Scale A Teacher Position

We are looking for experienced, empathetic, culturally responsive teachers for our school. This is an opportunity to join our collaborative, future-focused team. Must be willing and able to follow our school curriculum delivery plan and be passionate about teaching. Please state your preferred teaching level and why?

School visits welcomed.

Application Form

One (1) permanent position to start February 3, 2020. Permanent Full-time Scale A position NZ Education Gazette details here 

Three (3) Fixed-Term positions to start February 3, 2020. Fixed-Term Full-time Scale A position NZ Education Gazette details here

All applications close November 15 at 4 pm. 

Application Form available here or

Application, Cover Letter and CV please email:

Wairakei Primary School Job Description 2020 

Download available here


Responsible to: 

The Principal Team Leader 

Primary objectives: 

  • To be responsible for the education and welfare of the pupils in their own class. 

  • To implement the goals and objectives set in the School Charter by following school policies and the National Curriculum as prescribed in the Wairakei Primary School Curriculum Delivery Plan and in a culturally responsive way upholding the principles of Tataiako. 

  • To contribute to, and participate in, the corporate life of the school. 

  • To recognise the culture of the school, contribute towards and enhance it. 

  • To uphold high levels of positive professional conduct as outlined in the Code of Professional Responsibility. 

  • To have evidence of learning within the classroom on our school blogs, planning and assessment documentation and within a personal inquiry that shows the Professional Standard of the Teaching Profession and can be used for registration purposes 

Teaching these primary objectives will involve the teacher in the following dimensions: 

  • Developing Professional Knowledge 

  • Upskilling Professional Performance in the classroom 

  • Teaching Techniques. 

  • Motivation of Students. 

  • Classroom Management. 

  • Support for and collaboration with colleagues. 

  • Contribution to wider school activities. 

  • Communication. 

And the following Professional Activities: 

Personal Professional Development. Appraisal Cycle. Teaching as Inquiry. Professional Portfolio to support Registered Teachers Criteria that included school blog posts as evidence. 

Key Tasks, Roles and Responsibilities within the School: 

● Minimum of three blog posts per term 

● Attendance at school events, Discos and Pet Day 

● Complete personal teaching as inquiry by October 2020 

Signed Date 

Standards for the Teaching Profession for more information see 

Quality Practice Evidence 

Standards for the Teaching Profession (Our Standards) 


Demonstrate commitment to tangata whenuatanga and Tiriti o Waitangi partnership in Aotearoa New Zealand. 

Understand and recognise the unique status of tangata whenua in Aotearoa New Zealand. 

Understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi. 

Practise and develop the use of te reo and tikanga Māori. 

Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners. 

Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources. 

Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures. 

Engage in professional learning and adaptively apply this learning in practice. 

Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners including learners with disabilities and learning support needs; and wider education matters. 

Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem-solving and learning-focused collegial discussions 

Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner. 

Engage in reciprocal, collaborative learning-focused relationships with: 

● learners, family and whānau 

● teaching colleagues, support staff and other professionals 

● agencies, groups and individuals in the community. 

Communicate effectively with others. 

Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility. 

Communicate clear and accurate assessment for learning and achievement information.

Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety. 

Develop learning-focused relationships with learners, enabling them to be active participants in the process of learning, sharing ownership and responsibility for learning. 

Foster trust, respect and cooperation with and among learners so that they experience an environment in which it is safe to take risks. 

Demonstrate high expectations for the learning outcomes of all learners, including for those learners with disabilities or learning support needs. 

Manage the learning setting to ensure access to learning for all and to maximise learners’ physical, social, cultural and emotional safety. 

Create an environment where learners can be confident in their identities, languages, cultures and abilities. 

Develop an environment where the diversity and uniqueness of all learners are accepted and valued. 

Meet relevant regulatory, statutory and professional requirements. 

Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures. 

Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners. 

Gather, analyse and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required. 

Design and plan culturally responsive, evidence-based approaches which reflect the local community and Te Tiriti o Waitangi partnership in New Zealand. 

Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners. 

Design learning informed by national policies and priorities. 

Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace. 

Teach in ways that ensure all learners are making sufficient progress, monitor the extent and pace of learning, focusing on equity and excellence for all. 

Specifically support the educational aspirations for Māori learners, taking shared responsibility for these learners to achieve educational success as Māori. 

Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners. 

Provide opportunities and support for learners to engage with, practise and apply learning to different contexts and make connections with prior learning. 

Teach in ways which enable learners to learn from one another, to collaborate, to self-regulate, and to develop agency over their learning. 

Ensure learners receive ongoing feedback and assessment information and support them to use this information to guide further learning. 

Scale A Job Description 2020 Wairakei Primary School 3 

Use critical inquiry and problem solving effectively in their professional practice. 

Additional Information about the Professional Standards 

For those within the profession – 

· shared expectations, obligations and responsibilities. 

· learning tool to support appraisal and professional development. 

For professional leaders and employers of teachers – 

· supports professional learning conversations, provides guidance on ethical and professional conduct. 

For those entering the profession – 

· assists initial teacher education providers as they support student teachers to enter the profession with clear expectations of what is required. 

Tātaiako: Cultural Competencies for Teachers of Māori Learners 

Wānanga: Participating with learners and communities in robust dialogue for the benefit of Māori learners’ achievement. 

Whānaungatanga: Actively engaging in respectful working relationships with Māori learners, parents and whanau, hapū, iwi and the Māori community. 

Manaakitanga: Showing integrity, sincerity and respect towards Māori beliefs, language and culture. 

Tangata Whenuatanga: Affirming Māori learners as Māori. Providing contexts for learning where the language identity and culture of Māori learners and their whānau is affirmed. 

Ako: Taking responsibility for their own learning and that of Māori learners.