RTLB Indicators aligned to the Professional Standards
and Reflective Questions
Note: in this document akonga refers to teacher/s, learner/s or group/s of students
These key indicators and questions may be used as part of professional reflection, peer case review, attestation , appraisal etc
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Professional Standards
Criteria
Registered Teacher
Criteria- Professional
Relationships and
Professional Values
Key Indicators for RTLB
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Establish and maintain
effective professional
relationships focused on
the learning and well
being of akonga
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Demonstrate commitment
to promoting the wellbeing of all akonga.
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Demonstrating highly effective communication skills with a range of
audiences
Working in a collaborative, consultative model
Facilitating planning and review successfully
Providing constructive feedback
Interacting appropriately with Māori in a range of settings
Seeking advice and guidance when needed
Working toward mutual trust and guidance
Focusing on problem solving
Effectively managing positive relationships
Reinforcing close working relationships between schools and parents,
caregivers and whanau
Engaging in ethical, respectful, positive and collaborative professional
relationships with: akonga, other professionals, whanau and carers,
community
Using appropriate skills, techniques and resources across a range of
interactions to model desired behaviour.
Networking and liaising with other relevant agencies
Working across a range of levels within the compulsory school sector
Adapting programs and curriculum at a range of school levels in ways that
promote inclusive practice
Supporting changes to learning environment to cater for diversity at
individual, class and school levels
Taking all reasonable steps to promote teaching environments that are
physically, socially, culturally and emotionally safe.
Acknowledging and respecting the languages, heritages and cultures of
all akonga
Documenting interactions with akonga regularly, both formally and
informally
Complying with relevant regulatory and statutory requirements.
Participating in processes that lead to informed changes in school
management practices and positive school cultures
Contributing actively to the continuing development of support systems for
students at risk
Reflective Questions
 How did I ensure the teacher’s involvement in this
process?
 How did I ensure the family’s involvement in this
process?
 How did I negotiate the roles of other team
members including family/whānau?
 How acceptable and do-able are the intervention
strategies?
 What other features of my work helped me to
engage with this teacher/family/school?
 Explain why it is important for this akonga, to be
targeting these behaviours.
 Describe the behaviour to be changed / managed
 Describe the behaviour to be promoted / taught /
maintained. What does this behaviour look like/
sound like, to the observer?
 Describe the next learning steps
 Describe how this learning will be promoted /
taught / maintained
 Briefly explain a situation involving some risk and
describe why I believe it required an immediate
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response
Demonstrate commitment
to bicultural partnership
in Aotearoa New Zealand.
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Assessing risks to students' physical, cultural and emotional safety and
consulting on appropriate actions
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Participating in Māori cultural settings and developing an understanding of
iwi protocols
Using interventions and strategies that reflect an awareness of the Treaty
Working with Māori agencies in appropriate ways
Pronouncing and using Māori names and words correctly
Demonstrating respect for the languages, heritages and cultures of both
parties to the Treaty of Waitangi
Working to enhance positive relationships between schools and whanau
Using consensus approaches to decision making
Ensuring that changing social and cultural factors affecting the school
communities are reflected in programmes provided
 How was collaboration with whānau sought?
 How did I determine whānau goals and
aspirations for their tamariki /rangatahi
/mokopuna?
 How have I used Mäori ways of knowing when
trying to understand the situation; for example
using Te Whare Tapa Wha?
 How did whānau perspectives and explanations
inform defining the target learning and
behaviours?
Committing to successfully complete the required RTLB qualification
Identifying ongoing professional learning needs through the appraisal
process and in response to cluster needs analyses
Communicating personal and professional needs to the appraiser when
establishing performance expectations
Identifying appropriate professional development activities
Demonstrating a high level of awareness of educational developments in
the areas of learning and behaviour
Engaging in inquiry to support improved practice
Attending appropriate seminars, courses, workshops or conferences
Identifying, locating or providing appropriate resources
Participating in activities that enhance the understanding of Treaty of
Waitangi issues
Contributing to the review, and improvement of RTLB service delivery
Participating in communities of practice and peer review processes
Accessing current research and making this available to teaching
colleagues
Participating in professional development that promotes consideration of
emerging educational thinking and practices
 Identify any barriers to effective practice I
encountered and what support I engaged to
problem solve around overcoming them?
 What cultural support did I access to reflect on
the Māori-specific aspects of my involvement? Is
any follow up necessary?
 What needs have been highlighted in my cluster’s
strategic plan and in what ways can I gain the
skills and knowledge necessary to address these
priorities?
 What aspects of my practice would be enhanced
my involvement in collegial support, case-sharing
or a Community of Practice?
 In what ways have I maintained currency with
new MOE initiatives?
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Demonstrate commitment
to ongoing professional
learning and
development of personal
professional practice
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Show leadership that
contributes to effective
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Facilitating staff development workshops and network meetings
Providing in-service training for teaching and support staff
Building school capability through frequent and wide ranging interactions
with staff and school management
 How has my involvement built teacher capability?
 In what ways have I supported schools to cater for
diverse learners?
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teaching and learning
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Providing constructive evaluative feedback to teachers and schools for
development purposes
Working in a leadership role to promote school improvement
Supporting colleagues to improve their practice through consultation and
collaboration
Contributing to professional debates related to RTLB practice and wider
educational matters
Actively contributing to professional learning communities
Providing appropriate examples for teachers working with Māori students
Ensuring that procedures for making decisions are consistent with national
and cluster policies and procedures
 In what ways have I supported the professional
growth of my RTLB colleagues?
 How have I been able to demonstrate positive
outcomes for the akonga I have been involved
with?
Registered Teacher
Criteria- Professional
Knowledge in Practice
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Conceptualise, plan and
implement an appropriate
learning programme
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Promote a collaborative,
inclusive and supportive
learning environment
Demonstrate in practice
their knowledge and
understanding of how
ākonga learn
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Ensuring decisions are based on reliable data and best evidence
Involving teachers, whanau and other stakeholders in programme
planning
Articulating clearly the aims of and rationale for interventions planned
Supporting staff in inclusive teaching practices
Modelling and promoting effective programme implementation
Monitoring the implementation of strategies and programmes
Reviewing and adapting programmes as required
Documenting case records in a timely and appropriate way
Implementing a range of inclusive evidence-based strategies
Supporting teachers to build their capability in providing inclusive learning
environments, by planning and modelling effective inclusive practice eg.
Peer tutoring; cooperative learning; Restorative practice.
Promoting strategies which engage and motivate diverse akonga
Fostering trust, respect and cooperation with and among akonga
Working at management level co-constructing systems level change
Supporting the development and maintenance of environments which
enhance learning by recognising and catering for the wellbeing and
learning needs of a diversity of students
Enabling akonga to make connections between their prior experiences
and learning and their current learning activities
Providing opportunities and support for akonga to engage with, practice
and apply new learning to different contexts
 Can I show some data summaries, charts or
graphs which evidence my assessment,
hypothesis and planning?
 What is the relationship between the target
learning and/or behaviours and the referral
learning and/or behaviour issues?
 How does the plan attend to the ecology,
antecedents and systems within the learning
environment?
 How does this plan promote positive social
networks?
 How does this plan foster inclusive teaching
practices?
 What factors have supported a sense of
collaboration amongst the team working together
for this akonga?
 How have I involved others in developing a shared
understanding of the situation and the way
forward?
 Can I show a written record of the planning for an
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Respond effectively to
the diverse language and
cultural experiences, and
the varied strengths,
interests and needs of
individuals and groups of
ākonga
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Work effectively with the
bicultural context of
Aotearoa New Zealand
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Analyse and
appropriately use
assessment information,
which has been gathered
formally and informally
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Providing positive, constructive, specific feedback to akonga
Assisting akonga to think critically about information and ideas and to
reflect on and take responsibility for their learning and behaviour
Setting up opportunities for students to co-construct meaning alongside
their peers as they develop key competencies
Initiating and participating in the development of teaching resources,
strategies and techniques
Identifying implementing and evaluating a range of educational and
management approaches to meet akonga and school needs.
Demonstrating knowledge and understanding of social and cultural
influences on learning, by working effectively in the bicultural and
multicultural contexts of learning in Aotearoa New Zealand
Selecting teaching approaches, resources, technologies and learning and
assessment activities that are inclusive and effective for diverse akonga
Modify teaching approaches to address the needs of individuals and
groups of akonga
Differentiating pedagogy and andragogy in response to diverse needs
Supporting the implementation of Ka Hikitia and other MOE initiatives to
promote successful outcomes for Māori akonga
Understanding and promoting culturally responsive pedagogy
Practising and developing the relevant use of te reo Māori me nga
tikanga-a-iwi in context
Specifically and effectively address the educational aspirations of akonga
Maori, displaying high expectations for their learning
Participating in Māori cultural settings and developing an understanding of
Iwi protocols
Using interventions and strategies that reflect an awareness of the treaty
and Maori learning styles eg, Te Kotahitanga & Ka Hikitia
Working with Māori whanau and agencies in an appropriate way.
Collecting and documenting appropriate data for accepted referrals and
basing decision making, support and advice on that data
Maintaining an ecological focus when collecting data, ensuring that
characteristics of the learner, the learning task and the learning
environment are considered
Analysing assessment information to identify and progress ongoing
learning needs of akonga
Using assessment information to give regular and ongoing feedback to
guide and support further learning
akonga and data on which this plan was based?
 How does this plan focus on the learning of new
skills for the akonga?
 How has data been used to evaluate the progress
made by the akonga?
 How do my planned interventions link to the NZ
Curriculum?
 How do I know that the plan is being implemented
in the way it was agreed to across settings?
 What components/ aspects were included in the
intervention to strengthen cultural identity and
belonging?
 How did my involvement acknowledge and reflect
the approaches, thinking and priorities of the
akonga and their family?
 How did I negotiate the roles of other team
members including family/whānau?
 How did I gain family/whānau feedback on
practice– what did the process ‘look’ like?
 How did the intervention affirm and enrich cultural
identity and belonging for the mokopuna/
rangatahi / tamariki?
 How did the whānau engage and contribute to the
process of measuring progress towards the
intended outcomes?
 How did planning acknowledge and reflect
Kaupapa Māori approaches, thinking..?
 What were the main methods I used in my
assessment? How is this reflected in the raw
data?
 Why did I use those particular assessment
methods? How ‘appropriate’ are these tools for
carrying out an ecological assessment in this
context?
 How well does my case file reflect the work done?
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Use critical inquiry and
problem solving
effectively in their
professional practice
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Fostering involvement of whanau in the collection and use of information
about the learning of akonga
Providing pre-intervention and post-intervention data that demonstrates
the effectiveness of teaching techniques
Analysing assessment information to reflect on and evaluate the
effectiveness of the RTLB involvement
Communicating assessment and achievement information to relevant
members of the learning community in a timely and clear way
Systematically and critically engaging with evidence and professional
literature to reflect on and refine practice
Responding professionally to feedback from members of their learning
community
Critically examining their own beliefs, including cultural beliefs, and how
they impact on their professional practice and the achievement of akonga
Using the collaborative problem-solving model and maintaining a
strengths-based approach to address the needs of referred akonga
Engaging in inquiry to support improved practice
Continually evaluating and reflecting on their practices and acting on
areas where they can be improved
 How does my assessment identify the strengths of
the akonga and their learning environment?
 What patterns have I noted that help support my
analysis?
 How did I involve others in the formulation of my
analysis?
 How has the data demonstrated positive
outcomes for the akonga concerned?
 Identify any barriers to effective practice I
encountered and what support I engaged to
problem solve around overcoming them?
 How did I gain teacher feedback on practice– what
did the process ‘look’ like?
 What have I learnt from working with this akonga
that could inform my future practice?
 What questions do I have about my involvement
with this akonga? How might these questions form
the basis of an inquiry cycle?
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