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Supervision is a component of RTLB practice. There are two types of supervision: Performance and practitioner.

Performance Supervision

Practitioner Supervision

To provide support and oversee performance and appraisal, reflect on performance with a view to consolidating and continuing competency, identifying areas for further professional learning through feedback.

  • Agenda jointly set.
  • Performed by the cluster manager of practice leader.
  • Central to performance.
  • Management processes.
  • Linked to professional development.
  • Good written records, need to be kept.
  • Can be linked to pay, attestation.
  • Can include instructions.
  • Part of business as usual.

To provide opportunity to discuss cases in more detail, provide support and challenge practice that contributes to personal development. It also provides a professional forum for: reflection, shared problem solving and support in cases involving physical, emotional, cultural and psychological safety.

  • Agenda set by supervisee and important practice-related issues.
  • Can be peer to peer.
  • Confidential.
  • Not directly linked to performance management.
  • Free from notes.
  • Not pay related.
  • Cannot include instructions but can provide firm recommendations.
  • Typically organised outside school hours.

There should be differentiation between performance supervision and practitioner supervision.

Performance supervision is undertaken by the cluster manager and/or practice leaders.

Cluster policies will need to be followed when appointing a suitable, qualified practitioner supervisor. It is important that the practitioner supervision process is safe and supportive and is underpinned by a mutual respect between those in the supervisory relationship.

Practitioner supervision will be accessible within the national RTLB service where it is established through a collaborative and mutually agreed process and a supervision contract is drawn up. Practitioner supervision is a confidential process unless there are concerns about repeated unsafe RTLB practice.

Case Sharing and Co-working

Clusters have a range of ways of supporting RTLB with their case work. These include case sharing, co-working, collegial peer review, dynamic ecological analysis and co-facilitation. All of these types of professional support benefit from:

  • a mutual understanding of shared purpose
  • clear negotiation of roles and responsibilities
  • professional trust
  • open respectful communication.
Case Sharing

Case sharing to provide professional support can be both formal and informal. Examples include having a colleague or a Practice Leader as a ‘critical friend’ to:

  • review case work
  • encourage and support
  • provide honest and often candid feedback
  • speak truthfully and constructively
  • ask provoking questions
  • provide another lens
  • advocate for the success of the work.

Coaching and mentoring may be provided for RTLB by a colleague at a particular stage of the practice sequence e.g. an experienced RTLB or practice leader may work alongside another RTLB at the analysis stage.

Case sharing and review may be informal or follow a structured problem solving process such as Dynamic Ecological Analysis.


A case may be allocated to more than one RTLB when:

  • it is particularly complex
  • greater capacity to address a range of inter-related issues is required
  • multiple skill sets will benefit the collaboration
  • an RTLB stands to gain specific knowledge and skill to broaden their understanding and capability
  • newly appointed RTLB are being supported in their practice.

A case may be co-worked with Ministry of Education specialist staff or other professionals when:

  • continuity of support provides an easier and more efficient pathway
  • transitions between services and /or settings are the focus
  • co-ordinating the planning and delivery of support benefits all
  • access to a wider pool of knowledge and expertise enables creative problem-solving
  • specialist staff skill sets strengthen the collaboration to progress intervention aims
  • working together provides safety
  • shared resources enhance outcomes for learners and schools/kura and Kāhui Ako.

Note: The following information that supports RTLB professionalism is part of the Governance and Management manual, Governing and Managing RTLB Clusters (February 2018). Visit http://rtlb.tki.org.nz/Governance-management.

Entering the profession

Find out about RTLB appointees.

RTLB Qualification and study award

Find out about the Post Graduate Diploma in Specialist Teaching endorsed in Learning and Behaviour.


Find out about induction into the RTLB service.

Professional Development

Find out about the professional development plan.


Find out about the performance appraisal process for RTLB.

Practice Leader Support Role

Find out about the role of a practice leader in the RTLB service.

Travel Reimbursement

Find out about lead school travel reimbursements.


Find out about the 'Laptops for Teachers' scheme.