The Learning Support Delivery Model (LSDM) brings local clusters of early learning services, kōhanga reo, schools and Māori medium kura together to identify and respond to the learning support needs of all mokopuna and their whānau.
Clusters work with the Ministry of Education, RTLB, other learning support providers and agencies to decide how best to use available resources to meet local learning support needs. Early Learning services, schools and kura not in a formal cluster can still be encouraged to come work together as a community.
Using their knowledge of local needs and resources, everyone involved can collaborate to decide the right way to respond to identified needs, based on what is best for individual or groups of mokopuna. An inquiry approach helps them explore solutions that can support the learning of mokopuna, strengthen the capability and confidence of the adults around them, and make the best use of resources.
Working as a collaborative team
Working collaboratively is a core principle for how we work.
Collaborative teaming involves practitioners working as part of an integrated team with the outcomes for mokopuna and whānau at the centre of all planning and decision-making. Whānau are recognised as having a critical role, and all team members share information, knowledge and skills as equal partners. Collaboration is creating new responses to existing situations together.
Using a collaborative teaming approach [PDF, 258 KB]
Click here to view 'Collaborative Planning for Learning', a guide on the Inclusive Education website.
From a Māori perspective, collaboration or ‘mahi tahi’ involves the unity of people coming together in a way that engenders cohesion. This view of collaboration is known to sustain the relationships formed well past the time when the task has been accomplished.
"So’o le fau i le fau"
In unity, we have strength
Trusting in our collaborative abilities
Many people across education settings, agencies and organisations can support the team. This support strengthens systems and practices at a universal level throughout the education pathway of mokopuna. The diverse expertise, perspectives and experiences of each team member add depth and value to the discussions, enhancing outcomes for mokopuna, whānau and the education setting.
Team problem-solving
Adopting an inquiry approach to team problem-solving helps teams work together and learn from each other continuously to address complex challenges. It emphasises the power of dialogue and reflection among team members, encouraging them to share their experiences and insights.
Working as a team to solve problems can facilitate development of systems and practices at a whole-school, Māori medium kura or early learning service level. The team will be engaged in discussions that focus on finding solutions to the identified need. These solutions can benefit all educators and mokopuna within the education setting.
- manaakitanga – showing concern, care, respect and support for others
- building trusting relationships
- identifying aspirations and goals (of the mokopuna, whānau and educators)
- negotiating and agreeing on key roles and responsibilities
- sharing information, knowledge, skills and resources
- building on each other’s ideas
- strengthening each other’s mana and integrity
- sharing exploration and sense-making
- making decisions and planning together
- ako ako – everyone learning from each other and together.
Transdisciplinary approach
Collaborating to inquire, find solutions and participate in decision-making can look different depending on the type of approach that is used.
The transdisciplinary model enables the development of one cohesive plan, which is owned by the mokopuna and their whānau, and reflects their priorities and aspirations. Where other agencies are involved, the lead practitioner collaborates with them to contribute to the plan.
Types of approach
Professionals work individually to carry out assessments, develop goals and provide intervention. Communication between practitioners may be limited, which can lead to contradictory advice, and too many intervention demands on educators, the mokopuna and their whānau.
Professionals carry out independent assessments related to their discipline, then come together to discuss the results and develop goals and plans.
Professionals, educators, whānau and mokopuna work together as a collaborative team, sharing information, knowledge and expertise. Mokopuna and whānau have a critical role in the team. Professionals work across discipline boundaries. Each supports the other.
Moving to a transdisciplinary approach
When moving from an interdisciplinary practice to a transdisciplinary approach, the following activities can support ongoing professional development and confidence:
- Increasing your own depth of understanding, theoretical knowledge and practice in your discipline.
- Developing knowledge and skills in other discipline areas and implementing what you’ve learnt with reduced supervision over time.
- Continuing to receive support from team members and consulting with them regularly.
“What parents value is knowing there is someone available who doesn’t have to be told their story repeatedly…”
Bay of Plenty pilot for the LSDM
Top tips
Ways to support collaboration
In a collaborative approach, practitioners encourage clear communication and transparency of roles, supported by:
- meeting with whānau and educators in ways that build a foundational trust and an understanding of what matters to them
- clarifying key information and expectations when seeking informed consent from whānau
- agreeing who will be the lead practitioner for the team, and clarifying roles and responsibilities of all involved
- agreeing on the methods and frequency for team communications and meetings
- negotiating processes for carrying out meetings, resolving conflicts and finding solutions
- collaboratively formulating strengths- and needs-based goals with mokopuna and whānau
- identifying the supports aligning with these goals that are available and acceptable to the whānau
- negotiating which service/agency will provide these supports
- establishing service agreements with provider organisations that clearly state the agreed support that practitioners will provide, and agreeing responsibilities and timeframes for completing these
- collaboratively reflecting on team progress towards goals, actions and responsibilities
- collaboratively reflecting on team processes, and enhancing their effectiveness and efficiency where needed.
Examples of collaborative teamwork from practice
1
The key contact for a local college has been working with the principal on concerns the school has with the increase in mokopuna needing to access its additional learning hub. Mokopuna can use the hub throughout the day, whenever they find mainstream activities challenging. Space in the hub is limited and mokopuna with complex needs are becoming distressed with the increase in noise. The key contact linked the school with the Ministry’s education advisor and property advisor to consider space solutions. Also, through problem-solving in collaboration with the school leadership team, the key contact provided support with plans to adapt delivery of the curriculum.
2
A practitioner is working as a key contact with a cluster of early learning services who have raised urgent concerns about behaviour impacting on the safety of mokopuna. Meeting with the staff, the key contact supported them to introduce age-appropriate experiences and use preventative teaching approaches such as positive praise and redirection (Te Matua – universal). Through discussion, oral language was identified as a significant concern. The key contact partnered with the speech and language therapist to provide a series of workshops and coaching for the clusters (Te Kāhui – targeted). The teaching team, collaborating with the key contact, developed an individual plan for two mokopuna identified as needing a greater focus (Te Arotahi – tailored).
3
The lead practitioner supporting a mokopuna and their whānau completed a holistic assessment by interviewing the main caregiver about the routines of the day. Through this process the caregiver was able to set some goals to work on. One of the areas of focus was unfamiliar to the lead practitioner, and they needed support from a colleague. The lead practitioner was specific about the support she required with coaching the whānau to use the right strategies. The co-worker coached the lead practitioner through consultation at the office. The lead practitioner continued to implement the strategies with the mokopuna and whānau, checking for clarification with the co-worker as needed.
4
A lead practitioner, a qualified speech and language therapist, was helping an educator to support the communication needs of several mokopuna at a local primary school. The educator had concerns about the behaviour of some of these mokopuna. The lead practitioner worked with the educator to develop an initial plan, and initiated support from a co-worker to further explore behaviour prevention and management strategies. With the educator, the co-worker visited the school. She modelled assessment techniques and developed further ideas with the educator that complemented and aligned with the initial plan. After the visit, the lead practitioner, co-worker and educator further discussed the methods they used to build their respective kete (baskets) of tools and skills.