Charlotte Graham

•. Adapting to new situations and methods of operation.

• Working at a fast pace and multitasking.

•. Considering other peoples needs and style of communication.

• Helping create a spirit of sharing and generosity by offering high quality food and sanitary products that are excess in our homes and shops.

•. Developing and maintaining positive and trusting relationships with whānau, tamariki and staff through regular, safe and supportive communication. Collaborating together on the most appropriate, effective and joyful course of action for each person and their learning and teaching.

•. Safety and mana for every child is ensured through police checks, training around care of the child, legislation and cultural practices.

•. Maintaining a safe and secure learning space, complying with MoE standards and the needs of our tamariki. Ensuring that building, playground and resource conditions are inviting and up to code.

•. A high standard of teaching through regular professional development, incorporating culturally appropriate philosophies alongside uplifting Montessori principles and activities. Consistently seeking out nuanced research and practices to increase engagement and holistic success.

•. Creating an inviting, dynamic and peaceful kura to be in for everyone. Maintaining a level head and disposition in diverse situations. Creating in collaboration with staff and committee the respectful kaupapa, boundaries and expectations upon entering our kura.

•. Ensuring that our kura is always an inclusive place for diverse learners and that effective and functional support is provided with wrap around services when needed or asked for and tangible.

•. Guiding and mentoring new and student teachers on best practice and warm interactions. Contributing to their professional growth and wellbeing within our kura.

•. Student development is regularly documented with detailed and dynamic planning, leaning upon framework documentation for guidance. learning stories are authentic and of quilaity.

•. Te Tiriti ō Waitangi is a living agreement, prevalent in all that we do, write, speak and promise.

•. Te Reo me tikanga Maori is uplifted and exercised throughout daily practice by all staff. Support for this is forthcoming and safe.

•. Classroom routine and consistent flow, carefully constructed and fine tuned over time to incorporate a harmonious arrival and settling, through to the end of the day. Ensuring that there are new and varied activities planned alongside regular and predictable offerings.

•. Care of the environment through bush and forest expedition every week. Where we learn care for our ngāhere me taio and enjoy free play understanding risk assessment and boundaries.

•. Community event planning and whānau hui. Such as: Matariki celebrations, parent teacher hui, Christmas concert and kai, waiata and mediatation sessions, whānau and professional workshops.

•. Grant and learning support applications.

Please note*

This was not my official job description, but a large part of my daily work that reflects my responsibilities more clearly.

• Assisted in developing materials and supporting activities related to specific cultural background of children.
• Coordinated extracurricular activities that enriched students'' educational experiences outside of regular class hours.
• Supported learners with social-emotional competency and helped them enter group play and be a good friend.
• Assisted educators in tracking and analyzing data related to student assessment results for continuous improvement initiatives.
• Presented stage appropriate activities for better engagement and sense of achievement and confidence.
• Modelled good self care and care of others and our place.
• Fostered an inclusive atmosphere by actively addressing any instances of bullying and promoting a culture of respect within the school.
• Supported lead teacher in developing and carrying out lessons and in helping students.
• Participated in curriculum planning meetings, offering insights on how to better address individual student needs within the classroom setting.
• Provided valuable input during team meetings aimed at discussing potential interventions and accommodations needed for struggling learners.
• Helped supervise at mealtime and ate with children to encourage good nutrition and proper social skills.
• Improved student support by implementing individualized learning plans and progress tracking.