Government
English, Health and physical education, Learning languages, Mathematics and statistics, Science, Social sciences, Technology, Te reo Maori, The arts
Full-time, permanent role based in Kerikeri, Te Tai Tokerau.
As an early intervention teacher, you will play a critical role in our region's learning support team by:
Supporting transition points in the child's learning pathway such as transition into early childhood and to school as required
Providing high quality learning support in accordance with the guiding principles, strands and goals of Te Whariki : Early Childhood Curriculum and Te Whariki a te Kohanga Reo
Strengthening the capability of those who are best placed to support the learning of children
Enhancing inclusive practices in early learning services and other education settings
Assessing, collaboratively planning, supporting and monitoring the implementation of individual (or group) intervention plans.
To be successful you will need:
A Bachelor of Teaching (Early Childhood)
A post-graduate Diploma in Specialist Teaching: Early Intervention or the ability to attain this within four years of beginning in the position
A minimum of three years teaching experience and a deep knowledge of child development, learning and behaviour
An understanding of a range of needs and disabilities and their implications for daily functioning in family life and for teaching and learning in the context of early childhood and family homes
Excellent communication and interpersonal skills and an ability to work effectively with children, young people and their families and teachers across a diverse range of settings
The ability to understand and apply the principles of Te Tirirti o Waitangi and tangata whenuatanga
The Kerikeri office, with approximately 20 staff is a caring and supportive environment. A collaborative team player who places tamariki at the epicentre of their practice will fit in well with the integrated team Kaupapa.
How to apply All applications must be submitted online via the Ministry Careers Portal.
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