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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, and co-facilitation.  

All 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 stage of the He Pikorua Practice Framework such as an experienced RTLB or Practice Leader may work alongside another RTLB at the Āta whakaaro, or sense-making phase.

Case sharing and review takes two forms – informal or structured. For example, Dynamic Ecological Analysis follows a structured problem-solving process. 

A review may also allow for more cultural considerations such as applying Te Whare Tapa Wha or Fonofale frameworks. 


A request for support 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 to strengthen their practice. 

A request for support may be co-worked with Ministry learning support practitioners or other professionals when: 

  • continuity of support provides an easier and more efficient pathway 
  • transitions between services 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 practitioners’ skill sets strengthen the collaboration to progress intervention aims 
  • working together provides safety 
  • shared resources enhance outcomes for mokopuna, their families, whānau, and teachers.