Application Form Palmerston North East Community of Learning | Kāhui Ako Across Kāhui Ako Teacher role

NB: No CV or accompanying letter is being requested. Please provide all information on this Application Form.

Name: Debbie Sorensen MoE #: 0120613 Employing Board: Palmerston North East Community of
Learning
Ethnicity: NZE Practising Certificate No and Expiry Date: 259151 28th June 2020
Contact phone no (cell): 0273913037 Email: dsorensen@roslyn.school.nz
Principal’s name: Joanne How Principal’s email and cell phone: jhow@roslyn.school.nz 0274225069
Board Chair’s name: Marina Jamieson Current hours of classroom teaching per week: 18
Number of permanent Management Units: 2

Educational qualifications relevant to role

Please state any qualifications that relate to the position:
Bachelor of Education
National Aspiring Principal Programme

Employment history
Please outline most recent employment history relevant to the position, beginning with current or latest employment.
Period worked Employer’s name Position held
10 years Roslyn School Joanne How AP / Team Leader / SENCO
2 years National Park School Terry Hemmingson PRT 2 / Scale A teacher
1 year Akitio School Glen Richardson PRT 1
 Professional Development undertaken that is relevant to this role:
Title of PLD Date(s) undertaken Key areas of focus
Roslyn School Senior Adviser Clyde Piercy Feb 2017 to 2018 Evaluation of Charter/Strategic and Annual Plan
(MOE) development
 Teacher Inquiry Teacher Inquiry – New Spiral Inquiry Model
Courageous Conversations
PLD Karen Lethbridge Feb 2017 to Dec 2017 Student Voice
 Literacy Review and Development Teacher Inquiry
Teacher Observation Model
Implementation of School Wide Recommendations
Evaluation of Schoolwide programmes and systems
Interlead Feb 2016 to Dec 2017 Team Dynamics
 Leadership Development Effective Teaching Practice
Communication Skills
Coaching / Mentoring and Leadership
Courageous Conversations
John Hornblow - NEXUS Feb 2014 to Dec 2015 Leadership Skills
Courageous Conversations
Personality types – Pro & Cons
Social Team Dynamics
NAPP (National Aspiring Principal Feb 2013 to Dec 2013 Teacher Inquiry Process
Programme) Transitioning Students from ECE to Primary
Leadership Skills
Communication Skills
Effective Teaching Practice
Rita Palmer – Literacy Adviser Feb 2008 to 2018 Implementation of Spiral Inquiry
 Effective Teaching Practice
Observation Techniques
Accelerated Learning and Teaching
EHSAS (Extending High Standards Across Schools)

Working History
Please describe in 1 to 2 pages your working journey; including roles and experiences you think would make you right for this role. Please
include details of you current classroom teaching.
I have been teaching at Roslyn School for ten years. I love the children that I work with, they are challenging, they have humour and despite some of the
difficulties our student’s face they want to learn and I want to give them the best education and learning environment I can. Over the 10 years that I have been
at Roslyn School I have had a variety of opportunities to become the professional that I am today.
I am an Assistant Principal, Team Leader, SENCO, PCT tutor where I am able to coach, mentor and lead other staff in their professional development and
inquiry.
In the thirteen years of my teaching career, I have worked solely in the junior end of a variety of schools. I have taught New Entrants through to Year Four
children. My passion for teaching this year group has been to provide all juniors with a solid foundation, for them to become successful life-long learners. I
enjoy reviewing effective teaching practises, implementing new initiatives and reading new pedagogy to support effective teaching practises.
During my time at Roslyn School, I have been involved in implementing a variety of school wide programmes, such as, the organisation of Athletics, Sporty
Sparks, Softball, Tee-ball, Netball, Phonics, Early Words, Incredible Years, Literacy Curriculum Team, Discovery Time, EHSAS, ICT and Digital Curriculum,
Toe by Toe (dyslexia programme), Teacher as Inquiry (new Spiral Inquiry), Student Inquiry and Play-Based learning, reviewing progress such as data analysis
and reporting processes. Throughout all these programmes, I have always monitored what has worked, what needs to be changed, why and how to make
those changes to benefit all involved, including students, whanau and staff. It has also allowed me to change my way of thinking and to look at who I am as a
classroom teacher and who I am as a leader within the school and team.
I enjoy and feel that I am effective at analysing data, as this shows me what I need to work on to meet the needs of all children within my class, across the
team and schoolwide. I have worked with our Senior Team over the last two years to ensure that we are aware of the importance of tracking children at
risk. Reading data correctly and how making changes to our classroom practises to benefit all students and our own teaching performances. By doing this, it
has allowed me to show my expertise and to work alongside others to support and coach them with their new learning. It has been a real joy to see ‘Teachers’
make links and to honestly look at their teaching practice in a reflective manner, resulting in accelerated learning taking place and meeting the needs, talents of
our students. Data is regularly shared with the BoT so they can see the positive impact that is happening within the school.
Currently, my classroom teaching practise is based around “Longworth Education’ Play-Based learning. It has taken four years for Play-Based learning to be
successfully implemented across our team, this has created a shift in teaching practice and has meant a lot of observations, mentoring/coaching, walking the
talk and ensuring that the resources have been available as they are needed.. During this time I was able to implement Play, trail the implementation of this,
look at the benefits and the down falls, and manage the planning and assessment on how Play will benefit our students. After the first two years, I saw that
Play was great for transitioning students, Oral Language development and the interactions that take place with Social Skills being at the heart of all that we do.
With having the data to support the learning that was taking place I was then able to mentor teachers in how Paly would look across the team. By providing
Teachers and Teacher Aides Professional Development in this area we were then able to implement Play across the team leading to a change in our School
Curriculum to include ‘Roslyn Investigators’ schoolwide. This has meet the needs of many of our students as it is more of a ‘hands on’ style of learning.
I teach 3 days a week in a ‘Reception’ class where I am able to work alongside ECE centres to support a smooth transition for our students and their whanau.
I work with an open door policy where everyone is welcome. I love the fact that I am able to maintain relationships with students and with their whanau as they
start their journey to school life. This also allows me to assess students that come into our school to ensure that they have the right support they need to be
successful learners, which fits beautifully into my SENCO role.

Personal Statement
Please describe in 1 to 2 pages what beliefs, skills and experiences would make you the ideal candidate for this role.
2012, I become an Assistant Principal. During this role I have enjoyed the discussions that take place at a Senior Management level and with the BoT. This is
where I can share my ideas, opinions and get a higher level of dialogue that I have found essential to my own professional growth as well as getting a vision for
education within our school and beyond. It is through this dialogue that I decided to apply for the National Aspiring Principals Programme in 2013. I have
found since completing NAPP that I have become confident within myself in being an effective leader and leading others to become more confident and
reflective in themselves.
I have been the Team Leader for our Fern's Team (Yrs 1-3) at Roslyn School for the last 8 years. I have received a variety of professional development during
this time, in relationship to ‘Leadership’, through the NEXUS programme, NAPP and a variety of Advisers that come into our school to support the Schools
focus. Through NEXUS and NAPP, I have enjoyed the challenge of looking at my weaknesses and strengths as a person and as a leader. This has allowed
me to be aware of how people react in different situations, especially around the implementation of change. I now have a variety of strategies that I can use
when facing difficult challenges and fix mind-sets. Through this knowledge, I have seen myself grow as a leader, a professional and as a person. One way
that I have seen this growth, is by having the confidence to share my thoughts, opinions and knowledge in front of colleagues and other likeminded people. I
like to be challenged in my way of thinking and I enjoy hearing other professionals’ thoughts and beliefs. I believe that I have a growth mind-set and I like to
look at ‘big picture’ thinking and how this can be implement across the school and the benefits it will have on student achievement.
I enjoy learning and believe that it is important to learn something new each day. I like working alongside others in a coaching manner and I am easy to
approach. I believe that I am a good listener and that I take other people’s opinions into account when looking at big picture outcomes. I know my
weaknesses and am regularly surprised at how my strengths support my teaching and leadership accountability.
I am looking forward to seeing us as a CoL working together to improve teacher practices and student development as at the end of the day, all I would like to
see is student achievement thrive in all schools. To work with colleagues on Inquiry and looking at effective teaching practice and the positive outcomes that
come from this would be a great next step for me as I believe that it is important to be able to move away from your school and collaborate across schools for
the benefit of all stakeholders.
My SENCO role has also become an important part of my teaching career at present. Making sure that students are getting the support they need to be
successful learners is extremely important to me. I am currently working with Project Connect to address our unengaged students and what we can do to re-
engage these students and their whanau back into school life. This involves a number of schools and a variety of outside agencies. I believe that it is
important for all teachers to be aware of the needs of our students and that relationships are at the heart of all that we do both physically, mentally and
academically.

Referees
Please provide the names of three people who could act as professional referees to attest to your suitability for the Community of Learning
Leadership Role.

Contact details Phone (cell phone

Name Relationship
(organisation and email address) preferred)
Joanne How Roslyn School jhow@roslyn.school.nz 027 422 5069 Principal
Karen McLeod kmcleod@roslyn.school.nz 021 162 3910 Team Leader
Karen Russell RTLB krussell@tewhirikoko.ac.nz 021 129 0100 RTLB Liaison
Authority to proceed Yes No
I authorise the selection panel, or nominated representative, to approach persons other than the referees whose names I have 
supplied, to gather information related to my suitability for appointment to the Community of Learning Leadership Role.

I authorise the selection panel to make my application information available to the leadership role and independent adviser to 
assess my application against the Community national and local criteria.
 National and Local Criteria
The position you have applied for requires specific knowledge, experience and skills. Please outline below how you possess the requisite experience and
skills.

Domain: Professional Knowledge in Practice - Ako

Focus Area Broad Standards NANP indicators that demonstrate How have you demonstrated this in past
And the required successful practice roles?
National Criteria and understanding.
Please include related roles and relevant
experience

Bicultural Leads the development of ● Actively display a genuine  Relationships (students, school wide
knowledge and expertise across the Community commitment to improved Māori community) with high expectations, Effective
in teaching in bicultural success.
practice Aotearoa, New Zealand relationships with Māori learners, Effective
● Demonstrate a range of examples
consistent with the Treaty of parent, whānau and iwi relationships , Keeping
of teaching practices that
Waitangi, to support improved connected, Productive partnerships (Ka Hikitia)
outcomes for Māori students. accelerated Māori achievement,
● Demonstrate the ability to work  Waiata and Karakia are carried out every
collaboratively on bicultural morning
And National Criteria
Implications and applications of the initiatives.  Bicultural partnerships are visible in the way
Treaty of Waitangi in New Zealand you see relationships formed and the open
across a range of educational settings honesty of all parties. The environment is
Māori enjoying and achieving
welcoming and accessible to Māori parents,
educational success as Māori. Leading
collaboratively on strategic bicultural whānau, hapū, iwi and the Māori community
initiatives. with having an open door policy
 Professional Development attended on
Cultural Competencies
 Play Based learning – kinetic and holistic
approach that is hands on and allows learners
to follow their interests and strengths. It also
allows for needs to be identified and
provocations to be supplied to support the
learning in this individual area
 Te Reo is used regularly throughout the day in
context to the learning that is taking place.
Pronunciation is practised to ensure that it is
correct and if I need to pronounce a word,
command or phrase then I will ask for collegial
support, or I use Utube to help me
 I believe that it is important to make new
students / whanau welcome through a variety
of approaches
 Data is collected, analysed to find strengths
and needs, to identify next learning steps and
to address any learning needs. Data is shared
with Team, Across School and with parents
regularly. Learning is regularly shared on
Seesaw for whanau to see and to make
comments which I co-ordinate
 I share and demonstrate Māori protocol and
traditions throughout each day and as they are
needed to be shared. Explaining why and how
we do things as we go, I lead the team by
example
 I enjoy being part of all cultural events and I am
happy to help in any way across the school and
within the team
 PD undertaken through Rangitanne Cultural
group
 I am part of the Senior Management team
involved with the new Tama Toa initiative
 I work with Sio (Pasifika Mentor) with our
Pasifika students
Planning for Leads and works with colleagues to ● Co-ordinate and lead an evidence  Through our PLG’s and Team Meetings I have
plan, implement and coordinate based inquiry process using
success evidence-based cycles of inquiry that had the opportunity to lead our 2018 Spiral
appropriate and reliable evidence
lead to improved outcomes for diverse Inquiry. This has included working with Rita
from a range of sources and
(all) learners within the school and
perspectives Palmer to ensure that all staff are getting the
across schools within the context of the
Community’s goals.
● Demonstrate ability to mediate same message and that colleagues are
between conflicting views;
collecting evidence as they go along
surfacing beliefs and assumptions
And National Criteria that could be barriers to effective  Being able to ask questions around what
Negotiating across a range of views on inquiry colleagues are doing, the evidence collected
development of collaborative plans and
evidence-based cycles of teacher
and next steps has allowed all parties to reflect
inquiry that have resulted in improved on their own teaching practise and make
outcomes for diverse (all) learners important changes and undertake observations
and give feedback
 Ensuring that colleagues understand that
Inquiry is cyclic and that Inquiry is to change
teacher practise for improved student
outcomes
 One of the biggest challenges I have faced with
colleagues, is that they look at student
achievement but not at their teaching practice
– they would like to change the students but
not themselves. I have worked with teachers
to make this mind-set change
 Teaching colleagues how to use professional
criticism for their own advantage has also been
a barrier for some and stops change from
happening
 I have mediated with staff when conflict arises
and have conducted outcomes for different
 parties
Focus Area Broad Standards NANP indicators that How have you demonstrated this in past
And demonstrate the required roles?
National Criteria successful practice and Please include related roles and relevant
understanding. experience
Effective teaching Leads and works with colleagues within ● Lead evidence based practice to  I lead change in Years 1-3 through change in
and across schools to develop expertise reduce variability in teaching
and learning consistent with current and relevant
teaching philosophy in curriculum delivery.
effectiveness within and between Using data, observations and student/whanau
research evidence that strengthens
schools.
teaching to support the learning and feedback has led to a successful
● Promote and strengthen collaboration
achievement of every student in ways implementation of learning through play
that recognise their identity, language and lateral accountability to improve
 Other school’s visiting and conducting sessions
and culture. achievement for diverse students.
with them, relaying our journey, vision and
And National Criteria next steps
Leading change with colleagues using  Research with learning through play to see
current and relevant research evidence changes in social, behaviour, key competencies
to support every student to learn and
and cultural barriers
achieve in ways that recognise their
identity, language and culture.  To lead I have had to justify myself, understand
implementations and support my colleagues
who were all at different levels on the journey
 Implemented new reporting criteria and
framework – working with all teams across the
school specifically to meet their areas of needs
 Working with ECE to continue to have smooth
transitions
Professional Works responsively with  Use a range of evidence to identify  Effective Pedagogy is all around the ‘Teachers
learning colleagues within the school and across professional learning strengths and
the Community to identify professional actions to promote Student learning’ which is
needs and to monitor progress towards
learning strengths and needs using a the purpose of completing a Teacher Inquiry
goals.
range of evidence and works
collaboratively to develop their
 Facilitate collaborative professional  Flexible learning environment now in place –
capabilities to improve teaching and learning approaches that improve I’ve worked with teachers to look at research,
learning outcomes for diverse (all) outcomes for diverse (all) learners.
implications and next steps. Regularly weekly
learners within the context of the  Work with Community of Learning
Community’s goal leadership to identify and develop reflections from all teachers involved (through
 internal expertise while also accessing Google Docs) has allowed us to reflect and
And National Criteria relevant external advice and support. make changes to our programme as it was
Using a range of evidence to
collaboratively identify professional developed
learning strengths and needs of self  Identified next tier leaders through
and others and to monitor progress
towards goals. Facilitating collaborative opportunities given (e.g. eLearning co-
professional learning approaches that ordinator and team leader for 2019)
improve outcomes for diverse (all)
learners.
 Being Within School Teacher at present I have
co-ordinated the writing framework with PLD
advisor, staff and BoT
 I am willing to seek advice from other
professionals when needed, such as, RTLB, RT
Lit, PLD advisors, SWIS and external advisors
like Rita Palmer and Clyde Piercy (MOE)

Domain: Professional Relationships, Values and Engagement – Mahi Tahi

Focus Area Broad Standards NANP indicators that How have you demonstrated this in
And demonstrate the required past roles?
National Criteria successful practice and Please include related roles and
understanding. relevant experience
Values Is open-minded, respects and values the culture, ● Demonstrate respect for the culture,  I believe that by respecting the
knowledge and expertise of others, shows a knowledge and expertise of all ākonga
willingness to learn and understands their own cultural heritages of both treaty
in a way that strengthen an inclusive
agency in promoting teaching and learning for all. partners in NZ, that all learners have
environment
● Examine own beliefs, including cultural a variety of learning styles – Visual,
And National Criteria beliefs, and how these impact on their See it - Auditory, Hear it –
Respecting and valuing the culture, knowledge and own and others professional practice
expertise of others. Taking agency for their own
Kinaesthetic, Do it. By students
professional development to improve teaching and and the achievement of diverse ākonga seeing, hearing and doing they are
learning. learning in an authentic manner that
 meets all learning styles and allows
students to make connections to
ensure they understand what they
are learning and play allows
students to learn in a way that best
suits them(Modelling, ICT, Practice
Time)
 This model has proven to accelerate
students learning and understanding
 I have also seen students confidence
increase to where they become risk
takers and independent learners, in
partnership with meeting school
targets
 Spending time (roving, conferencing,
guided and incidental time) with
students and questioning their
learning ensures that students
understand the learning concepts
that are taking place and to hear
students articulate their learning
reinforces their knowledge
 Having an open, honest,
approachable attitude towards all
parties shows that I have a passion
for learning and teaching and that I
care about our students and their
whanau
  I have broken down the Te Whāriki
Curriculum and linked it directly to
NZ Curriculum Key Competencies for
consistency between the two
establishments
 As a Senior Staff member I lead
Karakia, Waiata across the school
with students, staff and our
community
 I have organised a Burmese
translator to support our staff at
conference time so they are able to
communicate with our families and I
have undertaken PD in Cultural
Competencies
 Worked on ELLP’s to support our
ESOL students and their families

Relationships Demonstrates openness to learning and ● Challenge and alter well-established  Reviewed, reflected, and researched
constructive problem-solving to build and maintain aspects of teacher culture that do not Years 1-3 learning to then
relationships of challenge, trust and respect within contribute to improved teaching and
and across the Community of Learning and its implement learning through play.
learning
home/iwi communities, and beyond the Community Data gathered and teachers
● Approach challenging relationships
of Learning. monitored have shown huge results
in a constructive manner that
balances advocacy and inquiry and teacher pedagogy has risen as
And National Criteria ● Foster the kinds of innovation, well as teacher curriculum
Being open to collaborative learning and
creativity and confidence that will knowledge
constructive problem-solving. Building and
maintaining relationships of challenge, trust and enable colleagues to address the  Co-ordinated new assessment
respect. complexities of improving student practices, supporting various year
learning without fear of failure levels to meet school standards
 Worked closely with identified
 teachers in mentoring role to
implement changes in teaching
practices. Challenging through
moderating, PLG’s and Teacher
Inquiry
 Currently, researching areas of Well-
Being such as anxiety and trauma
and the affects they have on student
learning
 Screening students through Lucid
Testing before referral to RTLB to
ensure that there is a need for
outside agencies to be involved
 Working with Youth Aide personnel
to support students with mental
health
Engagement Activates and develops educationally powerful ● Promote and strengthen educationally  Providing an environment where
connections towards shared goals across the powerful connections with family, Mana Atua (Well-being) is
Community of Learning and its communities.
whanau and across the community of supported socially, emotionally,
schools physically and culturally,
And National Criteria
Leading and sustaining educationally powerful acknowledging respect for language,
connections within the school and across the heritage and culture, having a
Community of Schools and its communities to positive, friendly open door policy,
develop and realise shared goals that lead to being welcoming and respecting
improved student outcomes
those who come through our door
 Monitoring data schedules for
conferencs
 A positive, safe, fun learning
environment where every student
feels valued is how I run my
classroom. Positive interactions
with all parties to build relationships
and a school culture
  I was the Team Leader for PB4L for 5
years and I believe that the
implementation of PB4L has had a
positive impact on our school
culture that is now being spread into
our community
 Engagement is meeting individual
needs by making sure they are
physically, socially, culturally and
emotionally stable each day.
Looking after students and their
whanau well-being, providing
opportunities of interest to the
student and valuing their
capabilities allows for engagement
and connections to develop

LOCAL CRITERIA

Please address how you would meet the following criteria…

Personal I enjoy working alongside other hard working colleagues. I believe you only get
Collaborative and Flexible what you put in and I like to put 100% effort into all that I do. To have a shared
Strong interpersonal skills understanding you have to be able to be collaborative, supportive and respectful to
Supportive and Hardworking all. I am a flexible person as in teaching we are always changing our goals to meet
the needs of our students. I am always learning and have strong interpersonal skills
that support the demands of teaching, leadership and mentoring. I pride myself on
my time management skills.
Knowledge and Skills I enjoy learning and reading around new teaching pedagogy. I also like to reflect on
Solid knowledge and understanding of modern pedagogy how the new pedagogy may like across the school and the impact that it may have
Strong facilitation skills on student achievement. Teaching as Inquiry is an important part of effective
Solid understanding of Teaching as Inquiry practice and evaluating the changes made – Reflective teacher practice. I have led
Leadership Skills the revised teacher Inquiry process and supported teachers with any issues.
Leading a new initiative is only possible if you have a solid understanding of the
pedagogy behind the changes. I have been in a leadership position for 8 years and I
have found that my leadership style is one that sees me modelling and walking the
talk. I believe that it is easier to get staff by-in if your colleagues can see that you
are ‘walking the talk’.
Other I am extremely organised and I like to ensure that my colleagues are as organised as
Organisational skills I am. I am digitally competent and enjoy the use of technology, both learning and
Digitally Competent administrative. I enjoy working with adults as much as I enjoy working with
Ability to work with Adults students. I am a positive person with a good sense of humour. Being in a
Having a Growth mindset leadership role as well as a classroom setting, I know I have a growth mind-set. I
have high expectations of myself and feel our students deserve only the best, both
in the environment and relationships.