Practitioners support the PB4L School-Wide (PB4L–SW) team, including mokopuna and whānau, to achieve a shared understanding of PB4L–SW and  results they expect to see as they implement it in their school. Practitioners make sure that everyone knows their actions and responsibilities, and what they are working towards as a team to achieve the agreed outcomes.

A mokopuna has told a practitioner  that they cope better when they have warning just before they are expected to move to a new activity. The practitioner works with the mokopuna to share this idea with their kaiako who agrees this would also be helpful for others as well. They agree to start using a five-minute warning for all mokopuna before shifting between activities.

A practitioner gets a request for support for a mokopuna. In listening to what the whānau want, all agree that it may help to involve other agencies, organisations or professionals. A collaborative plan is made with the mokopuna and their whānau to explore other support services.

A practitioner gets a request for support for a mokopuna who is already being supported by an established team. The practitioner talks to whānau about their aspirations for their mokopuna, and what needs to happen to achieve them. The practitioner talks to whānau about their aspirations for their mokopuna, and what needs to happen to achieve them. 

The practitioner then talks to the other team members to understand what work is already taking place, and to agree what each person’s role will be, and how the new team can add value collectively to achieve the best outcomes. The team then identifies a lead practitioner.

A pediatrician has suggested support for a whānau and their mokopuna who has developmental delay and communication needs. The whānau has asked for support with their mokopuna attending their local Kōhanga Reo. As part of whakawhanaungatanga, the kaitakawaenga contacts the whānau and meets them at their home. They spend time with the whānau talking about their aspirations for their mokopuna.

Further supports are also discussed that including joining whānau on a visit to the Kōhanga Reo, supporting other team members to learn more about the whānau’s cultural needs,, and co-working with other practitioners in the team along the educational pathway of mokopuna.

In a regional office, a group of PB4L School-Wide practitioners, RTLB and other learning support practitioners have collaborated to develop and deliver a package of support to a cluster of schools.

The package  includes jointly facilitating workshops using the Teaching for Positive Behaviour book and the Understanding Behaviour, Responding Safely (UBRS) training. This work has given the practitioners the opportunity to provide more consistent and timely support for several schools in the cluster, in the first few weeks of the term.