RTLB use some guiding documents to ensure they fully understand the needs of students with learning and behaviour needs.
- aimed at improving education for Māori and to ensure that Māori enjoy education success as Māori
- aimed at improving education outcomes for Pasifika (see PEP 2009–2012 and 2013–2017)
- aimed at enabling people with disabilities to participate fully in society.
The role requires RTLB to be transparent, inclusive, and collaborative in their practice and to use robust, well-planned systems for data collection, intervention, and reporting. They are expected to be reflective and use all information to inform future practice. The Professional Practice section of the Resource Teacher: Learning and Behaviour Service Toolkit provides a clear outline of the expectations for RTLB (see RTLB Toolkit_Professional practice.pdf 2 MB ).
Guiding principles of practice
There are seven guiding principles of RTLB practice. These are:
- inclusive teaching
- culturally responsive
- ecological approach
- collaborative and seamless model of service
- strengths based
- evidence based.
There are more detailed explanations of these principles in the RTLB Toolkit (see RTLB Toolkit_Professional practice.pdf 2 MB , pages 31-33).
There are ten steps in the RTLB intervention sequence. These are:
- initial meeting
- data gathering
- goal setting
- post data gathering/follow up
- reflection, review, and closure.
These steps ensure that everyone involved knows the reason for the referral and how the intervention works and are aware of the goals of the intervention. Those involved in the steps are RTLB, kaiako/teachers, parents, and whānau/families.
There are more detailed explanations of the practice sequence steps in the RTLB Toolkit (see RTLB Toolkit_Professional practice.pdf 2 MB , pages 35-37).
Other aspects of the RTLB role
RTLB furnish reports to the cluster management on the difference made for students, in particular Māori and Pasifika students.
RTLB provide support to students who are at risk according to the principles of the service. They do this by:
- cluster-wide networking with kaiako/teachers
- assisting in developing inclusive kura/school systems
- working with kaiako/teachers to support learning needs in their classrooms
- using support programmes, for example, Positive Behaviour for Learning (PB4L)
- facilitating professional development, for example, The Incredible Years Programme (Incredible Years New Zealand-Werry Centre)
- working with students, for example, peer reading
- focusing on individual needs, for example, IEPs
- community liaison
- using behaviour strategies.
RTLB are not expected to work in a teaching role or carry out other duties, such as playground duty. They do not provide a counselling or truancy service.
Working in kura/primary schools
RTLB establish clear communication links and work with school-based teams, which may include:
- class kaiako/teacher
- Special Needs Coordinators (SENCOs)
- parents, whānau/family
- team leaders
- teachers’ aides.
The kaiako/teacher is fully involved in all aspects and gives feedback throughout the intervention process. The intervention should build their confidence and capability so they can manage the student independently.
Working in wharekura/secondary schools
To establish interventions that work in a wharekura/secondary school setting, RTLB work to develop relationships, a stronger cultural identity (tikanga – Māori world view) and to maintain a database of projects. They establish clear communication links with a range of people and may work with:
- deputy principals
- relevant senior staff, for example, deans
- parents, whānau/family
- class kaiako/teachers.
All parties should be fully involved in all aspects and give feedback throughout the intervention process.
Working with children or young people entering State care: Gateway Assessment
Improving support for children or young people in care is a Government priority. Child, Youth and Family, the Ministry of Education, and the Ministry of Health have developed the Gateway Assessment process to ensure the support is appropriately managed for each child or young person. The purpose is to establish health and education needs and to ensure there is interagency agreement on the best way to address these needs.
For more information: