Cathy Puhipuhi

Responsible for the day-to-day running of the centre. Reports on centre performance and seeks to continually improve operations with support from Business Manager and administration. Leading the centre team towards delivering exceptional care and education for our stakeholders.

Responsibilities:

· Manages staff roster.

· Operational management of centre where located.

· Ensures data entry is completed accurately each day as in accordance with BECC APT Procedure and ensuring centres are meeting the minimum MOE regulatory requirements for staff: child ratios.

· Responsible for maintaining building compliance checks and Health and Safety compliance within the centre.

· Communicates effectively with teachers, parents, whānau, caregivers and their children.

· Actively contributes to Management Team.

· Encourages and supports Assistant Head Teacher.

· Demonstrates Leadership and mentors the teaching team.

· Reviews teacher performance and appraisal in line with the procedure in the BECC Teacher Appraisal Handbook.

· Carries out performance management in accordance with BECC procedure.

· Professionally represents the organisation as required.

· Leads and engages team in internal evaluation.

· Meets Ministry of Education compliance obligations.

· Contributes to ERO review material and process.

· Implements curriculum that reflects current theory and practices.

· Creates a positive learning environment.

· Mentors and supports the teaching team on teaching practice and learning strategies.

· Committed to equity and bicultural practices, promoting Te Reo and Nga Tikanga Māori, and aspirations for whanau and Tamariki Maori.

· Ensure links are made to Te Whāriki and leads planning and assessment.

· Supports Assistant Head Teacher in their role and ensures they have a secure knowledge of APT Software.

· Ensures compliance with BECC Policy at all times.

· Meets all own obligations in relation to Teacher Certification and Code of Professional Responsibility.

· Tasks:

· Maintains accurate records for staff roster in APT.

· Manage staff rostering. Ensuring extra hour count is within limits set.

· Participates in events benefiting the centre and BECC as a whole.

· Actively contributes to monthly management meetings.

· Inducts or ensures staff inductions are carried out as required.

· Manages conflict effectively and works actively to achieve resolution.

· Assists in HR recruitment as requested.

· Contact person for outside agencies regarding child welfare.

· Meets management meeting reporting requirements.

· Meets regularly with the Business Manager.

· Ensures all Health and Safety checks are completed with any outstanding concerns addressed and resolved.

· Ensures minor repairs and maintenance are carried out.

· Organizes and documents all emergency drills to meet regulations.

· Provides input into financial planning as requested.

· Manages expenditure within budget and financial policy.

· Submits accurate timesheets fortnightly.

· Approves staffing annual leave.

· Monitors sick leave and highlights any concerns to the Business Manager.

· Approves invoices as required.

· Encourages involvement within the preschool community, teaching team, parents, whanau, caregivers and their children.

· Maintains compliance with legislation and policy in Early Childhood Education.

· Any other reasonable lawful request

• Consulted with parents to build and maintain positive support networks and support continuing education strategies.

Standards for the Teaching Profession

1. Te Tiriti o Waitangi Partnership

Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa

New Zealand.

2. Professional learning

Using inquiry, collaborative problem-solving and professional learning to improve professional capability

to impact on the learning and achievement of all learners.

3. Professional relationships

Establish and maintain professional relationships and behaviours focused on the learning and wellbeing

of each learner.

4. Learning–focused culture

Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy,

collaboration and safety.

5. Design for learning

Design learning based on curriculum and pedagogical knowledge, assessment information and an

understanding of each learner’s strengths, interests, needs, identities, languages and cultures.

6. Teaching

Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an

appropriate depth and pace.

• Managing two centre - staff (14 teachers) Weekly staff meetings Organize courses/workshops according to Appraisal and Personal Professional development requirements.
• Ensure curriculum planning meets learning outcomes for children.
• Encourage teachers to be reflective practitioners.
• Complete Self Review regularly in consultation with staff, both planned and spontaneous reviews.
• Ensure center’s meet licensing requirements at all times.
• Prepare weekly newsletters, in consultation with staff, re topic for the week and learning outcomes and keeping parents informed Rosters Enrolments Employing staff Newsletters/panui Completing appraisals Developing and reviewing Strategic planning Teaching as required Comply with all regulations, license, policies Supporting with curriculum development Whakawhanaungatanga (building relationships) with Whānau Whakawhanaungatanga (building relationships) with community Supporting with PRT.
• Maximized productivity by keeping detailed records of daily progress and identifying and rectifying areas for improvement.
• Expanded cross-functional organizational capacity by collaborating across departments on priorities, functions and common goals.

• Develop curriculum programme for 2 – 5 years Building relationships with whānau (whakawhanaungatanga) Provide quality care and education for all tamariki Maintain children’s learning journey books.
• Communicated frequently with parents, students and faculty to provide feedback and discuss instructional strategies.
• Planned and implemented integrated lessons to meet national standards.
• Incorporated multiple types of teaching strategies into classroom.
• Incorporated exciting and engaging activities to achieve student participation and hands-on learning.

• Managing staff (16 teachers, 2 chefs) Rosters Payroll Financial accounts Invoicing families Enrolments Employing staff Newsletters/panui Supporting with Appraisals Supporting with PRT Developing and reviewing Strategic planning Teaching as required Comply with all regulations, license, policies Supporting with curriculum development Whakawhanaungatanga (building relationships) with whanau Whakawhanaungatanga (building relationships) with community.
• Maximized productivity by keeping detailed records of daily progress and identifying and rectifying areas for improvement.
• Evaluated employees' strengths and assigned tasks based upon experience and training.
• Established and administered annual budget with controls to prevent overages, minimize burn rate and support sustainability objectives.
• Conducted monthly inventories of raw materials and components on work floor.
• Onboarded new employees with training and new hire documentation.
• Accomplished multiple tasks within established timeframes.
• Approved regular payroll submissions for employees.
• Maximized performance by monitoring daily activities and mentoring team members.
• Delivered feedback to decision-makers regarding employee performance and training needs.
• Recorded inventory sales into organization's weekly income report.

• Develop curriculum programme for 2 – 5 year olds Leading planning meetings fortnightly Develop wiki programme Building relationships with whānau (whakawhanaungatanga) Provide quality care and education for all tamariki Maintain children’s learning journey books Oversee all health and safety requirements Complete all necessary ministry requirements Support centre manager Establish self-review programs Contribute to annual plan Maintain open communication with teaching team & management Work with ministry of Health (Hearing & vision testing) Encourage and model the use of te reo into the programme Student teacher mentoring.
• Planned and implemented integrated lessons to meet national standards.
• Communicated frequently with parents, students and faculty to provide feedback and discuss instructional strategies.
• Monitored students' academic, social and emotional progress and recorded in individual files.
• Promoted physical, academic and social development by implementing diverse classroom and outside activities.
• Applied play-based strategies to provide diverse approaches to learning.
• Worked with teaching staff to evaluate individual progress and recommend appropriate learning plans.
• Consulted with parents to build and maintain positive support networks and support continuing education strategies.
• Incorporated exciting and engaging activities to achieve student participation and hands-on learning.

• Providing education and care in the Pounamu room which caters from 6 – 18 months.
• (Primary caregiving).
• Worked with infants & Whanau to understand needs and provide excellent service.

• Providing education and care according to centre’s needs.
• Established a working relationship with Kaiako, tamariki and Whānau.

• Create a safe and stimulating environment for children to learn in.
• Plan sessions to encourage children to further their development.
• Plan, implement and evaluate programs for children with special needs.
• Build relationships with whānau Reporting to whānau Make a commitment to Professional development Provide a bicultural environment.

• Coordinate workshops according to annual plan.
• Maintain workshop registration book keeping
• Budget setting Liaise with facilitators, organize dates and venues and ensure facilitators are adequately resourced.

• Minute taking and distribution of minutes to all Māori whānau within playcentre.
• Facilitating harakeke weaving workshops.
• Attending marae visits and Hui Supporting Māori whānau in playcentre
• Establishing and maintain relationships with Whānau.

• Create a safe and stimulating environment for children to learn in.
• Plan sessions to encourage children to further their development.
• Plan, implement and evaluate programsfor children with special needs.
• Build relationships with whānau Reporting to whānau Make a commitment to Professional development Provide a bicultural environment.