POSITION DESCRIPTIONPrimary Classroom Teacher
Deputy PrincipalAssistant Principal – Primary School
SENCOLiteracy Support TeacherSupport StaffParentsStudentsPURPOSE AND SCOPE OF ROLEThe core purpose of a Primary Teacher at Cornerstone Christian School is to effective teaching, learning and assessment experiences for Akonga in years 1 through 6. All teaching positions at Cornerstone Christian School are 'tagged' in that teachers must have a personal and living expression of Christian faith and agree to support and uphold the Christian Special Character of Cornerstone Christian School.PURPOSE OF THE POSITION DESCRIPTIONThis document serves as a basis for employment into the role and ongoing performance appraisal when undertaking the role of Primary Classroom Teacher.PERSON SPECIFICATIONThe Primary Classroom Teacher will meet the requirements noted below, and is expected to demonstrate a range of knowledge, experience and attributes leading to success.EDUCATIONQUALIFICATION
Holds a current New Zealand Teacher RegistrationHolda a diploma or bachelor's degree in Education / TeachingOr a graduate degree in a subject area(s) and a PGDip (Teaching) orequivalent.
KNOWLEDGE andEXPERIENCE
Demonstrates:
Sound knowledge of subject – primarily curriculumExtensive teaching experience in junior school settings (year1-4) and/or upper primary (year 5/6)
Knowledge and application of modern pedagogy such asStructured Literacy or Learner First MathematicsUnderstanding of Co-ed Christian school environment/needsGood basic knowledge, use and understanding of Te ReoMaoriA commitment to Maori students/ Treaty of WaitangiAn excellent ability to work with ESOL studentsCompetence and confidence when using ITEffective written and oral communication skillsPERSONAL PROFESSIONALQUALITIES
Demonstrates:
A commitment to school Special CharacterCollegial support and support of school leadershipTrust, respect and can keep confidencesAn ability to hold 'difficult conversations'An ability to work as part of the teamExcellent problem-solving skillsApproachability, is open-minded, acts with empathyA commitment to on-going professional learning
KEY ACCOUNTABILITIES
1. Strategic Planning and Integration2. Teaching, Learning and Curriculum3. Health and Safety4. Special Character5. Corporate Responsibility6. Personal/Professional Development and Behaviour
1. STRATEGIC PLANNING AND INTEGRATION
Key Tasks Performance Indicators
Provide, in conjunction with Senior Management and fellow Middle Managers,appropriate professional leadership which is supportive of the school's strategicplan, general direction and policies.
Subject[s] area goals are inalignment with school strategic and
Be responsible for the integration and implementation of the school's strategicdirection in the Primary School years (years 1-6). Specifically, incorporate schooland national curriculum reforms and updates, as well as any Cornerstonecurriculum initiatives into subject[s] schemes and planning.
Subject[s] teaching and learningschemes and plans are produced ormodified and evaluated.
Monitor and guide the assessment of student achievement within yoursubject[s] or learning area; utilising a variety of means to obtain valid data andto then use this to inform programme planning and pedagogical development.Complete annual reporting requirements set by Deputy Principal or PrimarySchool Assistant Principal (and where applicable to the Principal's nominee).
inform future planning.Annual review completed andpresented to Leadership group.
2. TEACHING, LEARNING AND CURRICULUM
Key Tasks Performance Indicators
Collaborate with classroom teachers to develop learning programmes that caterfor the needs of a range of students.
Differential teaching and learningprogrammes are developed andimplemented
Develop and maintain an engaging and positive teaching and learningenvironment, and pedagogical approach. Use effective communication, positiverelationships and teamwork [where applicable] to implement the above.
Positive student and staff appraisalfeedback
Identify students within your year group / homeroom with particular learningneeds and requirements; and ensure that these needs/requirements are beingreasonably met. These include students who:
a) Have learning difficultiesb) Are exceptionally talented/giftedc) Are Maori and seeking to 'achieve as Maori' in line with Ka Hikitia (the
government's education strategy) and with consideration of the schoolcontext
d) First language is not EnglishThese tasks will be undertaken in conjunction with staff with particularresponsibility in these areas including the lead teachers for Learning Support,ESOL, Pastoral, and the Assistant Principal for Primary School.
Students identified and appropriateteaching and learning isimplemented successfully.
Liaise with the Team Leader as to develop integrated curriculum delivery whereentered into, appropriate, and suitable.
Contribute to integrated curriculumplans as needed
Teach effectively, all reasonably allocated classes in any given academic year.
Satisfactory annual professionalgrowth cycle outcome.
3. HEALTH AND SAFETY
Key tasks Performance Indicators
In conjunction with Senior Leadership, develop subject area systems that areconsistent with the Health and Safety at Work Act 2016.
Health and Safety procedurespertaining to student wellbeing andany crisis management arefollowed.
In accordance with accepted Health and Safety practice, ensure that all subjectarea health and safety matters/issues areas are managed in a timely, safe and
Practice is Health and Safetycompliant.
4. SPECIAL CHARACTER
Key tasks Performance Indicators
Comply with the Cornerstone Statement of Faith.Contribute to the wider Christian character of the school by participating incorporate prayer, devotions, and sharing of the love, grace, forgiveness andredemption found in the risen Saviour, Jesus.
Active participation in supportingand reflecting the Special Characterof the School.
Model the school values of respect, diligence, integrity, kindness and humilitybefore God.
Behaviour and attitude consistentwith school values.
5. CORPORATE RESPONSIBILITY
Key tasks Performance Indicators
Comply with the school appraisal practices and expectations.
Completed appraisal cycle.
From time to time, participate, support and contribute to staff professionaldevelopment and learning programmes in your areas of expertise.
Participation and contribution to
Assist, in a timely manner, with the completion of inquiries, reports, returns,and other like requirements as carried out from time to time by the SLT, Boardof Trustees, MOE, NZQA, ERO and other agencies as needed.
Returns are submitted on time andaccurately.
Follow the school complaints procedure when managing school-communitycomplaints, parent/guardian complaints, or student complaints.Undertake to resolve matters at the lowest possible level.
Active management of complaints.parents/caregivers.Demonstrate active managementof concerns through the variousstages of the procedure.
Undertake assigned corporate duties which are part of the overall running ofthe school, e.g. Duty Roster.
Specific responsibilities undertaken
Contribute to school promotional events as needed.
Participate in school marketing asrequired.
Whenever speaking about the school publicly, speak well and accurately of the
Feedback from parents, students,teachers, the community.
Participate, as you are able, in activities related to the co-curricular and extracurricular programme provided for students.
Participation in activities.
Provide a thoroughly professional image and example to School personnel andmembers of the school community.
Feedback from staff, students,parents.
Use available opportunities to present Cornerstone to members of thecommunity in the best possible light.
Feedback from the community
Perform other duties and assume other responsibilities as the Principal mayassign.
Feedback from the Principal
6. PROFESSIONAL / PERSONAL DEVELOPMENT AND BEHAVIOUR
Key tasks Performance Indicators
Attend professional conferences and courses to maintain personal awareness ofdevelopments related to general education and developments in subject areas.
Attendance at courses andconferences as required.Report on conferences and coursesattended.Recommendations to SLT.
Share your knowledge and understanding with staff by being willing to presentPLD topics to staff.
Contributions to staff PLD.
Maintain your standard of behaviour and a public reputation that is consistentwith both the Code of Professional Responsibility and the Standards for theTeaching Profession, as described by the Teaching Council of Aotearoa New
No breaches of standards are foundto have occurred.
Signed: …………………………………………….[Appointee]
Date: ………………………………
Signed: …………………………………………….
Date: ………………………………
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