Cluster 8 RTLB
Cluster 8 RTLB are grouped into 3 office bases or hubs. The RTLBs in each office base are responsible for providing service to designated schools.
The three bases are:
Royal Oak Primary School
Roseanne has a commitment to the holistic wellbeing and learning of all and sets the positive, preventative and proactive approach and foundation for the team and cluster. Roseanne uses an inclusive strength-based approach open to opportunities and possibilities to support all ‘to be at their best’. Roseanne focusses on ensuring an accessible infrastructure and ecosystem is in place and strengthening the capacity of the system and individuals to empower and reach all. BA (Psych and Ed), B Ed (Hons), PG Dip SNRT, PG Dip Ed Psych, M Ed Studies (Ed Psych), M Counselling (Psych). Registered Psychologist.
Anne started her teaching career in south Auckland then returned to the east Auckland area where she originated from. She joined the RTLB service in 1999, working as a Practice Leader in Ngā Manu Āwhina cluster since its inception. Anne has a passion for working with Vulnerable Children within the cluster and in providing processes for providing a multi-agency seamless approach for these children and their families. She also has a passion for providing coaching and supervision seeing the value this can have within the cluster and across services.
Anne has completed the Glasser Advanced training in Choice Theory, Reality Therapy and Lead Management. She also holds an internationally accredited qualification in Growth Coaching. She is a Seasons for Growth and Roots of Empathy facilitator and sees the benefit of strong facilitation skills in multi-agency meeting.
Dip Tching, PG Dip SNRT
Barbara has worked in education for over 20 years across Primary, Intermediate, Secondary and Tertiary environments in roles as a Teacher, Deputy Principal, Principal, Lecturer and as an RTLB. Barbara is a registered psychologist and has worked as a Practice Leader for Ngā Manu Āwhina Cluster 8 RTLB for the last five years. She is particularly interested in strength focused assessment practices, professional supervision and appraisal. Barbara is a trained Cognitive Behaviour Therapist. She has completed the Glasser Advanced training in Choice Theory, Reality Therapy and Lead Management. She also holds a number of internationally accredited qualifications in Growth Coaching, Change Management and Project Management.
BEd Tchg; MEd; MEdPsych; PGDipEdPsych
Psychological Practice, Supervision and Assessment Lead Practitioner
Originally from south Auckland, Catherine taught in central and west Auckland prior to joining the RTLB service in 1999. She is particularly interested in student and teacher wellbeing, the promotion of Universal Design for Learning, raising Māori student achievement, and the development of early literacy and maths supports. Having family members who are fluent speakers of Te Reo Māori also challenges her to improve her bilingual skills.
Catherine is an Accredited Growth Coach with a keen interest in assisting others to flourish. She appreciates the power of peer coaching and mentoring within the cluster and in the wider context across services.
BA (Education, Anthropology, Māori Studies), PG Dip SNRT, MEd (Social Psychology)
Jean is our specialist counsellor. During a career of over 30 years in teaching and GLU – RTLB work Jean trained in Reality and Narrative Therapy. An undergraduate degree in Social Sciences (Human Services) led to a Masters in Art Therapy at UWS University of Western Sydney 2003-4. She currently holds full professional membership of ANZACATA (Australia New Zealand & Asian Creative Arts Therapies Association); www.anzacata.org, is associated with STANZA (Sandplay Therapists of NZ & Australia) www.stanza.asn.au, and is certified as a Sandplay Therapist with ISST (International Society of Sandplay Therapists); www.isst-society.com Jean’s contribution to the work of the RTLBs in Cluster 8 now includes supporting teachers, parents and children to understand behavioural and learning challenges. Combining creative modalities in therapeutic counselling can deepen cognitive processing. Jean holds teacher registration. Supervision is ongoing and verifiable. She offers children, teens, their families and adults: • Solution focussed counselling through Reality Therapy (William Glasser) • If appropriate, longer term psychotherapy through Sandplay and Art Therapy • Short term EAP counselling with Choice Theory / Reality Therapy / Quality Management MAAT; B Soc.Sci (HS); H Dip. Tching; Dip.STN Registered Art Therapist (ANZATA) Certified Sandplay Therapist (ISST) Registered Teacher (NZ).
Kim has worked in arts and education for over 30 years, beginning her career as a graphics and book designer and editor in London, then moving to New Zealand in 1993 to continue her adventures in Auckland. Upon becoming a parent, her interest in education deepened, especially with neurodiverse children. Kim has worked in early childhood, primary and secondary education and as a literacy tutor with students with learning difficulties since 2004. Kim is a trained Sonday literacy tutor and in 2019 gained a Masters in Arts Therapy, realising she could combine her two lifelong interests into one. She has since worked with children and their families utilising both arts therapy and sandplay practice, often incorporating these into her tactile/kinaesthetic literacy sessions. She has launched her private practice, Oak House Arts, this year and is privileged to be working with Jean Parkinson at The Space Between. She has also worked with the Intensive Wraparound Service, Dementia Auckland, the Selwyn Foundation and Dance Therapy New Zealand, facilitating arts therapy groups.
Bachelor of Fine Arts (USA), Masters of Arts Therapy (clinical) ANZACATA, Sonday literacy tutor.
Tēnā koutou. Ko Ōngaro te maunga. Ko Rotohākahi te awa. Ko Whangape te moana. Ko Te Aupouri - Te Rarawa , Te Uri o Tai - ki te taha ō tōku matua tūpuna, erangi, ki te taha ō tōku māreikura, ko Ngare Hauata, Ko Te Hikutu ōku hapu, Ko Chris Graham ahau.
Chris has spent a good deal of his life serving in education, from early childhood all the way to tertiary level. It includes working with tamariki/mokopuna, educators, parents/caregivers, whānau and communities in urban and rural contexts. He has also trained in the Dramatic Arts and has worked in all aspects of theatre, television and film. He continues to participate in the Arts, when he can, while leaving plenty of time to pursue his other loves that include carving, surfing, motorcycles, all sports and food. But it is, te ao māori and whānau where his heart lies and Chris credits his Grandparents for instilling such values as aroha, manaakitanga, tika and pono.
Royal oak hub
Beverley started her teaching career 32 years ago in India in the field of Special Education. It has been 20 years that she has continued with her passion for working in Education in New Zealand. As a classroom teacher, Beverley has always been passionate about creating an inclusive culture for her students where all tamariki and their whānau are valued and recognised for their personal contributions. Beverley has worked with a diverse range of students at all levels from being a new entrant teacher through to intermediate. She ahs grown in her professional practice from being a classroom teacher to a team leader, SENCo, Director of Religious Education and an Assistance Principal. She also worked as an RTLB in between for five years and trained as an Incredible Years facilitator. Beverley has a particular interest in the pastoral care of students in support for their wellbeing. She has added professional development in supporting students’ resilience through programmes like Friends for Life, My friends Youth and the Seasons for Growth training. Beverley ahs the natural ability to empathise with students, their whānau and teachers, thereby creating a comfortable and trusting environment.
Leslie is an enthusiastic creative teacher who brings 13 years of Primary classroom teaching experience to the job. She is committed to students and improving their learning skills as well as attitudes towards learning using creative approaches to assist learners. Leslie is experienced with the ALL program and inquiry-based learning. She is passionate about literacy and has training in Reading Recovery. Originally from Canada, she also trained as an Early Childhood Educator before coming to New Zealand to pursue Primary Teaching.
Owen Robyns is an experienced Deputy Principal and SENCO with 30 years experience in education both in New Zealand and the United Kingdom. For the last 13 years he has worked as a Deputy Principal in West Auckland and has undertaken a wide variety of roles in both the junior and senior areas. Owen has a strong interest in working with tamariki, whānau and kura to establish pathways to success in learning and behaviour. He enjoys working with a wide range of professionals coordinating and implementing cohesive strategies leading to positive outcomes.
Maree was previously a classroom teacher and a Supplementary Learning Support Teacher before becoming a Resource Teacher of Learning and Behaviour. Her passion and focus for the last nineteen years has been in supporting children who have special learning needs to achieve their potential. She has been the co-lead for the High Learning Needs and In class Support moderation. Maree works with teachers, paraprofessionals and outside agencies to assist students at all levels of school.
Rebecca has been a practising RTLB for 18 years. She has taught at all Year levels from Year 0 to Year 8, and across all decile groups. This has given Rebecca a wide knowledge and understanding of the whole range of curriculum and age ranges. Rebecca has a passion for ‘working with’ and ‘working for’ students, families and schools so that they grow to be the best that they can be, to see their own potential and make progress on their learning journey. She is a trained facilitator in a number of programmes that help teach and increase emotional intelligence so that people become more resilient in life and better able to access academic learning. For example: Seasons for Growth; FRIENDS for Life; Roots for Empathy and Incredible Years. Rebecca is a keen gardener, she enjoys being and working outside. She loves photography and travel and combines these two loves to create beautiful photobooks.
Emily is an experienced classroom teacher who joined Cluster 8 RTLB in 2019. Emily has taught in Years 0 – 6 over 20 years and worked in various learning and leadership roles including, Reading Recovery, development of student inquiry, supporting transition to school, team leadership and SENCO. In working with the RTLB team Emily continues her work in supporting students, families and schools to feel empowered and confident to manage learning and behaviour.
Tēnā koutou katoa. Ko Hautere tōku maunga. Ko Oraka tōku awa. Ko Ngāti Raukawa tōku iwi. Ko Ngāti Ahuru tōku hapū. Ko Ngatira tōku marae. No Putaruru ahau. Ko RTLB taku mahi. Ko Tracey Richardson taku ingoa. Tracey Richardson has been an educator for over 25 years. She has taught in both Primary and Intermediate Schools in NZ and the UK. Her varied career has seen her work as a team leader, curriculum advisor and Deputy Principal. Tracey’s background as a curriculum advisor established a strong working knowledge of the NZC which is invaluable when mentoring others to create inclusive, innovative learning programmes. Tracey has an extensive background in health education and a passion for student wellbeing. She has a wealth of experience in health promotion and a working knowledge of programmes that enhance student wellbeing and promote safe, secure learning environments.
Jill Watson brings over 20 years’ classroom teaching experience in Years 0 to 8 to her role as an RTLB. During this time, she has held positions on leadership teams and in school-wide literacy and syndicate leadership. As an RTLB, Jill is passionate about supporting children and teachers through her case and project work. She continues to develop her expertise in literacy and has co-written a foundation skills programme Ready Steady. Jill holds a position on the Cluster 8 Well-being team and is a big believer in the importance of both staff and children’s well-being. Jill has a Diploma of Teaching and Bachelor of Education from Waikato University alongside a Post Graduate Diploma in Inclusive Education from Massey University. In her spare time, Jill can be found enjoying time with her son, husband and friends in the outdoors or swimming kilometres.
Tēnā koutou katoa. Ko Taranaki tōku maunga. Ko Waionganga tōku awa. Ko Tokomaru tōku waka. Ko Te Atiawa tōku iwi, engari, ko Ngati Mutunga, Ngati Koata, Ko Ngapuhi ōku iwi hoki. Ko Puketapu tōku hapῡ. Ko Muru Raupatu tōku Marae. Ko RTLB taku mahi. Ko Angelee Morrow taku ingoa.
Throughout her teaching career, Angelee has had the privilege of teaching in West and South Auckland primary schools and teaching abroad in both the public and private sector in various countries in the Middle East. She is a trained and experienced RTLB. Angelee has a wealth of knowledge around RTLB case processes and enjoys supporting schools to promote and enhance diverse learning and looking at raising Maori achievement. She has a keen interest and passion around Information Technology and how it promotes learners, schools and colleagues in various settings, researching and promoting innovative approaches, Universal Design for Learning and systemic approaches that pertain to the RTLB role.
Nō reira, tēnā koutou, tēnā koutou, tēnā tatou katoa.
Titania is an educator who is passionate about engaging in generative, creative partnership with schools to achieve leading edge results with students. Titania's key areas of strength include: *Facilitating strengths based strategic visioning; change management and systems design *Co-development and implementation of universal design approaches that positively impact on the tail of literacy and numeracy *Inter-weaving of PB4L, UBRS, resiliency building and growth mind-set approaches to impact positively on student well-being.
Before joining Ngā Manu Āwhina, Kylah taught at schools in Central and South Auckland, as well as for the Northern Health School. Having taught students from year 0 to 13, Kylah has an excellent understanding of the curriculum for all year levels and is able to utilise this to support others. Kylah is particularly interested in working with ākonga with diverse health and educational needs, raising student achievement for Māori and self-directed learning. She has a special interest in student wellbeing, focussing on using a holistic, student-centred approach to work collaboratively with others to awhi ākonga through their learning journey.
Kia ora koutou. Ko Māhūhū ki Te Rangi tōku waka. Ko Tokotoko te Maunga. Ko Kaipara tōku Moana. Ko Ngāti Whātua tōku iwi. Ko Te Uri o Hau tōku hapū. Ko Kiri Hipi tōku mārae. No Arapaoa, no Kaipara ahau. Ko RTLB taku mahi. Ko Michael White taku ingoa Matua Michael is the Kaumātua for Cluster 8 RTLB. He leads the cluster in pōwhiri, strategic planning and Te Reo me ona Tikanga. He has strengths in mentoring secondary students, supporting and working alongside students and whānau to achieve better outcomes, and supporting students with mathematics. He is involved in projects that support cultural performance, e.g. teaching waiata.
Dianne is a Primary-trained teacher with a passion for assessment for learning and student agency. She has been an RTLB since 2016, with Cluster 8. She values strength-based approaches, and building teachers’ and learners’ self-efficacy. Her teaching strengths lie in early literacy and mathematics, and oral language development - some of her broader project work is in these areas. She enjoys jaunts out of Auckland, singing, walking and socialising with friends, old and new.
Chris is an RTLB, working mainly in the Tamaki Hub, Auckland. Her strengths and knowledge are working with children who are identified under the ‘Vulnerable Children’s Act’. She works closely with agencies that support these children as well as with whānau and schools. Her role is to ensure access to educational supports for these students, in order to reduce barriers to education. She leads the ‘Gateway’ process for Cluster 8. Her passion is working with Māori, Pacific Island students and their whānau as well as those students who are struggling with disadvantage. She is part of the cultural team in her cluster and provides professional development to strengthen collaboration and understanding.
Michele has over 20 years teaching experience as both a classroom teacher and in a specialist role. With a passion for learning support, she has previously worked as a RTLB, Outreach Teacher to support students with complex needs in mainstream schools and more recently as SENCO in a large Auckland School. Her passion and experience include working with students with ASD, ADHD and other specific learning disabilities. She is a SPELD NZ teacher, having completed the Level 5 NZQA – approved Certificate Course in Specific Learning Disabilities in 2018. Michele is experienced in creating individual profiles of cognitive and educational achievement strengths and weaknesses for her students to create individual teaching plans to target students’ needs and strengths. She is skilled in using multisensory approaches, use of Assistive Technology and strengths-based model. Michele is also a trained parent facilitator with the Parenting Place. Her other passions include wellbeing and anxiety, with an interest in Cognitive behaviour therapy techniques. Michele thrives working collaboratively and has experience working in multi-disciplinary settings supporting schools and families to provide positive outcomes for students. In her spare time, she enjoys travelling and spending time with her two beautiful children.
Jo is the Go To Person for Behaviour in Cluster 8. She is passionate about helping students and the adults who support them, to understand and teach the skills/strategies of self- management, executive function, emotional intelligence and interpersonal skills. Challenging behaviour poses many dilemmas and can cause varying levels of anxiety in schools. Jo has experience and training in delivering Incredible Years for Teachers, UBRS (Understanding Behaviour Responding Safely), SWPB4L, Safe Crisis Management and MAPA. Another passion is the application of the growing body of knowledge of neuroscience to learning and behaviour. This is an exciting area she is curious to research and apply to RTLB work.
Robert has 20 years of experience in Education both in the Primary and Intermediate levels. He is a Pasifika RTLB with a Samoan background and currently co-leads our Culturally Responsive RTLB Pasifika team. He enjoys working with our fanau and their tamariki providing them with the best service possible to achieve their potential. He runs the Learning Through Adventure programme with another RTLB, providing the opportunity for tamariki to problem-solve in adventures and culturally responsive activities. He is committed to building positive learning environments based on students’ strengths, culture and background. He consistently focuses on collaboration with fanau, establishing respectful relationships and making them feel included and supported. He is able to communicate and interpret in the Samoan language when needed.
Kia ora koutou. Ko Taranaki te maunga, ko Huatoki te awa, ko Timandra te waka (1842), ko Ngāti Pākehā te iwi. Vaughan is an RTLB working in the Tāmaki cluster. He is a secondary-trained teacher with experience teaching English, although he also loves maths and science! Vaughan has degrees in Law and English Literature. Vaughan feels strongly that all tamariki in Aotearoa deserve an education that will help them reach their full potential and live a meaningful, happy life. Vaughan loves cooking, making bread and fishing.
With 25+ years’ experience as a teacher and SENCO, and even a stint as a Special Education Advisor with the MOE, Julie brings to the RTLB role a passion for supporting students so that every young person has opportunity to not only survive, but thrive during their school experience. She recognises and values the uniqueness of students, and is passionate about collaboratively generating solutions and effective, positive pathways for students, their teachers and whanau. Julie loves working with students who process the world differently and her strengths include Universal Design for Learning, specific learning difficulties, assistive tech, practitioner inquiry, contemporary leadership, change management, supporting students with anxiety, executive functioning difficulties, autism spectrum, challenging behaviours, and gifted and talented students. Julie is currently completing further study alongside her practice.
Dip Tchng, B.Ed, Post Grad Cert (G&T), Post Grad Dip Ed.
Druinie began her New Zealand teaching career at Sacred Heart School in Dunedin in 2004. After completing her Masters at the University of Otago, Druinie taught overseas in Japan and the US, as well as the UK, before returning to NZ to take up roles in Wellington and then Waitara as class teacher and Director of Religious Studies. Her teaching experiences in Waitara led to a career change in 2014 that resulted in her moving up to Auckland to join the RTLB Service. Since joining Cluster 8 RTLB Druinie has focused on working collaboratively with schools to increase sustainable teaching and learning outcomes through inquiry-based PLD initiatives that cater to the individual professional needs of teachers and the diverse needs of all their learners.
Claire's teaching career began in South Auckland. She worked in both mainstream and special education, including permanent teaching roles in Sir Keith Park Special School, and Assessment Classes in both Newmarket and Parnell District Schools.
Claire's professional focus is in Inclusive Education, believing that Individuals learn best when they feel accepted, when they enjoy positive relationships with other learners and teachers, and when they are able to be active, visible members of the learning community.
Claire is an Accredited Facilitator of the Incredible Years Teacher programme, and has co-facilitated the incredible Years Parent programme. Additional Professional Development has included understanding and developing Resilience in students– with the Friends for Life and Bounce Back programmes. She is also committed to the importance of Early Intervention in the life of young learners.
Tēnā Koutou, Ko Maungataniwha tōku maunga, Ko Mamaru tōku waka, Ko Ngāti Kahu raua ko Ingarihi ōku iwi, No Kaitaia āu, Ko David tōku ingoa.
David has worked for 25 years in education as a teacher in NZ and the UK and currently as an RTLB since 2013.
David’s passion is helping learners strive to be their best. His interests include behaviour management, models of cognitive development and culturally responsive practice. He is currently completing a Master of Educational & Developmental Psychology.
David enjoys spending time with his family and outdoor pursuits such as fishing, camping and triathlon.
Lil Reynecke is experienced in the Early Years to the Secondary Years including Adult education. Her particular interest is in holistic wellbeing for students and teachers including behaviour and anxiety with mentoring and coaching. Her passion is in providing practical tools to empower all involved for sustainable outcomes. To achieve this goal, she is an Incredible Years for Teachers facilitator, accredited Resilience Doughnut Framework facilitator as well as trained in the culturally appropriate Mana Enhancement. She has Level 1 Basic Feurestein accreditation for metacognition development and is passionate about supporting Universal Design for Learning for inclusion. Her knowledge of the Early Years curriculum, Te Whariki, provides invaluable support for foundation work and learning through play in all areas of the curriculum including a passion for Numeracy. Her capacity to come alongside schools and teachers to provide timely support, provides a calm and positive environment for success for all.
In Sue’s teaching career she has taught at all junior and middle year levels, both in New Plymouth and Auckland. She has always been interested in students who have behaviour and learning needs and has been on that trajectory for some time. She was an Assessment Class teacher before moving into Guidance Unit Teaching, and now RTLB. Sue’s passion is behaviour management and she is currently the 'Go To' person in Cluster 8 for the suite of programmes developed by Dr Caroline Webster –Stratton: "Incredible Years Teaching and Parenting Programmes" on behaviour management. She is fully accredited in both Programmes. She has also trained in the Dina Dinosaur programme for students with severe behaviour issues. One of her strengths is building relationships, with both students, teachers and colleagues.
Michelle Grey-Lamont started her teaching career in 2004. She has worked with a range of special educational needs both her and abroad. Michelle’s passion for neurodiversity led her to RTLB work. She believes there is no one rule for all, and it takes an eclectic mix of methodologies to meet the needs of the diverse learners in today’s classrooms and considers that working collaboratively as a team with colleagues is invaluable to expand the learning for all. Michelle is particularly interested in proactive and preventative approaches to wellbeing for our young people building resilience. Her other interests include: her two beautiful children and hubby, the arts, food, fitness, socialising and travel.
Sandiyao Sebestian (Sandi) is an RTLB with Cluster 8, Auckland. He joined the RTLB service in July 2010. Prior to being an RTLB, He was with the Ministry of Education Special Education as a Special Education Adviser based in Hamilton. His academic background is in special education and educational psychology. Since July 2014 he has been attending numerous workshops locally and internationally in the Feuerstein Instrumental Enrichment Programme. He is now a practitioner in the Basic and Standard programme. He is also a certified LPAD assessor. Since July 2018 he has become Feuerstein Basic programme Trainer and has conducted several workshops in New Zealand. His vision is to continue serving children/with special educational needs proficiently and efficiently. Ever since he left secondary school he has been working for children with diverse needs in different roles (nurse, teacher, head teacher, education director, lecturer). He continues to grow exploring and providing the best practice in the field. His current commitment and study is in helping children to realise their maximum potentials, lead a significant life and be productive.