TRACEY FOWLER

Supporting schools and organisations to:

• Develop cultural capability through data collection and analysis to inform planning and strategy
• Apply the principles of CR & RP to systems, processes and practices
• Build confidence to extend and apply the use of te reo Māori in English-medium settings - as Pākehā for Pākehā
• Use principles and ideas to create a strategic language revitalisation plan appropriate to the context
• Understand the nature of Te Tiriti o Waitangi partnership and the role of Tangata Tiriti
• Develop practice to achieve equitable outcomes for Māori learners
• Consider and apply Kaupapa Māori Theory
• Engage in theories of change and facilitate change through collaboration
• Connect values to practice
• Enhance potential through mentoring and coaching

• Implementing the Māori Student Success Framework (2013-2018)

• Contributing to Te Kura’s Rautaki Reo Rua

• Organising Te Wiki o Te Reo Māori events for staff, such as a ‘Kōrero and Kai’ lunchtime session on the challenges of becoming a bilingual kura

• Organising and facilitating learning advisories and tutorials both on and off-site

• Liaising with students, whānau and colleagues to organise and maintain a visiting schedule in order to support students in the community

• Collaborating with students to devise personalised, authentic and engaging programmes of work

• Delivering learning programmes and maintaining records using the student management system and online learning platform

• Assisting social worker with family, whānau and community liaison and communication: liaising with the wider community, CYFS, WINZ & NZ Police, advocating on behalf of students and their families, term newsletters, student reports, mentoring of students
• Management: chairing weekly meetings, liaison with associated agencies, administration and support staff; referrals, enrolments and leaving procedures, monthly BOT reports
• Promotion and Publicity: meeting and liaising with community groups; presenting and speaking at hui and to community groups
• Curriculum: leading teaching and learning, planning and organization, timetable, programme review
• Teaching: classroom teaching and development and review of student IEPs

• Facilitating therapeutic programmes designed to help participants understand the factors that lead to their offending.

• Helping participants to take responsibility for their actions

• Motivating participants to change their thinking and behaviour

• Teaching participants new skills to help them lead crime free lives.

• Teacher-in-Charge of English and Literacy Years 9-13

• Classroom teaching, marking and moderating

• Development and review of student IEPs

• Supporting and mentoring students in their studies through Te Kura

• Promoting reading and maintaining the student and children’s libraries with a focus on pukapuka written in te reo Maōri

• Initiating and implementing ‘Blended Classroom’ events, such as ‘The Big Read’