Working in Māori-medium setting
RTLB support is highly responsive, timely and tailored to the needs and aspirations of mokopuna, parents, family, whānau, hapū, and iwi RTLB value and affirm identity, language and culture of Māori learners.
RTLB with little or no proficiency in te reo and who have a genuine understanding of the kaupapa and tikanga of the kura can work within the kura setting with the agreement of teachers, kaiako, parents, family, and whānau.
Requests for Support are focussed on one or more of the tiers of support. With the consent of the cluster manager, RTLB can work across clusters to provide an effective and relevant service to kura.
Communication with kura staff and parents and whānau
The liaison RTLB introduces new RTLB who have been allocated a Request for Support in a kura.
RTLB consult with kura staff and family and whānau to mutually agree on processes for working together. Family and whānau’s views, knowledge and preferred ways of working are sought, valued and acknowledged.
In a wharekura setting, as in any secondary school setting, RTLB keep the relevant Deans, Heads of Departments (HODs) and/or Heads of Faculty (HOFs) informed in advance of all formal activities they undertake which involve, teachers, kaiako, and mokopuna. Activities could include such things as the development of collaborative action plans and modelling of best practice.
Kura/wharekura contribute to RTLB practice
When RTLB work with kura or wharekura, the RTLB cluster:
- develops and strengthens relationships with iwi, hapū, parents, family, whānau
- receives guidance on tikanga (Māori world view relevant to the rohe) that strengthens cultural identity, supports best practise and is culturally bound.