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					ARDWICK STREET GORE PRINCIPAL: MARY MILLER

______________________________________________________________
Telephone: 03 208-7615 Fax: 03 208-1715 Email: office@goremain.school.nz

Dear Applicant Thank you for requesting an application package for our recently advertised Resource Teacher of Literacy position. This position will commence on 19 April 2010 and finish on 17 December 2010. The successful applicant will be a fully registered, experienced classroom teacher, with knowledge of current literacy programmes, and experience in remedial reading/writing programmes, to work with individuals, or groups of students, and their teachers/parents/caregivers. Accompanying this letter is the application package, which includes information about our school, the job description, and an application for appointment form (to be returned with your application). Applications close on Thursday, 22 October 2009 at 4.00 p.m. Please provide your Curriculum Vitae and supporting statements about your skills and experience that make you suitable for this position. Refer to the attached Job Description and relate your supporting statements to these areas. Your submission of a written application will be taken as consent for us to use the information for the sole purpose of selection as the applicant for this position. All applications will be acknowledged on receipt. Please enclose a self addressed stamped envelope as CV’s and applications will be returned following confirmation of the appointment. Please forward your applications marked confidential to: Applications Committee, Gore Main School, Ardwick Street, Gore. Regards

Mary Miller PRINCIPAL

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APPLICATION PACKAGE:
ACTING RESOURCE TEACHER OF LITERACY FIXED TERM POSITION: Terms 2 – 4, 2010

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WELCOME
Thank you for your interest in the position at Gore Main School. We hope that you find this application package informative and useful. If you have any further queries please feel free to contact:

The Principal Mrs Mary Miller Telephone: 03 2087 615

APPOINTMENT TIMELINE

1.

Advertised:

The Southland Times Saturday, 19 September 2009 Education Gazette 21 September 2009 12 October 2009 Applications must be received by 4.00 p.m. on Thursday, 22 October 2009 Friday, 23 October 2009 Tuesday, 27 October 2009

2.

Closure:

3. 4. 5. 6.

Short listing: Interviews:

Offer to successful candidate: Wednesday, 28 October 2009 Notification of unsuccessful Short listed candidates:

Friday, 30 October 2009 (as long as successful applicant has been contacted first) Monday, 19 April 2010

5.

Commencement Date:

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GORE MAIN SCHOOL – U4
Gore Main, formerly “Gore Public School” was the first school established in Gore. This was on 4 October 1878. From 1886 until 1953 it was the only Public School on the west side of the river. It holds a proud record in the field of education in the town. The present main building was erected in 1984, and it is the fourth main building on the site. The site itself is a sloping one, is attractive, and has been reasonably laid out. A major feature on the site is the Weeping Elm tree, planted in 1929 by the ex-pupils in memory of those who died on active service during World War I. In 1995, following considerable fundraising activity, a school hall was erected on site. The community served by the school can best be described as diverse in its nature. All types of family groupings are evident, along with a wide range of occupational groups. Gore is very reliant upon a strong rural economy fostering growth within the town itself. Low prices for farm production during the mid-nineties resulted in a considerable population loss to northern centres. During recent times a buoyant farming economy has seen a reversal of those trends. The school community encompasses the commercial area of the town, the Gore gardens and a number of other recreational reserves and buildings. While the main population concentration is within the town boundary we do have a very supportive rural community. Many of the rural parents take active roles in the functioning of the school, and the organizations associated with it. The school community is also the home for many of the sporting codes in the town. There are combined courts in Preston Street for tennis and netball, Citizen’s Tennis Club, three bowling clubs, bridge club, squash club, basketball courts and the croquet club. The tennis and netball associations use our court areas to supplement their own requirements, and we in turn use their facility at the Preston Street courts. Recently a new multi sports centre has been established which houses the Gore Aquatic Centre, the Gore Ice Skating rink and soon to be completed indoor courts. Gore has a very fine selection of art housed at the Eastern Southland Art Gallery as well as the John Money collection that has recently been gifted to the town. All of the primary schools in the town work well together. We also have regular contact with the Play-Centre, the two Kindergartens, Aroha Early Learning Centre and the ABC Playgroup. The school is the base for a Resource Teacher of Literacy position established in 2001.

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MISSION STATEMENT
Gore Main School -.

Reach for the stars

SCHOOL COMMUNITY GOALS AND OBJECTIVES

1. All students at Gore Main School will develop their full potential in literacy. 2. All students at Gore Main School will develop their full potential in numeracy. 3. The school will regularly provide children with an opportunity to set goals for learning and show self management, excellence, perseverance to succeed and encourage children to develop an inquiring mind. 4. Inquiry based/problem based learning will be a base to motivate children to focus their interests towards developing life-long learning skills. 5. All students will develop pro-social skills, higher self-esteem, respect and confidence in what they do, and be in a safe, secure, stimulating environment where individuality is appreciated. 6. Children will be encouraged to develop 21st Century Learning Strategies. 7. All students will be encouraged by staff to achieve their best, through a love of learning and a thirst for knowledge and life and through this take their learning further by making a positive difference for the school, wider community and world.

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THE GORE MAIN SCHOOL VISION (V)
As a result of extensive community consultation in Term 2, 2006, it is clear that the wider community’s vision is that Gore Main: ME 1. Will encourage children to set personal social, physical and academic goals, to strive to be better and experience successes through high levels of self management, perseverance and the promotion of inquiring minds. 2. Will be a place where pro-social skills, self esteem, respect, reflection, and confidence are built upon to prepare students as leaders for the future. US 3. Will encourage all staff and students to achieve their best, through a love of learning and a thirst for knowledge and life. 4. Will develop children’s knowledge, understanding and skills to become life long learners utilising the inquiry learning/problem based learning process. 5. Will enable everyone to be skilled 21st learners and citizens. OUR PLACE 6. Is a dynamic, creative, innovative learning centre that is the school of choice for our wider community, teachers and parents. 7. Will ensure teachers, staff and Board of Trustees have philosophies based on proven current research, hence ensuring that high quality programmes are delivered for individual learners. 8. Will provide a safe, secure and stimulating environment in which the uniqueness and individuality of each Gore Main School participant is valued. OUR WORLD 9. Encourage children to make a positive difference for the school, wider community and world.

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THROUGHLINES/VALUES & BELIEFS (B)
Our community consultation made it clear that the community values and believes that: ME 1. Excellence and perseverance should be encouraged at all times. 2. Self management, integrity, honesty, co-operation, collaboration,

responsibility and accountability are promoted. 3. Inquiring minds are fostered where children pursue answers to questions and action responses. 4. Individuality should be appreciated. US 5. Curious, self-motivated and innovative minds are promoted through the inquiry learning/problem based learning approach.

OUR PLACE 6. Ethical decision making will occur where there is a spirit of honesty, integrity, responsibility and accountability 7. The school community will aim for excellence by encouraging reflective thought, making connections, providing multiple opportunities to learn, shared learning, relevance of new learning and e-learning. 8. Core curriculum areas such as Literacy and Numeracy are essential as a solid basis to future learning. 9. A safe, positive, supportive physical and emotional environment will promote children’s learning. 10. An effective partnership between the school and the community is required for the education of our children. 11. Acknowledging our primary purpose is to meet the needs of our children on behalf of the school community. OUR WORLD 12. Respect for self, others, our environment, the community and world will be fostered. 13. Skilled and enthusiastic staff, students, community and Board of Trustees are a schools’ most valuable resource.
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GORE MAIN SCHOOL DETAILS OF THE VACANCIES

ACTING RESOURCE TEACHER OF LITERACY – FIXED TERM POSITION JOB DESCRIPTION
Terms of Employment       19 April 2010 – 17 December 2010. The salary payable is that determined by the current Primary Teachers’ (Including Deputy Principals’, Assistant Principals’ and Other Unit Holders’) Collective Agreement. Travel will be reimbursed. Responsible to Resource Teacher of Literacy Management Committee. Based at Gore Main School. To work in the following schools as determined by Management Committee: Mataura, Pukerau, Gore Main, Longford, St Peter’s, St Mary’s, East Gore, West Gore, Knapdale, Otama, Willowbank, Waikoikoi, Tapanui, B.M.C., Heriot, Riversdale, Balfour, Waikaia, Waikaka, Lumsden, Mossburn, Te Anau, Fiordland College, Mararoa, Garston and N.S.C.

Key Tasks   Work with individual or groups of children from Year 0-8 who are at risk of not learning to read or write. Provide advice and support to classroom teachers, in regards to individual students, in order to maintain the learning gains achieved by the child involved in an intervention programme, and/or address literacy learning for those children with serious reading difficulties, when part of the regular class programme. Meet with the parents/caregivers of these students to discuss strategies for on-going support at home. Provide written reports evaluating the student’s progress at the end of each block of individual/group tuition. Monitor students who have previously received individual/group assistance from the Resource Teacher of Literacy, and provide any on-going assistance as necessary. Report to the Resource Teacher of Literacy Management Committee each term on your activities/progress. Keep a database of your mileage, activities, schools visited, meetings with parents/caregivers/teachers and individual/group programmes. Keep a database of students who have been on the Resource Teacher of Literacy roll indicating their progress until discontinued. Complete the Ministry of Education return at the end of the year. 8

      

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Consult with other specialist teachers when required (RTLB, Speech Language Therapists, Special Education, Vision/Hearing Technicians). Use appropriate diagnostic tools. Maintain a workable caseload of children and classes as determined by the Management Committee, taking into account the level of involvement required for each child, and the experience of the Resource Teacher of Literacy.

Person Specification The successful applicant should have:           New Zealand Teacher Registration and a current Practising Certificate. A successful classroom teaching background. Knowledge and experience of remedial reading/writing/literacy programmes. The ability to develop and monitor individual programmes for children with serious reading difficulties. The ability to work with staff, families/whanau and other agencies and provide them with professional support. The ability to access and use ICT and materials to enhance and support literacy intervention programmes. A high level of consultative and collaborative skills. Strong interpersonal and communication skills to allow for effective and comprehensive consultation, and teacher support. A commitment to biculturalism, and to meeting the needs of children from different cultures, and the capability to provide services that are culturally appropriate. A current driver’s licence.

Applications should be marked “Job Application” and sent to: The Principal Mrs Mary Miller Gore Main School Ardwick Street Gore by 4.00 p.m. on Thursday, 22 October 2009.

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GORE MAIN SCHOOL
CONFIDENTIAL APPLICATION FOR APPOINTMENT
Position Applied For: Acting Resource Teacher of Literacy – Fixed Term. Closing Date: Applications must be received by 4.00 p.m. on Thursday, 22 October 2009. PERSONAL DETAILS: Name: Address: _________________________________________________ _________________________________________________ _________________________________________________ Contact Telephone Number: Home ( Work: ( ) ) ______________________ ______________________

Mobile: __________________________ Email Address: _______________________________________________ GENDER: ETHNIC IDENTIFICATION: Male / Female

Maori/New Zealander/Other

Confidential information to be used for statistical purposes only. NAMES, ADDRESSES AND TELEPHONE NUMBERS OF THREE REFEREES: (Previous employers preferred) 1. Name: Address: _____________________________________________ _____________________________________________ ) ________ Work ( ) _________

Contact Telephone No: Home ( Email:

__________________ Mobile: __________________

Capacity in which I have known this person: ____________________

2.

Name: Address:

_____________________________________________ _____________________________________________ ) ________ Work ( ) _________

Contact Telephone No: Home ( Email:

__________________ Mobile: __________________

Capacity in which I have known this person: ____________________

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3.

Name: Address:

_____________________________________________ _____________________________________________ ) ________ Work ( ) _________

Contact Telephone No: Home ( Email:

__________________ Mobile: __________________

Capacity in which I have known this person: ____________________

EDUCATIONAL QUALIFICATIONS: ___________________________________ ____________________________________ ___________________________________ ____________________________________ ___________________________________ ____________________________________

Date Awarded _________________ _________________ _________________ _________________ _________________ _________________

Registration Details:
(Attach evidence of current Teacher Registration)

Practising Certificate: Expiry Date: ____________ Number: _______________

Full/Subject to Confirmation/Provisional Number: _____________________

M.O.E. Number or Provisional Registration Number: __________________

Please outline your experience relevant to the position. Commence with the most recent position held. Position Salary Scale School/Institution Date from Date To

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OTHER PAID OR NON PAID EXPERIENCE DETAILS OF ACTIVITIES AND/OR POSITIONS HELD: ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

EXPERIENCE AND ABILITIES: Briefly outline why you consider yourself a suitable person for the position. You may use a separate sheet if you wish. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ DECLARATION:  Have you ever been convicted of any offence against the law (apart from minor traffic violations), or otherwise know of any reason why you should not be employed to work in the school environment? YES NO

If yes, provide the date and details of the offence on a separate sheet.   I certify that I am a New Zealand Registered Teacher. I give my permission for the Gore Main School Board of Trustees, or its agents, to contact past employers or professional colleagues, in addition to the names supplied as referees, for a statement of suitability. I declare that to the best of my knowledge the information given in this application and my Curriculum Vitae is true and correct. I understand that this may be verified.



Applicant’s Signature: _______________________

Date: ________

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

Upon receipt, all applications will be acknowledged by sending the receipt of application below.

RECEIPT OF APPLICATION

(To be completed by applicant)

Acting Resource Teacher of Literacy – Fixed Term Applicant’s Name and Postal Address: ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

We wish to acknowledge receipt of your application for the recently advertised Fixed Term Acting Resource Teacher of Literacy position at Gore Main School. This application will be considered following the closing date, and you will be advised of the outcome in due course. Thank you for your interest in the position at this school.

Yours sincerely

Mary Miller PRINCIPAL

Date:

_____________________

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