New Entrant Teacher, Fixed Term

**Primary Classroom Teacher
**RESPONSIBLE TO: Principal
Deputy Principal
Assistant Principal - Primary School

FUNCTIONAL RELATIONSHIPS WITH: Team Leader Aroha (yr1/2) Syndicate

Team Leaders Manahau (yr3/4) Syndicate
Team Leader Tumanako (yr5/6) Syndicate

Senior Leadership Team
SENCO
ESOL coordinator
Literacy Support Teacher
Support Staff
Parents
Students

PURPOSE AND SCOPE OF ROLE
The core purpose of a Primary Teacher at Cornerstone Christian School is to effective teaching, learning and
assessment experiences for Ākonga 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 DESCRIPTION
This document serves as a basis for employment into the role and ongoing performance appraisal when
undertaking the role of Primary Classroom Teacher.

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

EDUCATION Holds a current New Zealand Teacher Registration
QUALIFICATION Holda a diploma or bachelor’s degree in Education / Teaching

equivalent.

**KNOWLEDGE and **Demonstrates:
**EXPERIENCE Extensive teaching experience in junior school settings (year**
1-4) and/or upper primary (year 5/6)

Excellent student achievement/results
Excellent classroom management

Effective conflict resolution
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 Demonstrates:
QUALITIES 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
**Provide, in conjunction with Senior Management and fellow Middle Managers, Subject[s] area goals are in

appropriate professional leadership which is supportive of the school’s strategic alignment with school strategic and

plan, general direction and policies. annual plan direction.

Be responsible for the integration and implementation of the school’s strategic Subject[s] teaching and learning

direction in the Primary School years (years 1-6). Specifically, incorporate school schemes and plans are produced or

and national curriculum reforms and updates, as well as any Cornerstone modified and evaluated.

Monitor and guide the assessment of student achievement within your Subject[s] review utilises data to

to then use this to inform programme planning and pedagogical development.
- Annual review completed and _

Complete annual reporting requirements set by Deputy Principal or Primary
- presented to Leadership group. _

School Assistant Principal (and where applicable to the Principal’s nominee).

2. TEACHING, LEARNING AND CURRICULUM

**Key Tasks Performance Indicators
**Collaborate with classroom teachers to develop learning programmes that cater Differential teaching and learning

for the needs of a range of students.** **_programmes are developed and _
- implementedDevelop and maintain an engaging and positive teaching and learning Positive student and staff appraisal

environment, and pedagogical approach. Use effective communication, positive feedback

relationships and teamwork [where applicable] to implement the above.

Identify students within your year group / homeroom with particular learning Students identified and appropriate

needs and requirements; and ensure that these needs/requirements are being _teaching and learning is _

reasonably met. These include students who: _implemented successfully.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) 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, Pastoral, and the Assistant Principal for Primary School.**
**Liaise with the Team Leader as to