Have you been asked by a colleague, student, or employee for an employment reference?
Here we explain your obligations, what to write, and ways to provide a job reference.
If you are asked by an employer to provide a reference for a person who has not asked you to be a referee, do not provide a reference without first checking and obtaining
Not a member? Service owners, managers, and community organisations may apply to join as a service provider.
It is prestigious to belong to the OECE. Membership is usually by invitation. Online applications can be made if you think your service meets the criteria. To be a member a service must have as its first priority a focus on being high-quality for children and families. It must also agree to follow the standards in the Code of Conduct for ECE Services.
Running a parent survey when you want to do one is simple – we handle it for you and provide you with a confidential copy of the results. We will also cover the cost of the survey.
Promoting your service online to parents is taken care of. The OECE has partnered with the My ECE website and the ECE Parents’ Council Aotearoa to give members free advertising for their service. For details directly contact My ECE
Free subscription access to the ECE Newsroom – your service provider member login will let you view everything in the ECE Newsroom.
Complimentary access to over 25 years of published NZ and international research – your service provider member login gives you free access to the Research Library and support.
Management and ECE employment resources and advice will be at your finger-tips 24/7. We have so much available in the service provider area of our website – ranging from templates for policies, guidance on managing cashflow and debtors, staff drug use, negotiating pay with staff, and through to topics such as best sandpit design.
We will make running a staff survey simple for you. You can use our specially designed survey. We collect the results and will provide you with a confidential report of the findings. (50% discount available to service provider members).
Did you know that the OECE meets personally and regularly with the Ministry of Education national team, and the regulations committee and other forums?
Political leaders and journalists are able to use the OECE to gain deeper knowledge on a topic or issue, and we provide a sounding board for ideas and feedback.
Members have a direct line of communication with Dr Sarah Alexander, to bring to Sarah’s attention and discuss what’s affecting your service and community of children, families, and staff.
We are committed to keeping membership prices affordable and providing value for money.
Membership rates start at just $250 for 12-months. Or join for 2 years for only $350. For providers with multiple licensed services, the rates reduce per service the more licensed services you operate.
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Anyone thinking about getting a job in ECE working in ECE or thinking about moving to a different service will find clear, practical information in this article about pay rates, employment conditions, and what to expect in different roles. It explains everything from starting salaries and pay‑step calculations to workplace rights, benefits, and how to recognise a supportive, professional environment.
Discover the key organisations and sector groups shaping early childhood education in New Zealand – who they are, what they do, and how they influence the services, policies, and people at the heart of the ECE sector.
Getting a job. How can my ECE qualification help me to get a job? With an early childhood teaching qualification you may find yourself attractive
Multi-Cultural Activities.
Most early childhood education services include bi-cultural elements in their teaching and learning, but with New Zealand becoming an increasingly multicultural country it can be interesting for children to learn about other cultures as well, particularly if there are children from these cultures within their communi
FULL REFERENCE: Purdue, K., Griffiths, V., Hall, E., Hartley, D., Hohaia-Rollinson, F., Malcolm, J., Solomon, J., Tate, A. & Williamson-Garner, D. (2024). Barriers to and facilitators of inclusion and equity for teachers with disabilities in early childhood education: Advancing the conversation in Aotearoa New Zealand. NZ International Research in Early Childhood Education Journal, 26, pp. 30 – 44.
Log-in to read the full research paper below. Or order a pdf copy of the article from the main NZIRECE Journal page.
ABSTRACT: In April 2023, we initiated a kōrero/conversation about the rights of kaiako/teachers with disabilities in early childhood education (ECE) in Aotearoa New Zealand. We noted that national research regarding the training and workforce experiences of disabled kaiako/teachers in ECE was limited. Accordingly, we wanted to find out more about what constitutes quality learning, teaching, and workplace environments for disabled kaiako/teachers, what their inclusion and exclusion experiences are, and the implications of these experiences for their rights, sense of belonging, and wellbeing.
We invited disabled kaiako/teachers who were either training and/or working in ECE to share their experiences by completing an open-ended questionnaire delivered online via Survey Monkey. The 56 respondents shared their positive and negative experiences with us. In this article, we share insights gained into the barriers to and facilitators of inclusion and equity in initial teacher education (ITE) and ECE for disabled kaiako/teachers. We also offer some recommendations for the ITE and ECE sector about what needs to be done to ensure an equitable and inclusive teaching sector for this group of kaiako/teachers both now and in the future.
KEY WORDS: Disabled teachers, disability, inclusion, equity.
INTRODUCTION
Over the past three years, our research into kaiako/teacher diversity in early childhood education (ECE) in Aotearoa New Zealand has explored the extent to which ECE learning and teaching environments are inclusive, culturally safe, and supportive of all kaiako/teachers (Griffiths et al., 2021, 2022, 2023a). Most recently, we have turned our attention to the rights and wellbeing of disabled kaiako/teachers (Griffiths et al., 2023b). The United Nations’ Convention on the Rights of Persons with Disabilities (UNCRPD) states that “persons with disabilities include those who have long-term physical, mental, intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others” (United Nations, 2006, p. 4). The New Zealand Disability Strategy 2016–2026 (Office for Disability Issues, 2016) defines disability as “something that happens when people with impairments face barriers in society … it is something that happens when the world we live in has been designed by people who assume that everyone is the same” (p. 12). Kaiako/teachers with disabilities currently working towards an early childhood teaching qualification and/or working within the sector can have a wide range of disabilities, including neurodiversity, learning, mental health, physical, sensory, and health.
Should we allow politicians to take advantage of children in their ECE service, for political benefit? We would be silly not to invite and support
December 20, 2020. There’s a lot of misinformation and confusion. People who have not read pay claims are commenting on them. People who for years
July 16, 2020. The sooner the Ministry of Education starts specifying attestation rates as an hourly wage amount and not as a salary figure the
“World Teachers’ Day is a wonderful opportunity to acknowledge the dedication, passion, and fabulous work of teachers. Since 1994, this day has been celebrated annually in October to honour educators at all levels across the globe.
Co-convened by UNESCO, UNICEF, the International Labour Organization, and Education International, World Teachers
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