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Introduction and Overview

Governing and Managing RTLB Clusters is written for RTLB lead school boards of trustees (boards), and for RTLB management teams. It provides information to support lead schools interpret and implement the RTLB Funding and Service Agreement and to effectively govern and manage the RTLB service for their cluster of schools.

RTLB Service - Guiding principles

To understand the RTLB service, there are some key principles that underpin RTLB work:

  • The most effective way to make gains for students is by focusing on student potential rather than on student underachievement.
  • RTLB see their case work as teaching and learning opportunities not as student problems.
  • The curriculum is able to be differentiated, and classroom programmes adapted, to meet the needs of all students within an inclusive schooling environment.

The bigger picture

The RTLB service is a Ministry of Education (Ministry)-funded learning and behaviour service that sits alongside the Ministry’s Special Education Specialist Support service. Both services contribute to the Ministry’s vision of a world-leading education system that:

  • equips all New Zealanders with the knowledge, skills and values to be successful citizens in the 21st century
  • works for all students, particularly for students who have special education needs.

The RTLB and the Ministry’s Special Education services contribute to Ministry priorities:

  • Every child achieves literacy and numeracy levels that enable their success.
  • Every young person has the skills and qualifications to contribute to their and New Zealand’s future.
  • Māori enjoy education success as Māori.
  • 100 percent fully-inclusive schools.

Some expectations about the lead school role

RTLB lead school boards are the stewards of the RTLB service for a community, or cluster, of schools. A lead school board governs the RTLB service on behalf of these schools.

Effective governance of the RTLB service will involve:

  • willingness to make the cluster resources work for the good of the cluster
  • sound analysis and planning so that both cluster priorities and national priorities are achieved
  • making sure that access to resources and service is based on student need
  • systematic gathering of information on what is being achieved by the RTLB service to provide assurance of effective service provision and resource use, and to assist future planning
  • a commitment to working with others providing special education services and social services so that students, kura/schools and whānau/families experience seamless and integrated services.

Content last updated: January 2015