We can`t all, and some of us don`t. That`s all there is to it.

We can`t all, and some of us don`t. That`s all there is to it.
MONDAY, 16th June 2008
Vol. 19
No. 751
We can’t all, and some of us
don’t. That’s all there is to it.
Students who are limited
by dyslexia are not a homogenous group; they have
specific, different learning
needs. Classrooms are usually frustrating for students
limited by dyslexia.
A verbally intelligent boy
who loved school, and who
was seen by his year one,
two and three teachers as
capable began not wanting
to go to school in year four.
Because he was struggling
his teacher tested him and
placed him in the bottom
groups for reading, spelling
and maths.
He went from experiencing himself as bright to feeling dumb and he began to
hate school. His learning
abilities hadn’t changed
but the learning expectations had.
A year five girl with unidentified dyslexia spent a 20
minute silent reading time tidying the classroom library.
She had perfected the art of
A secondary school student limited by dyslexia reported he was ‘invisible’. He
did nothing to draw attention to himself. With effort
he managed to usually get
average grades. None of his
teachers knew his name.
Some students with dyslexia describe school as boring; school is too easy, too
hard and/or not emotionally engaging. These students
often feel angry or sad and
they can learn to practice
behaviours that will disadvantage them.
Students limited by dyslexia form a vulnerable group.
They often focus on what
they feel they can’t do and
not on what they can do.
They regularly don’t complete assigned tasks; rush
and make mistakes, leave
things out or over simplify
their work just to get it completed.
Many students limited by
dyslexia can clearly describe
a time where they could
not find any reason for continuing trying; they can be
emotionally, socially and behaviourally at risk. Low self
esteem is far more disabling
than the specific learning
disability dyslexia.
Dyslexia needs early accurate identification. Studies
indicate you cannot teach
dyslexics the way you teach
non dyslexics and you can’t
teach all dyslexics the same
All dyslexic children benefit from skilled one to one
assistance. These children
need to be able to access a
variety of intervention pro-
— Lynn Berresford
Registered Psychologist
Dore’s doors are
Dyslexia Awareness Week
open in New Zealand
The Dore Centre has embarked on a series of public
meetings in regional centres
around NZ to talk to parents and educators about
the Dore Programme, an individualised exercise based
programme which treats the
symptoms of learning difficulties such as dyslexia, dyspraxia, ADD and ADHD.
The Dore Programme was
developed in England in
1999 and now has clinics
right around the world.
Recently the Dore Centres in Australia and the UK
went into voluntary administration.
“The Australian Administrator has been very helpful for us, and has gone to
great lengths to reassure
kiwi clients that Dore NZ is
an independent and profitable company that continues
Monday, 16th June 2008
the trade successfully,” says
David Conroy, Dore NZ’s general manager.
Other independent centres in South Africa, Taiwan,
Hong Kong and the Caribbean also continue to operate.
Giles Woodgate of Woodgate & Co. says in his report, “Dore NZ is not subject
to any form of insolvency
(cont’d p6)
This is the theme for this
year's Dyslexia Awareness Week,
running 16 to 22nd June.
With a focus of promoting
greater understanding and
acceptance of dyslexia as an
alternative way of thinking and one
that can offer wonderful creative
gifts as well as bringing learning
challenges for the teaching
This theme refers to the gifts of
creativity as well as the difficulties
and coping strategies which are
the ëdisguiseí.
Last year, the Dyslexia is Real
campaign was a great success,
with the government formally
recognising dyslexia and the MoE
engaging in a work programme to
address dyslexia in schools.
Dyslexia is often found in the
creative professions, from artists
to musicians, actors and chefs.
Without dyslexia the world
would be a much less colourful
and creative place.
Those with dyslexia must be
supported in education and the
workplace, and this often requires
specific interventions, as well as
awareness and understanding.
With this in mind EDUVAC/The
Education Weekly has dedicated
this week's issue to looking
at and unwrapping Dyslexia
and hopes that you will find it
helpful and maybe give a little
bit of insight.
Dis week is dyslexia
awareness week. As if any
teacher needs to be made any
more aware of dys-anything.
In the past few years I’ve had
excuse notes from various
parents and doctors and
psychologists and car
mecahnics requesting I
make due allowance for
Johnny, Rupert and Sky for
their dyslexia, dysgraphia,
d i s p r a x i a , d y s e n t e r y,
dyspepsia, disrespect and
dis little piggy went to
market and dis little piggy
stayed at home and oops,
and disbelief and
disagreement about dyslexia.
The Americans use the word
to describe any reading
problem while the Brits use
it for the problem of reversing
words, sounds, letters,
directions and shoes.
The pseudo-psychs attribute
it to left-brain right-brain issues
but my Nana would’ve said
something about a solid ruler
across the knuckles. Not that I
would - fo esruoc.
I’m concerned about the
rise in petrol prices and
mortgage interest rates and
the range of dys-excuses.
“It wasn’t my fault, Your
Honour. It was my dyslexia.
When I said ‘I’m taking your
car’ what I meant was ‘I’m
giving you my car’.”
“And the tagging Your
Honour. It was my dysgraphia
and my dysrespect for other
people and their property.”
“And when I said ‘yes’ I
meant ‘no’ and when you
say ‘guilty as charged’ I’ll
think that means ‘not guilty,
do it again sunshine.’”
Dyslexia I can cope with.
Actually if they just said
‘Johnny’s parents didn’t
teach him to read and his
useless teachers didn’t fix
the mess up and so now he
can’t read’, that would be
fine too. There’s a lot of joy
in raw honesty.
But saying Johnny must
get special consideration
in his NCEA assessments
due to his dys-interest, dysillusionment, dys-obedience
and dys-gusting personal
hygiene just makes me feel
disillusioned, disappointed
and in need of disinfectant.
And I’m Ok with dysgraphia
it. There are art galleries full of
works done by dysgraphics. I
also have dys-guitar-playing
and dys-regular-exercise
and dys-healthy-eating and
dysorganisation. One day
there’ll be pills for these
things but for the meantime
a note from the doctor will
Some our school’s kids,
hitherto considered snotty
brats, are now much better
understood; their gifts
and talents much more
appreciated. Now that
we accept disrespect and
dishonesty and disgusting
displays of bad manners
as being genuine disorders.
Now that we know and
understand and appreciate
and celebrate these scholars,
they too can have an NCEA
with fries, to take away.
woN s’ereh na gnitseretni
gniht. eW lla nac daer
sdrawkcab tuohtiw hcum
ytluciffid. oS ebyam aixelsyd
t’nsi os dab.
The real psychologists are
busy trying to find the source
of all these new dys-es. Nature
or nurture? Environment or
physiology? Dog forbid that
we blame genetics or poor
parenting, but what about
yppaH aixelsyDenoyreve.
–reteP sneddiG
Danks Davis Tutoring
Does your student have
difficulty in writing?
There are children, who
despite good teaching, cannot produce nice neat handwriting.
Dysgraphia is a difficulty
writing coherently, if at all, regardless of ability to read.
People with dysgraphia often can write, and may have
a higher than average IQ, but
lack co-ordination, and may
find other fine motor tasks
such as tying shoes difficult.
An unusual pencil grip,
poor spelling and poor sequencing; poor drawing and
poor fine motor co-ordination; poor visual processing
and visual perception are often clues to dysgraphia.
Having dysgraphia has
nothing to do with how clever the person is. Very often
these children are bright
with good reading skills. This
makes it hard for teachers to
understand why they don’t
seem to be able to produce
the required standard of written work.
They are often labelled as
lazy or as not trying although
Some children with
dyslexia have auditory
processing disorder
Research in many countries, including NZ, Australia, the UK and the US,
has shown that a significant
proportion of children with
reading disorder have an
auditory processing disorder (APD).
An APD can make it difficult to accurately discriminate sounds, especially
in difficult listening situations.
Auditory discrimination
difficulties in children with
APD may lead to reading
difficulties, or alternatively auditory processing and
reading difficulties may cooccur, or both these prob-
lems may be linked to a
common underlying deficit, which is yet to be determined.
The term “phonology” re-
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in reality they are doing their best. Over
time this causes emotional
distress to the
Types of
With dyslexic dysgraphia,
written work
is illegible;
copied work
is fairly
good and spelling is bad.
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fers to the way speech sounds
are organised and processed
in the brain. Different children
may find it easy or difficult to
organise, manipulate and use
their knowledge of sounds or
the sound system to facilitate
literacy development.
Phonology is not the same
as “phonetics” which refers
to the sounds of speech and
how they are produced.
A child with a phonology disorder may be able to
produce all the sounds in
their native languages, but
may have difficulty combining sounds appropriately
to form words or breaking
down the sounds in words.
A phonological deficit will
make it difficult for children
trying to learn the relationship between letters and
speech sounds (“grapheme
(cont’d p5)
Motor dysgraphia
is due to deficient
fine motor skills,
poor dexterity, poor
muscle tone, and/or unspecified motor clumsiness. Generally, written work is poor
to illegible, even if copied
by sight from another document. Letter formation may
be acceptable in very short
samples of writing, but this requires extreme effort and an
unreasonable amount of time
to accomplish, and cannot
be sustained for a significant
length of time. The learning of
keyboarding skills is often a
solution for these students.
Treatment for dysgraphia
varies and may include treatment for motor disorders to
help control writing movements.
Occupational therapy
should be considered to
correct an inefficient pencil grasp, strengthen muscle tone, improve dexterity,
and evaluate eye-hand coordination.
D y s g r a p h i c c h i l d re n
should also be evaluated for
ambidexterity, which can delay fine motor skills in early
About the author:
Jenni Wiles is the director of Read
Auckland and the past president of
SPELD Auckland. Jenni has a severely
dyslexic son, with dysgraphia, dyspraxia and behaviours found on the
Aspergers/Autistic spectrum.
Pens & pencils designed for dysgraphic students can be purchased
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[email protected], or Telephone 09- 529 1381.
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Monday, 16th June 2008
How to tell the difference between
dyslexia and other reading problems
Many researchers think there is a difference between dyslexia
and other reading problems. One way to spot the difference is
to use the Simple View.
Simple View of Reading
Specific language problems
The reader
Garden variety
1. Specific language problems. High decoding, low language
comprehension. Teach them vocabulary learning and
grammatical skills, and general knowledge through reading
or listening to stories and articles to deepen language
2. Dyslexia. High listening comprehension, low decoding.
Strength is language – this is their creative side. Good
vocabulary and general knowledge but can’t access this area
because can’t decode. Teach them phonics and give lots of
reading practice at the right difficulty level.
3. Garden Variety. Low decoding, low language comprehension.
They need the kind of help you would give to both of the
other two kinds of struggling reader.
Simple View of Writing
Good spelling but
weak in ideas
The writer – good
spelling and good ideas
Garden Variety –
weak in spelling and ideas
Dyslexia – good ideas
but weak in spelling
1. High spelling, low ideas. Teach them how to think of good
ideas for writing. For example, to write a good story think
of a problem facing the main character, a response to the
problem, how the character tries to deal with the problem,
and how the problem is resolved.
2. High ideas, low spelling. Many dyslexic pupils have good
ideas but you can’t read what they write because of their
weak spelling. Teach them spelling rather than ideas.
3. Low spelling, low ideas. These pupils need the kind of
help that you would give to both of the other two kinds of
struggling writer.
Summary: The Simple View can help the classroom teacher
to decide which pupils are likely to be “dyslexic” readers and
About the author: Tom Nicholson is at Massey University Auckland, Co-Director of the Centre of Excellence for Research on Children’s
Literacy (CERCL), and author of Phonics Handbook (Wiley, 2006).
Developmental Dyslexia
Do you have one or two
children in your class who are
struggling with reading for no
obvious reason? These children may have dyslexia.
Dyslexia is a severe difficulty in reading which cannot be
explained by general cognitive difficulties or lack of educational experiences. Dyslexia
occurs in at least five per cent
of the population and often
runs in families.
Many teachers do not realise that there is now strong
agreement among researchers
that in most cases dyslexia is
related to difficulties in phonological recoding, which is the
linking of letters in print words
to pre-existing phonological
(sound) representations of
words in the brain.
Compared to their peers,
dyslexic children are usually
poor on phonemic awareness
tasks, letter-sound knowledge,
and blending. Such knowledge
is used for explicit phonological recoding (decoding).
There is evidence that dyslexic children may also be poor
on what is called lexicalised
phonological recoding, which
depends on letter-sound patterns that the child’s brain
automatically induces from
stored information on the letters and sounds of words, obtained from the experience of
reading words.
Symptoms of dyslexia often overlap with other developmental disabilities, such
as language impairment, attention deficit hyperactivity
disorder (ADHD), and dyscalculia. This is why dyslexia can
only be properly identified by
a professional psycho-educational assessment.
Unlike other children with
reading problems, children
with dyslexia will not just
catch up with a small amount
of extra help, but need ongoing remediation. For most
children this should focus on
aspects of phonological recoding.
Parents should be cautioned
against methods which do not
do this, and which are often
expensive. It is common for
companies to claim that their
methods are ‘research based’
whereas, in fact, the research
evidence is inadequate.
It is important for teachers
to be aware of the difficulties
that some dyslexic children
may be experiencing, and to
support their learning with
daily reading practice consisting of books that contain
a large amount of familiar
words and a small amount of
new words.
This will help maintain their
existing reading vocabulary
and help consolidate new vocabulary.
It may also be useful to include instruction on lettersound relationships by having
them listen carefully to sounds
within spoken words that
match printed words.
By pronouncing the words
slowly while looking at the
printed word, the child can
learn how these sounds are
blended together. In this way,
an attempt can be made to improve both types of phonological recoding.
Dyscalculia is a severe difficulty in mathematics which,
like dyslexia, cannot be explained by general cognitive
difficulties or lack of educational experiences.
It is estimated that about
six per cent of children have
dyscalculia, and it also tends
to run in families, and overlap
with other developmental disabilities (although it may occur alone).
Dyscalculic children may
have little understanding of
the meaning of numbers or
mathematical procedures.
They may be inaccurate or
slow at counting, and have difficulty with the following: simple addition or subtraction,
memorising arithmetical facts,
following procedures, and using strategies (e.g. ‘bridging’
for subtraction).
They often exhibit a dislike
of or anxiety toward maths,
and display avoidance behaviours.
Difficulties with numbers do
not disappear and continue to
affect the rest of mathematics into secondary school and
Research on the cause of dyscalculia is only recent.
One theory is that the main
difficulty is in ‘number sense’;
our ability to represent quantity. This representation is
non-verbal, associated with a
particular area of the brain,
and present before schooling.
During childhood our brain
has to establish a fast automatic link between number sense
and representations of the
symbols we use for number
(words and digits). In dyscalculia this link appears to be
less efficient.
As with dyslexia, professional assessment and remediation is important; a child with
dyscalculia will not catch up
on their own, or with a small
amount of help.
Teachers can help within
the general class by trying
to give children work at their
own level, allowing extra time,
focusing on understanding
(especially of quantity), using concrete materials to help
link mathematical symbols
to quantity, providing a lot
of practice, and reducing the
need for memorisation where
You can read more about
dyscalculia (including more
remediation pointers and references to books) at: http://
www.aboutdyscalculia.org a
public information website created by the second author.
Co-authored by Drs. Claire Fletcher-Flinn, Senior Lecturer; and
Anna J. Wilson, Research Fellow,
Department of Psychology, University of Auckland
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Children often want to hide their problems.
They are usually excellent at creating a
camouflage to protect themselves from potential
hurt and damage to their self esteem.
These behaviours can be seen as smoke
screens …moving the teacher’s focus and
awareness from the child’s difficulties to the
masking behaviour. This uses the teacher’s
energy and focus simply to manage the behaviour
and thus avoiding the underlying problems.
A teacher needs to identify the child’s difficulty
or difficulties. All behaviour is understandable.
All behaviour can be changed.
• The Super Hero: That’s easy. Everyone knows
that. Dismissive.
• The Lame Duck: Helpless. Doesn’t know what
to do. Doesn’t understand.
• The Invisible Man: No eye contact. Stands or
sits apart. Whispers. Nobody, including the
teacher, gets to know him.
• The Clown: Everything is funny. Causes a
“riot” to distract.
Monday, 16th June 2008
• The Victim: Everyone picks on me. It’s not fair.
Poor me.
• The Escape Artist: Shut down. Don’t care.
Won’t try.
• The Wet Blanket: Boring. Puts teacher on
• The Busy Britches: I’ll do it later. Does
everything but what the teacher wants.
• The Helper: Overly helpful. A pleaser.
• The Mocker: Everything sucks. This is
• The Cool Dude: I’m only interested in doing
what I can do well. I’m cool.
• The Perfectionist: Intolerant of others.
• The Hypochondriac: Sore stomach,
headaches, absences. Wants special
• The Bully: Rather be bad than dumb. Upsets
• The Dreamer: Fantasy dweller. Lives in
another world. Doesn’t listen.
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If words
words looked
looked like
like this,
would reading
reading be
be fun?
Would you
you have
have to
to rest
your eyes?
Vision and its
Role in Learning
by Richard Shanks,
Recognising that vision, may
be a contributing factor to a
child’s difficulty with learning,
depends on the Model of Vision that the individual optometrist and parent has.
If the parent thinks that eyesight is the only important
aspect of vision and reports
to the optometrist that they
have not had any complaints
about vision by the child, the
optometrist may perform a
routine test to evaluate how
clearly the child sees in the
distance, check that they are
not too long-sighted, shortsighted or have astigmatism
and then check the health of
the eyes.
But if the parent understands that Vision is the sensori-motor system that guides
movement and orchestrates
the senses in our exploration
and then conceptual understanding of the world, then
so much more needs to be
At its most fundamental level, aspects of vision are normally broken down into the
following groups:
• Eye fixation.
• Eye focusing.
• Eye teaming (binocular vision).
• Visual perceptual skills.
Fixation is the ability to direct and maintain steady, central visual attention on a target.
This basic skill is developed in
infancy and refined through
the early years.
Ocular motor skills are the
neuro-muscular control skills
developed to point the visual
system on target and move it
to either follow a moving target (pursuit eye movements),
or jump from one object to
another (saccadic eye movements).
The infant moves from an
initial reflexive movement using most of the body towards
using the head to guide the
visual system.
During the next few years
the individual refines this
movement system by learning
to use eye muscles to replace
head movement – an achievement important in visual readiness for school.
Without these skills, you
can’t move your eyes smoothly across a line of text on a
Scanning from letter to letter, word to word, looking
ahead and predicting text,
and moving from one line to
the next are all complex eye
movements involved in the
task of reading.
If an individual has difficulty controlling eye movements
they could often lose their
place when reading, frequently
guess words rather than recog-
nise them, need to use their finger to maintain their place, or
exhibit other more subtle difficulties in visual information
processing. Most commonly
these difficulties interfere with
“learning to read.”
Eye Teaming (Binocular
Fusion and Stereo Depth Perception) is the ability to coordinate and align the eyes
precisely so that the brain can
fuse the images from each eye
as we look from place to place
along a plane (such as when
we are reading) or look from
distance to near.
This skill has both a sensory
and motor aspect. The sensory aspect is the brain’s ability
to put what each eye sees together. Even a slight misalignment causes difficulty with
reduced attention and stamina
for visual tasks, particularly
Misalignment causes double
vision or suppression of part of
the vision of one eye, making
precise tasks more tiring and
often follows with avoidance
of the task.
Focusing Skills is the abil-
Bright and intelligent but experiencing
difficulties with reading, writing,
comprehension, maths or paying attention?
About the author,
Richard Shanks on p.6
EDUVAC/The Education Weekly
does not necessarily support, endorse,
or recommend any method, treatment,
product, programme, or therapist for
those with dyslexia, dyspraxia, dysgraphia, dyscalculia, or any other Autistic Spectrum Disorder.
However, we do seek to inform our
readership, in the belief that you have
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I’ve heard about Brain Gym®, would it
help for a Specific Learning Disability?
Brain Gym® was developed by Dr
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context of assisting children with learning difficulties.
Brain Gym® movements are part of
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System. They can be used generically
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Educational Kinesiology
is a comp re h e n s i v e
mind-body integration programme that
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It incorporates movements known as
BRAIN GYM® and can be used with both
children and adults. The Edu-K processes enable us to improve our neurological organisation and flexibility making it
ity to accurately focus and
maintain clarity at a particular
point (a word on a page) and
the ability to rapidly change focus from one point to another
(copying from the board to
the book).
This combined lens neuromuscular system is a network
integrating the eyes and the
Most children are capable
of a large amount of change in
focus, but fine, accurate control breaks down more easily
under stress.
(cont’d p6)
possible to release inhibiting beliefs, eg
“I can’t…” plus compensatory patterns
of movement and behaviour.
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Monday, 16th June 2008
I Love Myself
Thinking in pictures…
The gift that children with
dyslexia have is their ability
to think in pictures and this
deceptively simple book gives
the opportunity to do just that
with its uncluttered pages and
limited text.
I Love Myself clearly communicates the message that
it’s okay to let your imagina-
tion fly and most importantly
to be you.
Child psychologist Bernadette Tynan confirms, “Once
children know the magic of
their own mind not even the
sky is the limit… seeing is
“It’s a very safe way of encouraging children to explore
different feelings… Children
seem to understand and respond, they think of ways of
dealing with the situations
through the messages in this
book,” says Zahra of Montessori preschool in Ponsonby.
“A book encouraging children to contribute and explore, calling to their innate
Some children with dyslexia have auditory
processing disorder
to phoneme” mapping), and
hence a phonological deficit
is thought to be one of several
possible causes of dyslexia.
Although it is hard to prove
a causal link between auditory and/or phonological difficulties and reading problems,
these difficulties clearly cooccur in many children.
Research at the University
of Auckland has shown an
overlap between APD and
reading problems. In one
study, 42 per cent of children
who presented with suspected auditory deficits had APD
as well as reading and language difficulties.
A randomised controlled
trial of different treatments for
APD conducted with these
children by Dr Mridula Sharma and Drs Purdy and Kelly
showed that auditory discrimination training and language
therapy produced significant
improvements in phonological awareness and nonword
A “meta-analysis” of the
literature conducted in 2003
by Dr Franck Ramus showed
that, across 10 different studies exploring the link between
auditory processing disorder
and dyslexia, 39 per cent of
adults and children with dyslexia also had poor auditory
Interventions that are effective for APD, such as auditory training, language therapy
and personal FM systems,
may be beneficial for some
children with dyslexia.
In order to determine the
best intervention approach,
children with persistent
reading difficulties should
be assessed by a range of
professionals, including a
I Love Myself is more than a book; it’s a
revolutionary way of exploring feelings
of self-worth with children. The delightful
words within I Love Myself will help
strengthen self-esteem with children - an
invaluable resource for any classroom.
• Illustrated by children, for children • A new theme on each page
• An interactive page for children to work with
• An innovative way to explore key competencies in the classroom
wisdom and adding a freshness to ideas – A book even
more special to those who
are ‘different’ because they
are aware of their differences and need to know this
can be a real blessing,” says
Marilynn McLachlan, author
and editor of www.mumsontop.co.nz
Place your order now and
discover for yourself the delights in I Love Myself.
Available by mail order from:
True Potential, 41a Landvale Court, Browns Bay, Auckland 0630
Phone 09-476 6921
Please rush me ... copies of I Love Myself - $24.95 per copy incl.
postage and packaging within New Zealand.
Name/School: ..................................................................................
Amount enclosed: $...............................
Please mention Eduvac with your order
(from p2)
speech language therapist,
audiologist and educational
For more information contact Dr Jennifer Smart, Dr
Andrea Kelly or Dr Suzanne
Purdy at the University of
[[email protected]].
Pumpkin Patch is Australasia’s largest kidswear fashion retailer.
Kids Patch, our onsite childcare facility, licensed for 22 children
aged 0-5 years, has a rare opportunity for an experienced Centre
Manager. Having been open now for 9 years the centre is well
established with a fabulous group of teachers and children!
Based in East Tamaki the Centre Manager will:
• Oversee a group of teachers and ensure ratios are met at all times
• Plan together with the teaching team to ensure that all areas of the
Curriculum are met
• Manage the Government Funding and Staffing hour counts
• Prepare and meet with ERO with our Centre Licensee
• Plan for future development of the Centre
You will be fully qualified and experienced in Early Childhood
education and staff management. You will have a good
understanding of Early Childhood regulations and Te Whariki
along with the ability to create an inspiring, educational and
fun environment for our children.
This is a fantastic opportunity for someone to take responsibility
and work within a great team with the additional benefit of
being part of the Pumpkin Patch Group.
To apply online for this job, please visit http://careers.pumpkinpatch.
biz and enter the job code 37981EW or post your application to Lynne
Aim, Pumpkin Patch, Private Bag 94310, Pakuranga, Auckland
Want a career full of love,
laughter & learning?
If you’re self-motivated, energetic and have a true passion for the ECE
profession, why not join the dedicated teams at ABC Learning Centres?
You’ll enjoy wonderful working environments, excellent remuneration
and many opportunities for further training and professional
There are many great opportunities throughout New Zealand for
Qualified Teachers and Teachers in training to
join ABC Learning Centres!
So, if you’re serious about your early
childhood career, join ABC today. Before
you know it, you’ll be enjoying a
rewarding career full of love, laughter
and learning!
Qualified Teachers must hold a Diploma
of Teaching (ECE) or alternative approved
qualification. Full or provisional
Teacher registration is also required.
Apply online at
or call 0800 408 623
123 Careers (NZ) Ltd is an independent company specialising in childcare personnel recruitment
TO ADVERTISE HERE CONTACT US: Ph: 09-849 7100 • Fax: 09-849 7103 • Email: [email protected]
Ph 09-415 0630
09-849 7100
09-849 7100
0508-285 832
0800-623 232
0800-857 774
[email protected]
0508-335 465
[email protected]
0800-857 526
[email protected]
09-849 7100
[email protected]
World leaders in reading comprehension
PROBE & KEY Comprehension series
04-528 4433
0800-747 606
[email protected]
0800-176 278
0800-695 648
00800-8463 7526
0800-44 8633
09-415 2101
[email protected]
0800-860 460
09-849 7100
09-849 7100
www.avondalesportswear.co.nz 0800-117 666
TO ADVERTISE HERE CONTACT US: Ph: 09-849 7100 • Fax: 09-849 7103 • Email: [email protected]
Monday, 16th June 2008
Dore’s doors are open in
New Zealand
administration.†The management accounts of Dore
NZ as at 30 April, 2008 record
that Dore NZ was trading
The Dore Centre has been
operating a clinic in Greenlane Auckland since 2004
and last year opened in both
Wellington and Christchurch to make treatment easier to access for families in
the Lower North Island and
South Island.
Vision and its Role in
About the author:
With a particular interest
in the impact that visual difficulties have on learning in
school, Richard Shanks, Optometrist, has consistently
strived to keep up-to-date on
the clinical advancements
and understanding that optometry has to offer children
struggling to learn.
In 1990 he joined the College of Optometric Vision
Development (COVD), which
is an organisation that has
an interest in the visual performance and how it interacts with the academic and
sporting potential of individuals, together with their
quality of life.
In 1991 he became a Member of the Optometric Extension Program which is a
non-profit organisation promoting the understanding of
the development of vision
throughout both childhood
and adulthood.
In 1992 he was invited
(from p1)
During Dyslexia Awareness week Dore specialists
will be holding free seminars to update parents and
educators on the latest information about learning difficulties in Greymouth, Levin,
Tauranga, Masterton, Upper
Hutt and Auckland.
For people wanting more
information on the Dore Programme, please go to: www.
dore.co.nz or call toll free
0508 367 369.
(from p4)
to work under Prof. Harry
Wachs in the Reading Centre of the George Washington University in Washington
DC, who he worked with and
studied under several times
over the next few years.
Since returning to Barry
and Sargent Optometrists in
NZ he has completed the Certificate of Ocular Pharmacology at Auckland University
in 1997 and the Behavioural
Optometry Masters Paper at
the University of New South
Wales in Australia 1999.
He has continued his studies under the Australasian
College of Behavioural Optometry and has finished his
Fellowship for the College,
by publishing a standardised
test of visual spatial thinking for children between six
and 10 years of age. He has
recently retired from the Regional Director’s role for the
NZ Division of the Australasian College of Behavioural
Tips for Teachers
Thinks primarily in words
Has auditory strengths
Relates well to time
Is a step-by-step learner
Learns by trial and error
Progresses sequentially from easy to difficult
Is an analytical thinker
Attends well to details
Follows oral directions well
Does well at arithmetic
Learns phonics easily
Can sound out spelling words
Can write quickly and neatly
Is well-organised
Can show steps of work easily
Excels at rote memorisation
Has good auditory short-term memory
May need some repetition to reinforce learning
Learns well from instruction
Learns in spite of emotional reactions
Is comfortable with one right answer
Develops fairly evenly
Usually maintains high grades
Enjoys algebra and chemistry
Learns languages in class
Is academically talented
Is an early bloomer
Thinks primarily in pictures
Has visual strengths
Relates well to space
Is a whole-part learner
Learns concepts all at once
Learns complex concepts easily;
struggles with easy skills
Is a good synthesiser
Sees the big picture; may miss details
Reads maps well
Is better at math reasoning than
Learns whole words easily
Must visualise words to spell them
Prefers keyboarding to writing
Creates unique methods of organisation
Arrives at correct solutions intuitively
Learns best by seeing relationships
Has good long-term visual memory
Learns concepts permanently; is turned
off by drill and repetition
Develops own methods of problem
Is very sensitive to teachers’ attitudes
Generates unusual solutions to problems
Develops quite asynchronously
May have very uneven grades
Enjoys geometry and physics
Masters other languages through
Is creatively, mechanically, emotionally,
or technologically gifted
Is a late bloomer
remaining to advertise that
Recruitment Position this Term
Deadline: 12 noon – Thursday 26th June
Fax: 09-849 7103
E-mail: [email protected]
Part-time Classroom
Teacher year 1/2
Fixed Term Position
August-December 2008
New Entrant
Teaching Position
Qualified Teacher Required
Samoa Moni i Lana Gagana
(Early Childhood Centre) based
in Mangere Auckland is looking
for a qualified Early Childhood
The person must have a minimum
National Diploma in ECE. Must
have one year experience working in an Early Childhood Centre,
fluent in Samoan Language and
If you are looking for a fresh start
and enjoy working with children
and an excellent team of teachers, apply now to: Licensee,
PO Box 43208, 40 Bader Drive,
Mangere, Auckland.
Applications must be in writing
including curriculum vitae or Email copy to:
[email protected]
Closing date: 30th June, 2008.
We currently have a Teaching
Position in our O2 area, for approximately 25 hours per week.
We offer our team the CP contract, EAP services, PD and
Teacher Registration support.
We seek an educator with a
minimum qualification of DipTch
(ECE), who is passionate about
working with young children. We
are also interested in people
wishing to enter into an education programme to gain an EC
Applications are to be made to:
The Centre Manager, Box 20149, Christchurch. Phone 03359 7606. E-mail: bishopdale.
[email protected]
We are seeking to employ a
Teacher with recent NZ experience who effectively incorporates ICT, Numeracy strategies
and inquiry learning into class
The successful applicant will be
responsible for the morning programme each day to release the
A.P. for Reading Recovery and
management responsibilities.
Position commences Monday,
21st July, 2008.
Applications will be processed
as they are received.
Applications, including C.V. and
contacts for two professional referees to: Brian Bayly, Principal,
Macleans Pr imar y School,
Wycherley Drive, Bucklands
Beach. Phone 09-534 5191.
U6. Contributing. Roll: 578.
Staffing: 26. Decile 9. Our roll
continues to grow. We would
like an interested and innovative
classroom practitioner willing to
be a respected team member.
We are a learning community
with high expectations who want
the best for our children.
If you are the positive person to
give our new entrants the best
opportunity for learning then
please apply.
Applications close Monday 30th
June, 2008.
Information package available on website: www.starofthesea.school.nz and/or from: The
Principal, Our Lady Star of the
Sea School, 14 Oakridge Way,
Howick, Auckland. Phone 09- 538
0195, Fax 09-538 0196. E-mail:
[email protected]
Two Positions
ECE Teacher
Applications are invited for a
qualified ECE Teacher holding
either a BEd/DipTch (ECE) to
join our dynamic team.
We are a full-time childcare
centre catering for children six
months to five years.
This is a Full-time Position of
37.5 hours per week and we are
looking for someone who is enthusiastic and passionate about
working with children.
For more information please
contact Olivia or Noelene, Phone
04- 478 4015. E-mail:
[email protected]
Two Positions
Our community preschool requires Two qualified Registered
Teachers to work with infants
and toddlers daily 8.15 a.m.4.15 p.m.
Special requirements are excellent communication, sense
of humour, self-motivation, flexiblility, and a natural passion to
teach children in a homely environment.
Support provided towards registration.
Centre covered under Consenting
Parties Agreement.
For further information contact
Heather Alderton, 3 Thames
Street, St Albans. Phone 03- 355
9396. E-mail:
[email protected]
Scale A Teachers
We are looking for Two new
Teachers to join our amazing
team, teaching Year 5/6 classes.
If you are an enthusiastic, committed Teacher who would like
to work in a positive professional
environment on the beautiful
Hibiscus Coast, 30 minutes North
of the Auckland Harbour Bridge,
then we have the job for you.
Both positions available from the
beginning of Term Three.
Please apply in writing including a C.V. and the names of two
referees to: The Principal, 20
Albert Hall Drive, Red Beach,
Whangaparaoa or E-mail:
[email protected]
Applications close Monday, 23rd
June, 2008.
Whanau Leader 1 MU
U6. Decile 2. We seek an enthusiastic Leader for our Year
4 Whanau. We require a person who has a passion and energy for working with Maori and
Pasifika students.
The successful applicant will
have strengths in Literacy, a focus on raising student achievement and the ability to develop
quality learning partnerships with
students and their whanau.
Position comes with .1 release.
Start date Term Three (negotiable).
Applications close 4.00 p.m.
Monday 23rd June, 2008.
Please send a C.V. and covering letter stating strengths and
relevant experience to: The Principal, Stephanie Tawha, Ranui
Station Road, Ranui. Phone 09833 6386. E-mail: [email protected]
Sunnydene School
Deputy Principal, 4MU
U4 for students with intellectual disabilities
Mt Roskill, Auckland City
We need a highly motivated and competent person with
effective communication skills. An expert working knowledge
of special education in a specialised setting is essential.
Applications close 30th June, 2008
For more information Phone 09-620 7680
Please forward letter of application, C.V. and the names
and contact details of two referees to:
The Principal, 48 Smallfield Avenue, Three Kings, Auckland 1042
Phone 09-620 7680, Fax 09-620 7793
E-mail: [email protected]
One Position, Scale A Fixed
Term – New Entrant Teacher
We have a position available
in our growing school. The position is Fixed Term until the
end of the year. We are seeking a New Zealand Registered
Teacher with up-to-date curriculum knowledge especially in
Literacy and Numeracy to join
our school team.
The successful applicant should
be highly motivated, enthusiastic, and committed to student
learning. Knowledge of assessment for learning pedagogy and
a willingness to use an integrated
curriculum approach would be
A readiness to work in a cooperative team environment is
Starting 30th June, 2008.
Applications close when the position is filled.
Applications are available from
Janene Maskell, Executive Officer, [email protected]
school.nz or can be downloaded
off the school website.
Please send your application
form, C.V. and letter of application
to: The Principal, Freemans Bay
School, Wellington Street, Auckland. Phone 09-360 1572, Fax
09-378 7866. E-mail: [email protected]
Decile 9. Well resourced, full
primar y. Long Term Relief
Position for our Year 1-2 area
and Permanent Position for our
Year 3-4 area, both commencing
Term Three.
We seek NZ Registered Teachers with excellent classroom
management skills, competency
in Literacy/Numeracy and supportive of our learning culture.
Our dynamic staff teach in a well
resourced and attractive environment. Resources will include a
new library, information centre,
art room and intermediate block
along with our existing full sized
gymnasium and mini-hall.
We are authorised to teach the
International Baccalaureate
Primary Years Programme (PYP)
but experience in this is not
essential as excellent PD opportunities will be offered to
teachers working in this exciting
Applications close 20th June,
The general job description is
available from the office.
Please include a SAE if you wish
your C.V. to be returned.
Letters of application with C.V.
and the names of two referees
should be sent to: The Principal,
217 Riddell Road, Glendowie,
Auckland 1071. Phone/Fax 09575 7374. E-mail: [email protected]
Website: www.glendowieprimary.
Silverdale Normal
ROLL 320
An opportunity has arisen for an innovative and dynamic leader.
Seeking an appointee with a strong vision for primary education and
preservice teacher education coupled with exceptional interpersonal
qualities, and highly effective management and communication skills.
An excellent working knowledge of the NZ Curriculum is required and
normal school experience would be an advantage.
Capacity to inspire and develop both students and staff to their full
potential. We have two Montessori classrooms and a SE satellite unit
on site.
The successful applicant is expected to take up the position at the start
of term 4, but this may be negotiable.
An information pack is available from
The School Office; ph: 07-856 7604
Email: [email protected]
Monday, 16th June 2008
Long Term Reliever for
Terms Three and Four, 2008
We offer an exciting opportunity
to teach a Year 4 Class to a New
Zealand Registered Teacher.
You must be enthusiastic, motivated and prepared to work
Applications close 23rd June,
Please forward C.V. and the
names of two referees to:
[email protected]
Phone 09-636 4233.
Scale A Teacher
Pigeon Mountain School is a well
resourced school with a strong
team approach. The community
is very supportive and our students are high achievers.
We require a talented Teacher
with recent NZ experience who
is committed to making a difference. This position is a Fixed
Term, Year 6 Class. To start at
the beginning of Term Three.
Closing date Monday 23rd June,
2008, at 4.00 p.m.
To contact the school for more
information, or to arrange a
pre-application visit please
contact Tracy Leader: [email protected]
Phone 09-534 9765, Ext. 804, Fax
09-534 9760. [email protected]
New Entrant Teacher
Position is available from 21st
July, 2008. Fixed Term December 2008.
We are inviting an enthusiastic
and motivated Teacher to apply
for the above position to join our
dedicated team of staff in our innovative inquiry based learning
This is a new position and applicants will need to display:
• A willingness to teach and
support the religious instruction appropriate to the Special
Catholic Character of our
• Have an up to date curriculum
• Show strengths in Literacy,
Numeracy and formative assessment.
• A willingness to participate in
on-going professional development.
• Be New Zealand Registered.
Please forward your C.V. with a
covering letter to: Stella Maris
Catholic Primary School, PO Box
103, Silverdale, HBC. Attention:
Mrs Smith – Principal.
Applications will close on Friday
27th June, 2008.
Permanent Teaching Position
A semi-rural, U5, full primary school five minutes from
Papakura. We are seeking an enthusiastic NZ Registered Teacher
to teach in our Y1 Class and replace our current Teacher who is
moving overseas.
Recent, relevant NZ teaching experience is desirable, as
are strengths in Literacy and
For more information, and to apply, contact: The Principal, Grant
Barnes, Phone 09-299 6228.
Team Leader 1MU
U4. Decile 2. We seek an aspiring Leader to teach in our Y5-6
Class and lead our senior team.
Successful candidate will be
highly motivated and committed, with a passion for teaching
and learning.
Professionalism, a sense of humour, ability to develop strong relationships and a proven record
of successful classroom teaching and management are required.
School visits encouraged.
Applications close 4.00 p.m.
Friday 20th June, 2008.
Please make an appointment
with Heather or Brett, Phone
09- 828 7227.
Please send a letter of application outlining relevant strengths
and experience, current C.V.
and the names of three referees
to: The Principal, 19 Oakley
Avenue, Auckland. E-mail:
[email protected]
Fixed Term Position –
Terms Three and Four
We seek a skilled, experienced, energetic NZ Registered
Teacher to join our supportive
enthusiastic team.
The successful applicant will
be teaching in the junior school
area initially.
Not suitable for a Beginning
Applications close 23rd June,
Send C.V. and names of two referees with a letter of application
to: The Principal, Huntly Primary
School, PO Box 261, Huntly.
E-mail: [email protected]
Fixed Term Position
Y0 board funded, Fixed Term
Position. Applications are invited from enthusiastic, effective, motivated NZ Registered
Teachers passionate about
making sure our delightful children get the best possible start
and are committed to working
collaboratively as part of our
junior team.
Numeracy project experience an
Commences Term Three through
to end of 2008 school year.
Applications close Monday, 23rd
June, 2008.
Please send application, C.V.
and names and contact details of two referees to: The
Principal, Khandallah School,
Clark Street, Wellington. Phone
04-479 6685.
Application pack available from:
[email protected] or
NEW PLYMOUTH 50th Jubilee,
24th-26th October, 2008. Registration forms available on school
website: www.devonint.school.
nz from 1st September with electronic payment on site. Advise
name/maiden, current street, city
and e-mail address and years at
Devon. Contact school, Phone 06758 5266. E-mail: [email protected]
Vacancy Form
Fixed Term Teaching
We require Three Teachers to
take up Fixed Term Positions
in our Junior School from the
beginning of Term Three.
Please send your letter of interest and a current C.V. to: The
Principal, Westbrook School,
362 Malfroy Road, Rotorua.
Applications close at 3.00 p.m.
Friday 20th June, 2008.
Scale A Teacher
Fixed Term Position. Terms
Three and Four, 2008.
Please apply in writing stating
curriculum strengths, experience
and enclosing a current C.V. to:
The Principal, Gavin Cooper,
PO Box 294, Ashburton. Phone
03-308 9563 or 021-496 912.
Two Teaching Positions
1. Junior English Position
– State supporting subjects.
Actual Vacancy. Long Term
Relieving – Maternity Leave
Position. Start date beginning
of Term Three, 2008 – 21st
July, 2008.
2. Te Reo Maori. Long Term
Relieving. Te Reo Maori to
Senior and/or Junior level.
Possibly some junior Food
and Materials Technology.
Positions should be eligible for a
National relocation allowance.
A school house or flat is available.
Kaitaia College is a co-educational school of 850 students
from years 9-13.
For a job description and application form Phone 09-408 0190,
Ext 703. E-mail:
[email protected]
Fax to:
09-849 7103
or email
[email protected]
Order No:
School Phone No: ( )
Fax No: ( )
Name of Person Authorising:
Scale A Position
Year Two Position
Contributing school. U6. Fixed
Term appointment for 2008,
Terms Three and Four. We are
looking for an energetic, creative
Teacher with a good understanding of NZ Core Curriculum.
We are a school that values our
Teachers and offers excellent
support and P.D. to staff.
We welcome visits from applicants.
The position will start when we
find the right Teacher.
Please send a C.V. with names
of two referees to: The Principal,
Royal Oak Primary School,
Chandler Avenue, Royal Oak,
Auckland 1023. Phone 09- 624
2800, Fax 09-625 6624. E-mail:
[email protected]
Country teaching at its best. U1.
Decile 5. Roll: 43. Two Teacher
School. We are seeking another motivated and enthusiastic
Teacher to teach the Senior class
at this wonderful rural school.
We have a focus on providing a
strong foundation in Literacy and
Position commencing Ter m
Three, 2008, (or negotiable).
We are close to the beautiful
north Taranaki coast and the
bush and only 40 minutes north
of New Plymouth.
A three bedroom School House
is available.
Applications close 19th June,
Please forward C.V. and letter
of application plus two referees
contact details.
Enquiries to: The Principal,
Ahititi School, R.D. 48, Urenui,
Taranaki. Phone/Fax 06-752
5890. E-mail:
[email protected]
Close Off: 12 Noon Thursday prior to Monday’s Publication date.
Advert charges $23.00per column Centimetre, Minimum $69.00 Cost GST exclusive.
Geographical Region
Insertion Dates:
Assistant HOD English. 1MU
We provide a strong foundation of Christian values and character in a
positive, disciplined, and focused academic environment. Ability to teach
to NCEA Level 3. We require a highly motivated, experienced classroom
practitioner with clear leadership aspirations. They must demonstrate a
personal commitment to our Christian character and to the co-curricular
life of the school. Commence Term 3 or by negotiation.
Applications close 20th June, 2008
Post or email your application and CV with a covering letter
and referee contact details for your Christian character and
professional ability to the Principal, Box 58-644, Greenmount,
Auckland; email [email protected]
Monday, 16th June 2008
23rd June
Reunion, Easter 2009. To register,
E-mail: [email protected]
school.nz or visit www.masseyhigh.
Reunion, proposed for August. If
you are 60 or almost 60, having
been in Form Two (Year Eight) in
1961, contact: Adrienne, 5 Kinrara
Place, Halswell, Christchurch 8025.
Phone 03-322 7635 or E-mail:
[email protected]
Jubilee, 18th October, 2008.
Contact: Becky Guilford, Phone
06-323 0335 or E-mail: feilding
[email protected]
30th June
21st July
28th July
PO Box 26 302, Auckland 1344 • Phone: 09-849 7100
Published each Monday of the School Year, 41 Issues in 2007 • Published By: Kaha Media Ltd. • Managing Editor: Jason Mills
• Sub Editor: Shona Cox • Sales Consultant: Peter Jackson, Judith Brown • Classified Consultant: Shona Cox
• Graphic Design: Matt Mills, Jennifer Anderson • Classified Design: Diane Crowther • Printers: Business Media Press Ltd.
Maths and Science
Reading Breakthrough
* Peer-reviewed and published study in Australian Journal of Learning Disabilities Vol.10 - No.2, 2005.
based programme designed
to assist children with reading disabilities.
Hundreds of children diagnosed with DYSLEXIA
have made dramatic im-
provements after completing the programme. The
intervention is undertaken at a CELLFIELD centre
and comprises an intensive
course of 10 one hour sessions conducted over a two
week period.
Take the bull by the horns and
register NOW for UK Jobs –
it’s not too late!
The causes of reading disabilities involve auditory,
visual and motor functions.
CELLFIELD is a world first
intervention that targets
these pathways simultaneously with proven, powerful results.
Average reading comprehension gains of a year,
and decoding gains of al-
most two years, have been
achieved in less than a
month with the CELLFIELD
There are now 13 CELLFIELD Centres throughout
NZ with more about to open.
Visit www.cellfield.com for
details, or Phone David
Wardell, national director
on 09-576 5390.
Experienced teachers with maths and science familiarity required for
exciting fixed term contracts as teacher mentors in the Middle East.
You’ll enjoy embedding ICT into subject curriculum pedagogy and
have experience using a variety of software packages that enhance
the learning experience.
Work side-by-side with highly motivated teachers implementing
‘Kiwi’ style education reforms. You’ll be generously rewarded
for your skill and experience while indulging in an extremely
desirable lifestyle.
Call today for a confidential chat about how you can enter the
international education arena and benefit from a true knowledge
based economy.
Contact Cognition in confidence to discuss international
opportunities of interest today, quoting reference EDU110.
We are currently recruiting for short and long term
teaching positions in both England and Scotland.
Martin Ewen
Recruitment Manager
+64 9 638 4815
[email protected]
Register with TimePlan, the UK’s No.1
teaching agency, matching teachers
with schools for over 18 years.
Teach in London
For more information or to
register your interest:
Toll free:
008 008 463 7526
Guaranteed bonuses on top of excellent pay rates
Opportunities to teach in superior schools
Flexibility with short or long term positions
UK Bank account and free tax refund service
Free internet, photocopying and resources
Freephone: 0800-878 785
Email: [email protected]
Email: [email protected]
We are seeking to appoint an experienced and motivated NZ Registered teacher
with proven administration skills to this multi-faceted position. This rare and
challenging opportunity would appeal to a versatile individual or couple whose
interests embrace not only teaching but also general community welfare and
social development. Pitcairn Island, a British Overseas Territory, has a land
area of about 5km2, a population of around 50, and is situated roughly half-way
between Auckland and Panama in the upper sub-tropical belt. It has a generally
amenable climate throughout the year and highly fertile soil.
The salary is within the U2 Principal scale. The appointment, which would be
on contract, is for two years.
The Education Officer is in charge of the only school on the island and is the
sole teacher. He/she is responsible to the non-resident Governor, through the
Commissioner for the proper discharge of all duties. The school roll for 2009 is
expected to be approximately five children between the ages of 5 and 15.
A comfortable three-bedroom house, equipped with furniture and furnishings
is provided rent free. (Furniture storage in New Zealand is the appointee’s
Free passage will be provided for the appointee and spouse from the appointee’s
home in New Zealand to Pitcairn Island and back to New Zealand on satisfactory
completion of contract.
At the end of the first year of the contract free return passage will be provided
for the appointee and spouse back to New Zealand for annual leave. This will
normally be between early December 2009 to mid February 2010.
In addition to the normal school holidays, the Education Officer will, on
satisfactory completion of the contract, be entitled to vacation leave on full
salary (but without allowances) at the rate of 30 days for the second completed
year of service.
The appointment will commence early in 2009, with the successful applicant
required to leave New Zealand in or around February 2009, depending on the
availability of shipping.
Applications close 30th September, 2008
A full information pack with application forms, can be downloaded
from our website www.government.pn or can be requested from:
The Commissioner for Pitcairn Islands, Pitcairn Islands
Administration, Private Box 105696, Auckland
• Email: [email protected] • Phone: 09-366 0186
Teach in the UK
in the UK
Primary, secondary,
special needs,
classroom assistants,
childcare workers,
school support
Day to day or long term positions
Excellent rates of pay
Ongoing support & training
Your own personal consultant
Offices throughout the UK
Bonus after working 1st 20 days
Call NZ today for
your free handbook
to Living and
Teaching in the UK
Call the NZ office NOW
0508 285 832
Information Seminars
& Interview Days
Come and meet us to find out about teaching
in the UK at one of the local seminars below:
Mon July 7th
Tues July 8th
Wed July 9th
Thu July 10th
Thu July 10th
Fri July 11th
Palmerston North
New Plymouth
Mon July 14th
Mon July 14th
Tues July 15th
Wed July 16th
Thu July 17th
Fri July 18th
[email protected]
Bookings essential call:
0800 857 774
[email protected]
Monday, 16th June 2008
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