A different way of RTLB working to build kaiako capacity within a Secondary context

We have trialed a different way of working to support secondary schools — one that’s collaborative, sustainable, and grounded in the needs of kaiako and their ākonga.

Twelve kaiako, from five Ōtautahi secondary schools, spanning a range of subject areas and levels of experience, came together to strengthen collective capability and practice across schools.

Within the sessions, we facilitated new learning and then gave opportunities for shared kōrero across schools, group discussions and activities, individual reflections, and collaborative problem-solving. Strategies were not only discussed but also modelled in real teaching contexts, supporting kaiako to see how they could be applied in practice. Each participant identified a key focus area within their own context and developed a practical action plan to address it.

“Having the time to connect and learn together with other secondary kaiako and really spend time reflecting on my practice was invaluable”

Initially a hui was held with Senior Leadership Teams from kura, who had expressed interest in the initiative. Together, we identified participants based on need. The criteria included:

• Confident sharers who could upskill others for long-term sustainability

• A range of learning areas represented

• More than one kaiako per school for peer support

• Kaiako who were seeking support in building a positive classroom culture

Shaping a programme around participant needs

Over two terms, kaiako took part in five full-day sessions. Each session provided a chance to connect, share ideas, and dive deeper into strategies that make a difference in the classroom.

A key feature of the programme was its flexibility. After each session, we gathered feedback which informed planning. Anecdotal and evaluative feedback indicated that kaiako recognised the relevance of topics covered for themselves as practitioners. We ensured that we were responsive to participant feedback. For example, this included weaving the impact of neuroscience on the teenage brain throughout the sessions, enabling kaiako to better understand the developmental needs of rangatahi and reflect on how these insights could shape and strengthen their practice. 

Throughout sessions kaiako identified a key strategy that they would focus on and implement within their practice. The expectation was that they would feed back to the group about the successes and challenges that resulted from this implementation. Kaiako invited us to visit them at their kura, giving us opportunities to observe practice, refine goals, and provide one-on-one support.

“Including many opportunities to unpack the content and contextualise it to our own mahi was helpful across sessions”

The Learning Content

Sessions were underpinned by evidence-based practice within an Aotearoa context. These were explored through practical, secondary-school-specific strategies and driven by the needs of participants.

Topics included:

• Culturally affirming practice and frameworks

• Neurosequential Model (Regulation, Relating, Reasoning)

• Adolescent brain and executive functioning

• Neurodiversity in the classroom

• Universal Design for Learning (UDL)

  
  

“This course was highly impactful, it allowed me the time to really understand the research behind why I do what I do in my class to build a positive culture”

What Participants Learned

Summative feedback from the participants indicated that they all identified that they had had a moderate to high level of knowledge growth around strategies that support a positive class culture. They indicated that they were implementing new strategies, 70% having implemented at least four or more new strategies.

Kaiako reported the following highlights across the five sessions:

• Application of the Collaborative Proactive Solutions (CPS) Model to reframe behaviours as problems to be solved including reframing language

• The use of clear communication for all learners and adaptation of  communication styles for accessibility

• Implementation of Cooperative Learning activities

• Recognition of how executive functioning impacts ākonga

• Use of the Neurosequential Model to support trauma-sensitive practice

• Integration of self-regulatory teaching practices

• Incorporation and celebration of ākonga strengths

• Importance of praising effort to encourage persistence

  
  

Impact and Sustainability

“There has been a drop in the numbers of “in school referrals” to the SLT from the participants’ classes”   

Principal from participants’  kura

Participants reported an overall increase in awareness of their own regulation and its impact on their ability to support ākonga to remain within a tolerable learning zone.

“The learning around sensory awareness especially in our spaces as a school was valuable to share with my colleagues”

A key focus of this mahi was sustainability, in line with He Pikorua which reminds us that ‘success is achieved when the skills, strategies, and confidence to respond to diverse needs are strengthened within the learning community itself.’ The intention was to impart knowledge in a way that could be shared and embedded beyond the sessions, ensuring long-term impact.

This outcome is now visible in practice with some participants leading staff workshops within their kura, engaging with SLT and department heads, and actively sharing resources with peers. In this way, the programme has not only built individual capability but also fostered collective growth, supporting enduring change within schools.

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