The Resource Teachers: Learning and Behaviour (RTLB) team in Nelson Bays and Tasman works alongside schools and kura to strengthen learning and behaviour outcomes for tamariki (children) in Years 1–10.
The focus is on supporting success, confidence and wellbeing in the classroom.

RTLB collaborate with teachers, kaiako, school leaders and whānau to find strengths-based, practical solutions that fit each learning environment.

More information about the RTLB can be found here.

In Cluster 30, the RTLB team supports:

• Tamariki with learning or behaviour needs
  
  

• Teachers and kaiako seeking additional strategies
  
  

• Small groups, classes and schoolwide systems
  
  

• Whānau, through regular communication and partnership
  
  

RTLB support is free for schools and families.

RTLB involvement for a student or group is requested when:

• Additional learning or behaviour support is needed

• Previous strategies need strengthening or refining

• Transitions, changes or new challenges are impacting engagement

• A school is building more inclusive and supportive practices
  
  

RTLB work in partnership with existing school systems to enhance what is already in place.

• • The school discusses the referral with whānau.

  • Whānau provide permission before any involvement begins.

  • The school submits the referral to RTLB 

  • RTLB qualify application and process referral.

  • The child is prioritised and will await allocation to a RTLB practitioner.

  • Once allocated a RTLB connects with whānau,  and school.

  • A plan is developed based on strengths, needs and shared goals.

  • RTLB works alongside the teacher over a period of time.

  • When goals are achieved, the case is closed.  A summary of case notes will be shared with the school.
    
    

This process is guided by He Pikorua, a national framework that keeps the learner, whānau and school working together.

RTLB are itinerant specialist kaiako who work across Nelson, Stoke, Richmond, Waimea, Motueka, Māpua, Murchison and surrounding communities.

Support may include:

• • Classroom observations
    
    

  • Adapting teaching and behaviour approaches
    
    

  • Strengthening classwide and group strategies
    
    

  • Meeting kanohi ki te kanohi (face to face) with teachers and whānau
    
    

  • Helping schools develop long-term inclusive practices
    
    

Support can be wide ranging and can vary for each individual's situation, strengths and needs.

Across Aotearoa, there are 40 RTLB clusters. 

Each Cluster has a designated lead school responsible for employing the RTLB team and guiding service delivery. Some RTLB may work from different host schools to remain accessible across the region.

This structure ensures consistent, high-quality support for all schools in Aotearoa.

The Lead School acts as the official legal and financial body responsible for the entire cluster's operation. 

Legal Employer and Financial Management

The most critical function is that the Lead School's Board of Trustees (BoT) is the sole employer for all RTLB staff in the cluster, including the Cluster Manager and Practice Leaders.

• Employment: They handle all HR functions: hiring, payroll, appraisal, performance management, and ensuring compliance with employment law and collective agreements for all RTLBs in the cluster.

• Funding: The Ministry of Education gives a single bulk funding contract to the Lead School's BoT. The Board is responsible for managing these substantial funds, accounting for expenditure, and reporting the financial outcomes back to the Ministry.

Governance and Strategic Direction

The Lead School Board provides the high-level oversight (governance) for the specialist service, ensuring quality and equity across all cluster schools.

• Accountability: They ensure the RTLB service meets the requirements and outcomes set by the Ministry of Education, including prioritising support for Māori and Pasifika students.

• Strategic Planning: The Lead School Principal works with the Cluster Manager to develop and implement a strategic plan for the RTLB service, ensuring the service is responsive to the unique learning and behaviour needs of their specific cluster area.

Consistency and Coordination

• Consistency of Practice: The Lead School, through its Cluster Manager, ensures all RTLBs in the team use a consistent, evidence-based professional framework (He Pikorua), providing a uniform level of quality support across all schools in the cluster.

Transitions

• When a learner moves between clusters, clusters collaborate to ensure smooth transitions

• RTLB request parent consent to share information

• Cluster managers notify each other

• Current and former RTLB share relevant information

• RTLB can supply specialised transition support for students moving schools in our rohe

Communities of Learning (COLs)

• RTLB work with learning support facilitators within clusters of schools

• Identify mokopuna with additional learning needs

• Provide flexible support and strengthen teacher confidence

Special Assessment Conditions (SACs)

• Support schools/kura to identify mokopuna who may benefit from SAC

• Help gather evidence for SAC applications

Assistive Technology (AT)

• Assist mokopuna to access learning through appropriate technology

• Support schools with AT applications

Ongoing Resourcing Scheme (ORS)

• Provide assessment data to support teacher Overall Teacher Judgements (OTJ)

• Help schools determine ORS eligibility and support application process

Positive Behaviour for Learning (PB4L) & Incredible Years for Teachers (IYT)

• Work with Ministry of Education to deliver local programmes

• Trained to deliver Incredible Years Teacher (IYT) programme

• Some RTLB achieve IYT accreditation

Te Kahu Tōī Intensive Wraparound Service (IWS)

• Support schools/kura with IWS applications for eligible mokopuna

• May act as lead worker during wraparound support

Residential Specialist School (RSS) Only Pathway

• Assist enrolment for eligible learners through home-region learning support provider

• Remain engaged throughout enrolment for transition and ongoing support

Gateway (New to Care Mokopuna)

• Facilitate joint-agency meetings within 0–4 days

• Develop and implement short-term and ongoing education plans

• Act as Lead Worker for the first month if not a current Ministry client

• Support classroom strategies, assessments, and completion of Education Profiles

• Provide feedback to social workers and contribute to Inter-Agency Service Agreements

Children's Teams

• RTLB collaborate with Oranga Tamariki Children’s Teams to support at-risk mokopuna

• Continue involvement as the community-based Children’s Teams approach develops

Bilingual Assessment Service (BAS)

• RTLB bilingual assessors work in the learner’s first language

• Assess functioning, achievement, social/emotional wellbeing, and other factors

• Prepare reports with recommendations for learning and behaviour support

English Language Learners

• RTLB support migrant and refugee mokopuna with additional learning needs

• Assist learners receiving ESOL funding if they meet eligibility criteria

• Mokopuna and Whānau-Centred
  Mokopuna and their whānau are at the centre of all decisions, actions, and practices. Their voices guide our conversations, planning, and support.

• Strengths-Based
  We take a holistic, strengths-focused approach that enhances the mana of individuals and their communities. We focus on what mokopuna and whānau can do, building on potential to address challenges.

• Collaborative
  We work together as a team to set and achieve shared goals. This includes mokopuna, whānau, educators, community members, and other providers. Every perspective and strength is valued.

• Culturally Affirming and Responsive
  We respect and seek to understand cultural beliefs, identity, and language. We reflect on our own cultural perspectives and work to address bias, building genuine, respectful relationships.

• Inclusive
  We respond to the diverse needs and strengths of mokopuna, whānau, and educators. Our approaches are flexible, tailored, and negotiated to suit individual and cultural needs, while building educator and school capability for inclusive practice.

• Ecological
  We take an ecological approach, recognising how multiple environments—home, school, and community—affect learning, behaviour, and wellbeing. Support is coordinated to simplify processes for mokopuna, whānau, and educators.

• Evidence-Informed
  Our practice combines research, practitioner expertise, and the perspectives of whānau and mokopuna. Interventions are based on robust evidence and adapted to cultural and educational contexts.