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Core Assignment 2: Inter-professional Practice Presentation
Transcript of Core Assignment 2: Inter-professional Practice Presentation
Culturally Responsive &
Ethical and Reflective
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.
An educational support resource
Agents of change
Leaders in making a positive difference
Learning occurs on a needs basis and through a variety of formats e.g. Conference, PD courses, professional readings, consulting with colleagues
Keep reasonable hours e.g. book in time for administration
Make time for family and friends
Make personal interest time
Guiding Legislation, Curriculum Documents and Policies
1993 Human Rights Act
1989 Education Act
Registered Teachers Criteria
Te Tiriti o Waitangi
Teachers Code of Ethics
NEGS and NAGS
New Zealand Curriculum
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.
When? - ongoing
Inclusive education is respecting the rights of whanau and families to choose an educational setting/school that best suits their children's needs.
Funding, Funding, Funding
Willingness of all parties
Positive school and classroom cultures
Using evidence-based teaching strategies
Key Influential Practitioners and Theorists
Resource Teachers of Learning and Behaviour
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
• 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
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
Phonological awareness programmes
Modification of teaching practice and programmes
Examples of interventions/curriculum adaptation
"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"
Functional Analysis ABA model
Connors Scale (ADHD)
Indicators for Asperger's e.g. CAST
Piers Harris Self Esteem 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
• 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
Macfarlane Education Model
Glasser - 5 basic needs
Skinner - behavourist
Maori Health providers
Public Health Nurse
Korero kia Mohio/Talk to Learn
Cognitive Behaviour Therapy
• PM Benchmark
Culturally responsive practice is...
Suzanne Blair, Emma Lythgoe, Debbie Kohlis-Lee
Inclusive education means that schools meet the diverse needs of all learners.
'Success for All - Every School, Every Child'
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
Valuing other points of view
Opportunities to follow up
Effective CoPs include...
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
Lack of PD support from management post transformation
Self and collegial motivation
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.
2. Initial meeting
3. Data gathering
5. Goal setting
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
The 7 Guiding Principles of RTLB Practice
Collaborative and seamless model of service
AT can assist with:
(RTLB Practice Sequence Toolkit, Ministry of Education, p. 32).
Touch screen laptops
Talking Tin – voice recorder
Auditory Processing Technology
Talking photo album
• Word Q (predictive software)
• Text Read Write Gold
• Typing programmes
• Story maker (helps sentence composition)
• Clicker 6
• Naturally speaker (voice to text)
• Voice recording
• Spell checkers
• Ginger – spell checker &grammar for dyslexia
• Reading Dr.
• A variety websites
Examples of AT
Dexteria - for fine motor skills
Hika Lite – Maori (iphone)
Base ten blocks
...and gazillions more!
(Well known saying)
AT enables students to access the curriculum.
Talking photo album
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
(Interview quote, May 2013)
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