOPES SHOULD BE ENDORSED ‘CONFIDENTIAL APPLICATION’

Referee’s name: __________________________ Phone Number: __________________________ Name of Applicant: _______________________________ Position applied for: ______________________________ Name of School: _________________________________ In what capacity have you known the applicant: ______________________________________ Length of time applicant has been known to you: _____________________________________ Your present position: _____________________________________________________________ (Please comment on the following aspects as they relate to the applicant’s suitability for the position indicated above.) Personal qualities: _________________________________________________________________ __________________________________________________________________________________ Relationship with children: _________________________________________________________ __________________________________________________________________________________ Ability to meet individual needs: ___________________________________________________ __________________________________________________________________________________ Relationship with colleagues: ______________________________________________________ __________________________________________________________________________________

Professional competence: Teaching skills: __________________________________________________________ __________________________________________________________________________________ Administrative skills: ________________________________________________________ _________________________________________________________________________________ Willingness to relate, and effectiveness in responding to community needs: ___________ _________________________________________________________________________________ Ability to develop areas to responsibility: __________________________________________ _________________________________________________________________________________ Known strengths: _________________________________________________________________ __________________________________________________________________________________ General comment about the applicant: (Continue on a separate sheet if necessary)

Signature of referee: __________________________ Date: __________________

Thank you again for your help.

Please post this report to: The Principal, Rakaia Primary School Dunford Street Rakaia 7710 ASHBURTON.

The report should be received no later than November 6 2013 GUIDANCE TO REFEREES: You may find the following guidelines helpful as you complete the applicant’s report. PERSONAL QUALITIES: These may include the applicant’s attitude to the role of a teacher; ability to understand and utilise new knowledge; vitality; intiative; bearing and manner inside and outside the classroom; and applicant’s understanding of the aims of education, communication skills. RELATIONSHIPS WITH CHILDREN: This may include comment on the applicant’s classroom relationships and control; participation in the wider activities of pupils. RELATIONSHIPS WITH COLLEAGUES: These may include the ability to establish satisfactory working relationships; comment on the acceptance and recognition by professional colleagues of the applicant’s leadership or participation in the school’s programme. PROFESSIONAL COMPETENCE: This should include quality of planning; implementation; and evaluation of appropriate learning programmes; awareness of pupils’ needs and problems of pupil development, selection and use of appropriate teaching methods and resources. Ability to develop programmes and activities outside the classroom and in aiding other pupils and teachers to gain from their expertise. KNOWN STRENGTHS: Comment on the strengths the applicant has within the classroom for the benefit of the school and in the community. RELATIONSHIPS WITH THE COMMUNITY: These may include communication of school aims to parents and the wider community, and the nature of the applicant’s participation in community life. AREAS OF RESPONSIBILITY: Should include comment on applicant’s ability to delegate, to guide, and to supervise professional colleagues, to initiate and effect school programmes; to win enthusiasm and support for educational and school goals. GENERAL: Please make any general comment you feel may assist the Board to fill the position as advertised on the basis of qualification, professional competency and relevant experience.