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Resource Teacher Learning and Behaviour (RTLB) service

Learner-initiated / school-initiated supplementary supports

Design elements

Target for support (strengths and needs)

Resource Teachers: Learning and Behaviour (RTLB) provide learning and behaviour support to all state, state integrated, and partnership kura/schools. Forty RTLB teams across New Zealand support students with learning and behaviour needs from year 1-10 inclusive, their teachers, and schools. RTLB have a particular focus on supporting Māori and Pasifika students, and children and young people entering state care.

Expected outcomes

Improved teaching practice, student presence, participation, engagement, achievement and inclusive practice.
Increase in number of inclusive schools.

What data is used to support access decision?

Each cluster requires the referring school to provide a detailed request for service form that includes details of the support sought, for example, student achievement data or a school’s goal to improve inclusive practices.

Delivery design (who, how long, interactions)

RTLB interventions are designed by the RTLB in collaboration with teacher/s, SENCOs, and parents/caregivers. Interventions are goal oriented and can range from a few weeks to several months, until the goals are achieved or reviewed.

How will the support contribute to classroom practice (tier 1) and school capability?

RTLB support teachers and develop school capability to provide effective and sustainable programmes for learners with learning and behaviour difficulties.

How will the support contribute to building educationally powerful relationships with parents, whānau/family, hapu, iwi, and community?

RTLB practice develops positive, culturally responsive relationships with students and their families/whānau. The RTLB model of practice is collaborative and includes students, parents, families/whānau, hapu, iwi and community throughout the practice sequence.

Fidelity elements (small groups, one on one, timing)

The RTLB model of practice is mandated in the RTLB Toolkit, ensuring consistency of practice across all 40 RTLB teams. RTLB use a wide range of evidence-based interventions to support teacher practice and school capability. 

How is support monitored and measured in terms of outcomes?

RTLB clusters report to cluster schools, the lead school board of trustees, and the Ministry regularly throughout the year. Outcome reporting captures improvements across presence, participation, learning, achievement, behaviour and inclusion measures.

Website

Roles and responsibilities for the support

What are the conditions for successful delivery?

Provider (RTLB Lead School)

  • Collaborative model of practice and regular liaison with cluster schools

School

  • Collaborative relationship with the local RTLB service, Liaison RTLB and/or cluster manager.

Updated on: 25 Aug 2014

PLD is changing

Professional Learning and Development is changing

Professional Learning And Development (PLD) is changing – What it is focused on, who delivers it, and how schools, kura and CoL can access it.

Inital changes are rolling out now.

To find the latest information about the new PLD system go to http://services.education.govt.nz/PLD

System of support

Identifying learning needs. Resource selector. Impact of changed practices. Designing learning for school context. Integrated system of support for students. Achievement information triggers response.

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