Resource Teachers: Learning and behaviour: Data on the schools and students they worked with In 2001 (Annual Report 2001) Publications
The Resource Teacher: Learning and Behaviour (RTLB) service began in 1999 to assist schools and teachers to achieve the best learning outcomes for their students who have moderate special education needs. RTLB complete an Annual Report at the end of each year which asks for information about the schools and students they worked with during the year and the nature of their work. The following article details the results from the 2001 Annual Reports and provides an overview of the work undertaken by RTLB during that year.
Author(s): Research and Evaluation Unit, Ministry of Education
Date Published: March 2003
The Resource Teacher: Learning and Behaviour (RTLB) service began in 1999 to assist schools and teachers to achieve the best learning outcomes for their students who have moderate special education needs. The service is integrated with the larger network of special education initiatives and funding support for teachers and students. In 2001, there were 762 RTLB positions throughout New Zealand. Around 35 of these positions focus specifically on the education needs of Māori students.
RTLB assess students' needs and develop learning programmes to overcome their difficulties. They work with teachers and principals, parents and caregivers, family, whānau and community members to support positive outcomes for students and to develop strategies to improve learning environments. They also co-ordinate relevant support services for students across sectors if and when required.
RTLB provide service to a cluster of schools in a specified geographical area. These clusters are required to develop their own policies and ensure provision of the RTLB service to all schools in the cluster. Each cluster has a cluster committee which maintains a cluster-wide perspective and includes all schools and RTLB representation. Most have one or more management subcommittees which monitor and manage the services provided by the RTLB. In small clusters the cluster committee often assumes both roles.
All state and state integrated schools are able to access the RTLB service by signing a Memorandum of Agreement which ensures that each school in the cluster is involved in the management of the RTLB service. The Memorandum of Agreement also registers the agreement of all boards of trustees of schools in the cluster to use the RTLB resource according to the cluster policies and sets out the employment conditions of RTLB.
RTLB are based at an employer school, and employed by the board of trustees of that school. There is also a fundholder school within each cluster that is responsible for managing funding from the Ministry of Education for RTLB operations.
At the end of each school year, the Ministry of Education requires all cluster committees and RTLB to complete an Annual Report. These reports provide the Ministry with valuable information on the service provided by RTLB. The Annual Report has two parts: Part A is completed by each cluster committee, and Part B is completed for each RTLB position.
Part A asked about the schools and RTLB in the cluster and for details about members of the cluster governance committee and the management subcommittee. Part B asked individual RTLB for information about the schools and students they worked with and the nature of their work, including their interface with other support agencies. They were also asked about their training and professional development opportunities, about professional support and assistance, and about the assistance provided by various agencies.
Cluster committees are responsible for forwarding Part A and Part B of the Annual Report to the Ministry of Education for analysis.
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