The key stakeholders in the RTLB service include:
- Communities of Learning/Kāhui Ako
- cluster kura/schools who represent their communities, including:
- their teachers and students
- their families and whānau
- their iwi and Māori parents/community
- their Pasifika parents/community
- the local Ministry who represents:
- Learning Support
- Early Childhood Education.
The key stakeholders need to be assured that the service is managed in a transparent and needs-based manner. The lead school must formalise a way of consulting with key stakeholders to ensure this happens. There are many ways this can be done, for example through a stakeholder committee or advisory group, and/or through regular surveys and reporting.
Role of key stakeholders
Key stakeholders in the RTLB service must have genuine input into strategic planning and into service development and provision. They must receive regular RTLB service information from the lead school/RTLB management team and have the opportunity to provide feedback to the lead school.
Key stakeholders are expected to take an active interest in the RTLB service. It is in the stakeholder's, and the cluster’s interest to:
- advocate for the RTLB service
- support and advise the lead school board
- inform the development of the cluster strategic plan and cluster priorities
- provide feedback about RTLB service provision
- support culturally responsive cluster practice.
With due regard to student and school privacy, cluster school/kura stakeholders are encouraged to engage in referral and intake processes and with learning support funding allocation processes.
Clusters are encouraged to establish and maintain joint request for supportand review processes with Ministry’s Learning Support staff in order to provide seamless provision of support to schools.
Content last updated: March 2018