Information and links

RTLB Association 2009 Conference

Ministry of Education Presentations

Professional learning and development

Conduct Problems: Best Practice Report 2009

This report was prepared by the Advisory Group on Conduct Problems (AGCP) on the prevention, treatment and management of conduct problems in children and young people. The AGCP was established to provide advice to the Ministries of Social Development, Education, Health and Justice on improving the delivery of behavioural services in New Zealand.

In particular, the report:

• proposes a common language and framework across agencies for the treatment and management of conduct problems
• outlines a ‘prevention science approach’ for the assessment and introduction of effective behavioural interventions in New Zealand
• sets out factors that influence the success of behavioural interventions.

On the basis of the evidence reviewed, the report also recommends a portfolio of programmes that should be considered as a starting point for more detailed policy development in New Zealand. Download the report at http://www.msd.govt.nz/documents/about-msd-and-our-work/publications-resources/research/conduct-problems-best-practice/conduct-problems.pdf

School Safety: An inquiry into the safety of students at school

The Office of the Children’s Commissioner recently published a report based on an inquiry into school violence and bullying.

The key finding of the report School safety: An inquiry into the safety of students at school is that the most effective schools worked to improve their whole school environment, culture and ethos, rather than focusing solely on the bullies and the students they bullied. Some of the recommendations from the report include:

• crisis procedures for rapid responses to serious incidents of violence
• use of policies and procedures for use of mobile phones at school
• whole school approaches and violence prevention programmes.

The report is available at: http://www.occ.org.nz/publications/reports_documents

The Steer Report

The recently published Steer Report on school behaviour and discipline offers practical suggestions for schools in terms of teaching practice and systemic supports. Although the report refers to the structures used in the United Kingdom such as OFSTED, the suggestions for practice are relevant to the New Zealand setting.

The report makes a total of 47 recommendations, grouped under three overall themes: legal powers and duties, supporting the development of good behaviour and raising standards higher. Download the report at http://www.dcsf.gov.uk/behaviourandattendance/about/learning_behaviour.cfm

Teaching Talking

Co-authored by Anne Locke and Maggie Beech, this book supports teachers to identify students who have difficulties understanding and using language from the pre-school years to early adolescence. Read the review at

http://shop.gl-assessment.co.uk/home.php?cat=372

Request this book from http://library.education.govt.nz/

Visible learning: a synthesis of over 800 meta-analyses relating to achievement

John Hattie’s latest book synthesises meta-analyses relating to key influences on student achievement. Hattie proposes a model of visible teaching and learning based on learning as an explicit goal, appropriately challenging levels of learning, teacher feedback, and student self-monitoring, self-evaluation, self-assessment, and self-teaching. Click here to read a review

http://www.routledgeeducation.com/books/Visible-Learning-isbn9780415476188 Request this book from http://library.education.govt.nz/

Discipline, democracy and diversity: working with students with behaviour difficulties

Completely eliminating behaviour difficulties in schools is probably not possible but reducing them is a realistic aim. This book provides a useful range of practical approaches, responses, practices, and procedures that teachers can use in their everyday practice. The main focus is to illustrate the links between behavioural theory and competent teaching practice. Topics include inclusion, developments in responding to varying levels of behaviour difficulties, international perspectives on culturally responsive teaching and the Hikairo Rationale: a culturally responsive approach for working with Maori students and whanau. Read the review

http://www.nzcer.org.nz/default.php?products_id=1922 Request this book from http://library.education.govt.nz/

Effective Interventions for Behaviour Challenges

In 2008, almost 30 RTLB across the country joined with the Ministry of Education, Special Education in this course. The programme reflected a bicultural perspective and covered evidence-based intervention; ecological programme throughout assessment; functional analysis; programme planning; implementation in early childhood, school, family, and community settings; and outcome evaluation.

The course is now being offered by Victoria University of Wellington (online). For more information click here.

Latest information

Taumata Whanonga

The Taumata Whanonga two day behaviour summit in March this year identified the following priorities for sustained long-term change:

• ownership of the issue and improved collaboration between families, communities, government agencies and schools
• early intervention – working with children early in life when concerns first arise
• initial teacher education and sustained teacher professional development to provide the skills required, including whole-school systems
• stronger emphasis on getting it right for Māori
• more support for programmes with strong evidence of effectiveness such as Incredible Years
• coordinated interagency support for the most challenging students.

Read keynote presentations from Steve Aos, Dr John Langley, Dr Christine Richmond, Professor David Fergusson and Dr George Sugai.

Guidelines for Principals and Boards of Trustees on

Stand-downs, Suspensions, Exclusions and Expulsions

The Ministry of Education is currently reviewing its Guidelines for Principals and Boards of Trustees on Stand-downs, Suspensions, Exclusions and Expulsions. The revised Guidelines will assist boards of trustees, principals and teachers with their legal options and duties and help meet their obligations under relevant statutory requirements.

The guidelines will be supported by a new document containing Good Practice Guidelines. The Good Practice Guidelines will help boards apply the legal guidelines using best practice examples.

The Ministry will be advertising the release of the updated guidelines on the Ministry website and through the Education Gazette in due course. Hard copies will be sent to schools.

Links and websites

Ministry of Education library

The library is a fantastic resource for books, articles and extensive online resources. It’s encouraging to know that more than 500 RTLB have joined the library and are using it to receive the latest research on learning and behaviour issues. To sign up, email education.library@minedu.govt.nz.

Supporting Positive Behaviour Website

Supporting Positive Behaviours is a ministry website for Boards of Trustees, principals, and staff, which will enable them to access information about behaviour. Of particular interest to RTLB will be the pages on classroom ideas, playground issues and support for schools.

Education Counts

The Ministry’s Education Counts site provides publications on a wide variety of education topics and issues. View the special education publications page of Education Counts.

The RTLB Association

The New Zealand Resource Teacher: Learning and Behaviour Association (NZRTLBA) is the professional body that represents RTLB in their interface with the Ministry of Education, unions, and other national bodies.

Inclusive

Inclusive is a collection of several communities, each based on a particular topic, with its own unique characteristics and community facilitator.

Practice partner information

B4 School Check

A free health check for pre-schoolers is being introduced in New Zealand during 2008. Known as the B4 School Check, it is a new addition to the Well Child Tamariki Ora service.

B4 School Check offers a comprehensive free health check to all families/whānau with children/tamariki aged four to five years. It is the eighth core contact of the Well Child Tamariki Ora Schedule of services, and replaces the New Entrant Check that was offered in some areas.

Contact Details for Special Education Offices

Contact details for the Ministry of Education, Special Education national, district and local offices around the country.

Further information about special education can be found on the Ministry's corporate website http://www.minedu.govt.nz/

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