• is funded by

• the Ministry of Education through the host school

• annually

• reports to

• the host school principal
• the management committee of the cluster schools
• the Ministry of Education (directly)

• as agreed at each management meeting
• annually in December

• has their role defined by

• the Memorandum of Agreement between the board of trustees of the host school and the Ministry of Education
• the generic job description

• when accessing and establishing the RT:Lit resource

• has their ongoing performance described by

• the professional standards and the Ministry of Education guidelines for the position
• the performance agreement between the board of trustees of the host school (in consultation with the management committee)

• first agreed when employed and then ongoing

• has their performance appraised and their professional development needs agreed by

• the host principal in consultation with the management committee

Demonstrates depth and knowledge of:

• theories of literacy acquisition and of literacy processes
• current research in the field of literacy
• learning theories and assessment practices and their application to children
• effective teaching strategies and appropriate resources for literacy
• English in the New Zealand Curriculum and its application across the curriculum
• issues and national initiatives in literacy education, including those concerning Māori and Pasifika students and students from a range of linguistic and cultural backgrounds.

Shows evidence of:

• completing (or studying towards) a postgraduate or graduate Diploma in Education (Literacy) or its equivalent
• presenting current research at appropriate forums
• attending conferences in literacy learning
• providing effective programmes to meet the needs of individual children
• implementing approaches or programmes based on current research material
• accessing English Online
• regularly consulting with advisers and literacy personnel
• being a member of relevant literacy organisations
• examining issues for Māori and Pasifika children in cluster schools
• consulting with relevant professionals concerning the needs of NESB and special needs children
• applying current theory and practice in Māori and Pasifika education
• participating in staff professional development that promotes consideration of emerging educational thinking and practices
• using IT to support literacy teaching.

Demonstrates depth and knowledge of:

• ongoing development of their own knowledge and skills in literacy education
• encouraging and assisting colleagues in professional development for literacy education
• seeking support from other colleagues and reflecting on feedback
• ongoing action research processes to enhance practice
• evaluating, appraising, and reflecting on their own and others' teaching practices.

Shows evidence of:

• reading relevant Ministry documents and websites
• reading current research articles
• accessing relevant websites and professional journals
• leading discussions on current research or new resources
• providing advice and guidance on literacy learning to schools, teachers, and colleagues
• participating in support groups and/or peer review processes
• undertaking professional development on a regional or national basis
• being involved in a research project
• committing to ongoing tertiary or other work-related studies
• identifying personal development needs and taking appropriate action
• maintaining a professional reflective journal
• taking a lead in professional development within a cluster.

Demonstrates depth and knowledge of:

• biculturalism
• adoption of Māori protocols where appropriate
• development of expertise that is culturally appropriate in meeting the literacy needs of Māori students in mainstream settings
• development of further understanding of the Treaty of Waitangi and tikanga Māori.

Shows evidence of:

• knowing and using appropriate bicultural teaching resources
• participating in Māori cultural settings
• pronouncing and using Māori names and words correctly
• using and promoting appropriate Māori protocols
• promoting Māori-preferred learning styles for literacy learners, e.g., implementing programmes to foster oracy
• working with RT:M and RT:LB Māori to support literacy learning for Māori students
• using interventions and strategies that reflect an awareness of the Treaty of Waitangi
• participating in activities or courses that enhance understanding of Treaty issues.

As a teacher of year 0-8 students who are at risk of low achievement due to difficulties in literacy learning, demonstrates expertise and refined strategies in:

• developing and practising specialised literacy teaching programmes and resources, learning activities, and assessment and evaluation
• evaluating and improving their teaching practices
• assessing students requiring support in literacy
• developing literacy programmes.

Shows evidence of:

• providing assessment information, specialised programme details, progress reports, and final evaluations of teaching effectiveness
• undertaking peer appraisal of teaching techniques, followed by appropriate outcomes and reflection
• implementing appropriate assessment and sharing reports with teachers and other relevant professionals
• designing, implementing, and evaluating programmes to meet the literacy needs of individual children.

As a resource for teachers of year 0-8 students who are at risk of low achievement in literacy learning, demonstrates expertise and refined strategies in:

• supporting and advising teachers to meet the needs of these students, including those from various cultures and backgrounds
• identifying and facilitating change in the systemic influences on students' literacy learning
• helping teachers to create an environment where students take responsibility for their own literacy learning
• initiating and participating in the development of strategies and techniques for literacy.

Shows evidence of:

• facilitating staff development workshops and meetings
• providing in-service training for teaching support staff that incorporates appropriate cultural content, e.g., Literacy Leadership and the Enhancement Programme
• collecting data to support classroom practice and informing other providers of specialist help
• providing constructive advice and evaluative feedback to teachers
• being involved in the processes that lead to informed changes in school literacy practices.

Demonstrates skills and success in:

• interpersonal communication that enables effective teacher support
• consultation, facilitation, and collaboration with relevant professionals
• support of students' families (an all-inclusive term that includes parents, caregivers, and whānau) in collaboration with school staff, to ensure that they have opportunities to be involved in their children's literacy learning
• management of professional relationships.

Shows evidence of:

• developing and maintaining constructive working relationships
• providing constructive feedback on literacy learning to teachers and principals
• using effective oral and written communication skills
• undertaking effective consultation as required
• consulting and facilitating appropriate interactions with cluster schools' teachers and other relevant professionals
• working in a collaborative and consultative manner
• using and promoting models of partnership when working with parents, whānau, and professionals
• understanding the roles and responsibilities of associated professionals.

Demonstrates:

• a working understanding of cluster schools' administrative systems and processes
• an ability to collaborate in the development, implementation, evaluation, and improvement of RT:Lit administrative systems and processes.

Shows evidence of:

• knowing how each school works in relation to literacy education
• being aware of the management processes and structures of cluster schools and working within them appropriately
• having a team approach to the development of effective systems and processes
• consulting with appropriate groups and individuals
• following cluster referral processes and meeting timelines
• convening scheduled meetings that follow the collaborative process
• adhering to privacy and confidentiality requirements
• providing regular updates, reviews, and reports to appropriate parties
• effectively co-ordinating services and agencies
• developing and managing budgets and associated financial processes
• collecting, analysing, and using data as the foundation for interventions
• providing ongoing monitoring and support
• applying learned concepts and theories to issues or problems appropriately
• using a range of investigative techniques to seek relevant information
• participating in policy reviews for literacy centres.