KEY POINTS:
Name: Kathy Wilson.
Role: Resource teacher - learning and behaviour (RTLB) in Hamilton.
Working hours: About 60 hours a week.
Average salary: $58,000-$65,000.
Qualifications: Masters in Special Education, Postgraduate Diploma in Special Needs Resource Teaching, Diploma in Teaching from Waikato University School of Education.
Describe what you do.
I am
a resource teacher of learning and behaviour (RTLB); one of six RTLBs in the Hillcrest cluster. We work with Years 1-10 students who have moderate learning and behavioural needs.
We collaborate with school management, teachers, family and students and often work with other agencies (CYFS, occupational therapists, Family Works) in helping students get the best education.
We have 10-14 cases at a time and try to ensure we have even numbers of learning and behavioural students. I have 12 cases - four are learning, four are behaviour and four are learning and behaviour. I am also helping teachers in one school develop programmes and assessments to identify students with dyslexia and, in another school, we're helping teachers develop strategies for ASD (autism spectrum disorder) students.
Where do you work?
I work from three base schools, including Hillcrest Normal School, dealing with up to 16 schools. Referrals may be for individual students, groups of students, classes, school-wide programmes or for system changes in schools. I spend about 70 per cent of my time in schools, the rest is spent gathering resources, marking, writing reports and travelling to schools.
Your history?
I've been a teacher for 30 years and an RTLB for 10 years. I have taught all levels, including new entrants. When a class I was teaching was disbanded in 1998, I looked for new challenges. I heard of the introduction of RTLB services. I liked the sound of the role and felt it was a good next step.
How do you work out how to help a child?
We take a collaborative problem-solving approach, working from the issues described in the referral. We collect data through observations, assessments, testing and conversations with teachers, families, students and other agencies. Then together we prioritise the issues and plan an intervention with shared roles. Next, we monitor the intervention. This takes between four and 30 weeks. We then evaluate and either plan another type of intervention or take the student off the roll.
What behaviour or issues are you dealing with?
I may observe how many times the child is on or off task, how many times they call out, leave their seat, run away, get lippy or are silent and not engaging. Sometimes there are kids with specific disorders such as ASD or dyslexia. I do a lot of work with Asperger students. We modify and interpret the environment so it is less stressful for them.
Students may also access teacher aide support for specific interventions, such as oral language or writing or behaviour support in the classroom. We work on a differentiated curriculum so they have a modified programme at their level.
What training and experience is required?
A postgraduate diploma in special needs resource teaching is needed. It consists of four graduate level university papers you do while working in schools. This takes two years.
To be eligible for the study, you need an experienced and successful teaching background.
What skills and qualities do you need?
You need empathy for all ages because you're often dealing with teachers and family as well as students. You must be a good listener, friendly and have a good sense of humour. You also need the knowledge and academic theory to justify why you suggest what you do.
Best part of the job?
I love the children, teachers and variety of work. I have also met some amazing parents. And I enjoy the autonomy. Having said that, there are times when I really miss classroom teaching.
Most challenging part?
You always have to be proactive and optimistic. Yet often with learning and behavioural needs there is no quick fix so you don't have instant results to measure. You also see quite sad things sometimes. Having professional supervision helps me deal with those situations, as does my past experience in participation and facilitation of parenting programmes and counselling programmes.
Professional supervision?
I have supervision twice a term and, as with any helping agency, it is an essential part of the service. Supervision gives you an avenue to vocalise and self monitor. If you are stuck, a trained supervisor can really help unravel a problem.
Advice to someone wanting to do same thing?
Talk to the RTLB connected to your school about what they do. Observe them at work. Look at the training.
