Teacher position, based in the Deaf provision at Kelston Primary School

We are seeking an enthusiastic teacher with experience in supporting students with complex learning and behavioural needs for our Deaf provision at Kelston Primary School. This is a newly created position and would suit an experienced teacher to set up a class with a curriculum to meet unique student needs.

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Teacher position, based in the Deaf provision of a partner primary school

We are seeking a positive and enthusiastic teacher who is at least one of the following: holds a Teacher of Deaf qualification, has previous successful mainstream teaching experience, or is willing to take up studies after one or more years teaching in Deaf education. You will have strong communication skills and be proficient in New Zealand Sign Language (NZSL) or willing to learn NZSL.

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Resource Teacher of the Deaf - Invercargill

van Asch and Kelston Deaf Education Centres are places of educational excellence for Deaf and Hard of Hearing students. We empower and educate our students, making a real and lasting difference. Our teams are creative, utilising technologies to the fullest.

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Resource Teacher of the Deaf - Christchurch

van Asch and Kelston Deaf Education Centres are places of educational excellence for Deaf and Hard of Hearing students. We empower and educate our students, making a real and lasting difference. Our teams are creative, utilising technologies to the fullest.

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Resource Teacher of the Deaf - Otago

van Asch and Kelston Deaf Education Centres are places of educational excellence for Deaf and Hard of Hearing students. We empower and educate our students, making a real and lasting difference. Our teams are creative, utilising technologies to the fullest.

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Resource Teacher of Deaf Hawkes Bay

van Asch and Kelston Deaf Education Centres are places of educational excellence for Deaf and Hard of Hearing students. We empower and educate our students, making a real and lasting difference. Our teams are creative, utilising technologies to the fullest.

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