Learning Support Coordinator (0.44 FTTE)

Northland School is looking for an experienced, inclusive and collaborative educator to join our team as our Learning Support Coordinator (LSC). The successful applicant will be well supported and work closely with the Principal and DP to ensure the best possible support and outcomes for our learners.

This position has arisen from the rollout of Learning Support Coordinators across the country and is available from the start 2027 (0.44 FTTE). This is an exciting opportunity to help shape and strengthen learning support across our full primary school. We are looking for someone who understands that effective learning support begins with knowing our ākonga, recognising their strengths and needs, and working alongside teachers, whānau and specialists.

We are a community of kind, curious, creative, confident and active learners who reach for great heights, helping to shape the way we work in our learning community and guiding our programmes as we work together towards implementing this vision. Northland is a wonderful and rewarding learning community where people are warm and welcoming.

You will:

help ensure ākonga with diverse and additional learning needs receive timely, practical and well-coordinated support

contribute to our inclusive culture

support early identification of learning needs and interventions

coordinate individual learning support plans

work with teachers and teacher aides to strengthen classroom practice

use a range of strategies and assessments to inform learner strengths and needs

support parents and whānau to understand processes and guide decision making

liaise with specialist services, including RTLB and the Ministry of Education

support transitions,maintain accurate, confidential records with adherence to privacy requirements

We are looking for someone who:

holds a current New Zealand teacher registration and certification

has experience supporting neurodivergent ākonga and those with diverse learning needs

understands inclusive education, assessment, evidence-informed interventions and Universal Design for Learning