Kia ora, I'm
BEGINNING PRIMARY TEACHER · AVAILABLE TERM 1, 2027
Explicit, evidence-informed teaching that helps learners move from support to independence.
Helping tamariki make sense of challenging ideas, think for themselves, and feel that they belong.
Completing the Postgraduate Diploma in Teaching and Learning (Primary) at the University of Canterbury in 2026. I bring placement experience in Years 3–4 and Year 6, alongside a background in tertiary teaching and curriculum design.
Three cases showing clear explanations, responsive assessment, and the gradual transfer of responsibility.
Year 6 Mathematics · Formative assessment
A Te Mātaiaho-aligned Year 6 sequence combining explicit place-value teaching, visual representations, diagnostic evidence, needs-based grouping, and planned extension.
Read case studyYear 6 Writing · Explicit instruction · Self-regulated learning
A Year 6 report-writing programme designed to transfer responsibility gradually from explicit teacher support to increasingly independent learner decisions.
Read case studyYear 6 Reading · Social Sciences · Critical thinking
A Year 6 questioning sequence that uses reading as the knowledge base for explanation, evidence-informed reasoning, and transfer.
Read case studyPRACTICE AT A GLANCE
Structured literacy · Reading · Writing · Word study
View evidenceTe Mātaiaho · Formative assessment · Responsive grouping
View evidenceWhole-class teaching · Small groups · Routines · Behaviour support
Social Sciences · Visual Arts · HPE · Integrated inquiry
More teaching work02 / MENTOR EVIDENCE
Source-labelled, anonymised themes from formal placement feedback in 2026.
Formal teaching observation · 2026
Clear visual explanations, purposeful questioning, and a calm teacher presence that keeps behaviour support focused on learning.
Associate teacher feedback · 2026
I seek advice, share ideas, act on feedback, and adjust planning, grouping, support, and extension in response to learner needs.
Placement feedback · 2026
Comprehensive planning with clear learning intentions, explicit success criteria, assessment opportunities, and prepared visual resources.
Work as part of the teaching team
I share planning questions early, seek specific feedback, follow through on agreed approaches, and contribute calmly to routines and team decisions.
Build participation and belonging
I notice who is contributing and who needs another way into the learning. I adapt grouping, language, and task structure to support participation.
Use bilingual support as a scaffold
As a bilingual English and Mandarin speaker, I use first-language support to provide access to shared ideas while building learner independence.
Contribute beyond the classroom
I have supported cross-country and lunchtime clubs during placement and am ready to contribute to EOTC, cultural events, and curriculum enrichment.
PROFESSIONAL GROWTH IN PRACTICE
Feedback Reduce repeated reminders and make sure learners are attentive before instructions move on.
Change Use visible routines, two or three short steps, and an attention check before beginning.
Evidence / next focus Formal observation later recognised improved pacing; I continue checking that every learner is ready rather than repeating the explanation afterwards.
Feedback My Associate Teacher reframed fairness as directing teacher time according to need, with productive independent and extension work prepared for others.
Change Plan group priorities before the lesson, use diagnostic and exit evidence, and prepare support and extension in advance.
Evidence / next focus The decimals sequence recorded three daily class checks and linked each check to reteaching, practice, or extension. The next step is to retain stronger item-level evidence.
During placement, I have used te reo Māori in morning hui and mathematics examples. My next step is to develop stronger connections between language, lesson content, and local cultural context while seeking guidance on accuracy, meaning, and respectful use of tikanga Māori.
My academic background informs how I teach learners to explain, question, reason, and work independently; it does not replace the explicit teaching and structured support required in a primary classroom.
Postgraduate Diploma in Teaching and Learning (Primary), University of Canterbury · completing in 2026.
Direct experience in Years 3–4 and Year 6: whole-class teaching, targeted groups, assessment, and integrated learning.
University teaching and curriculum design, with a PhD from the University of Otago and an MSc from the University of Edinburgh.
I am seeking beginning primary teacher opportunities across Aotearoa New Zealand from Term 1, 2027. I would welcome a conversation about your school, its learners and community, and how I could contribute as part of your teaching team.
Email Leofreedom8687@gmail.com