Early Intervention Teacher
“I absolutely love my role as an Early Intervention Teacher, I am passionate about breaking down barriers, building trust and having open and honest relationships with whānau, and making a difference in a child’s education through advocating to ensure that the child’s needs are being met.”
– Erana James, Early Intervention Teacher”
About this career
Early intervention teachers:
- support the learning of children with special education needs by working closely with the adults in the child’s life e.g. parents, teachers and other professionals, including other Ministry staff and health specialists
- assess child and family needs by gathering information from the family/whānau about their needs in everyday settings and routines
- collect information from the ECE service or other professionals involved as part of the ongoing assessment and planning process
- assist with the development of an individualised intervention plan for the child, family/whānau and teachers
- play a key role in supporting the implementation of the plan, often through provision of coaching and mentoring for families/whānau and teachers
- often take a lead role in the facilitation of services for children and families/whānau
- support families/whānau at the time of their child’s transition to school. This support may include; facilitating any funding application processes, developing a plan for transition, visiting selected schools with the family/whānau.
The Ministry of Education is a significant employer of early intervention teachers.
Personal Qualities you need
Early Intervention teachers need to be:
- empathetic, enthusiastic, energetic
- understanding and patient with young people and whānau, with special needs
- able to follow instructions and work well under pressure
- well-organised, practical and with good time management
- able to communicate clearly with people of all ages and backgrounds
- practical, organised and good problem solvers
- creative and adaptable and able to work well in a team
Career Pathway
To become an early intervention teacher, you need:
- a Bachelor or Diploma of Teaching (Early Childhood)
- to be a registered teacher
- to have attained or be working towards a Postgraduate Diploma in Specialist Teaching (Early Intervention) and
- have at least three years early childhood teaching experience.
Our Whānau Career Story
Erana James, Early Intervention Teacher
Where do I work and what do I do?
I’m an Early Intervention Teacher (EIT) Learning Support Taranaki Ministry of Education (MOE). I’m currently also completing Postgraduate Specialist teaching – Early intervention – Massey University.
Early Intervention Teachers (EIT’s) provide support for tamariki with additional needs from birth, until they transition into school. We provide support for whānau, kaiako and tamariki to ensure success within education throughout their early years. EITs support with developing plans to ensure that tamariki can participate within the education sector.
What was my career pathway to get where I am / and what led me to this?
Initially I completed a Bachelor of Māori visual arts – Massey University. After completing a Bachelor of Māori visual arts, my passion sat within the education sector. I completed a 1-year Postgraduate Diploma – Early Childhood Education and taught within Early Childhood and Kindergarten for 8 years.
I taught within a range of communities with varying needs and communities. I recognised the disparities within education for Māori, particularly those with additional needs. In my most recent teaching role I supported tamariki with additional needs who had the support of an Early Intervention Teacher who was an inspiration and encouraged me to apply for a role with Learning support MOE. My passion grew working beside whānau and supporting then to help themselves, lessening the barriers and ensuring that they have success within education.
“My why” for doing this job and making a difference for Māori
My heart lies within education and I absolutely love my role as an Early Intervention Teacher I am passionate about breaking down barriers, building trust and having open and honest relationships with whānau, and making a difference in a child’s education through advocating to ensure that the child’s needs are being met.
It is unfortunate that the disparities within education and those failing within the system are predominately Māori. Through whanaungatanga we can begin to see the results of colonisation and distrust in services lessened.
An increase in Māori staff numbers, is the first step towards an improved responsiveness to Māori based on Whakawhanaungatanga, Manaakitanga, and Wairuatanga.
For Māori it is important to see our own people in these roles as it breaks down barriers and opens doors of opportunity that we may not have known were possible or available to us.
For myself I never knew that the role of an Early intervention teacher existed until I had been in the sector for 8 years. Knowing what other avenues/pathways I could take within the education sector would have helped shape my practice and allowed me more opportunities.
