Sarah has worked as an RTLB for 10 years in Auckland and Tauranga. Before this she was a classroom teacher for 30 years. She has a robust understanding of mokopuna, the education sector and the New Zealand Curriculum. Sarah builds genuine collaborative partnerships with mokopuna, whānau, schools and agencies to tautoko an inclusive approach for all learners. Sarah's passion is in promoting good mental health and wellbeing. She has trained in numerous social and emotional programmes and believes that the school setting is an ideal opportunity to support student’s development into self-regulated, empathetic and emotionally healthy adults. Sarah loves learning and enjoys spending quality time with her whānau.

Tēnā koutou Katoa. Ko Pirongia tōku maunga. Ko Waikato tōku awa, Ko Frederickson tōku waka. No Yorkshire, Nō Oslo, Nō Adare, Nō Inverness, hoki i te taha o tōku mama. Ko Wendy ahau.
Wendy has been an RTLB since 1999 working across West Auckland kura. Prior to that her mahi has been in primary, full primary, intermediate and special schools in West and East Auckland; as a teacher, SENCO, senior teacher, and assistant principal.
The Incredible Years programme has been an integral part of her practice. She is an accredited IYT facilitator and recently trained in IYA and as a Peer Coach. A core value of IY is the place of whanaungatanga; this is fundamental to her work as an RTLB. One of the great joys of being an RTLB has been the relationships with whanau and teachers that have supported our children to flourish.
BA (Psychology, Education, English), PG Dip SNRT, SPELD Certificate Course in SLD (Level 5), NZCER Level C Test User Registration, Pearson Level B Test User.

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.

Jill Watson is an experienced RTLB who brings over 20 years' classroom teaching experience (Years 0 to 8) to her role. During her time in the classroom, she has held positions of leadership including syndicate leadership, school-wide literacy and the SENCO role.

As an RTLB, Jill is passionate about supporting and collaborating with ākonga, teachers and whānau to allow each child to inclusively thrive to meet their full social, emotional and learning potential. Much of Jill’s mahi occurs in the areas of literacy, neurodiversity, and social and emotional learning. Jill is a trained facilitator in many evidence-based programmes including: Zones of Regulation, Seasons for Growth, Incredible Years Teachers, Brick Club and FRIENDS Resilience.

Jill is continually adding to her kete of knowledge that will further support kura, ākonga and whānau. This year she is looking forward to becoming a Circle Time facilitator and continuing her journey in Te Reo through Te Wānaga o Aotearoa.

Alongside her teaching qualifications, Jill has a Post Graduate Diploma in Inclusive Education and a Post Graduate Diploma in Specialist Teaching: Learning and Behaviour from Massey University.

In her spare time, Jill enjoys time with whānau and getting back to nature through either hiking, biking or swimming.

Ko Whakarongorua te maunga
Ko Utakura te awa
Ko Hokianga te moana
Ko Ngatokimatawhaorua te waka
Ko Mataitaua te marae
Ko Ngati Toro te hapu
Ko Ngapuhi te iwi.
I te taha o toku whaea, nō Wera ahau
Ko Sarah toku ingoa.

Sarah is a primary trained teacher and has spent most of her career in South Auckland schools, teaching year 0 to 8. She is trained in Reading Recovery and has an interest in support Māori achievement.
More recently she has come from a mentoring role supporting teachers to implement a model of ambitious, equitable and culturally responsive mathematics teaching (DMIC).
She is passionate about developing and sustaining safe, equitable, nurturing and responsive learning spaces for all tamariki.
Sarah is also a māmā to two wonderfully energetic young children and married to Reuben. As a whānau they are currently on a learning pathway reclaiming reo and whakapapa. Sarah is on study leave for 2026.

Owen Robyns is an experienced Deputy Principal and SENCO with over 30 years' experience in education both in New Zealand and the United Kingdom. Prior to working as an RTLB, he 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.

Jennie has worked in education for more than 20 years, initially in the UK, and then across primary and intermediate schools in West Auckland, as a teacher, team leader, literacy leader and RTLB. She is passionate about developing and promoting effective oral language skills as an intrinsic part of classroom teaching and learning, and in 2014 she completed the Graduate Diploma in Teaching English in School to Speakers of Other Languages (TESSOL). Jennie promotes collaborative, interactive and culturally responsive approaches which support all children’s engagement and learning across the curriculum, and which enrich children’s interactions and connections with each other.

Jennie really enjoys working with children and their whānau, and alongside teachers and school staff to create an engaging, interactive, and inclusive space where all children can experience success.

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.

Tēnā koutou. Ko Maungakiekie tōku maunga. Ko Manukau Awa tōku awa. No Onehunga ahau. Ko Caryl tōku mama, ko Wayne tōku papa. Ko Carmilo tōku tane. Ko Samantha a Allegra tōku tamariki. Ko Manuyag a Freeman tōku whānau. Ko Maryanne tōku ingoa.

Maryanne has been working in the education field for 18 years, covering years 0 to 8 during this time. This breadth of teaching has given her a good grasp of all levels of the New Zealand Curriculum, which she has enjoyed adapting to make authentic and exciting for her ākonga. One of her favourite parts of teaching is the genuine relationships that can be created with ākonga, whānau, kura and all agencies. Maryanne has recently completed her dissertation looking into the wellbeing of teachers and is passionate about using this learning to help everyone find joy in their everyday normal. She is Reading Recovery trained with qualifications in Guidance Education (counselling). In her own time, Maryanne enjoys trying new foods, and exploring waterholes with her whānau around Aotearoa.

I am new to the role of an RTLB but with my classroom experience I bring an in-depth knowledge about inclusive, student-centered learning and committed to helping tamariki achieve success in ways that honor their individuality and mana. My strengths include building authentic relationships, fostering collaboration, and applying evidence-based, culturally responsive strategies. I bring expertise in trauma-informed practice, neurodiversity, and supporting diverse learners. I am ready to move beyond the classroom to make a broader impact—supporting teachers and whānau to create environments where all learners thrive. The RTLB role aligns perfectly with my values and vision for education. I aspire to be a collaborative, empathetic practitioner who celebrates strengths and adapts environments to meet unique needs.

Rachael is a new RTLB with nearly 20 years of experience teaching across secondary schools in diverse communities. She is excited to partner with schools to deepen strengths‑based and culturally sustaining practice. Rachael collaborates with teachers to recognise and value learners’ unique gifts and stories within their classrooms, and aims to help ākonga build confidence, draw on what matters to them, and thrive in areas they may find challenging. She is committed to supporting them to explore and express their identity in ways that affirm their mana, voice, and self‑worth.

Rachael brings extensive experience in supporting positive behaviour and engagement. Her approach is relational, trauma‑informed, and responsive, with a strong interest in neurodiversity (particularly ADHD and ASD) and mental health. She is committed to supporting Māori and Pacific learners. Drawing on her background as a creative Visual Arts, Art History, and Philosophy teacher, various pastoral care roles, and her experience as a parent of both primary and secondary-aged children, Rachael brings a rich and diverse teaching perspective to her RTLB role. She looks forward to working with ākonga, whānau, schools, and agencies to foster inclusive practice that honours learner identity and wellbeing.

Tēnā koutou katoa. Ko Hautere te maunga. Ko Oraka te awa. Ko Raukawa te iwi. Ko Ngāti Ahuru te hapū. Ko Ngatira te marae. No Putāruru ahau. Ko Tracey tōku ingoa.

Tracey Richardson began her teaching career over 30 years ago and has worked across primary and intermediate schools in Auckland and the United Kingdom. In 2024, she completed a Master of Specialist Teaching in Learning and Behaviour, further strengthening her commitment to inclusive, culturally responsive, and relationship-based practice grounded in Te Tiriti o Waitangi.

Tracey is passionate about building strong relationships and creating safe, inclusive learning environments where all learners experience a strong sense of belonging and are supported to succeed. Her career spans a diverse range of roles within New Zealand education, including curriculum advising, contract management, and deputy principal leadership. She has a particular interest in trauma-informed practice and in supporting neurodiverse learners to thrive within inclusive school communities that honour identity, culture, and whānau.