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Core Assignment 2: Inter-professional Practice Presentation

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Debbie Kohlis-Lee

on 19 August 2013

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Transcript of Core Assignment 2: Inter-professional Practice Presentation

Observational and anecdotal data is gathered from a variety of sources: teachers, parents, whanau. This identifies specific behaviours and/or learning areas which inform further assessments and interventions.
Interviewee Backgrounds
Professional Learning
and Identity

Culturally Responsive &
Effective Practice

Contextualised
Practice

Ethical and Reflective
Practice

Interprofessional and
Evidence-Based Practice

References
RTLB experience range: 3 to 14 years
Up to 42 years' experience in education
Included 4 Practice Leaders and 2 Cluster Managers
RTLB worked across mainstream schools and Kura Kaupapa
Some RTLB worked across all ages and school year levels, while others worked mostly in secondary schools
Gender: Male: 4 Female: 23
Auckland's North Shore, Bay of Plenty, Central West Auckland, Christchurch,Dunedin, Gisborne, Hamilton,Hauraki, Hawera,Hawke's Bay, Lower Hutt, Manurewa, Newmarket, Otara,Pukekohe, Te Tai Tokerau,Tauranga and West Coast.
Geographic Information
Professional Practice
Professional Identity
An educational support resource
Agents of change
Leaders in making a positive difference
Joint problem-solvers
Professional Learning
Learning occurs on a needs basis and through a variety of formats e.g. Conference, PD courses, professional readings, consulting with colleagues
CoPs
Digital Literacy
Personal Wellness
Keep reasonable hours e.g. book in time for administration
Exercise !!!!!
Be organised
Make time for family and friends
Make personal interest time
Social Collegiality
Humour
Guiding Legislation, Curriculum Documents and Policies
RTLB Toolkit
1993 Human Rights Act
Privacy Act
1989 Education Act
NZEI Code
Registered Teachers Criteria
Cluster Policies
Te Tiriti o Waitangi
Teachers Code of Ethics
NEGS and NAGS
Te Whariki
Te Kotahitanga
New Zealand Curriculum
Ethical Practice
Evidence-based interventions
Inclusive practice
Strengths based
Foster collaborative, honest, confidential relationships
Accountability and transparency
Keeping up to date with and adhering to, curriculum initiatives and policies
"Manaakitanga te tangata ahakoa ko wai, ahakoa no hea"
Acknowledging all people, irrespective of who they are and where they are from.
Reflection
When? - ongoing
Inclusive Education
Inclusive education is respecting the rights of whanau and families to choose an educational setting/school that best suits their children's needs.
Barriers
Funding, Funding, Funding
Class size
National Standards
Enablers
Willingness of all parties
Positive relationships
Positive school and classroom cultures
Solution focused
Using evidence-based teaching strategies
Key Influential Practitioners and Theorists
Resource Teachers of Learning and Behaviour
RTLB
Acknowledging and respecting all people & their cultures
Building authentic, caring relationships - students and family/whanau
Fostering open communication
Nurturing relationships and establishing the va
Taking time rather than allocating time
Sharing the power
Acknowledging strengths and knowledge of whanau
Having high expectations for all students
Developing and maintaining contacts within cultural communities
Using culturally responsive strategies
Using the cultural competencies to guide practice

It takes a village to raise a child.
Collaborative problem solving is enhanced through sharing knowledge as a team.
• Strengthening Families
• Special Ed Psychologists
• SLT
• CYFs
• Child Development Unit
• Autism NZ
• Social workers

Can be based on area of practice/topic/strategy/theory
Are essential to build collaboration, collegiality & relationships
Foster a shared understanding of professional roles
Are essential in developing one’s own practice and refining it
Provide opportunities for strategising together
Reflecting on and contributing to CoPs
Interprofessional Agencies
Evidence Based Practice
RTLB's practice and support to schools needs to be ...
Evidence based - data from a range of sources and based on valid research
Aligned with latest curriculum initiatives
Regularly monitored and reviewed against set goals to ensure ongoing effectiveness
Peer tutoring - across all curriculum areas
Cooperative learning
Phonological awareness programmes
Modification of teaching practice and programmes
TARP
Early Words
Examples of interventions/curriculum adaptation
Assistive Technology
"AT doesn't cure or eliminate learning difficulties but it can help children reach their potential because it allows them to capitalise on their strengths and bypass areas of difficulties"


ABC model
Functional Analysis ABA model
Interval recording
Connors Scale (ADHD)
Student interview
Indicators for Asperger's e.g. CAST
Piers Harris Self Esteem Assessment
Assessment
Identify students' strengths and learning & behavioural/social needs
Support referrals to other specialists and agencies
Monitor effectiveness of current interventions
Are administered pre and post intervention

• Running Records
• BURT
• Schonell Spelling
• 10 minute writing samples
• ASTON Index
• Letter ID & sounds
• Gough-Kastler-Roper phonemic awareness
• Phonological Assessments: e.g.Yolanda Soryl, Allcock
• TIES – classroom environment assessment
• Cognitive Based Assessment Software- Lucid
(Cops & Lass)
Examples of commonly used assessment tools:
(Interviewee quote, May 2013)
Our RTLB worked throughout the following areas
and across a variety of urban and rural schools.
Our RTLB see their roles in schools as being:
Bandura - social learning
Piaget
Macfarlane Education Model
Glasser - 5 basic needs
Skinner - behavourist

OTs
Maori Health providers
Public Health Nurse
Iwi organisations
Birthright
CAMHs/CAFS
Paediatricians/GPs

Korero kia Mohio/Talk to Learn
Circle Time
Restorative Practice
Cognitive Behaviour Therapy
Stop, Think,Do
Social Stories
Learning
• Boehm
• NUMP
• JOST
• Probe
• PM Benchmark

Behavioural/Social:
Culturally responsive practice is...
Suzanne Blair, Emma Lythgoe, Debbie Kohlis-Lee
Compiled by:
http://www.nzrtlb.org.nz/
Inclusive education means that schools meet the diverse needs of all learners.
'Success for All - Every School, Every Child'
http://www.minedu.govt.nz/NZEducation/EducationPolicies/SpecialEducation/OurWorkProgramme/SuccessForAll.aspx
Deficit thinking
Ownership of issues
Teachers or TAs not equipped or experienced to meet diverse needs
Group rules/guidelines regarding what's to be talked about and some goals
Good communication skills
A minute keeper
Regular meetings
Valuing other points of view
Opportunities to follow up
Effective CoPs include...
CoPs...
Barriers
The information and responses in this presentation is a collated summary of the 27 RTLBs interviewed. It is not a complete description of RTLB Practice and Policy.
“Using an ecological approach to the interventions means student learning behaviour is assessed within the normal routines, interactions and practices of their classroom and kura/school”

Lack of funding
Time
Lack of PD support from management post transformation
Enablers

Self and collegial motivation
Collegial support
Family support
Support from management
Bronfenbrenner's ecological model
Mason Durie's Te Whare Tapa Wha Model
Vygotsky's Zone of Proximal Development
The practice sequence may not always be followed in order. Sometimes new information may require going back to a previous stage in the sequence. The team involved in the steps includes RTLB, kaiako/teachers, parents, family/whänau.
1. Referral
2. Initial meeting
3. Data gathering
4. Analysis
5. Goal setting
6. Planning
7. Intervention/implementation
8. Monitoring
9. Post data gathering/follow up
10. Reflection, review and closure

RTLB Practice Sequence
(RTLB Professional Practice Toolkit, Ministry of Education, p.34)
Assessment must be based on valid and reliable tools
RTLB assessments...
The 7 Guiding Principles of RTLB Practice
Inclusive teaching
Culturally responsive
Ecological approach
Collaborative and seamless model of service
Strengths based
Reflective
Evidence based
AT can assist with:
(RTLB Practice Sequence Toolkit, Ministry of Education, p. 32).
Touch screen laptops
iPads
iPod touch
Smartphone
Netbooks
Talking Tin – voice recorder
Auditory Processing Technology
CD player
FM system
Talking photo album
ipad apps

• Clicker
• Word Q (predictive software)
• Text Read Write Gold
• Mathletics
• Typing programmes
• Story maker (helps sentence composition)
• Dictionary
• Clicker 6
• Type-to-learn
• Dragon
• Naturally speaker (voice to text)
• Voice recording
• Spell checkers
• Ginger – spell checker &grammar for dyslexia
• Reading Dr.
• A variety websites
Examples of AT
Devices
Dexteria - for fine motor skills
Toontastic
Hika Lite – Maori (iphone)
Book Creator
Popplet
Dragon
Spellosaur
Puppet Pals
Lifecards
Base ten blocks
Maths slide
...and gazillions more!
Software
(Well known saying)
AT enables students to access the curriculum.
Independence
Participation
Communication
Self Esteem
Mobility
Motor Skills
Talking photo album
FM system
iPad
Talking Tin
The foundation of RTLB practice is:
"The higher-level principles within these documents can also be applied to effective teaching and practice for the many other cultures present in our New Zealand schools" (RTLB Professional Practice Toolkit, p.29).
RTLB use Ka Hikitia and Tataiako to inform culturally responsive practice.
What? - own practice, goals and outcomes, effectiveness
How? - collaboration, reading, self-talk
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Video Clip
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(Interview quote, May 2013)
Image 1, RTLB Logo. (n.d.). Retrieved on August 3, 2013 from, http://www.wellingtonrtlb.school.nz/our-vision
Image 2 [Untitled image]. (n.d.). Retrieved on August 3, 2013 from, www.mulberrybushchildren.com/
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Image 4 [Untitled image]. (n.d.). Retrieved on August 3, 2013 from, http://hamptonroadsact.blogspot.co.nz/2011_01_01_archive.html
Image 5 [Untitled image]. (n.d.). Retrieved on August 3, 2013 from, http://solidwize.com/wp-content/uploads/2012/04/Green-Check-Mark.jpg
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Image 7 [Untitled image]. (n.d.). Retrieved on August 3, 2013 from, http://supplementhandbook.com/wp-content/uploads/2013/05/exercise.jpg
Image 8 [Untitled image]. (n.d.). Retrieved on August 3, 2013 from, http://theplayfulheart.webs.com/
Image 9 [Untitled image]. (n.d.). Retrieved on August 3, 2013 from, http://faredraaspenrasi.blogspot.co.nz/2011/06/family-tattoo-symbols.html
Image 10 [Untitled image]. (n.d.). Retrieved on August 3, 2013 from, http://www.seeanz.com/new-zealand/photos.php?pid=145
Image 11 [Untitled image]. (n.d.). Retrieved on August 3, 2013 from, http://www.mancent.school.nz/images/Pasifika/pasifika1.jpg
Image 12 [Untitled image]. (n.d.). Retrieved on August 3, 2013 from, http://now-here-this.timeout.com/wp-content/uploads/2013/02/Things-To-Do_ChineseNewYear.jpg
Image 13 [Untitled image]. (n.d.). Retrieved on August 3, 2013 from, http://www.organicsoul.com/wp-content/uploads/2012/09/world-hands.jpg
Image 14 [Untitled image]. (n.d.). Retrieved on August 3, 2013 from, http://www.ethc.co.nz/Resources/library/Images/Community_Corner/Pasifika_007.jpg
Image 15 [Untitled image]. (n.d.). Retrieved on August 3, 2013 from, http://us.cdn2.123rf.com/168nwm/sergeytitov/sergeytitov0903/sergeytitov090300190/4579392-frangipani-flower-isolated-on-white.jpg
Image 16 [Untitled image]. (n.d.). Retrieved on August 3, 2013 from, http://www.kiaorahauora.co.nz/sites/default/files/pictures/img-6.jpg
Image 17 [Untitled image]. (n.d.). Retrieved on August 3, 2013 from, http://www.thecaptureproject.ca/wp-content/uploads/2011/01/reflectiveprac.jpg
Image 18 [Untitled image]. (n.d.). Retrieved on August 3, 2013 from, http://www.kprschools.ca/Students/images/MB900288988.JPG
Image 19 [Untitled image]. (n.d.). Retrieved on August 3, 2013 from, http://stakeholderengagementnz.files.wordpress.com/2011/04/te-whare-tapa-wha.png
Image 20 [Untitled image]. (n.d.). Retrieved on August 3, 2013 from, http://faculty.weber.edu/tlday/1500/systems.jpg
Image 21 [Untitled image]. (n.d.). Retrieved on August 3, 2013 from, http://learningcommunity3250.wikispaces.com/file/view/zone-proximal-development.png/273765584/454x345/zone-proximal-development.png
Image 22 [Untitled image]. (n.d.). Retrieved on August 3, 2013 from, http://www.nzrtlb.org.nz/
Image 23 [Untitled image]. (n.d.). Retrieved on August 3, 2013 from, http://ecx.images-amazon.com/images/I/4100RsEGf4L._SY300_.jpg
Image 24 [Untitled image]. (n.d.). Retrieved on August 3, 2013 from, http://www.edsco.com.au/spnet6/img/U/N/I/1/5/UNI-15441.jpg
Image 25 [Untitled image]. (n.d.). Retrieved on August 3, 2013 from, http://www.mommypracticality.com/2013/06/How-To-Make-Children-Love-Reading.html
Image 26 [Untitled image]. (n.d.). Retrieved on August 3, 2013 from, http://www.salon.com/2013/01/16/10_ways_the_brain_dictates_sex/
Image 27 [Untitled image]. (n.d.). Retrieved on August 3, 2013 from, http://www.tts-group.co.uk/shops/tts/Products/PD1727209/A5-Talking-Photo-Album/
Image 28 [Untitled image]. (n.d.). Retrieved on August 3, 2013 from, http://bilingualaudiology.com/articulo-del-mes/teacher-wears-individual-fm-system/ fm system
Image 29 [Untitled image]. (n.d.). Retrieved on August 3, 2013 from, http://www.securedgenetworks.com/secure-edge-networks-blog/?Tag=iPad%20mini
Image 30 [Untitled image]. (n.d.). Retrieved on August 3, 2013 from, http://www.earlyyearsathome.co.uk/Sensory/Auditory/Talking_Tins.aspx

Works Cited
Ministry of Education. (2013, August 3). Success for All - Every School, Every Child. Retrieved from Ministry of Education: http://www.minedu.govt.nz/NZEducation/EducationPolicies/SpecialEducation/OurWorkProgramme/SuccessForAll.aspx
Ministry of Education. (n.d.). Resource Teacher Learning and Behaviour Professional Practice Service Toolkit. Ministry of Education. Retrieved from http://www.nzrtlb.org.nz/main/downloads/RTLB%20toolkit%20Professional%20Practice.pdf
Soryl, Y. (2010, June 28). Early Words, Yolanda Soryl. Retrieved August 3, 2013, from (Video Clip)
Full transcript