Veeninder Kaur
Avondale,New Zealand
Summary
Experienced educational leader with a strong background in enhancing teacher knowledge and implementing effective Maths and Literacy curriculum. Proven track record in accelerating student achievement, particularly through the ALiM programme and The Numeracy Project. Skilled in integrating literacy across various curriculum areas, employing effective classroom practices, and utilising formative and summative assessments to meet diverse learner needs. Adept at planning and conducting professional development sessions for staff, focusing on curriculum understanding and implementation. Committed to fostering an engaging learning environment through real-life contextual problem-solving approaches in mathematics.
Overview
20
20
years of professional experience
Work history
Full time Permanent teacher
Cornwall Park District School
Auckland
07.2018 - 11.2025
- 2018 - 2019 - Year 3/4 Classroom Teacher
- 2020 - 2022 - Year 3/4 Classroom Teacher, Maths curriculum Leader
- 2023 - 2025 - Year 3/4 Classroom Teacher, In school Leader
Classroom Teacher
Glenavon Primary School
Auckland
02.2007 - 07.2018
- 2007 - 2012 - Year 3/4 Classroom Teacher
- 2012-2015 - Year 3/4 Classroom Teacher and Team Leader
Relief teacher
Glenavon Primary and St Josephs' Primary
Auckland
01.2006 - 12.2006
Education
Bachelor of Science -
Bachelor of Education -
Skills
Curriculum Strengths and Portfolio for these roles:
In school Leader:
- Working with senior management to strengthen teacher knowledge of Maths Curriculum through staff PD
- Planning and running staff meetings to focus on understanding and implementing the Maths curriculum
Mentor Teacher:
- Curriculum Mastery: Deep, current knowledge of the relevant curriculum standards and the ability to guide the beginning teacher in planning and assessment aligned with these standards
- Differentiated Instruction: Proficiency in modifying lessons and instruction to meet the diverse needs of all students
- Assessment: Skill in using formative and summative assessment data to inform instruction and the ability to coach the beginning teacher on how to collect, interpret, and act upon this data
- Modelling: The ability to effectively model specific teaching strategies, classroom management techniques, and professional behaviours for the beginning teacher to observe and emulate
Associate Teacher
- Demonstrate Best Practices: Consistently model high-quality teaching, classroom management, and professional conduct This gives the student teacher a practical example to emulate
- Gradual Release: Strategically phase out their own teaching time to allow the student teacher to assume responsibility This follows a model like "I do, we do, you do"
- Co-Planning: Actively involve the student teacher in the planning process, guiding them on curriculum alignment, creating engaging materials, and designing appropriate assessments
- Formal Observations: Conduct regular, structured observations of the student teacher's lessons, focusing on specific criteria (eg, student engagement, clarity of instruction, time management)
- Constructive Feedback: Provide specific, actionable, and balanced feedback immediately following lessons Use reflective questioning to encourage the student teacher to self-assess their performance
- Goal Setting: Help the student teacher set clear, measurable, and achievable professional goals for the practicum period and track their progress against the university's teaching standards
Languages
English
Fluent
Hindi
Native
Punjabi
Native
Affiliations
- Travelling, Reading and Gardening
Accomplishments
Advance Classroom Expert Teacher since 2015
TEAM LEADER POSITION AND RESPONSIBILITY
- Leading Inquiry team for year 2, 3 and 4 classrooms
- Planning inquiry meetings to meet with the team
- Analyse data and find the focus for inquiry based on student needs
- Create target groups and collect student voice to plan the inquiry
- Plan inquiry focus and action plans to run the inquiry based on student needs
- Support teachers in the team to run inquiry in their classes
- Communicate with parents of the target students and keep them informed
- Organise parents evening to support parents and celebrate success
- Collect evidence of action and results of the collaborative inquiry
- Participate in inquiry leaders meetings reporting progress of our inquiry to the senior management
- Worked collabratively with team leaders to create best practise analysis template to observe teacher practise
- Share examples of good practise, observe teachers and give feedback on teaching practise
Highlights and Professional Developments
- In school Leader - Working with across school leaders to achieve goals for ACCoS initiatives
- Maths Curriculum Leader supporting teachers with teaching of Maths
- The Leraners First In school leaders Workshops
- Awarded the Advanced classroom expert teacher recognition (ACET) by Teach NZ
- Collaborative inquiry team leader years 2,3 and 4 classes
- ALiM 2 lead teacher leading Maths acceleration in school
- ALiM 1 teacher working on acceleration programme in Maths
- As Impact coach working to support acceleration programmes in school
- COL PD Helen Timperly
- Associate teacher for post graduate students from Auckland university
- Tutor teacher for beginning teacher
- Co planning and teaching with coordinator from cognition education for staff PD
- 2015 -2016 Maths PD cognition education
- 2015: Step up the talk PD
- Tops project: Literacy
- Incredible years Programme for behaviour and class management
- 2013 Tips to Autism workshop to learn about working with autistic students
- Lead teacher ALL (Accelerated learning in literacy) focus on writing
- 2012 Reading and Writing (working with reluctant students)– WASIP
- 2011 Writing – Sally Smith Team Solutions
- 2010 Writing – Sally Smith Team Solutions
- 2009 Solo Taxonomy – Pam Hook
- Writing: Murray Gadd
- Reading; Spiral of Inquiry by Helen Timperly
- Academically productive talk
- Tips to Autism workshop
- Orchestrating discussion
- Strategies for motivating reluctant writers by Rachael Kaspan
- Classroom minute by minute by Siobhen Leahy & Christine Lyon
REFEREES
- Janine Irvine ( Principal Cornwall Park District School)
- Ronelle Clarke ( Team Leader Cornwall Park District School)
- Vicki Brooke (Team Leader Cornwall Park District School)
Timeline
Full time Permanent teacher
Cornwall Park District School
07.2018 - 11.2025
Classroom Teacher
Glenavon Primary School
02.2007 - 07.2018
Relief teacher
Glenavon Primary and St Josephs' Primary
01.2006 - 12.2006