Jason McCabe

Progressed from Teacher to Head Teacher, providing curriculum leadership and mentoring staff to maintain high-quality early childhood practice aligned with Te Whāriki. Led strategic planning, strengthened team performance, and fostered strong partnerships with whānau to support positive learning outcomes.

Designed and implemented a structured pre-literacy programme to enhance school readiness, focusing on phonological awareness, oral language development, early writing skills, and fine motor capability. Improved tamariki confidence, literacy foundations, and transition-to-school preparedness through intentional teaching and targeted small-group learning.

As a teacher at Frederick Street Kindergarten, I was responsible for creating a safe, inclusive, and stimulating learning environment where tamariki can grow socially, emotionally, physically, and cognitively. I designed and facilitated play-based learning experiences that supported curiosity, creativity, and problem-solving, while aligning with Te Whāriki, the New Zealand Early Childhood Curriculum.

I built strong, respectful relationships with children, whānau, and colleagues, recognising the importance of partnership in supporting each child’s unique learning journey. I observed assessed, and document learning to ensure intentional teaching that responds to individual interests and developmental needs.

My role also includes fostering a culture of manaakitanga, encouraging positive behaviour, supporting self-regulation, and promoting independence. I collaborate with the teaching team to maintain high-quality practice, reflective pedagogy, and a welcoming environment where every child feels valued and empowered.

Established quality curriculum environments aligned with Te Whāriki framework, ensuring every child engages with opportunities for exploration and learning.

Ensured the safety, health and wellbeing of children at all times.

Involved in planning, implementation and evaluation of the educational procedures in consultation with other kaiako. Carried out effective assessment of children’s learning and used it as a basis for planning. Demonstrated respectful, responsive, reciprocal relationships with children, parents, colleagues, support staff and the community.

Communicated with parents acknowledging their values and respecting their views, needs and aspirations. Encouraged them to participate in the educational programme.

Being a role model by displaying ethical and responsible behaviour as stipulated by the Education Council. Managed children’s behaviour positively, appropriately and respectively. Demonstrated understanding of all relevant legislation and documentation involving early childhood education. Ensured that practice aligns with the philosophy and policies of the centre. Reviewed and updated Centre policies and procedures for best practice with the collaboration of the Kaiako and whanau.

Oversaw compliance with early childhood regulations and Te Whāriki while maintaining a nurturing educational atmosphere.

My role included overseeing curriculum implementation, guiding intentional teaching practices, and ensuring programmes supported children’s social, emotional, and cognitive development. I built strong partnerships with whānau and the wider community to support each child’s learning and wellbeing.

I also managed centre administration, staffing, and operational planning, ensuring the centre ran effectively while maintaining a safe, inclusive, and engaging environment where tamariki could thrive.

As Head Teacher at The Cubby House, I provided leadership and guidance to ensure the delivery of a high-quality early childhood programme aligned with Te Whāriki, the New Zealand Early Childhood Curriculum. I was responsible for planning, developing, and implementing engaging learning experiences that supported tamariki’s social, emotional, physical, and cognitive development.

I worked closely with kaiako to support effective teaching practice, collaborative planning, and reflective professional growth. Building strong relationships with whānau was an important part of my role, ensuring open communication and partnership to support each child’s learning and wellbeing.

In addition to curriculum leadership and team support, I assisted families by safely transporting four children to and from the centre, helping ensure consistent attendance and supporting whānau with practical needs.

In my role, I supported learning across both the Samoan room and the over-two-year-old department, planning and delivering intentional, play-based experiences that fostered tamariki’s social, emotional, cognitive, and physical development in line with Te Whāriki. I collaborated closely with kaiako to ensure high-quality teaching practices and responsive learning environments tailored to each child’s needs and interests.

I also served as the Centre’s playground safety officer, monitoring equipment and outdoor activities to maintain a safe, secure, and engaging space for all children. Additionally, I led both spontaneous and planned self-reviews of the Centre, reflecting on practice, programme effectiveness, and health and safety procedures to drive continuous improvement.

Beyond my teaching and leadership responsibilities, I assisted families by safely transporting four children to and from the Centre, supporting regular attendance and easing practical challenges for whānau. This role required strong organisational skills, reliability, and a genuine commitment to supporting children and their families.

Worked as part of a dedicated teaching team, where I developed a strong passion for early childhood education and honed my skills in creating engaging, play-based learning experiences. Collaborating closely with colleagues, I supported tamariki’s social, emotional, cognitive, and physical development, while building positive relationships with whānau. This experience strengthened my understanding of Te Whāriki, reflective teaching practices, and the importance of fostering a nurturing and inclusive environment where every child can thrive.