Support teams in new zealand schools: A national survey of establishment and practice

Dennis W. Moore, Ted Glynn, Max Gold

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4 Citations (Scopus)


Two and a half years after the initial funding allocation for teacher release hours to establish Support Teacher positions in New Zealand schools, 63 (91%) of the schools with a Support Teacher funding allocation completed a questionnaire on the establishment of the position in the school. Information derived from the questionnaire included qualifications and experience of teachers appointed to the role of Support Teacher, and detail regarding the establishment, practice, and degree of adherence to the Support Team model of operation. Significant difficulties with Support Team establishment and program adherence are reported, notably in selection, training, organizational support, and form of service delivery. The results are discussed in terms of the speed of drift from the model, differences between primary and secondary schools in implementation of the program, the importance of training, and the presence of an active Support Team Management Committee in ensuring effective service delivery.

Original languageEnglish
Pages (from-to)193-204
Number of pages12
JournalInternational Journal of Disability, Development and Education
Issue number3
Publication statusPublished - 1 Jan 1993
Externally publishedYes

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