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Ka pai to mahi kōrua
A robust analysis and reflection of the diversity across practitioner roles. I enjoyed the kōrero around the Kaitakawaenga role regarding the access to this through the RTLB service and the opportunities available to study for this role.  The growth of this  role  would provide a great opportunity to express value of tangata whenua and to grow knowledge of tikanga and Te ao Māori throughout the education system- This is an area I believe there is some serious need for improvement.

Below is a link to a reading around building partnerships with whānau. I found this reading a valuable influencer of my mahi, particularly the shift from the term 'expert' to contributor.

The Dance of Partnership: Why do my feet hurt? (Fialka, J. 1997)

Summary
Reflection

During our kōrero there was mention of the importance of role clarity and the collective understanding of this within an interprofessional  team. I look forward to hearing how you develop this skill throughout your practice so that I am able to adopt some of the strategies that you find to be successful.

Ngā mihi
VR

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"When you question who am I to say something, ask yourself- who am I not to?" (colleague)
"The Dance of Partnership" reading. Shifting our role from expert to contributor. - shared by Vanessa.
Kaitakawaenga role - Marama shared her experiences with this role (personal experience and professional knowledge).
Ann Milne Keynote - cross cultural understanding for practice.
We shared about our values being the same in our personal and professional life - Marama shared "Imagine how that must feel for our mokopuna who are not able to practice the

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Ensure team members are cc'd into all email communication. Follow a framework when engaging in reflective or solutions focussed conversations.
Establish agreed to kaupapa in how communication will be shared.
Arrange the next meeting times or observations at the end of each meeting.

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Effective and clear communication across the team.

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Picture reference (Advancing Equity and Inclusion A Guide for Municipalities, n.d.)

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Maximise strengths of situations and team members to figure out together how we can do the least for the greatest change.

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Professionals feeling like this work is adding to their workload or they are stretched too thinly.

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Enact and role model whakawhanaungatanga and stay true to our stance/non negotiables.

"...understanding of the impact cultural beliefs and practices have on the students learning needs; they can lessen the student's and family's suspicion and mistrust... and they can advocate for the family..." (Mentis et al 2012).

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Breakdown between home and school.

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Teachers self refer following school processes. RTLB to engage in IPE to unpack the role, how we can support and how to refer. Link to presentation "Role of the RTLB"

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Teacher feeling as if RTLB referrals are done to them.

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Keeping mokopuna and whānau voice at the centre of all we do.

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Lack of buy in from key stakeholders.

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Redefining what success looks like for schools and whānau.
Link to Recognising Māori Potential (Riki-Waaka 2017).

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Lack of cultural competency.

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Focus on specific needs and aspirations of whānau. Link to Recognising Māori Potential (Riki-Waaka 2017).

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Time for interprofessional education - unpacking our role and ensuring equal opportunities to share knowledge and skillset.

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Other professionals seeing us as the "expert' who will fix the child.

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Some schools wanting a specific diagnosis.

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“Teachers who work in inclusive schools will find themselve working in interprofessional teams that draw on the expertise of a range of knowledgeable ‘others’, (Mentis et al 2012).

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Maximises collaborative practices and teamwork

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Cultural responsiveness and competence a critical component i.e. having a team member who shares culture of Mokopuna Whānau or a professional who has cross cultural competence.

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Provides more insight (based on the expertise each professional brings) into providing better outcomes for the learner.

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Client centred i.e. directly linked to casework and specific plans (IEP, specific referrals).

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Two or more professionals work together, respecting the knowledge each brings towards achieving a common goal.

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Develop processes and define roles within processes

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The purpose is to inform and learn how we can support one another i.e. when MOE and RTLB come together to develop a shared process (EI transitions).

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Results in Interprofessional Practice

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Promotes active learning through:
- interaction
- engagement
- communication

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Develop a shared understanding of different areas of practice, enabling collaboration.

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Requires the skills of discussing, planning, problem solving, debating, sharing and inquiring, developing a climate of mutual respect

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Learning with, from and about one another.

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Reduces the barrier of poor communication.

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Fosters an increased accountability "when professionals work together in teams, this lack of accountability is less likely to occur," (Greer as cited in Mentis et al 2012).

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Requires collaboration and an understanding of a rang of perspectives.

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Subset of Interprofessional Learning

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Subset of Interprofessional Learning

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The basis of interprofessional learning is formed around clear communication, competencies in ethical practice, cultural diversity and teamwork.

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Continuously upskilling in area of interest.

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Valueing diversity

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Inclusive education at the forefront - contributes to the goals of inclusive education

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Umbrella term for interprofessional approaches.

Promote the understanding of different professions and skills that increase the capabilities for communication and collaboration.