Professional Learning Groups
Leadership
Strategic Leader: Cathy Pole
Team members: Nicole Joseph, Julie Rodgers, Jill Watt
The Leadership Team plays a key role in supporting the strategic direction and ongoing development of the cluster. This includes strengthening relationships with school leaders, supporting systems improvement across schools, building RTLB capability, and ensuring consistent, evidence-based practice aligned with He Pikorua, the SOP, government priorities, and current teaching standards. The Leadership Team also works collaboratively with schools, Te Mahau, and wider agencies to strengthen inclusive practice and improve outcomes for learners across the cluster.
2026 Leadership Goals
Goal 1: To continue to improve communication systems to build a shared understanding of the RTLB service
Goal 2: To identify and support schools with systems improvement
Goal 3: To continue to review our practice framework (He Pikorua) and align it with our SOP, government priorities and evidence-based practices & new teaching standards.
2025 Leadership PLG Progress and Impact
The Leadership team made significant progress in strengthening inclusive systems, improving consistency of RTLB practice, and embedding culturally responsive approaches across the cluster. Systems reviews undertaken in target schools supported leadership teams to identify strengths and priority areas for inclusion, resulting in clearer processes, improved collaboration, and stronger school-wide systems. Considerable work was also undertaken to strengthen consistency across RTLB practice through professional learning focused on He Pikorua, assessment processes, kohikohi, and the development of an Assessment Decision Tree. This has increased RTLB confidence and consistency in assessment, data gathering, and reporting practices. The cluster also continued to strengthen its commitment to Te Tiriti o Waitangi through culturally responsive practice, whakawhanaungatanga, and targeted projects supporting ākonga Māori and whānau. These initiatives resulted in improved engagement, stronger whānau partnerships, increased staff capability, and more sustainable, mana-enhancing approaches across schools and kura.
Maths
Strategic Leader: Mary Field
Team members: Kristie Jacobs, Maryann Peterken, Christine Robson, Jill Watt, Dawn Walker
2026 Maths Goals
Goal 1: Maths PLG will continue to build RTLB knowledge and capability around the new Maths curriculum and how this aligns with Te Tūāpapa o He Pikorua (Tiers 2&3) when planning and delivering interventions.
Goal 2: To enhance the expertise of RTLB by consistently applying evidence-based assessment and teaching practices, ensuring accurate identification of gaps and effective targeted interventions for Tier 2 and Tier 3 learners in Mathematics.
2025 Maths PLG Progress and impact
The Mathematics PLG made strong progress in building RTLB capability and supporting schools to implement evidence-based mathematics practices aligned with the refreshed New Zealand Mathematics Curriculum. Professional learning focused on the Science of Learning, cognitive load theory, maths fluency, and evidence-based interventions strengthened RTLB understanding and confidence in supporting Tier 2 and Tier 3 learners. RTLB engaged in extensive professional development, including Ministry workshops, Numicon training, Acadience assessment training, and collaboration with accredited maths providers. Schools and Kāhui Ako responded positively to workshops and interventions, reporting improved understanding of effective mathematics teaching and increased confidence in supporting learners. The development of assessment tools, decision trees, and intervention approaches has positioned the cluster to provide more targeted and evidence-informed mathematics support moving forward. Evidence from casework, teacher feedback, and student participation data indicates improved learner confidence, engagement, and mathematical fluency outcomes across a range of settings.
Helpful Resources:
Structured Literacy
Strategic Leader: Julie Cooke
Team members: Debbie Barham, Jo Crabbe, Michelle Grey-Lamont, Sophie Hickner, Nicole Joseph, Sally Kim, Julie Rodgers
2026 Structured Literacy Goals
Goal 1: (Cluster Schools) SL PLG to continue to develop a cluster-wide understanding of what is currently working well and the challenges that schools are facing when implementing a Structured Literacy approach, with a greater focus on Intermediate and High Schools.
Goal 2: SL PLG will continue to build RTLB knowledge and capability around the new English curriculum and how this aligns with Te Tūāpapa o He Pikorua (Tiers 2&3) when planning and delivering interventions.
2025 Structured Literacy PLG Progress and impact
The Structured Literacy PLG strengthened cluster-wide capability and collaboration around evidence-based literacy approaches aligned with the refreshed English curriculum and the Science of Learning. Strong partnerships were developed with school leaders, literacy providers, and other RTLB clusters to support coherent implementation of Structured Literacy approaches across schools. RTLB capability was strengthened through ongoing professional learning in DIBELS, BSLA, assessment practices, and progress monitoring, with systems developed to ensure timely sharing of curriculum updates and resources. Schools reported increased clarity around scope and sequence alignment, transitions between schools, and Tier 2 literacy support. Across the cluster, RTLB confidence and consistency in literacy assessment and intervention practices increased, supporting more targeted and evidence-informed literacy support for learners.
Helpful Resources
Leading Change
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Catalyst Director Ross Fox - implementation across 56 Catholic schools in Canberra
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Lifting Literacy Aotearoa - An advocacy and teacher support not-for-profit website formed in 2020 to promote the adoption of evidence-based teaching approaches.
Assessments
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Sound Foundations for Literacy - New Zealand Friendly DIBELS 8 Materials
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Most Structured Literacy providers and publishers have assessment toolkits available to download for free
Decodable Texts
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Reading Rockets - What Are Decodable Books and Why Are They Important?
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Tātai Angitu- Reading progress when using a structured approach - general progression and matching to decodable book series
Writing
Handwriting
English Language Learners
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The Reading League-English Learners and Emergent Bilinguals and the Science of Reading
Cluster Projects
Inclusion
ELL Project: Maree Londeen & Julie Tolsma
2026 Inclusion Goals
Goal 1: Implement and evaluate an ELL pilot to strengthen Tier 1 systems and teacher practice for English Language Learners in Cluster 4
Goal 2: Build RTLB capability in Tier 1 ELL practice through ELL pilot project implementation
2025 Inclusion Progress and impact
The Inclusion team strengthened both school and RTLB capability in inclusive practice through systems-level support, professional learning, and targeted intervention projects. Schools reported increased understanding of inclusive planning, neurodiversity, culturally responsive practice, and Universal Design for Learning, with many schools beginning to embed more sustainable inclusive systems and practices. RTLB supported schools through systems reviews, teacher capacity work, gifted education initiatives, ESOL projects, assistive technology support, and culturally responsive mentoring. Professional learning opportunities, including work with Shelley Moore and other expert providers, strengthened RTLB confidence and alignment between theory and practice. Across the cluster, there was evidence of improved teacher and teacher aide confidence, increased learner engagement and participation, stronger whānau partnerships, and more effective use of inclusive planning tools and resources. The development of the Inclusion website and resource bank has also improved access to high-quality, evidence-based inclusive practice resources across the cluster.
Helpful Resources:
Behaviour
2026 Behaviour Goals
Goal 1: To support schools with evidence-based behaviour-related programmes and interventions
Goal 2: To enhance the expertise of all RTLB by consistently applying evidence-based behaviour assessments and inclusive practices to support learners to succeed.
2025 Structured Behaviour Progress and impact
The Behaviour team focused on developing greater consistency across the cluster in behavioural assessment, data gathering, and intervention practices. Significant progress was made toward establishing standardised behavioural data collection tools and processes, ensuring RTLB are better equipped to collect, analyse, and share meaningful behavioural information. Alongside this, the PLG developed a comprehensive resource kete aligned to the Te Tūāpapa framework, providing RTLB with practical, evidence-based strategies, tools, and guidance for supporting behavioural needs across universal, targeted, and individual levels. This work has strengthened RTLB capability, increased confidence in behaviour support practices, and established more sustainable systems for ongoing professional learning and consistent practice across the cluster.
Helpful Resources:
Cultural Responsiveness
Te Rōopū Arotahi Māori
Nga Powhirinaki - Rangimarie Maxted
Nga Powhirinaki- Erinna Law
India Moore-Bocarro
Pasifica
Julie Tolsma
Erica Mackie
2026 Cultural Responsiveness Goals
Goal 1: Upskill RTLB in using Māori approaches/models when working with ākonga māori to ensure success
Goal 2: RTLB continue to practise and develop the use of Te Reo Māori & Tikanga Māori
Goal 3: To upskill RTLB practice and cultural knowledge by using Pasifika research shared through PLD to better support and understand our Pasifika learners and their aiga.
2025 Cultural Respnosiveness Progress and impact
The Cultural Responsiveness Group continued to strengthen culturally responsive practice across the cluster through professional learning, systems support, and culturally grounded approaches with ākonga and whānau. Significant work was undertaken to embed Te Tiriti o Waitangi principles, whakawhanaungatanga, and mana-enhancing practices within RTLB casework and school systems. This included Te Ara Whakamana, Journey to Tino Rangatiratanga, TKKM professional learning, culturally responsive mentoring, Pasifika-focused resource development, and support for Māori, Pasifika, multilingual, and neurodiverse learners. RTLB capability increased through participation in regional hui, targeted PLD, and collaborative casework sharing, while schools and kura reported improved whānau engagement, stronger culturally responsive systems, and increased learner belonging, engagement, and wellbeing. This work has strengthened the cluster’s commitment to inclusive, identity-affirming practice and created more sustainable approaches for supporting diverse learners and their whānau.
Helpful Resources:
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This site is regularly updated to support schools, kaiako and whānau. Last updated: 24 March 2026