Phase 2 Classroom Teacher (Term 4) – Finish Strong

Huntly School (Waikato); Waikato; On-site; NZD 70,000 - 90,000; Full time

Benefits offered by this job

Welcoming team

Engaged Phase 2 learners

Professional growth opportunities

Job summary

Huntly School (Waikato) is seeking an energetic Phase 2 teacher for Years 4–6 to finish Term 4. This fixed-term role supports the school during leadership realignment for 2027 and requires strong relational skills, routines, and high expectations to ensure a smooth year-end transition.

The successful applicant will work within a supportive learning community, focusing on Explicit Structured Literacy, restorative practices, and culturally sustaining approaches in collaboration with colleagues and

Qualifications

• Experience with explicit, systematic Structured Literacy approaches.
• Ability to rapidly establish trust and authentic connections with students, whānau and colleagues.
• Strong professional standards and a collaborative mindset.
• Commitment to Te Tiriti o Waitangi principles and culturally sustaining practices.
• Skilled in positive, restorative behavioral approaches.

Responsibilities

• Teach Phase 2, Years 4–6, for Term 4 during reorganisation.
• Maintain routines, high expectations and a warm, supportive learning environment.
• Support aakonga transitions and consolidate learning for year-end.
• Collaborate with staff to realign leadership and teaching roles for 2027.

Skills

Relational teaching

Professional collaboration

Structured Literacy

Restorative practices

Culturally responsive

Education

Certificated teacher

Job description

Huntly School (Waikato) is seeking an energetic Phase 2 teacher for Years 4–6 to finish Term 4. This fixed-term role supports the school during leadership realignment for 2027 and requires strong relational skills, routines, and high expectations to ensure a smooth year-end transition.

The successful applicant will work within a supportive learning community, focusing on Explicit Structured Literacy, restorative practices, and culturally sustaining approaches in collaboration with colleagues and