Full time | Permanent

POSITION DESCRIPTION
Primary Teacher – Junior School, Maternity Leave

TENURE: up to 0.6 FTTE, Maternity leave - part time (negotiable)

RESPONSIBLE TO: Principal
Deputy Principal
Assistant Principal – Primary School

FUNCTIONAL RELATIONSHIP WITH: Team Leader Aroha Syndicate

Senior Leadership Team
Support Staff
Parents
Students



PURPOSE AND SCOPE OF ROLE
The Primary Teacher - junior school teacher will ensure the provision of effective teaching, learning, and
assessment experiences in Year 2.

PURPOSE OF THE POSITION DESCRIPTION
This document serves as a basis for employment into the role and ongoing performance appraisal when
undertaking the role of Teacher in Charge.

PERSON SPECIFICATION
The Primary Teacher – junior school will meet the requirements noted below, and is expected to demonstrate a
range of knowledge, experience and attributes leading to success.

EDUCATION
QUALIFICATION

Holds a current New Zealand Teacher Registration
Holda a graduate diploma or bachelor’s degree in Education /
Teaching
Or a graduate degree in a subject area(s) and a PGDip (Teaching) or
equivalent.

KNOWLEDGE and

EXPERIENCE

Demonstrates:

Sound knowledge of subject – primarily curriculum
Extensive teaching experience in junior school settings (year
1-4)
Excellent student achievement/results
Excellent classroom management
Effective conflict resolution
Knowledge and application of modern pedagogy such as
Structured Literacy or Learner First Mathematics

Understanding of Co-ed Christian school environment/needs
Good basic knowledge, use and understanding of Te reo
Māori
A commitment to Māori students/ Treaty of Waitangi
An excellent ability to work with ESOL students
Competence and confidence when using IT
Effective written and oral communication skills

PERSONAL PROFESSIONAL
QUALITIES

Demonstrates:

A commitment to school Special Character
Collegial support and support of school leadership
Trust, respect and can keep confidences
An ability to hold ‘difficult conversations’
An ability to work as part of the team
Excellent problem solving skills
Approachability, is open-minded, acts with empathy
A commitment to on-going professional learning

KEY ACCOUNTABILITIES

1. Strategic Planning and Integration
2. Teaching, Learning and Curriculum
3. Health and Safety
4. Special Character
5. Corporate Responsibility
6. Personal/Professional Development and Behaviour

1. STRATEGIC PLANNING AND INTEGRATION

Key Tasks Performance Indicators

Together with other teachers in the Aroha Team, integrate and implement the
school’s strategic direction in the junior school (years 1-2). Specifically,
incorporate school and national curriculum reforms and updates, as well as any
Cornerstone curriculum initiatives into subject[s] schemes and planning.

Subject[s] teaching and learning
schemes and plans are produced or
modified and evaluated.

Monitor and guide the assessment of student achievement within your
subject[s] or learning area; utilising a variety of means to obtain valid data and
to then use this to inform programme planning and pedagogical development.

Complete annual reporting requirements set by the Aroha Team Leader or
Primary School Assistant Principal.

Subject[s] review utilises data to
inform future planning.



Annual review completed and
presented to Leadership group.

2. TEACHING, LEARNING AND CURRICULUM

Key Tasks Performance Indicators

Assume overall responsibility for the development of the subject[s] or learning
area such that it caters for Middle School teaching and learning needs and
delivers programmes that meet those needs.

Differential teaching and learning
programmes are developed and
implemented

Develop and maintain an engaging and positive teaching and learning
environment, and pedagogical approach. Use effective communication, positive
relationships and teamwork [where applicable] to implement the above.

Positive student and staff appraisal
feedback

Identify students within your year group / homeroom with particular learning
needs and requirements; and ensure that these needs/requirements are being
reasonably met. These include students who:

a) Have learning difficulties
b) Are exceptionally talented/gifted
c) Are Māori and seeking to ‘achieve as Māori’ in line with Ka Hikitia (the

government’s education strategy) and with consideration of the school
context

d) Require special assessment conditions for external qualifications
e) First language is not English

These tasks will be undertaken in conjunction with staff with particular
responsibility in these areas including the lead teachers for Learning Support,
ESOL, and the Assistant Principal for Primary School.

Students identified and appropriate
teaching and learning is
implemented successfully.

Liaise with learning area leaders as needed across the school in order to develop
integrated curriculum delivery where entered into, appropriate, and suitable.

Contribute to integrated curriculum
plans as needed

Teach effectively, all reasonably allocated classes in any given academic year.

Satisfactory annual professional
growth cycle outcome.

3. HEALTH AND SAFETY

Key tasks Performance Indicators

In conjunction with Senior Leadership, develop subject area systems that are
consistent with the Health and Safety at Work Act 2016.

Health and Safety procedures
pertaining to student wellbeing and
any crisis management are
followed.

In accordance with accepted Health and Safety practice, ensure that all subject
area health and safety matters/issues areas are managed in a timely, safe and
sustainable manner.

Practice is Health and Safety
compliant.

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 in
corporate prayer, devotions, and sharing of the love, grace, forgiveness and
redemption found in the risen Saviour, Jesus.

Active participation in supporting
and reflecting the Special Character
of the School.

Model the school values of respect, diligence, integrity, kindness and humility
before God.

Behaviour and attitude consistent
with school values.

5. CORPORATE RESPONSIBILITY

Key tasks Performance Indicators

Comply with the school appraisal practices and expectations.

In conjunction with the SLT, complete the Appraiser requirements for any
teachers assigned to you by the principal.

Completed appraisal cycle.

Staff appraisals returned to the
principals PA by due dates.

From time to time, participate, support and contribute to staff professional
development and learning programmes in your areas of expertise.

Participation and contribution to
staff professional development.

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, Board
of Trustees, MOE, NZQA, ERO and other agencies as needed.

Returns are submitted on time and
accurately.

Follow the school complaints procedure when managing school-community
complaints, parent/guardian complaints, or student complaints.

Undertake to resolve matters at the lowest possible level.

Active management of complaints.
parents/caregivers.

Demonstrate active management
of concerns through the various
stages of the procedure.

Support and uphold school policies in a positive manner, both inside and
outside the classroom.

Feedback from principal or deputy
principal.

Undertake assigned corporate duties which are part of the overall running of
the school, e.g. Duty Roster.

Specific responsibilities undertaken

Contribute to school promotional events as needed.



Whenever speaking about the school publicly, speak well and accurately of the
school.

Participate in school marketing as
required.

Feedback from parents, students,
teachers, the community.

Participate, as you are able, in activities related to the co-curricular and extra-
curricular programme provided for students.

Participation in activities.

Provide a thoroughly professional image and example to School personnel and
members of the school community.

Feedback from staff, students,
parents.

Use available opportunities to present Cornerstone to members of the
community in the best possible light.

Feedback from the community

Perform other duties and assume other responsibilities as the Principal may
assign.

Feedback from the Principal

6. PROFESSIONAL / PERSONAL DEVELOPMENT AND BEHAVIOUR

Key tasks Performance Indicators

Attend professional conferences and courses to maintain personal awareness of
developments related to general education and developments in subject areas.

Attendance at courses and
conferences as required.

Report on conferences and courses
attended.

Recommendations to SLT.

Share your knowledge and understanding with staff by being willing to present
PLD topics to staff.

Contributions to staff PLD.

Maintain your standard of behaviour and a public reputation that is consistent
with both the Code of Professional Responsibility and the Standards for the
Teaching Profession, as described by the Teaching Council of Aotearoa New
Zealand.

No breaches of standards are found
to have occurred.