The Power of Hui to Establish, Consolidate and Deepen the Learning Support Partnership (LSP)

# The Importance of Partnership in RTLB Practice

## Understanding the Concept of Partnership

If you had said to me at work, five to ten years ago, “Do you want to partner up?” I would have taken a step back, blushed, and left wondering whether you wanted my company outside of work! I would have worried and gone home to my wife, saying something like:

I need to tell you something, dear. I think I got propositioned at work today. Just letting you know. This is what happened... Don’t worry, love, I shut it down pretty quickly!

The concept of ‘partnership’ was not in my work vocabulary back then. My understanding of partnership was entirely personal and romantic, not professional.

Now, the term is part of my everyday mahi. I hear other RTLBs using it too. RTLB across the motu are integrating this concept into their daily work. Recently, the RTLB Aotearoa Professional Learning Network (PLN) devoted a webinar to the concept of partnership for RTLB Practice Leaders (PLs). The idea of partnership is gaining traction in RTLB land. Daily, RTLB partner with various people: whānau, ākonga, school leaders, kaiako, school support staff, and community specialists like psychologists, counsellors, occupational therapists, and social workers.

Blog Focus

This blog focuses solely on RTLB partnering with a range of people within their RTLB caseload. The aim is to establish, consolidate, and deepen Learning Support Partnerships (LSPs). First, I will outline the concept of partnership and how it relates to RTLB mahi. Next, I will discuss He Pikorua and Te Tūāpapa as pathways to partnership, emphasizing the importance of promoting Manaakitanga within the partnering space. I will argue that an effective hui, facilitated by RTLB, can promote the enablers to partnership and prevent barriers. Lastly, I will outline key pātai that every partner needs to consider, both individually and collectively.

The Concept of Partnership

I have researched the concept of partnership and was surprised to find that Timperley and Robinson (2002) promoted the term in their seminal article, Partnerships: Accomplishing Important Work Together. I recommend this reading to anyone. It will deepen your understanding of the concept of partnership.

Timperley and Robinson (2002) define partnership as follows:

In the generic sense, we propose that individuals or groups are in partnership when they each accept some responsibility for solving a problem or achieving a task, and establish processes for accomplishing the task that promote learning and shared power over decisions related to the partnership. (Timperley and Robinson, 2002, p. 41)

This definition resonates with what we do within the Aotearoa Learning Support umbrella as RTLB. We are in the business of ‘solving problems’ or ‘achieving tasks’. These tasks are contextual and depend on the specific needs of our RTLB Request for Support (RfS/R4S/referrals).

At ground level, ‘solving a problem’ may look like partnering with kaiako and ākonga to help them resolve specific issues using Collaborative and Proactive Solutions (CPS). This involves undertaking the Assessment Skills and Unsolved Problems (ASUP) and Plan B process. Alternatively, it may mean partnering with whānau, kaiako, and other professionals to increase school hours for an ākonga on a Ministry of Education-directed Graduated Transition Plan (GTP). In this instance, ‘solving a problem’ would mean the ākonga having increased hours at school, with the end goal being a full school timetable.

In terms of ‘achieving a task’, a completed formal application comes to mind, such as an Ongoing Resourcing Scheme (ORS) application. The people in the partnership believe that this application is crucial for promoting access for an ākonga working at Level 1 of the Curriculum or below. The ‘heavy lifting’ of an ORS application is often the school’s responsibility. However, RTLB can help fine-tune it in terms of content, editing, and providing supplementary documentation.

‘Achieving a task’ may also involve RTLB and an Occupational Therapist partnering to refine ideas around sensory difficulties and strategies for a particular ākonga they support. This may include Professional Learning and Development (PLD) opportunities for wider staff. Providing support at a school level is crucial, ensuring all staff are upskilled around sensory difficulties and challenges, applying new learnings with other ākonga in their care.

Another key aspect of Timperley and Robinson’s (2002) concept of partnership is power-sharing. This is vital within everyday RTLB mahi/caseload. It’s about power-with, not power-over. This is a key enabler to partnership. For effective power-sharing, there needs to be a clear vision and set goals. Someone in the partnership must drive this mahi. I suggest the professional who facilitates hui, where all partners come together to form the partnership, collaborate, reflect, and decide on next steps. In my experience, this is usually the RTLB. Additionally, specific roles and responsibilities must be clearly defined by all partners. Without this clarity, the partnership may lack cohesion and risk partners focusing on less important tasks.

He Pikorua and Te Tūāpapa

He Pikorua is the practice framework for Learning Support practitioners across Aotearoa, including RTLB. It was designed to better align and strengthen how professionals providing learning support work together with educators. The focus is on collaborative, inclusive practices, offering tiered levels of support for ākonga, including Te Tūāpapa: Te Matua, Te Kahui, and Te Arotahi.

In the early stages of He Pikorua, we form our collective partnership. This is where we establish connections with whānau, kaiako, and ākonga, usually in separate hui, but sometimes together. When working with whānau, we may need to visit them multiple times to build trust, safety, and connection. In my RTLB Cluster 33, we call this a “Three cups of tea” approach.

Whakawhānaungatanga is where we do the ‘mahi before the mahi’. These background activities are often completed in our office space to prepare for establishing the partnership. This includes reading the Request for Support and attached online documentation, such as reviewed plans and formal reports from various community professionals. We start to form our professional stance.

Partnership Through a Cultural Lens: The Importance of Manaakitanga

At a recent RTLB Aotearoa PLN webinar on partnership, the following was shared:

In Māori and Pasifika cultures, manaakitanga is about more than kindness—it’s about actions that uphold the mana and dignity of others. True manaakitanga is shown through partnership, where each person contributes fully and with integrity. Reliability, honesty, and accountability are powerful ways of showing care and strengthening/upholding the mana of those around us.

The Power of Hui

I would argue that the power of hui provides an excellent platform for manaakitanga. Values such as reliability, honesty, and accountability can be upheld within the hui space, thus maintaining the mana of those around us. The power of hui also ensures that we promote partnership at the centre, which is a Te Tiriti o Waitangi obligation.

In the He Pikorua practice sequence, Tātai, Whakamahi, and Whaiwhakaaro are all stages where the concept of partnership fits well. Working in these stages enables a collective partnership to be established, consolidated, and deepened. This is achieved through a well-constructed hui agenda, robust hui facilitation, and effective post-hui communication/minutes at the Tātai and Whakamahi stages.

I would like to share what works for me regarding an effective hui agenda. This is a general guide to practice that fits nicely within Tātai and Whakamahi. All members of the partnership should receive the agenda a few days before the hui. This gives everyone an opportunity to contribute to the content if needed. It also reinforces power-with.

Within my agenda framework, I include:

• Culturally affirming/appropriate opening and closing Karakia; Whakatauki

• Introductions (including for new people)

• Align and integrate school values

• Ākonga and whānau voice at the centre—may collect separately and provide feedback

• Identify positives—what’s going well for ākonga, whānau, kura, and professionals

• Identify difficulties (including barriers): What are they? Action steps to mitigate

• Professionals involved—obtain their feedback. What are their next steps?

• Any General Business

• Set review hui date/time that meets the needs of everyone, including ākonga and whānau.

  
  

This framework tends to work well for any type of RTLB case, whether existing communication between whānau and kura is functional or dysfunctional. Every partnership is unique, as feedback obtained and discussed will differ depending on the needs and complexity of the RTLB case. Additionally, partnerships will vary based on who is present at the table. Some partnerships require only a small number of people, while others may need many more. What’s essential is that ākonga and whānau have a voice and are central to everything the partnership does. You may notice similarities and differences in how you facilitate hui in your mahi.

Within each hui, the importance of confidentiality must be made explicit. Establishing boundaries and confidentiality, especially in initial hui, ensures everyone is on the same page. Maintaining confidentiality keeps everyone safe, particularly whānau and ākonga.

Furthermore, deciding on the best way to communicate feedback/key information from the hui is crucial. For larger gatherings, I find it helpful to have an office school staff member accurately and concisely take effective minutes. You don’t want to spend your ‘own minutes’ reformatting this information! However, you may be asked to provide proofreading or editing feedback on the minutes.

I recommend covering all your bases when facilitating a hui. For example, I have learned to have paper copies of school closing and opening karakia available for whānau. Don’t assume they know it. I remember a grandmother who recently expressed her desire to actively participate in hui. Not having the kupu in front of her was a barrier that put her at a disadvantage. This issue was easily resolved. I photocopied colour copies of opening and closing karakia and placed them on the table before the hui started. This way, it was up to the participants to decide if they needed it. Partnership is about being flexible and meeting the needs of its participants, especially when facilitating hui.

Initial Hui to Help Establish an Effective Partnership

Forming the partnership at initial hui should be a priority. It is highly recommended that the concept of partnership be unpacked. I have done this using Timperley and Robinson’s (2002) conceptual definition outlined earlier in this blog.

Secondly, a brainstorming session among the people in partnership is strongly recommended. Seeking answers to the following (or similar) pātai will ‘set the scene’ for any subsequent hui. The key is for the partnership members to collaboratively generate answers to pātai in a mana-enhancing way. The person best positioned to ‘set the scene’ is the facilitator of the hui. Remember, their role is power-sharing, where consensus-based decisions are a collaborative effort, not a unilateral decision made solely by the facilitator (or anyone else).

Possible pātai for initial hui include:

• What does our partnership look like, and what values do we want to promote?

• How do we ensure manaakitanga is promoted and maintained?

• What is our vision, and what specific goals do we need?

• How do we partner when we are not sitting around the table at hui?

• What perspectives and skills do we each bring to this partnership?

• What could be some barriers to forming effective partnerships?

• How do we ensure confidentiality?

• What is the best way for us to communicate so key information is shared and received in a timely manner?

  
  

These pātai can also be reviewed at any stage of the He Pikorua process.

Enablers to Partnership

Planning and facilitating an effective hui ensures adherence to the following enablers of partnership. These enablers are highlighted in the following visual:

Barriers to Partnership

Facilitating an effective hui with clear, consistent routines and a schedule helps mitigate or prevent many barriers to effective partnership. Specific barriers that can arise include limited vision, lack of clear purpose and goals, inadequate monitoring and evaluation systems, and unclear roles and responsibilities.

If any of these barriers arise, it is crucial to unpack the current challenge systematically and collaboratively decide who is best positioned to mitigate it. Looking at the ‘opposite alternative’ is important. For example, if the barrier is a lack of clear purpose or focus on specific goals, the focus should shift to brainstorming what a clear purpose and specific goals look like.

It is also essential to ensure that the barrier does not snowball into something larger. Therefore, scheduling timely hui to address any barriers that arise is important. For instance, if there is a lack of behavioural monitoring or focus on evaluation systems within the partnership, who is best positioned to take on such a role? RTLB often complete this mahi. If there is a sensory component to behaviour, an Occupational Therapist (OT) is likely the best person for this role. If an OT is not part of the LSP, the collaborative decision may be to access one.

Other challenging barriers that can arise within a partnership include differences in philosophies and working styles. For example, a kaiako who believes in a behaviourist philosophy focusing on rewards and consequences may clash with a RTLB who believes in a Trauma-Informed Practice (TIP) approach, which focuses on safety, connection, and co-regulation. Changing an overall philosophy can take time, and navigating these waters sensitively is crucial. Influencing a current belief or mindset can be achieved more quickly by promoting ‘one video or visual at a time,’ which has worked well for me.

People with hidden agendas can also be problematic for everyone within a formal partnership arrangement. They often inject a toxic element into any partnership. These individuals may be silent during a collaborative hui but then associate with those who listen to them, seeking to undermine those they perceive as threats. It’s important not to confuse the silent, shy, or reserved personality type with someone intent on undermining others. The key is for someone within the partnership to recognize this behavior! One way to counteract hidden agendas or excessive competitiveness is to establish crystal-clear values. Revisiting what Manaakitanga looks and feels like is a good starting point to ensure any hidden agendas or unhealthy competition are quashed.

Another key learning I want to share is this: When first forming a partnership, and you know the home-school partnership has been somewhat dysfunctional before you joined, try not to get involved in ‘external dramas’. These issues are beyond your control. I recommend focusing on the ‘here and now’ and sticking to what you can control. This is an important message to promote in any partnership.

Dysfunctional Partnerships Can Be Transformed

This year, I picked up a RTLB case where the home-school partnership was fractured. At the first hui (pre-Tātai), the school staff facilitated it because I was new to the LSP. I was there more as a participant. Unfortunately, many verbal bombs full of blame were dropped into the conversation. Hidden agendas were real, and nervous systems were activated. It made for interesting viewing! I believed partnership transformation was required.

To achieve transformation, I decided to change the negative dynamics I observed. I saw it as a significant professional challenge. I wanted two main things to happen. First, I volunteered to facilitate all future hui. I noticed that others were supportive of this action. School staff especially wanted change, as what they were doing simply wasn’t working. Secondly, in a subsequent hui, we went back to basics and unpacked what a workable partnership would look like. I used the questions outlined under the heading, Initial Hui to Help Establish an Effective Partnership. One decision was to incorporate kura values into each hui, including the value of respect. This value was unpacked, and everyone in the room had their say. Another decision was to allocate someone on staff to take accurate minutes during each hui—an office staff member was assigned this role.

Another collaborative decision was to set an agenda (like the one outlined) for each hui. This agenda was shared with everyone in the LSP before the hui, allowing people to add items if they wished. This was power-with in action.

These collective actions helped build clarity, communication, and collaboration—all enablers of effective partnership. I also decided to integrate the Circle of Control (CoC) into our discussions. One key theme from these discussions is that partnering together can help change the present (‘here and now’) circumstances and events, not the past. Through our actions, we can shape the present and the future.

This RTLB ‘case spotlight’ highlights that when the conditions are right, partnerships can be positive, functional, and transformational. At the last hui near the end of last term, one whānau member commented to me after hui that “It was nice to now attend positive meetings.” You know you are hitting the mark with comments like this. The blame game was a thing of the past.

The Importance of Reflection

Reflection at both the individual and collective levels should be at the heart of any effective partnership. It should be interwoven at every stage of He Pikorua. Partnerships become somewhat redundant without formal reflection and evaluative processes. RTLB are often at the forefront of this. I recommend considering these pātai regularly at every stage of He Pikorua to help the partnership stay focused and intentional.

Recommended pātai include:

• Are you absolutely sure you have all the people and resources you need?

• Do you really know the overall purpose and ways of working? Does every partner know as well?

• Are you ready and willing to be honest with others?

• Are you ready and willing to encourage others to be honest with you?

• Are you ready and willing to be not only tolerant but also welcoming of others' views and ideas?

  
  

At the Mana Motuhake stage of He Pikorua, RTLB typically step aside. This is a chance for everyone in the LSP to reflect on overall successes, barriers, and sustainable recommendations for the future. Key questions, like those outlined below, should be answered at this stage:

• What were some of the successes and outcomes?

• What has been the impact on ākonga and whānau?

• What have been the barriers?

• What are some key recommendations or next steps?

• How do we ensure sustainability in practice?

  
  

Identifying Sticky or Stressful Moments Within Partnerships

Like a good personal, romantic partnership, a professional partnership requires significant effort and commitment. Every professional partnership will have sticky or stressful moments. Sticky moments involve friction, disagreement, or individuals not doing what they said they would do. This is reality. We are human, after all. During these sticky moments, everyone within the LSP needs to be held accountable. If someone is not pulling their weight within a partnership setting, the reasons should be explored respectfully and in a mana-enhancing manner. Don’t assume things. There may be a genuine reason behind someone’s failure to complete a task. It may be appropriate to ask: What are you currently doing to contribute to this partnership?

Stressful moments can also occur in our personal lives, leading us to drop the ball on professional obligations. If the genuine reason stems from personal stress and anxiety, the appropriate action may be to listen and collaboratively decide on the best course of action. This may include reducing their workload and offering a supportive listening ear. Private kōrero may be the most suitable approach. Be driven by what they say. If stress is the main concern, it may be appropriate to ask: How can I/we support you within this partnership to make things better for you right now?

Partnership is about ‘reading the room’ and being aware of others' personal needs and difficulties. This is especially important because we often operate in stressful environments within our everyday mahi.

My overall recommendation is to choose your questions carefully. If you are the one feeling stressed or overwhelmed, confiding in someone you trust within the partnership could be an important first step. Additionally, informing your RTLB Practice Leader would be an appropriate next step.

One Final Question…

Now, before I go, I am after a new, effective partnership. “Do you want to ‘partner up’ with me?” (I hope you are not blushing!)

Reference

Timperley, H., & Robinson, V. (2002). Partnerships: Accomplishing important work together. SET 3. Research Information for Teachers, 3, 41-43.

Useful Resources That May Help Within the Partnership Space

• Karman Drama Triangle

• Understanding the Circle of Control, Influence and Concern

• The Ladder of Inference