Job Description
Relevant to position
This job description is a broad outline that describes the core expectations and tasks of a teacher at Frimley School.
The job description should be read in conjunction with the Standards for the Teaching Profession, Code of Professional Responsibility, the School’s policies and advice, the Frimley School Curriculum Documents and School Charter, under pinned with our school values.
Rangatiratanga
Make a commitment to the Treaty of Waitangi and an understanding of the desired partnership in Aotearoa, by demonstrating a commitment to mana whenua
Design learning based on curriculum and pedagogical knowledge, assessment practices and a true understanding of each learner’s strengths. interests, needs, language, culture and identity
Manaakitanga
Whanaungatanga
Kaitiakitanga
Design and respond to your learners in a responsive way that can increase their understanding of their world, Aotearoa and what is beyond
Include in learning design an awareness of self and beyond
Core Teacher Practices
(Links to the Standards for the Teaching Profession)
1. Plan and implement appropriate/ personalised learning programmes that meets the needs, abilities and interests of learners based on our Ngā Ara Mātauranga (our Place Based Curriculum) (Design for Learning/ Teaching).
2. Ensure that programmes are informed by the refreshed NZC, developing Common Practice Frameworks and the schools Ngā Ara Mātauranga. To achieve this your teaching and programmes will also be based on effective and culturally responsive practices, including:
● Recognising, valuing and supporting our learners own language, culture and identity
● Fostering and building cultural relationships with our learners and their whānau
Expectations in the refreshed Curriculum, as it is formalised
● ensuring that your learning is developmentally appropriate and responsive to your learners
● Encouraging and modelling collaboration and collaborative learning
● Develop student capability to know where they are in their learning, and be able to reflect and identify next steps
● Develop student metacognitive and socio emotional skills
● Provide useful feedback/ feedforward to students in order to involve them in their own learning and to create their skills to become the tuakana of the learning
(Design for learning/ Teaching).
3. Develop and maintain with students, respectful and student centred duplex environments that have high learning expectations and strong partnerships with whānau (Learning -focused culture).
4. Demonstrate improving professional practice through:
● having an inquiring habit of mind (Teaching as inquiry)
● reflecting on and using professional judgements, data and whānau voice to progress and/or accelerate student progress and achievement
● reflecting on professional readings and research
● use the coaching models, colleague strengths and systems to strengthen your Culturally Responsive Pedagogy for learners
● participating and contributing to a professional learning community
● engaging fully in school PLD and initiating your own personal professional learning, applying this to your practice
● showing growth in your learning and use of Te Reo me ōna tīkanga in classroom, staff and whānau settings
● responding positively to professional feedback
● participate fully in the schools Professional Growth Cycles and Professional Learning opportunities
(Professional Learning/ Professional relationships/)
5. Use Culturally Responsive Pedagogy, effective programmes and practises to meet the needs of all learners
(Professional Learning/ Learner-focused culture/ Design for learning)
6. Commit to learning that is relevant and reflective of Te Tiriti o Waitangi to grow a better understanding of the dual heritage and be open minded to participate in all PLD that reflects this learning.
Demonstrate respect for the heritage, language and cultures of both partners to the Treaty of Waitangi. Show willingness to grow your own cultural competence in line with Tataiako and school expectations.
( Te Tiriti o Waitangi/ Learner-focused culture/ Design for learning/ Teaching)
7. Follow school expectations and procedures including:
● assess the progress and achievement of individual and groups of learners
● record accurate and reliable data using E-tap and other school systems ie..seesaw, PACT etc
● report progress and achievement across the curriculum to parents/whānau in a timely and regular manner using seesaw and other means
● understand the schools vision, model its values, contribute actively to the strategic plan and annual plan/ achievement targets
(Design for Learning/ Teaching)
8. Establish and maintain effective responsive relationships with students and whānau focused on the learning and well-being of all students
(Professional Relationships)
9. Contribute to the wider life of the school by taking on, participating in or leading activities (teacher or student centred) that enrich the learning experiences of our students and/or the operation of the school.
(Professional Relationships)
10. Teachers will adhere to all school policies and procedures and relevant guidelines, regulatory statutory requirements (Learner-focused culture) and the Education Council Code of Professional Responsibility.
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