RTLB transformation 2012
In September 2010, the then Minister of Education, Anne Tolley, directed the Ministry of Education to transform the RTLB service to make it more efficient and effective.
Transformation ideas and aims
Two important ideas were at the core of the transformation.
- That RTLB can be more effective in helping students with learning and behaviour needs to participate to their fullest potential.
- That people and funds can be managed to the highest standard possible.
The RTLB transformation aims were established.
- Improve the quality of management and practice with clear goals and professional leadership opportunities.
- Provide consistent quality of service throughout New Zealand; better opportunities for professional development for RTLB; career pathways for RTLB.
- Safeguard appropriate use of RTLB (avoid using them as extra teachers).
- Put in place opportunities for RTLB to specialise, for example, Māori, Pacific, or special education needs.
- Clarify and streamline expectations within the education sector.
- Target resources to areas of greatest need.
- Increase the impact of RTLB.
To achieve this, the Ministry worked with the education sector and RTLB to develop the new service and plan the transformation process.
The Ministry ensured that the process was transparent and all interested parties (for example, RTLB, other stakeholders, parents, and children) were kept informed about the transformation. They published feature articles in the Education Gazette during 2011 to keep the sector informed.
During May and June 2011, the Ministry ran a series of hui throughout the country for principals and RTLB.
Additionally, the TKI website provided information about the background of the transformation, along with continuous updates. There was a "questions and answers" section where interested parties could request and receive additional information.
Transformation in progress
Programme Timeline.pdf 105 kB
Minister Tolley set the design brief and programme timeline for the transformation.
Initially, the Ministry set up two working groups: a Principals' working group and a Practitioners' working group.
Key educational groups such as PPTA and NZEI provided nominations for both groups.
Principals\' and Practitioners\' Working Group.pdf 125 kB
They considered all nominations and chose members who represented all possible interests.
A third group, the Ministry’s Positive Behaviour for Learning (PB4L) reference group, provided the governance for the transformation.
Representatives from the following organisations were also a part of this group
| Principals’ Council | |
| NZEI | New Zealand Educational Institute |
| NZSTA | New Zealand School Trustees Association |
| NZPF | New Zealand Principals' Federation |
| NZSPC | The New Zealand Secondary Principals' Council |
| PPTA | Post Primary Teachers’ Association |
| SPANZ | Secondary Principals’ Association of New Zealand |
| ECC | Early Childhood Council |
| AE | Alternative Education |
The design phase of the transformation ran from September 2010 until July 2011. During this time the two working groups provided advice to the PB4L sector reference group.
These groups worked collaboratively with the Ministry and had input into every decision.
The Principals' working group
The purpose of the Principals’ working group was to provide advice on how the changes could be managed with minimal disruption to the service.
In a discussion paper from the February 2011 meeting, the principals outlined the problems in the service delivery that needed to be addressed. They discussed ways to reallocate funding and RTLB positions so there was a more equitable provision of the service.
This meant those with the greatest need would receive support, for example, groups such as Māori and Pacific students and schools in isolated, rural locations.
The Principals’ working group proposed a reallocation formula based on:
- needs
- population
- decile
- Māori students
- Pacific students
- isolation factors.
The Ministry adopted this formula.
The Practitioners' working group
The Practitioners’ working group advised on effective practice and the best ways to improve support to teachers and students.
This group discussed the important characteristics of effective RTLB and the underlying principles of a transformed service. They also discussed practice models for RTLB issues, such as career pathways for RTLB and minimum qualification requirements.
In May 2011 the two working groups had a joint meeting.
Principals\' and Practitioners\' Working Group.pdf 125 kB
Key messages from this meeting related to the design of the service, support systems, transition issues, and policies and procedures
The 2012 RTLB Clusters
RTLB Clusters for 2012.pdf 50 kB
As a result of recommendations from the Principals' and Practitioner's working groups, the Ministry of Education restructured the clusters and reduced the number from 200 to 40.
Each of these 40 clusters is attached to a lead kura/school and the BOT of each lead kura/school is responsible for the governance and operation of the RTLB service for that cluster. Each cluster is now required to conduct a needs analysis to inform the cluster’s future practice and decision-making.
The application process for the lead kura/school in each cluster began in September 2011.
Lead School application form.pdf 40 kB
Any school in the cluster area was entitled to apply and used the above to make the application.
The Ministry appointed the lead kura/schools by November. From December 2011 the lead kura/schools began appointing their cluster managers and practice leaders.
The cluster managers have overall responsibility for the day-to-day management and coordination of the service across the cluster.
This role will enhance the RTLB service and contribute to improved outcomes for schools, students, and teachers. Practice leaders are RTLB with additional responsibilities for professional supervision, performance reviews, and leading teams that focus on specialist areas, for example, Māori education.
The new RTLB cluster system started at the beginning of 2012.
The Ministry of Education has an ongoing relationship with clusters and provides staffing, funding, and support. For the first few years of the new system, this support will include organising quarterly cluster manager forums, annual practice leader forums, and ongoing communication with clusters.
The expectation is that schools and students will receive improved support through the transformed service.
A page on this website that has more information about the RTLB clusters