The Resource Teachers Learning and Behaviour (RTLB) program is a unique special education development in New Zealand. The aim of this program is the creation of a nation-wide network of more than 700 RTLB operating as itinerant consulting teachers providing support in inclusive classrooms. The principles underlying the program are described and an outline provided of the curriculum and methods of delivery. The program also acknowledges the need to address the important bi-cultural elements of New Zealand society. The paper reports on RTLB demographic profiles and the initial responses of teachers to their training. Preliminary indices of program effectiveness are also presented. The paper indicates ways in which the RTLB initiative is likely to develop and notes issues within the New Zealand education system that will both strengthen and constrain the overall development of the program.

The strategies that teachers of young children use to deal with problem behaviour in their classrooms were investigated. Teachers of Kindergarten, Year 1 and Year 2 classes in a sample of schools in western Sydney completed a questionnaire that provided information on teacher, class, school and community characteristics as well as their frequency of use of a range of strategies. Teachers reported use of a wide range of strategies with a preference for positive approaches. There was no relationship between the strategies teachers reported using and most teacher, class, school and community variables. The implications of these findings for inservicing and support to teachers are discussed.

We examined a yearlong collaboration between researchers and school personnel (general education teachers of grades K-3 and special education teachers) focused on implementing a school-based model for preventing reading difficulties. The purpose was to provide opportunities for teachers to reflect on their current reading instruction and to consider ways to alter or extend it. Teachers were introduced to practices to enhance phonological awareness and the alphabetic principle, fluency, comprehension, and student progress monitoring through four interconnected professional development components: (a) presentations by experts on each of three reading related topics, (b) ongoing bimonthly teacher study teams, (c) teacher examination and analysis of student progress data, and (d) in-class support for implementing instructional enhancements. Findings revealed changes in: (a) teachers’ perceptions and understanding of reading practices, particularly the importance of ongoing student progress monitoring; and (b) student gains in reading.