Job Description

  SCHEDULE ONE – CLASSROOM TEACHER

 

General Statement of Responsibilities

 

1.  Special Catholic Character

The appointee shall support and uphold the school’s “special character” as defined in the school’s integration agreement and meet the expectations outlined in schedule two of the letter of appointment and appendix 15 of the Handbook for Boards of Trustees, Principals and Staff of New Zealand Catholic Integrated Schools.

 

2.  Curriculum Delivery

Ensures that all learning programmes are appropriately planned taking into account our Special Catholic Character, individual learning needs, and te reo me ona tikanga.

Maintains current levels of professional knowledge and ensures an appropriate learning environment.

 

3.  Curriculum Content

Programmes provide full coverage of learning areas in line with National Curriculum Statements and school education plans.  Programmes will take account of the learning needs of all students and will develop key competencies, attitudes and values as outlined in the NZ Curriculum document, Religious Education Curriculum, and school education plans.

 

4.  Assessment of Achievement

Through accurate monitoring and recording of student progress and achievement, teachers will be able to appropriately report as required and use assessments to inform their planning to meet student needs.

 

5.  General Contribution to the School

Teachers are expected to participate and support activities in the school in accordance to Catholic character.

 

6.  Additional Delegations: Decided through negotiation

Key Tasks	Desired Outcomes
1.   Curriculum Delivery Provides appropriate learning programmes     Includes elements of Treaty of Waitangi Monitors and records             Participates in the schools performance management programme   Uses a wide range of educational resources   Uses appropriately a range of teaching techniques Ensures a conducive classroom environment through sound management techniques	Programmes are carefully planned to meet individual needs, based upon guidelines set out in the school education plans and the NZ Curriculum document. Assessment for Learning and differentiated learning practices are integrated into teaching and learning programmes. Curriculum delivery is enhanced through the use of digital technologies. Programmes are appropriate to the general level of students. Through planned programmes and delivery attention is paid to Treaty obligations and incorporates where appropriate aspects of te rea Māori and tikanga Māori. Uses a range of assessment methods as an overall strategy. Regularly monitors and records student progress against the national Achievement Objectives and National Standards. Use is made of student assessment to identify levels of achievement for analysis of possible barriers to learning.  Strategies are developed and implemented which address identified learning needs to overcome these barriers. Appropriate in-class support is provided to those having special needs to ensure success in learning. This includes catering for Gifted and Talented students. Participates fully in the school’s performance management programme in line with mandatory requirements. High levels of teacher performance are maintained through participation in the professional development programme. Effective use is made of educational resources to help enhance meaningful learning.  A range of techniques and approaches are utilised to address student needs appropriately. Teachers use appropriate role models to lead students towards achievable success. Classrooms are conducive to learning by being as attractive, positive and supportive of children’s learning as possible. Appropriate routines are well established and understood by all students. Appropriate interactions, associated with developing respect and understanding, are role modelled by the teacher. Maximum use of learning time is maintained. Relationships with students demonstrate a respect for students’ individual needs and cultural backgrounds. As possible the classroom is physically safe. Provision is made for a purposeful working atmosphere. All discipline procedures are in line with our Special Catholic Character, school procedures and restorative justice principles.
Key Tasks	Desired Outcomes
2.   Curriculum Content Follows the requirements of the NZ Curriculum       Addresses the learning needs of Māori Takes account of cultural diversity   Ensures programmes encourages development of key competencies and reflects attitudes and values of NZ society	Programmes provide a balanced coverage of the essential learning areas of Religious Education, English, Mathematics, Science, Technology, Social Science, Health and Physical Education and the Arts. In Year 7 & 8 classes Other Languages is also taught. These programmes are in line with the NZ Curriculum document, the Religious Education Curriculum, and our school education plans. Teachers demonstrate a sound knowledge of curriculum content and assessment at the appropriate levels to which they are teaching. Teachers maintain a high level of commitment to their own learning which takes into account curriculum development and learning theory. Opportunities are provided, where appropriate, to integrate programmes that advance Māori Education Initiatives including, where possible, education in Te reo Māori. Programmes reflect the multi-cultural nature of New Zealand society.  They demonstrate an understanding of diverse cultural backgrounds and show a valuing of those backgrounds. Teaching programmes reflect values that include honesty, reliability, respect for others, respect for the law, tolerance, caring, non-sexism and non-racism. Programmes encourage and develop the key competencies of Using language, symbols, and texts; Managing self; Relating to others; and Participating and contributing.
Key Tasks	Desired Outcomes
3.   Assessment of   Achievement Works towards motivation and engagement of students in learning   Uses a range of assessment tools to measure student progress   Keeps accurate records of progress and reports on this as required	Provides an environment in which learning and achieving is valued and in which there is recognition of success. Students are aware of the progress they are making against learning intentions / success criteria, and appropriate feedback & feed forward enables students to identify their next learning steps. Teachers use a range of both formal and informal methods of assessing student-achievement. Assessment methods enable the measurement of student progress against the defined achievement objectives, specific learning outcomes or learning intentions. For each student records enable the profiling of their progress and provide the basis for assessing the effectiveness of the teaching programme. Accurate and detailed records are kept for each student which demonstrates the levels of achievement across all curriculum areas. Record keeping is in line with school wide requirements and is available on request from appropriately delegated staff. Teachers provide student progress records in line with school policy. When required teachers report of each students’ progress to parents and/or caregivers Reports provide clear, accurate and constructive information on student progress and achievement Reporting involves both written form and interview and may, by arrangement, be conducted at any time during the year
Key Tasks	Desired Outcomes
4.  General Contribution to the School & Teaching Profession Establishes sound collegial relationships that is professionally supportive Participates and supports school activities	Behaves in a manner that is professional and supportive of other members of the school staff in their teaching and learning duties. Shares, as appropriate, pedagogical information with colleagues. Co-operates with and seeks support as necessary from colleagues. Establishes and maintain effective collegial working relationships. Follows professional code of ethics. Participates in and/or supports, as directed, all school activities relating to the enhancement of the general life of the school. These will include cultural, sporting, social and community activities. Where appropriate either co-operates in or leads the organisation of school activities.

 

SCHEDULE TWO - THE SPECIAL CHARACTER OF A CATHOLIC SCHOOL

EXPECTATIONS FOR STAFF EMPLOYED IN A CATHOLIC SCHOOL

 

This statement is to be read in association with the School Charter, a copy of which is available from the school. 

The Catholic Church has developed an international network of schools because it believes the Church has a pivotal single intention: 

that God’s kingdom may come, and that the salvation of the whole human race may come to pass. 

Gaudium et Spes, 45a: Second Vatican Council 

The special character of a Catholic school is defined in the school’s Integration Agreement as follows: 

The school is a Roman Catholic School in which the whole school community, through the general school programme and in its religious instructions and observances, exercises the right to live and teach the values of Jesus Christ. These values are as expressed in the Scriptures and in the practices, worship and doctrine of the Roman Catholic Church, as determined from time to time by the Roman Catholic Bishop of the Diocese. 

Most schools also have a defined charism which may be specified in the school’s Integration Agreement. 

A person applying for a position in a Catholic school needs to understand the commitment this involves. 

• All staff, whether Catholic or not, are part of the whole school community. Each staff member is therefore expected to use his or her specific strengths and skills to support the mission of the school.

• A Catholic school shares the mission of the Church by developing students with knowledge, faith and values, all of which are in harmony.

• The curriculum and specific subjects are taught for their own value and with their own objectives. Seeking truth, wherever it is found, is fundamental to a Catholic school.

• The Religious Education programme is an integral part of the curriculum. The principles, truths and ethics of this programme permeate the whole life of the school. The students are taught that: 

• God is creator 

• Jesus Christ is God-made-man 

• Humankind’s ultimate goal is heaven 

• Authority to teach and interpret God’s revelation was entrusted to the Church by Christ, and is exercised by the Pope and the Bishops. 

The school as a whole subscribes to the Apostles’ Creed, which is the oldest of the formulas used by Christians to express their faith. It accepts the two-fold commandment of Christ, love of God and neighbour and the other values expressed by Christ as norms for living. The focal point of the whole school is Christ. 

No staff member will be required to act against their own conscience or personal philosophy of life. Such a requirement would not be in keeping with Catholicism and is contrary to the aims of the school. 

However, in accepting a position in a Catholic school it is assumed that staff members realise that: 

• Staff work as a team. Therefore all staff are expected to contribute, according to their  individual strengths and within their personal convictions, to the total purpose of the school. No school can operate successfully if any staff member undermines the positive efforts of others.

• Staff are expected to support, uphold and be actively involved in the total life of the school and its special character irrespective of their personal beliefs. 

• Staff are role models for students, colleagues, parents/caregivers in living the mission and values of the school. 

• Staff who do not profess Catholicism are expected to promote the Catholic Character of the school, and to refrain from doing or saying anything that would be antithetical to the school’s Catholic Character. 

• Staff are expected to abide by the Code of Ethics for Staff and Boards of New Zealand Catholic Schools. 

• In schools with a defined charism staff are also expected to uphold that charism - St Joseph’s charism is that of the Sisters of Our Lady of the Missions - RNDM (Mission Sisters). 

New staff will find others who are willing to assist them in gaining a fuller understanding of the school and its Catholic Character, and in solving any difficulties that may arise in the course of their work. In addition, the following resources will be helpful:

• The Catholic Education of School-Age Children (New Zealand Catholic Bishops Conference, 2014) 

• Sharing the Gospel Today: NZ Catechetical Directory (New Zealand Catholic Bishops Conference, 2012) 

• Catechism of the Catholic Church (June 1994) 122 Appendix 4.2 

• Religious Education Curriculum Statement for Catholic Primary Schools in Aotearoa New Zealand (NCRS, 1996) 

• Understanding Faith: Religious Education Curriculum for Catholic Secondary Schools Year 9–13 Aotearoa New Zealand (NCRS, revised 2010) 

• The Declaration (New Zealand Council of Proprietors of Catholic State-Integrated Schools, 1997, revised 2007) 

• The Catholic School (Congregation for Catholic Education, 1977) 

• Lay Catholics in Schools: Witnesses to Faith (Congregation for Catholic Education, 1982) 

• The Church’s Confession of Faith: A Catholic Catechism for Adults (German Bishops’ Conference, St Ignatius Press, 1987, San Francisco) 

• The Religious Dimension of Education in a Catholic School (Congregation for Catholic Education, 1988). 

• The Catholic School on the Threshold of the Third Millennium (Congregation for Catholic Education, July 1998) 

I agree to uphold the expectations outlined in this document.