schools’ provision for gifted and talented students …• a gifted and talented community was...
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Schools’ Provision for Gifted and Talented Students
June 2008
Published 2008© Crown copyrightEducation Evaluation ReportsISBN 978-0-478-32875-2 (MS Word) ISBN 978-0-478-32876-9 (PDF) ISBN 978-0-478-32877-6 (HTML) ISBN 978-0-478-32878-3 (pbk.)
ERO reports are published on the ERO web site – www.ero.govt.nz – and are available from
the Manager Public Affairs, Education Review Office Corporate Office, Box 2799, Wellington 6140.
We welcome your comments and suggestions on the issues raised in these reports.
Ko te Tamaiti te Putake o te Kaupapa The Child – the Heart of the Matter
Foreword
The New Zealand Government has grouped its priorities and activities under three themes:•Economictransformation•Families,youngandold•Nationalidentity.
TheEducationReviewOffice(ERO)contributestothesethemesthroughitsroleofreviewingandreportingonthequalityofeducationinschoolsandearlychildhoodeducationservices.
ERO’swhakataukıdemonstratestheimportanceweplaceontheeducationalachievementofourchildrenandyoungpeople:
Ko te Tamaiti te Putake o te Kaupapa The Child – the Heart of the Matter
Inourdailyworkwehavetheprivilegeofgoingintoschoolsandearlychildhoodservices,andthisgivesusacurrentpictureofwhatishappeningthroughoutthecountry.Wearethenabletocollateandanalysethisinformationsothatitcanbeusedtobenefittheeducationsectorand,therefore,thechildreninoureducationsystem.ERO’sreportscontributesoundinformationforworkundertakentosupporttheGovernment’sthemes.
ApriorityfortheGovernmentisthatyoungpeopleinNewZealandachievetotheirfullpotential.Thisreportontheeducationprovidedforstudentswithparticulargiftsandtalentsdiscusseshowwellschoolsprovideforthisparticulargroupofstudents,andthecompanionreportongoodpracticeinthisareawaswrittentohelpschoolboardsoftrustees,principalsandstaffthinkabouthowtheymightapplytheideasintheirownschools.
Thesuccessfuldeliveryofeducationreliesonmanypeopleandorganisationsacrossthecommunityworkingtogether.Wehopetheinformationinthisbookletwillhelpthemintheirtask.
Graham Stoop ChiefReviewOfficer
June 2008
SCHOOLS’ PROVISION FOR GIFTED AND TALENTED STUDENTS
Contents
ExEcutivE summary 1
Recommendations for improvement 2
introduction 3
Strategic links 3
ERO’s previous evaluation of provision for gifted and talented students 4
Background to Gifted and Talented Education in New Zealand 4
Characteristics of effective provision 6
ERO’s evaluation framework 7
Findings 9
School leadership 9
Defining and identifying giftedness and talent 16
Schools’ programmes and provision for gifted and talented students 24
Schools’ review of their provision for gifted and talented students 34
Promoting positive outcomes for gifted and talented students 39
Schools’ overall provision for gifted and talented students 46
conclusion 49
Shared understanding about gifted and talented 49
Good quality provision for gifted and talented 50
Positive outcomes for gifted and talented 52
rEcommEndations 54
appEndix onE: methodology 55
Sample 55
Data collection 56
appEndix two: glossary 57
appEndix thrEE: self-review questions and indicators for your school 63
appEndix Four: Evaluation statistics 66
SCHOOLS’ PROVISION FOR GIFTED AND TALENTED STUDENTS
EXEC
UTI
VE
SUM
MA
RY
Executive summary
ThisreportpresentstheEducationReviewOffice’sfindingsfromanevaluationofschools’provisionforgiftedandtalentedstudents.
EROevaluatedtheprovisionforgiftedandtalentedstudentsin315schoolsreviewedinTerms3and4,2007.Oftheschoolsreviewed,261wereprimaryschools,and54weresecondaryschools.
NationalAdministrationGuideline(NAG)1(iii)(c)requiresboardsoftrustees,throughtheirprincipalsandstaff,tousegoodqualityassessmentinformationtoidentifystudentswhohavespecialneeds(includinggiftedandtalented),andtodevelopandimplementteachingandlearningstrategiestomeettheneedsofthesestudents.SchoolswerenotifiedabouttheinclusionofgiftedandtalentedstudentsinthisNAGin December2003,andhavebeenrequiredtoimplementprovisionforgiftedand talentedstudentssinceTerm1,2005.
Althoughtheschoolsinthisevaluationwereatvariousstagesindevelopingthequalityoftheirprovision,manyhadestablishedasharedunderstandingofwhatitwastobegiftedandtalentedintheirschool.Theseschoolshadimplementedprogrammesthatwerebeneficialtogiftedandtalentedstudents.Afewschoolswerejustbeginningtomakespecialprovisionforgiftedandtalentedstudents.
Schoolleaderswereenthusiasticaboutsupportingtheachievementofgiftedandtalentedstudentsinjustoverhalftheschools.Thisfoundationwasparticularlybeneficialforthequalityoftheprogrammestheychosetoprovideforgiftedandtalentedstudents.Almosthalftheschoolshaddevelopedinclusiveandappropriatedefinitionsandidentificationprocesses,andimplementedresponsiveandappropriateprogrammesforgiftedandtalentedstudents.Almostaquarterhaddevelopedprocessesforreviewingtheeffectivenessoftheirprovision.Nearlyhalftheschoolswerepromotingpositiveoutcomesforidentifiedgiftedandtalentedstudents.
Thefindingsfromthisevaluationhighlightthreemainstagesinaschool’sprogresstowardseffectiveprovisionforgiftedandtalentedstudents.Thethreestagesinvolve:•developingasharedunderstandingofgiftedandtalentededucation;•implementinggoodqualityprovisionforgiftedandtalentedstudents;and•ensuringpositiveoutcomesforgiftedandtalentedstudents.
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RECOMMENDATIONS FOR IMPROVEMENTEROrecommendsthatteachers:•communicate,consult,andcollaboratewithparents,wha-nau,andtheschoolcommunitytodevelopasharedunderstandingaboutgiftedandtalentededucation;•providechallenginganddifferentiatedprogrammesforgiftedandtalentedstudentsintheregularclassroom;•provideappropriatefeedbackandsupportforgiftedandtalentedstudentstoachieveinandmakeprogresswiththeirgiftsortalents;•developanunderstandingthateveryteacherhasresponsibilitytoteachthegiftedandtalented;and•developawarenessoftheparticularsocialandemotionalcharacteristicsofgiftedandtalentedstudents,andpromotetheirholisticwellbeing.
EROrecommendsthatschoolleaders:•designateapersonorteamtoleadtheschool’sprovisionforgiftedandtalentedstudentsandgivethemsupport;•developandfosteraschool-wideunderstandingofgiftedandtalentededucation;•promoteongoingparticipationinschool-wideprofessionaldevelopment,andspecialisttraininganddevelopmentforpeoplespecificallyresponsibleforgiftedandtalentededucation;•developinclusiveandappropriatedefinitionsandidentificationprocessesforgiftedandtalentedstudentsthatreflectstudentdiversityandencompassavarietyofgiftsandtalents;and•instituteappropriateself-reviewprocessestodeterminetheeffectivenessofprovisionforgiftedandtalentedstudents.
EROrecommendsthattheMinistryofEducationconsiderhowbestto:•encourageschoolstodevelopimprovedassessmentstrategiesconsistentwiththe NewZealandCurriculum,todemonstratetherangeofabilitiesandtheachievementofgiftedandtalentedstudents;•providetargeted,highqualityprofessionaldevelopmenttoruralandlowdecileschoolsonprovidingforgiftedandtalentedstudents;and•developlinksandnetworksbetweenclustersofearlychildhoodservicesandschoolssothatthereisongoingsupportforgiftedandtalentedstudentsattransitionpointsintheeducation.
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Introduction
ThisreportpresentsERO’sfindingsfromanevaluationofthequalityofschools’provisionforgiftedandtalentedstudents.Itincludesinformationabouthowwellschoolssupportgiftedandtalentedstudentsinachievingtotheirpotential.Thereportalsodiscussesschools’areasofstrengthandthechallengestheyfaceinprovidingforgiftedandtalentedstudents.
STRATEGIC LINkSNationalAdministrationGuideline(NAG)1(iii)(c)requiresboardsoftrustees,throughtheirprincipalsandstaff,tousegoodqualityassessmentinformationtoidentifystudentswhohavespecialneeds(includinggiftedandtalented),andtodevelopandimplementteachingandlearningstrategiestomeettheneedsofthesestudents.SchoolswerenotifiedabouttheinclusionofgiftedandtalentedstudentsinthisNAGinDecember2003,andhavebeenrequiredtoimplementprovisionforgiftedandtalentedstudentssinceTerm1,2005.
TheGovernmenthasestablishednationalprioritiesunderthefollowingthemes:•economictransformation;•families,youngandold;and•nationalidentity.1
Theprovisionofprogrammesforgiftedandtalentedstudentscontributestotheseprioritiesandgoals.Effectivegiftedandtalentedprogrammeshelpstudentstobehealthy,innovative,creativeandconfidentlearnerswhoachievetotheirpotential.Theseprogrammesrecognisegiftednessandtalentinspecificacademicsubjects,thinking,arts,sports,culture,creativity,spirituality,andleadership.Throughtheseprogrammesstudentsareencouragedtotakeprideinwhotheyareandintheirabilities,andtousetheseattributesincontributingtoNewZealandsociety.
TheMinistryofEducation’sStatement of Intent 2008–20132notes,amongstitspriorities,theimportanceofembeddingtheprinciplesofpersonalisinglearningintotheeducationsystem.Personalisedlearningisaboutmakinglearningrelevantandmeaningfultothelearnerandhasastrongfocusonstudentsachievingtotheirpotentialandbeingsuccessful.Inparticular,threefactorsinfluenceprovisionforgiftedandtalented students:•studentswillknowhowtotakecontroloftheirownlearning;•parentsandwha-nauwillbepartnersintheirchildren’slearning;and•teacherswillhavehighexpectationsforeachstudent,knowhowtheylearn,andadjusttheirteachingtomeetlearningneeds.3
INTR
OD
UCTI
ON
1 See http://www.dpmc.govt.nz/dpmc/publications/government-priorities.html
2 Ministry of Education. (2008) Statement of Intent, 2008–2013. Wellington: Ministry of Education.
3 See http://www.tki.org.nz/r/personalising_learning/
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ERO’S PREVIOUS EVALUATION OF PROVISION FOR GIFTED AND TALENTED
STUDENTSIn1998,EROpublishedWorking with Students with Special Abilities.Thisreportgaveteachersandparentsexamplesofgoodpracticeandschoolinitiativesforgiftedandtalentededucation(GATE).Thereportalsooutlinedfactorsandissuescriticalforsuccessfulprovisionforthesestudents.
Critical factors•School-wideunderstandingandacceptanceofindividualdifference.•Commitmentandleadershipfromseniormanagement.•Boardoftrustees’support.•Knowledgeableandskilledteachingstaff.•Writtenandimplementedpolicy,processes,andprocedures.•Rangeofprovisiontomeetindividualstudentneeds.•Sensitivitytoculturaldifferences.•Selfreviewofprovision.
Issues •Identificationmethods.•Teachingapproachtobetaken,forexampleextension,enrichment,acceleration,withdrawal.•Resourcingofprovision.•Continuityofprovision.•Culturalconsiderations.•Teacherprofessionaldevelopment.
Thesefactorsandissuesremainasimportantfeaturesinthesuccessfulprovisionforgiftedandtalentedstudents.
BACkGROUND TO GIFTED AND TALENTED EDUCATION IN NEW ZEALANDTheMinistryofEducation(theMinistry)hasinstigatedseveralinitiativestoprovideforgiftedandtalentedstudents.
•In1998,followingthepublicationofERO’sevaluationreportWorking with Students with Special Abilities,theMinistryestablishedtheAdvisoryGrouponGiftedEducation toidentifyneedsandinvestigatewaysofaddressingthese.•Thisresultedinthe2000publicationGifted and Talented Students: Meeting Their
Needs in New Zealand Schools.4Thisbookletgaveschoolsandteachersinformationtohelpthemidentifyandsupportgiftedandtalentedstudentstoachievetotheirfullpotential.
4 Ministry of Education. (2000) Gifted and Talented Students: Meeting their Needs in New Zealand Schools. Wellington: Ministry of Education.
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•AgiftedandtalentedcommunitywasaddedtoTeKeteIpurangi(TKI)5 in 2000 with casestudiesandonlineresourcesforschools,teachers,andparents.•SchoolSupportServices6establishedanadvisorygroupin2001toprovideprofessionaldevelopmenttoschools.Thisgrouphassincebeenexpanded.•In2001,theMinistryestablishedtheWorking Party on Gifted Education to provide adviceonapolicyandfundingframeworkforgiftededucation,andrecommendedthespecificinclusionofgiftedandtalentedstudentsinNAG1(iii)[subsequentlyNAG1(iii)(c)].•In2002,theMinisterofEducationreleasedInitiativesforGifted and Talented
Learners,7whichaddressedtherecommendationoftheWorking Party on Gifted Education.Theseinitiativesincluded: − theclearidentificationofgiftedandtalentedstudentsintheNAGs; − acontestablefundingpoolforthedevelopmentofinnovativeeducational
programmestargetedatgiftedandtalentedstudents; − professionaldevelopmentinitiatives,includingadditionalGiftedEducationAdvisors
andaNationalCoordinator,professionaldevelopmentforeducationalprofessionalsotherthanteachers,andpre-servicegiftededucationtraining;
− ahandbookforparents; − InformationandCommunicationTechnologies(ICT)initiativestosupportgifted
education;and − researchonexistingprovisionforgiftedandtalentedstudents.•AftertheinclusionofgiftedandtalentedstudentsinNAG1(iii)(c)inDecember2003,theMinistryproducedGifted and Talented Education in New Zealand Schoolsin2004.8ThiswasasummaryofthecurrentstatusofidentificationofandprovisionforgiftedandtalentedstudentsinNewZealandschools.Thereportconcludedthattherewas: − agrowingawarenessoftheneedforprovisionforgiftedandtalentedstudents; − aneedforprofessionaldevelopment,betteraccesstoresourcesandsupport,
funding,timeandculturalunderstanding; − aheavyrelianceonteacheridentificationandstandardisedtesting; − alackofplannedculturallyappropriateprogrammes;and − minimalinvolvementbyparents,caregivers,andwha-nau.•InApril2008theMinistrypublishedNurturing Gifted and Talented Children, A
Parent-Teacher Partnership,9whichgivesparentshelpfulinformationaboutgiftednessandtalent,andsuggestswaysparentsandteacherscanworkinpartnershiptosupportthelearningofgiftedandtalentedchildren.
5 Te Kete Ipurangi is a bilingual portal-plus web community that provides quality assured educational material for New Zealand teachers, school managers, and the wider education community. It is an initiative of the Ministry of Education. See http://www.tki.org.nz/e/community/gifted/
6 See http://www.tki.org.nz/r/gifted/pedagogy/providers_e.php
7 Office of the Minister of Education. (2002) Initiatives for Gifted and Talented Learners. Wellington: Office of the Minister of Education.
8 Riley T. et al. (2004) Gifted and Talented Education in New Zealand Schools. Wellington: Ministry of Education. See http://www.educationcounts.govt.nz/publications/assessment/5451 for the full research report.
9 Ministry of Education. (2008) Nurturing Gifted and Talented Children, A Parent-Teacher Partnership.Wellington: Ministry of Education.
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CHARACTERISTICS OF EFFECTIVE PROVISIONThecurrentstartingpointformanyNewZealandschoolsintheirprovisionforgiftedandtalentedstudentsistheMinistryofEducation’spublication, Gifted and Talented Students: Meeting Their Needs in New Zealand Schools.Thisresourceprovidesguidanceondevelopingaschool-wideapproachfordefiningandidentifyinggiftedandtalentedstudents,aswellasdevelopingprogrammesandevaluatingthem.
Policy developmentAneffectiveGATEpolicyisdevelopedinconsultationwiththeschoolcommunity,identifyingtherationale,definitions,acoordinator/teamresponsible,goalsandobjectives,professionaldevelopment,styleofprovisionanddelivery,andanactionplantocoordinatedevelopment.
Professional developmentInaneffectivegiftedandtalentedprogramme,teachersareawareof:•conceptsofgiftednessandtalentandtheassociatedbehaviours;•identificationmethods;•programmeoptionsandcurriculumdifferentiation;•teachingmethodsandresources;and•specialpopulationswithingiftedandtalented,forexampleclass,culture/ethnicity,anddisability.
Definitions and characteristicsEffectivegiftedandtalentedprogrammedefinitions:•aremulti-categorical;•aremulti-cultural;•recognisemultipleintelligences;and•recognisepotentialanddemonstratedgiftednessandtalent.
Teachersareabletoappropriatelyidentifygiftedandtalentedstudents.Theyareawareofandrecognisethediversityofcharacteristicsandbehavioursforgiftedandtalentedstudents,includingwaysoflearning,creativethinking,motivation,socialleadership,andself-determination.
Identification processesAneffectiveidentificationprocesshasthefollowingcharacteristics:•itisconsistentwiththeschool’sdefinitionandprogrammes;•itisschool-wide,undertakenearly,andongoing;
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•itiscommunicatedopenlybetweenparents,students,teachersandtheboardoftrustees;•ithasamulti-methodapproach;and•itmakesprovisionstoidentifyspecialgroups,includingMa-ori,studentsfromothercultures/ethnicities,studentswithlearningdifficultiesordisabilities,underachievers,andthosefromlowsocio-economicbackgrounds.
Programme development Effectiveteachingmethodsandpracticeaimtosupportgiftedandtalentedstudentstoachievetheirpotential.Therearefourprimaryareasofdifferentiation:•content–concepts,information,ideasandfacts;•process–presentation,activities,teachingmethods;•product–tangibleandintangibleresultsoflearning;•environment–mobility,creativity,risktaking,challenge.
Effectiveschoolsandteachersconsidertheappropriatenessandvalueof:•thelearningenvironment;•enrichmentandacceleration;•theregularclassroomprogrammeandexternalprogrammes;•culturalconsiderations;and•thedevelopmentofthecurriculum.
EvaluationEffectiveevaluationofgiftedandtalentedprogrammesissystematicandcomprehensive.Itisbothformativeandsummativeandfindingsareusedtoinformtheongoingnatureoftheprogramme.
ERO’S EVALUATION FRAMEWORkEROevaluatedthequalityofprovisionforgiftedandtalentedstudentsin315schoolsreviewedinTerms3and4,2007.Oftheschoolsreviewed,261wereprimaryschools,and54weresecondaryschools.
EROgatheredandanalysedinformationfromschoolsinresponsetothefollowingevaluation questions:10
•Howwelldoestheschoolleadershipsupporttheachievementofgiftedandtalentedstudents?•Howinclusiveandappropriatearetheschool’sprocessesfordefiningandidentifyinggiftednessandtalent?•Howeffectiveistheschool’sprovisionforgiftedandtalentedstudents?
10 See Appendix Three: Self-review questions and indicators for your school for the indicators of high quality practice used by review officers.
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•Howwelldoestheschoolreviewtheeffectivenessoftheirprovisionforgiftedandtalented students?•Towhatextentdogiftedandtalentedprogrammespromotepositiveoutcomesforgiftedandtalentedstudents?
Reviewofficersmadeevaluativejudgementsbasedontheevidencefoundforindicatorsofgoodqualityprovisionforgiftedandtalentedstudentsforeachofthesekeyevaluationquestions.
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Findings
ThissectionpresentsERO’sfindingsbasedonthekeyevaluativequestionsandfromschools’self-reporting.Foreachevaluativequestion,thefindingspresentinformationaboutthestrengthsandchallengesforschoolsinprovidingforgiftedandtalentedstudents.Examplesofevaluativecommentsfromreviewofficersareincludedtogivefurtherinformationaboutthesestrengthsandchallenges,asissomeschoolself-reportedinformation.Thesecommentsareitalicisedandshaded.ThestatisticsforeachquestionandindicatorofgoodpracticeareincludedinAppendix Four: Evaluation Statistics.
SCHOOL LEADERSHIP
What did ERO ask?Howwelldoestheschoolleadershipsupporttheachievementofgiftedandtalented students?
Why did ERO ask this question?Giftedandtalentedstudents’achievementandprogressislikelytobeenhancedifschoolsmakeeffectivedecisions,andorganisepeopleandresourcestoimplementappropriateeducationalprogrammes.Embeddingtheprovisionforgiftedandtalentedstudentsinschoolpoliciesandpracticemakesitsustainableratherthantenuous.
Indicators of good practiceToevaluatehowwellschoolleadershipsupportedtheachievementofgiftedandtalentedstudentsEROlookedforevidencethat:•theprovisionofgiftedandtalentededucationwasembeddedinschoolcultureandpractice;•therewasaschool-widesharedunderstandingaboutgiftedandtalentededucation;•therewasregularcommunication,consultation,andcollaborationamongstallmembersoftheschoolcommunity,includingstaff,parents,wha-nau,students,andthewidercommunity;11 •theschoolhadgoodqualitypolicies,proceduresorplansforgiftedandtalentededucation;•therewasleadershipfortheprovisionofgiftedandtalentededucation,forexampleprincipal,designatedcoordinatororteam;•theschoolwasbuildingcapabilitythroughaplannedapproachtoschool-wideandongoingprofessionaldevelopmentandperformancemanagement;and•giftedandtalentededucationwaswellresourcedthroughinformeddecision-makingaboutstaffing,funding,andprogrammes.
11 A school’s community may include: school personnel including teachers and support staff, parents, students, whanau, the Maori community, other ethnic communities represented on the school roll, health/cultural/sport/arts/business groups, local iwi, and local and regional government. Schools should consider who it is appropriate to consult.
FIN
DIN
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What ERO foundFigure1showsthatschoolleadershipfortheprovisionofGATEwashighlysupportiveorsupportiveinoverhalftheschools(58percent).In42percentofschools,leadershipwaseithersomewhatornotsupportiveoftheprovisionofGATE.
Figure 1: Support from school leadership
100
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Highly supportive Supportive Somewhat supportive Not supportive
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40 31
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Discussion Thefollowingsectionsdiscussthestrengthsandchallengesforschoolsinsupportingtheachievementofgiftedandtalentedinformation,inrelationtoeachoftheindicatorsofgoodpractice.
Leadership of provision for gifted and talented studentsOverhalftheschoolshadgoodleadershipfortheprovisionofgiftedandtalentededucation(GATE).EitheraGATEcoordinatororaGATEteamwasresponsibleforleadingthisprovisioninmostoftheseschools.Intheremainingschools,theprincipalordeputyprincipalusuallytookontheresponsibility.
Successfulleadershipwascharacterisedbyenthusiasmandgoodorganisationalabilities.Leadershadsupportfromtheschool’sboardoftrustees,andseniormanagementteam.TherewerealsogoodstrategiesforimplementingGATEandadequateresourcingsuchasstaffing,funding,space,andtime.WhereEROfoundverygoodpractice,designatedcoordinatorsandteamsworkedextensivelywithotherstaff.Theseleadershadstrongknowledgeof,andinterest,skill,andpassionforprovidingforgiftedandtalentedstudents.
Twoteachersworkedasateam,coordinatingandleadingtheschoolinprovidingforgiftedandtalentedstudents.Theyhadconsiderableexperienceworkingwithgiftedandtalentedstudentsaswellasparticipationinprofessionaldevelopmentinitiativesovertheyears.Theyworkedtogetherinthepastinanorganisationcateringforgiftedandtalentedstudents.Oneofthecoordinatorswasthedeputyprincipaland,inthatrole,workedalongsideindividualteacherssupportingthem–includingstrategiesandresourcestocaterforgiftedandtalentedstudents.
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Themainchallengeforthisgroupofschoolswassustainingmomentum.SomeschoolshadhadexperiencedGATEleadersleavingtheschool,eitherpermanentlyortemporarily.Evenwhengoodpoliciesandprocedureswereinplace,ifastrongschool-wideunderstandingwasmissingintheschoolanditscommunityitwashardfortheleaderstomaintaingoodpractices.
SchoolsvariedinhoweffectivelyGATEwasled.SomeschoolshadaspecificGATEcoordinatororaGATEteamresponsibleforleadingthisprovision,andtheremainingschoolshadnooneresponsibleforGATE.
InsomeschoolstheGATEleaderhadbeendesignatedonlyrecently,andtheknowledgeandskillsofthatpersonwerenotyetdeveloped,ortheschoollackedwell-conceivedpoliciesandproceduresforthepersontoimplement.ThismeantthatanyactiontakenwaslimitedandtherewasinadequatesupportforotherteacherswishingtoimplementGATEprogrammes.Insomeoftheseschoolsthedepartureofkeystaffhadmeantthelossofvitalknowledgeandskills.
Sevenstaffmadeupthegiftedandtalentedteamfortheschool.Ofthoseseven,onlytworemain,withonebeingtheprincipal.ThechallengewastogrowthiscapacityagainandforthisteamtoassumeresponsibilitiesforGATE.
Shared understanding and school cultureInsomeschools,theprovisionofGATEwasembeddedinschoolculture,andtherewasaschool-wide,sharedunderstandingofGATE.Goodqualitypoliciesandstrongexpectationsofteacherswereestablished.Theprovisionforgiftedandtalentedstudentswasincludedintheschool’sstrategicdirection.EROfoundatangiblecommitmentamongststaff,andGATEwasanintrinsicpartoftheschool’sculture.MostteachershadafullunderstandingofGATEandthiswasfosteredthroughprofessionaldevelopmentandinternalreviewoftheirprovision.
Thestudentcentrednatureoftheschoolmeantthattheprovisionforgiftedandtalentedstudentswasintrinsictotheculture,andthelearningandteachingpracticeintheschool.
Inmostschools,theprovisionofGATEwasnotyetwellembeddedandschool-wideunderstandingofGATEwaslimited.Teacherswerejuststartingtothinkabouttheimplicationsfortheirschool.Providingforgiftedandtalentedstudentshadeithernotbeenapriorityattheschool,ortherewasafragmentedapproach,evidentonlyinsomeclassroomsorlearningareas.
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Inmostoftheseschools,therewasaneedtobuildagreaterconceptualunderstandingandcommonphilosophyaboutGATEanditsplaceintheregularclassroom.Inafewschools,therewasaneedtochallengeteachers’predeterminedexpectations,forexample,whenstudentbehaviourdidnotalwaysmatchcharacteristicsofgiftedandtalentedstudents,ortherewasamuchgreaterfocusonstudentswithspecialeducationalneeds.
Policies, procedures and plansAbouthalftheschoolshadgoodqualitypolicies,procedures,orplansforGATE.Theseincludedaclearlydocumentedphilosophy,guidelinesforteachers,aclearrationaleandstrategiesforprovidingdifferentiatedlearning,appropriateemotionalandsocialsupport,andactionplansforimplementingprovision.TherewereprinciplesandconceptsguidingGATE,aswellasdocumentedschoolplanningthatwasreviewedandimplemented.
Therewereseveralchallengesfortheseschools.Teachersneededongoingsupporttoimplementstrategiesoutlinesinpoliciesandprocedures,particularlydifferentiatedteachingintheclassroom.Schoolpolicieslackedafocusonpersonalisinglearningforindividualgiftedandtalentedstudentspreferringtomatchthemtoexistingprogrammes.
Theotherhalfoftheschoolslackedgoodqualitypolicies,procedures,orplansforGATE.Manyhadnopolicyforprovidingforgiftedandtalentedstudents,orpolicywaseitheroutdatedornotused.Therewasoftenalackofcommitmentfromtheschoolleadershiptoimplementpolicies.Someschoolsthathadapolicyreliedononethathadbeendevelopedbyalocalclustergroup,andthisdidnotreflecttheirparticularschoolsituation.OtherpoliciesweresimplyanactofcompliancewiththeNAG,andtheschool’spoliciesdidnotmatchwhatwasactuallyhappeninginpractice.
Professional developmentSomeschoolswerebuildingcapabilitythroughaplannedapproachtoprofessionaldevelopmentaboutGATE.Professionaldevelopmentincludedtopicsonidentification,differentiation,pedagogy,inquiry-basedandcooperativelearning,socialandemotionalneeds,andhowlearningdifficultiesmaymaskgiftedness.Giftedandtalentedcoordinatorsand/orteamsparticipatedinongoingprofessionaldevelopment,oftenworkingcloselywithexternaladvisers,andundertakingtertiarylevelcoursesspecialisinginGATE.Theydisseminatedthisadditionallearningtotheircolleagues.Teachersatalmosttwo-thirdsoftheseschoolshadparticipatedinschool-wideprofessionaldevelopment,andmanynewstaffbenefitedfrompromptinductionabouttheschool’sGATEexpectations.AtschoolswhereEROfoundverygoodpractice,theschoolleadershipsetacleardirectionaboutbuildingteachercapabilitytomeettheneedsofgiftedandtalentedstudentsintheclassroomprogramme.
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Teachershavebeeninvolvedinprofessionaldevelopmentinitiativesthathavethepotentialtobenefitgiftedandtalentedstudents:traininginICT;giftedandtalentededucation;thinkingskills;integratedcurriculum;learningpathwaymodel;andhigherorderquestioning.Thegiftedandtalentedcontractwaswithanexternalfacilitator,fundedbytheboard,whoworkedwithstafftoincreasetheirunderstandingofthenatureofwhatbeinggiftedandtalentedentailedandbuildtheircapabilitytoidentifygiftedandtalentedstudents.Thisprofessionaldevelopmentalsohelpedseniormanagerstocompilethegiftedandtalentedpolicyandguidelines.LeadteachersfromthisMinistryofEducationtrainingcontractreceivedongoingprofessionaldevelopment.
Themainchallengefacingtheseschoolswasstaffturnoverandkeepingallteachers’skillsupdated.ThishighlightedtheneedforongoingprofessionaldevelopmentinGATEinthefaceofcompetingprofessionaldevelopmentpriorities.Evenwithprofessionaldevelopment,staffneededtohaveconfidenceandguidancetoimplementnewstrategiesintheclassroom,andtotakerisksinidentifyinggiftedstudentswithlearningdifficultiesorwhowerenotdemonstratingtheirpotential.
Manyschoolsdidnottakeaplannedapproachtobuildingcapabilitythroughprofessionaldevelopmentingiftedandtalentededucation.Mostoftheseschoolshadprioritisedotherprofessionaldevelopmentthatusedteacherreleasetimeandfunding.Athirdhadnotundertakenanygiftedandtalentedprofessionaldevelopment,andsaidthattoprovideschool-wideprofessionaldevelopmentwasahugechallenge.WhileaveryfewoftheseschoolshadofferedprofessionaldevelopmentinGATEtoallteachers,theyhadfounditachallengetomaintainanyongoingtraining.Whenteacherswithexpertiselefttheschoolthiscreatedaknowledgegap.
GATEcoordinatorsorteamsinsomeoftheseschoolshadundertakenrelevantprofessionaldevelopment,butoftenthiswasnotdisseminatedtotherestoftheteachers,andconsequentlynotembeddedinteachingpractice.
Provisionsforgiftedandtalentedstudentswerelargelyinformal.Thenextstepwastoformalisethisprocessbydevelopingaplanforschool-wideandongoingprofessionaldevelopment.Thisparticularlyneededtobedonetoincreaseteacherskillsandknowledgetoprovideforstudents’diverselearningneedswiththeirclassprogrammes.
Informed decision-makingAtsomeschools,GATEwaswellresourcedthroughinformeddecision-makingaboutstaffing,funding,andprogrammes.Provisionforgiftedandtalentedstudentswasprioritisedinschoolplanning,andtheboardtaggedfundingforresourcing.Some
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oftheseschoolsalsomadegooduseofMinistryofEducationfundingsuchastheEducationDevelopmentInitiative,ExtendingHighStandardsAcrossSchools,andGATEcontracts.Aswellasprovidingspaceforout-of-classroomprovision,fundingwasusedtoreleaseteachersforprofessionaldevelopment,toresourcespecialistprogrammes,andtoemployspecialistteachersandteacheraides.DecisionstodirectresourcestoGATEweremadeonthebasisofwell-informeddebateanddiscussion.
Inthepast,specialiststaffranwithdrawalprogrammes.However,asaresultofprofessionaldevelopmentanddiscussionwithstaffwerearrangedthetimetableandmadeprovisionthroughreleasetimeandcoverforotherstaffmemberswithparticularstrengthstoruntheseout-of-classprogrammes.Thecurriculumareasinvolvedcoveredanybudgetrequirements. (Selfreported)
Specialistteachers,whowerenottimetabledtoteachtheirspecialistprogramme,releasedclassteacherssotheycouldfacilitatewithdrawalprogrammes.ClassteacherswerealsoreleasedtocoachatsporteventsandSuperArtevents.Thecoordinatorheldanon-teachingposition.Spacewasusedasitwasavailablewhenaspecialistorclassteacherwasnotinaparticularteachingspace,staffroom,orlearningsupportroom.Aspecificbudgetsupportedgiftedandtalentedlearningprogrammes:thepurchaseofequipment,materials,paymentoffees,registrationsandentryfees,andbookstosupportteachers. (Selfreported)
However,theongoingresourcingofgiftedandtalentedprovisionwasaconstantchallengefortheseschools.Forsmallorruralschoolstherewasthechallengeoffindingspecialiststorunout-of-classprogrammes.ThechallengeforschoolswhohadbenefitedfromMinistryofEducationfundingwastosustaintheirprogrammesthroughtheiroperationalfundingorthroughsponsorship.
Inmostschools,decisionsmadeonGATEresourcing(staffing,funding,andprogrammes)werenotwellinformed.Atmanyoftheseschoolstherewasnospecificbudgetforgiftedandtalentedprovision,andonlyafewschoolsallocatedmanagementunitsandtimeallowancesspecificallyforGATE.Somefundingwasdirectedtowardsprovidingforthosegiftedinsportsorforstudentstoattendoff-siteprogrammes.Forotherschools,therewasatensionintermsoftheavailabilityoftimetoinstigateeffectiveprogrammes,particularlywhereteacherreleasetimewasnecessary.However,someschoolssawnoneedtoresourcegiftedandtalentedprovision,reflectinglittleunderstandingoftheirresponsibilitiestoNAG1(iii)(c).
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Communication, consultation and collaborationSomeschoolsregularlycommunicated,consulted,andcollaboratedwithallmembersoftheschoolcommunity,includingstaff,parents,wha-nau,students,andthewidercommunityabouttheirprovisionsforgiftedandtalentedstudents.Giftedandtalentedcoordinatorsandteamsdisseminatedinformationnotonlytoteachingstaff,butalsototheirwiderschoolcommunity.Theyheldindividualconversationswithparentsofgiftedandtalentedstudents,publishednewslettersandpanuitoallparents,reportedregularlytotheboardoftrustees,andmadegooduseofparentsandexpertsinthecommunity.WhereEROfoundverygoodpractice,staffresponsibleforgiftedandtalentededucationwerecommittedtoeducatingparentsaboutGATE,forexample,byholdingparentinformationevenings.
Consultationwasmulti-faceted.Parentshadhadtheopportunitytoparticipateinareviewofthegiftedandtalentedpolicy.Theschoolcommunicatedthroughportfolioentries,displaysaroundtheschool,letterstoparents,interviewbetweenparentsandthegiftedandtalentedcoordinator.Otheropportunitiesforsharingwhat was happening around the school included parent involvement with programmes,regularshowsandpresentations,andcelebratingachievementandsuccessthroughnewslettersandtheschoolwebsite.
Thereweretwomainchallengesfortheseschoolswhenitcametocommunicatingwiththeirparentcommunity:communicatingtheschool’sparticularphilosophyaboutGATE;andconsultingparentsfromdiversecultures.
Thechallengesforschoolleadershiprevolvedaroundthetensionbetweenprovidingin-classsupportandout-of-classroomextensionprogrammes.
Thechallengewasconsultationwithparents/wha-nauaboutGATEinthisgrowingmulti-culturalschoolsothatrelevantaspectsofstudents’culturesandthinkingwerevaluedandreflectedinprovisionsforgiftedandtalentedstudents.
Themajorityofschoolsdidnotcommunicate,consult,orcollaborateonGATEwithallmembersoftheirschoolcommunity.Atmanyoftheseschools,consultationwaslimitedtotheteachersandparentsofidentifiedgiftedandtalentedstudents.However,eventheparentsconsultedwantedtobemoreactivelyinvolved,anditwasclearthattherewasalackofconsultationwithdifferentgroupsinthecommunity,forexample,Ma-ori wha-nau and/orPacificparents,todiscoverandincorporatetheirconceptsofgiftedness.Atotherschoolstherewasnocommunicationwithparentsorothersintheschoolcommunity.Schoolleadersandboardmemberslackedtheskillsordesiretoconsultorelicit
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responsesfromavarietyofparents.Atschoolswheregiftedandtalentedprovisionwasinplace,studentswerenotconsultedaboutprogrammesthatwerebeingimplemented.
Thedeputyprincipaldidnotseethevalueinwidercommunityconsultationwhenreviewingpolicy,practiceorproceduresforGATE.
Althoughtherewasasharedstaffviewofwhatgiftedandtalentedmeant,therehadn’tbeenconsultationwiththeschoolcommunityaboutwhatgiftedandtalented meant to parents and wha-nau.
key findingsSchoolswithsupportiveschoolleadershipforGATE:•hadadesignatedGATEcoordinatororteam,supportedbyadedicatedprincipal,seniormanagementteam,andboardoftrustees;and•haddevelopedaschool-wideunderstandingofGATEthroughwell-developedpoliciesandprocedures,andrelevantstaffprofessionaldevelopment.
Themajorityofschools:•didnothaveasharedunderstandingofGATE;•hadnotparticipatedinappropriateprofessionaldevelopment;and•resourcingforGATEwasnotwellinformedorplanned.
Foralmostallschools,themainchallengeswere:•regularlycommunicating,consulting,andcollaboratingwithallmembersoftheschoolcommunity;and•competingprioritiesforprofessionaldevelopment,resourcing,andteacherreleasetime.
DEFINING AND IDENTIFyING GIFTEDNESS AND TALENT
What did ERO ask?Howinclusiveandappropriatearetheschool’sprocessesfordefiningandidentifyinggiftednessandtalent?
Why did ERO ask this question?Giftedandtalentedstudentsrepresentdiverseethnicbackgroundsandages,withamultiplicityofgiftsandtalents.Conceptsofgiftednessandtalentvaryacrosscultures.Schools’definitionsandwaysofidentifyingshouldreflectthebeliefs,values,attitudes,andcustomsoftheschoolcommunity.
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Indicators of good practiceToevaluatehowinclusiveandappropriateschools’processeswerefordefiningandidentifyinggiftednessEROlookedforevidencethat:•theschool’sdefinitionofgiftednessandtalent: − reflectedthecontextandvaluesoftheschoolcommunity; − wasmulti-categorical; − incorporatedMa-oriconcepts; − incorporatedmulticulturalconcepts;and − wasgroundedinsoundresearchandtheories.•theschool’sidentificationprocess: − wasmulti-categorical;. − includedMa-oritheoriesandknowledge; − includedmulti-culturallyappropriatemethods; − includedbothinformalandformalidentification; − includedtriangulation; − wasearlyandtimely; − wasongoing,coveredtransitionpointsandensuredcontinuity;and − includedpotentialandactual/demonstratedperformance.•studentsidentifiedasgiftedandtalentedreflectedthediversityoftheschoolpopulation;•policiesandprocedureshadbeendevelopedinconsultationwiththewiderschoolcommunity;and•therewasregularcommunication,consultationandcollaborationamongstallmembersoftheschoolcommunity.
What ERO foundFigure2showsthatthedefinitionof,andidentificationprocessfor,giftedandtalentedstudentswerehighlyinclusiveandappropriateinonlyfivepercentofschools,withafurther40percentbeinginclusiveandappropriate.In55percentofschools,theirdefinitionandidentificationprocesswaseithersomewhat,ornot,inclusiveandappropriate.
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Figure 2: Inclusive and appropriate definition and identification
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DiscussionThefollowingsectionsdiscussthestrengthsandchallengesforschoolsindefiningandidentifyinggiftedandtalentedstudents,inrelationtoeachoftheindicatorsofgoodpractice.
Definition
Context and values of school communityDefinitionsofgiftednessandtalentsreflectedthecontextandvaluesoftheschoolcommunityinjustunderhalftheschools.Thedefinitionreflectedthespecialcharacterorphilosophyoftheschool,andfocusedonprovidinganholisticeducation;onethatreflectedgiftedandtalentedstudents’spiritual,physicalandintellectualcapabilities.
Intheremainingschools,thecontextandvaluesoftheschoolcommunitywerenotreflectedintheirdefinitionofgiftednessandtalent.Someoftheseschoolsdidnothaveadefinition,butforthosethatdid,therewasoftenonlyareferencetoaconceptortheoryandnopracticalapplicationtotheirownschoolcommunity.Teachersattheseschoolshadyettoconsidertheory-baseddefinitionsinlightofwhatthesemeantfortheirownschoolphilosophyandcommunity.
Multi-categorical definitionsDefinitionsinhalftheschoolsincludedrecognitionofthemulti-categoricalnatureofgiftednessandtalent.Thesedefinitionswerebroadandinclusive,andreflectedtheschools’values.Behaviouralandspiritualaspectswereacknowledged,aswasthepossibilityofgiftedandtalentedstudentsunderachieving.InschoolswhereEROfoundverygoodpractice,culturally-basedgiftsandtalentswerewelldefined.
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Intheremaininghalfoftheschools,therewaslittleornorecognitionofmultiplecategoriesofgiftednessandtalent.Whilesomerecogniseddifferenttypesofgiftsandtalents,therewaslittleacknowledgementofattributes,characteristics,ordomainssuchasleadershiporculturalabilities.Staffatmanyoftheseschoolshadnotparticipatedinprofessionaldevelopmentaboutgiftedandtalentededucation,andthislimitedtheirunderstandingoftheneedtobeinclusive,andhencereflectthisintheirdefinition.
Incorporates Ma-ori and multi-cultural conceptsSomeschoolsincorporatedMa-oriormulti-culturalconceptsofgiftednessandtalentsintheirdefinition.ManyoftheseschoolshadhighproportionsofMa-oriand/ornon-Pa-keha-studentsontheirroll,andtheirdefinitionreflectedthemulti-culturalcontextoftheschoolpopulation.Theyhadconsultedthedifferentethnicgroupsintheschoolcommunityaboutwhattheyconsideredgiftednessandtalentsmeantinthiscontext.Inparticular,tomakesuretheirdefinitionwasinclusiveandvaluedMa-ori andothergroups’conceptsofgiftedness,theyhaddrawnontheworkofacademicresearcherssuchasJillBevan-BrownandCecyliaRymarczykHyde.12
ThemajorityofschoolsdidnotadequatelytakeintoaccountMa-ori or multi-cultural conceptsintheirdefinitionofgiftednessandtalent.MostoftheseschoolshadnotconsideredMa-oriormulti-culturalconceptsofgiftednessandhadnotestablishedschool-wha-naunetworkstohelpthemunderstandandincorporatetheseconcepts.Insomeschools,Ma-oribeliefsandperspectiveswereincludedindefinitions,buttherewaslittlepracticalapplicationoftheseinprogrammesorinstrategiesfordelivery.
ThepolicyincludedmentionofMa-oriconcepts,buttheactiontomeetthiswastohavekapahakaattheschool,whichwasforallstudentsandanexpectedpartofschoollife.
Therapidlyincreasingmulti-culturalnatureoftheschool’sstudentsandcommunitywasnotreflectedinwhatlaybehindtheirdefinition.Theteacherslackedanawarenessofculturaldiversitywhenidentifyingandprovidingforgiftedandtalentedstudents.
Grounded in research and theoriesSomeschoolsgroundedtheirdefinitioninsoundresearchandcurrenttheoriesaboutgiftedandtalentededucation.ThestartingpointformanyoftheseschoolswasMinistryofEducationpublications.However,theyhadmovedfurtherafield,exploringtheories,forexample,Gardner’stheoryofMultipleIntelligences,Renzulli’sThree-Ring
12 See http://www.tki.org.nz/r/gifted/reading/theory/maori-students_e.php for Rymarczyk Hyde’s essay “Maori children with special abilities” and http://education.massey.ac.nz/massey/depart/education/staff/cp/bevan-brown-jill.cfm for Bevan-Brown’s recent publications.
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ConceptionofGiftedness,andGagné’sDifferentiatedModelofGiftedandTalent.13Forsomeoftheseschools,itwasstillachallengetoensurethatallteacherswereawareof,andunderstood,thesetheoriesandtheirpracticalimplications.
Mostschoolsdidnotbasetheirdefinitiononsoundresearchandtheoriesaboutgiftednessandtalent.Teachersattheseschoolsdidnothaveabroadunderstandingofcurrenttheories,andmanyhadnotmovedbeyondconsideringMinistryofEducationpublications.Oftentherehadbeenlittleornorelevantprofessionaldevelopment,anddefinitionshadbeenborrowedfromanotherschoolwithlittlerecognitionofhowthesemayormaynothavereflectedtheirownschools.
Identification
Multi-categorical processJustunderhalftheschoolshadanidentificationprocessthatwasmulti-categorical.Intheseschoolsproceduresweresetuptoidentifyawiderangeofgiftsandtalentsacrossmultipledomainsanddimensions–includingsporting,leadership,creativity,visualandperformingarts,academic,language,intellectual,thinking,ICT,spirituality,culturalspecific,andsocial.Staffwereopen-mindedaboutwhatconstitutedgiftedandtalented,andactualpracticereflectedthisbelief,forexample,writtenprocedureshadbeendevelopedforidentifyinggiftedandtalentedstudents.
Theremainingschoolswerenotabletoidentifystudentsacrossmultiplecategoriesofgiftednessandtalent.Iftheseschoolshadanidentificationprocess,itwasoftenlimitedtoonecategorysuchasacademic,sporting,orarts.Therewasoftenalackofunderlyingcriteriatoidentifygiftedandtalentedstudents,andiftherewerecriteria,thesewereoftennotputintopracticebyteachers.
Inclusiveness of Ma-ori and multi-cultural theories and methodsAfewschoolsincludedMa-oritheoriesandknowledge(15percent)ormulti-culturallyappropriatemethods(12percent)intheiridentificationprocess.Inmostoftheseschools,staffhadsoughttoincreasetheirknowledgeofwhatMa-oriandnon-Pa-keha- ethnicgroupsintheirschoolcommunityperceivedgiftednessandtalenttomean.WhereEROfoundverygoodpractice,giftedandtalentedidentificationprocedureswerestronglyinclusiveofMa-oriandotherculturaldimensions.Staffhadconsultedparents,wha-nauandthewiderMa-oriandnon-Pa-keha-community,usinginterpreterswhereappropriate,toactivelyinvolvethesegroups.
Theidentificationprocesswasdevelopedtoidentifystudentsthathadavarietyofabilities.MorequalitiesofgiftednesswereidentifiedasaresultofmeetingswithMa-ori,TonganandSamoanparents.
13 For example: Gardner H. (1993) Multiple Intelligence: The Theory in Practice New York: Basic Books. Renzulli J.S. (1978). What makes giftedness? Re-examining a definition Phi Delta Kappa, 60, 180–181. Gagné F. (1996). A thoughtful look at the concept of talent development. Tempo: The Journal of the Texas Association for Gifted and Talented. 5–10.
See http://www.tki.org.nz/r/gifted/reading/theory/index_e.php for further gifted and talented related reading.
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AlmostalloftheschoolsdidnotincludeMa-oritheoriesandknowledgeormulti-culturallyappropriatemethodsintheiridentificationprocess.ThechallengefortheseschoolswastoacknowledgeandincludeMa-oriandmulti-culturalthemes,knowledge,understandingandvaluesrelatingtogiftednessandtalentintheirschoolpractices.Manyoftheseschoolshadnotmetwithparentsandwha-nauoftheirMa-ori andothernon-Pa-keha-studentstodevelopabroaderunderstandingofconceptsaboutgiftsandtalentsbeyond,forexample,kapahaka,dance,andmusic.Aconsequenceofthislackofactionwasanunder-representationofMa-oriandothernon-Pa-keha- students ontheirschool-widegiftedandtalentedregisters.
Formal and informal identification, triangulation, potential and demonstratedSomeschoolsdrewonbothformalandinformalmethodsofidentification,madedecisionsbasedonmultiplesources(triangulation),ratherthanjustoneortwomethods,andincludedbothpotentialandactualordemonstratedperformanceinagiftortalent.
Formalandinformalmethodsincluded:•teacherchecklistsofcharacteristics;•observationbyteachers;•standardisedtestingandotherteacher-madeassessment;•useofportfolios;•useofpreviousschoolinformation;•parentnomination;•peernomination;and•selfnomination(forexampleusingselfawarenessforms).
Thesemethodswerewrittenintoproceduresforallteacherstofollow.Staffusedavarietyofwaysofidentifyingstudentstocreateanholisticpictureofastudent’spossiblegiftsandtalents.Thismultiple-methodapproachalsohelpedteacherstoidentifybothpotentialanddemonstratedgiftsandtalents.Teacherswereencouragedtolookbeyondtheobviousandconsiderstudentswithlearningdifficultiesorthosewhowerenotachievingtoexpectedlevels.However,responsivenesstoparentandstudentinputremainedachallengefortheseschools.
Mostschoolsdidnotuseeitherformalorinformalmethods,failedtotriangulatefindings,anddidnotconsiderbothpotentialanddemonstratedperformancewhenmakingadecisionaboutgiftednessandtalents.Manyofthisgroupofschoolshadnotestablishedanyformalschool-wideprocessestoidentifygiftedandtalentedstudents.Otherswerebeginningtoformaliseprocesses,butlackedconsistencyacrossteacherpractice.
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Themainmethodsofidentificationusedwerestandardisedtestinginliteracyandmathematics,andteachers’ownprofessionaljudgement.Adependenceontestingasameansofidentificationdidnotallowfortherecognitionofpotential,particularlyforESL,14uncooperative,uninterested,orunderachievingstudents.Teachers’professionaljudgementwasoftenhinderedbyalackofprofessionaldevelopmenttofurthertheirunderstandingofgiftednessandtalent.Therewaslittleparentorstudentinputintoidentificationand,atschoolswherethiswasapparent,itwasveryinformalandnotpractisedacrosstheschool.
Theschoolwasincreasingopportunitiesforparent/wha-naureferral.Howevertheinputfromparentswaslimited.Otherthanadiscussionatthetimestudentsenrolled,parentnominationswerenotsought.Includingstudentreferralhadnotbeenconsidered.
Early and ongoing identificationSomeschoolshadaprocessthatenabledgiftedandtalentedstudentstobeidentifiedearlyintheirtimeattheschoolthatensuredcontinuityandcoverageattransitionpoints,suchasentryintoandexitfromtheschool.Teachersfollowedprocesses,whichhelpedmakesurethattheythoughtabouttheidentificationofgiftedandtalentedstudentsthroughouttheschoolyear,andinallyearlevelsattheschool.Giftedandtalentedcoordinatorsatprimaryschoolsworked,inparticular,withteachersofYear1and2studentstomakesuretheywereknowledgeableaboutidentifyinggiftedandtalentedstudents.Trackingofgiftedandtalentedstudentsonregistersfromoneyeartothenextandduringtransitionsbetweenearlychildhoodservicesandschoolsensuredacontinuityofunderstandingaboutindividualstudentneedsandstrategiestosupportthem.However,EROfoundthatmanyoftheseschoolswerestillreluctanttovalueothereducationalinstitutions’knowledgeandjudgement.
InTerm1eachteachercompletedagiftedandtalentedidentificationformusinganinitialchecklist,andthensixweekslateramoreindepthcheckofthosestudentswhofeaturedstronglyontheinitialchecklist.Thistimelagwassoteachersweremorefamiliarwiththeirstudents’capabilities,theirpersonalitiesandattitudestoworkandsocialinteractions.
Mostschoolswerenotidentifyinggiftedandtalentedstudentsearlyenoughintheirtimeattheschool,norweretheydoingsoonanongoingbasis.Similarly,theseschoolswerealsonotensuringcontinuityandcoverageoftransitionpoints.Themainchallengeswerehavingprocessestoidentifygiftedandtalentedstudentsearlyonintheirtimeatthe
14 Students for who English is a second language.
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schooland,inprimaryschools,toidentifygiftedandtalentedstudentsinYears1 and2.Manyoftheseschoolslackedlinkswithearlychildhoodservicesandotherschoolstogather(andpasson)existingknowledgeaboutgiftedandtalentedstudents. AlackofprofessionaldevelopmenthinderedteachersofYear1and2studentsfrombeingabletoidentifytheirstudentsasgiftedandtalented–theschoolreliedonstandardisedtestingratherthanmultiplemethodssuchasalsousingteacherobservationandchecklistsofbehaviouralcharacteristics.
Reflecting diversity in identificationIdentifiedgiftedandtalentedstudentsreflectedthediversityoftheschoolpopulationatjustunderhalftheschools.Thisdiversityincludedethnicity,yearlevels,gender,andcurriculumareas.Evenwhereschoolswerelargelymono-cultural,Ma-ori,PacificandAsianstudents,forexample,wereidentifiedasgiftedandtalented.InschoolswhereEROfoundverygoodpractice,therewasalsoagoodmixofidentifiedstudentswhowereunderachieving,excelling,orwithlearningorbehaviouraldifficulties.
Injustoverhalftheschools,studentsidentifiedasgiftedandtalenteddidnotreflectthediversityoftheschoolpopulation.Attheseschoolsdefinitionswerelimitedtoacademicdomains,forexample,orwerenotdevelopedinconsultationwithallpartsoftheschoolcommunity.
Policies and procedures, and communication, consultation, and collaborationAfewschoolsregularlycommunicated,consulted,andcollaboratedwithallmembersoftheschoolcommunityaboutidentificationandthedevelopmentofpoliciesandproceduresoutliningtheseprocesses.Fortheseschools,policiesandproceduresreflectedtheattributesvaluedbytheircommunity,andtherewasasharedunderstandingaboutprovisionforgiftedandtalentedstudents.Schoolleadershipwasstrongandstaffwereinvolvedinongoingdiscussionsanddevelopment.WhereEROfoundverygoodpractice,schoolshadhelpedparentsandwha-naubuildtheirknowledgeaboutwhatgiftedandtalentededucationmeant.Somehadusedinterpretersfromthecommunitytocommunicatebetterwithparentsfromnon-Englishspeakingbackgrounds.
Therewasgoodprovisionforconsultingthecommunityandthiswasbeingsuccessfullyextended.ForexampletherewassignificantprovisionfordifferentethnicgroupswithinterpretersandsupportforattendingmeetingstofacilitatecommunicationwithSamoanandAfghaniparents.
Mostschoolsdidnotregularlycommunicate,consult,orcollaboratewithallmembersoftheschoolcommunityaboutidentificationandthedevelopmentofpoliciesandproceduresoutliningtheseprocesses.Asaresult,anydefinitionoridentificationprocessesdidnotreflecttheperspectives,aspirationsandvaluesofthecommunity.
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Parentsandwha-nauofgiftedandtalentedstudentswereunawareofhowtheschoolmightbeprovidingfortheirchildren,andtherewerenoopportunitiesforthemtoincreasetheirunderstandingofwhatitmeanttobegiftedandtalented.
Atsomeoftheseschools,communicationandconsultationwithparents,wha-nau andthewiderschoolcommunityneededtobestrengthened,particularlywithearlychildhoodservicesandotherschools’studentsweretransitioningtoandfrom.Ofparticular concern was the need to strengthen communication with the parents and wha-nauofMa-ori,Pacific,andotherethnicgroups.Therewaslittleformalisingorrecordingofanycommunicationwithparents,andschoolswereunsureofthenatureandimpactofconsultation.
key findingsSchoolswithinclusiveandappropriatedefinitionsandidentificationprocesses:•hadmulti-categoricaldefinitionsthatreflectedthediversityoftheircommunity;•hadavarietyofwaysofidentifyinggiftedandtalentedstudents;and•soughtandincludedinformationfrompreviouseducationalinstitutions.
Foralmostallschools,themainchallengeswere:•developingandputtingintopracticeinclusiveandappropriatedefinitionsandidentificationprocessesforgiftedandtalentedstudents;•communicatingwithallmembersoftheschoolcommunitytodeveloppoliciesandprocedures;and•reflectingMa-oriandmulti-culturalconceptsintheirdefinitionsandidentificationsprocesses.
SCHOOLS’ PROGRAMMES AND PROVISION FOR GIFTED AND TALENTED
STUDENTS
What did ERO ask?Howeffectiveistheschool’sprovisionforgiftedandtalentedstudents?
Why did ERO ask this?Thedevelopmentofprogrammesandprovisionforgiftedandtalentedstudentsthataretailoredtoindividualstudents’giftsandtalentsiscrucial.Differentiationintheclassroom,andprovisionbeyondtheregularclassroom,mustincludecontent,process,andproductchangestobemeaningful.
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Indicators of good practiceInevaluatinghoweffectivelyschoolsprovidedforgiftedandtalentedstudentsEROlookedforevidencethat:•therewasschool-widecoordinationofprogrammesandprovision;•programmesandprovisionhadbeendevelopedinconsultationwiththewiderschoolcommunityasappropriate;•programmesandprovisionwereprovidedacrossthecurriculumasappropriate;•programmesandprovisionwereprovidedacrossallareasofgiftednessandtalentasappropriate;•regularclassroomprogrammesweredifferentiatedforcontent,process,andproduct;15 •beyondtheregularclassroomprogrammeswereplanned,monitored,evaluated,andreported;•off-siteprogrammeswereplanned,monitored,evaluated,andreported;•programmesbeyondtheregularclassroomandoff-sitehadlinkstotheregularclassroomprogramme;•arangeofassessmentinformationdemonstratedtheachievementandprogressofgiftedandtalentedstudents;•programmeswereinclusiveofMa-orivalues,tikanga,andpedagogy;and•theprovisionofgiftedandtalentededucationwasschool-wide.
What ERO foundFigure3showsthatprogrammesandprovisionforgiftedandtalentedstudentswerehighlyresponsiveandappropriateinonlyfivepercentofschools,withafurther37percentbeingresponsiveandappropriate.In58percentofschools,programmesandprovisionwereeithersomewhat,ornot,responsiveandappropriate.
Figure 3: Responsive and appropriate programmes and provision
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15 See pp 36–37 of the Ministry of Education’s Gifted and Talented Students, Meeting Their Needs in New Zealand Schools for an explanation of these concepts.
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School-wide coordination and provisionAtalmosthalftheschoolstherewasschool-widecoordinationandprovisionofgiftedandtalentededucation.Attheseschools,therewasacapablecoordinatororteamwhoensuredthatpolicieswereimplementedacrossallyearlevelsoftheschool.Thesestaffmetregularlyasateam,orwithallstafftodiscusstheneedsofgiftedandtalentedstudentsandtheirprogress.Goodpracticewascharacterisedbystrongcoordinationofin-classandout-of-classprogrammes.Schoolleadershippromotedasharedunderstandingof,andresponsibilityfor,giftedandtalentededucation,particularlythroughprofessionaldevelopment.Coordinatorsprovidedusefulexamplesofpracticetoteachingstaff,bymodellingandobservingdifferentiatedteachingprogrammes.
Thecoordinatorwasactiveinpromotinggoodpracticeacrosstheschool.Shecommunicatedeffectivelywithclassteachersabouttheirchildren,andaboutstudentscomingintoandoutoftheprogrammes.Shelinkedherwithdrawalprogrammestotheconcept-basedcurriculumplanningthestaffusethroughouttheschool.
Justoverhalftheschoolswereyettodevelopasystematicshared,andcoordinatedapproachtotheirprovision.Someschoolsdidnothaveapersonresponsibleforgiftedandtalentedstudents,andotherslackedpoliciesandprocedurestoguideteachers’work.Atmanyoftheseschoolstherehadeitherbeennoprofessionaldevelopmentrelatedtogiftedandtalentededucation,orwheretherehadbeen,teachershadnotdevelopedasharedunderstandingofGATE.
Classroomteacherslackedacoordinatedapproachtoprovidingforgiftedandtalentedstudents.Whilesomeschoolswereadoptinganapproachtoclassroomprogrammesbasedoninquirylearningandthinkingskills,thiswasnotenoughtomeettheneedsofgiftedandtalentedstudentsthroughouttheschool.Wheretherewasprovisionforgiftedandtalentedstudents,thiswasoftenlimitedtoparticularyearlevels(usuallyYears4 to10)orparticulardepartmentsinsecondaryschools.
Consultation with wider school communitySome schools had developed programmes and provision in consultation with their wider schoolcommunity.Therewasopencommunicationwithparents,wha-nau,andthecommunityasappropriate.Thismeanttheopportunitiesforgiftedandtalentedstudentsreflectedtheaspirationsoftheschoolcommunityandresourcesandexpertiseavailableinthecommunity.
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Opportunitiesforgiftedandtalentedstudentsreflectedcommunityaspirations.Forexample,agroupofstudentsworkedwithafilmcompanytomakeaneducationalmovieforschoolsonsavingdolphins.AlsoagroupofstudentsworkedcloselywiththeDepartmentofConservationontheLearnzprojectansweringquestionsonlinefromotherschoolsaboutalocalmarinereserve.
Therewerechallengesforthisgroupofschools.Students’contributiontotheirownlearningprogrammeswasanareaforimprovement,aswasestablishingbetterlinkswithothereducationalinstitutions,suchasearlychildhoodservicesandotherschools.Someschoolshaddifficultyinfindingexpertsinthecommunitytohelpwiththeirout-of-classprovisionforgiftedandtalentedstudents.
Mostschoolshadnotconsultedtheirschoolcommunityaboutgiftedandtalentedprogrammesandprovision.Whilesomeoftheseschoolshadrespondedtoindividualparentrequests,therewasnocoordinatedapproachtoconsultingthewiderschoolcommunity,andthereforeschoolpersonnelwerenotmakingthebestuseofexpertiseinthecommunity,norweretheyawareofparents’aspirationssotheycoulddevelopappropriateprogrammes.Atmostoftheseschools,consultationwasinhibitedbyalackofschool-wideteacherknowledgeaboutgiftedandtalentededucation.Thismadeitdifficultforteacherstoconsultwithparentsinawell-informedmanner.
Cross-curriculum and gifts and talentsSomeschoolsprovidedgiftedandtalentedprogrammesacrossthecurriculum,oracrossmostorallareasofgiftednessandtalent,asappropriatefortheirstudents.Theseschoolshadprovisionbothin-andout-of-class,basedonidentifiedneedsofgiftedandtalentedstudents.Theexpectationsforthiswereclearandteachersactedonplanningtomeettheneedsofgiftedandtalentedstudentsacrossthecurriculum.WhereEROfoundverygoodpractice,programmesweredesignedtomeettheneedsofallyearlevelsattheschool.Anextensiveregisterwaskepttoensurethatappropriateprogrammeswereoffered.
Thisgroupofschoolsfacedchallengesinprovidingforalltypesofgiftsandtalents,andacrosscurriculumareas.Thecurriculumareascoveredbytheseschoolsincluded,butwas not limited to:•performingandvisualarts;•English–literacy,writing;•ICT;•thinking;•creativity;•languages;
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•leadership;•mathematics/numeracy;•science;•physicaleducation;and•socialintra-andinter-personalskills.
Theruralcollegewasaninitiativethatwasintroduced,fundedandrunbycommunitymembers.StudentsofallabilitiescouldapplytoenterthecollegeatYear11.Theystudiedlevel2unitandachievementstandardsandengagedinpracticalcomponentsattheagriculturaltrainingcentre.Giftedstudentscouldgoonandstudyathigherlevelsandatuniversity.Thelocalfarmersendorsedthisprogrammeasitprovidedagoodsourceoffarmers’labourandexpertise.
Thegiftedandtalentededucationteamidentifiedstudentswithwritinggiftednessthroughtheuseoftheschool’sidentificationtool.Therehadbeensomediscussionfromaparentmeetingthathighlightedaninterestinprovidingforstudentswithparticularliteracyskills.
Agroupofstudentswasbroughttogetherweeklyfromacrosstheregularclassestoprepare,contribute,andpresentaschoolnewspaper.Thiswascirculatedacrosstheschoolandinthelocalcommunity.Publicationwasvaluedasaskillworthpursuingsoquality,notquantitydeterminedthenumberofcompletedpublications.Eachpublicationprovidednewchallengesforthestudentsasrolesregularlychanged.Itwasexpectedthatstudentsunderstood,insomedetail,therolesandresponsibilitiesofreporters,photographers,graphicartistsandothersinpreparinganewspaper.Sustainabilitywasbuiltintotheprogrammewithstaffprofessionaldevelopmentoneffectivequestioning.Allstaffwereencouragedtoasksearching,challengingquestionsusingaschool-widethinkingtool.
Theprincipalinitiatedtheestablishmentofculturalambassadorsintheschool(forexample,Ma-ori,Samoan,Afghanistudents).Nominatedstudentstookakeyroleinwelcomingvisitorsintheirfirstlanguageandinsupportingstudentsfromtheircultureintheschool.Thisprovidedgoodopportunitiesforextendingleadershipskillsandfor‘culturalaffirmation.’
Mostschoolsdidnotprovideprogrammesthatmatchedthegiftsandtalentsoftheirstudentsor,whereappropriate,acrossavarietyofcurriculumareas.Mostoftheseschoolswereonlyprovidingforacademicallygiftedstudents.Asmallnumberofschoolshadnoprovisionatall.
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Inprimaryschools,provisionwaspredominantlyinreading,writingandmathematics,andatsecondarylevel,inEnglish,mathematicsandscience.Atprimarylevel,therewasoftencrossgroupinginoracrossclassesbasedonability.Thispartiallymettheneedsofthosegiftedinliteracyandnumeracy.Atsecondarylevel,coresubjectswereoftenstreamedorbandedandthiswentsomewaytomeetingtheneedsofacademicallygiftedstudents.Someschoolsalsohadanartsorsportsfocusthat,althoughnottargetedspecificallyatgiftedandtalentedstudents,waspartiallymeetingtheneedsofthesestudents.
Thechallengefortheseschoolswastomovebeyondaccelerationandtoundertakeassessmentearly.Moreimportantly,schoolsneededtobroadenthescopeoftheirprovisiontoacknowledgeandprovidefornon-academicgiftedandtalentedstudents.Anadditionalchallengeforsecondaryschoolswastomovefromadepartmentalapproachtocross-curricularprovisiontosuitmulti-talentedstudents.Alackofsystematicwaystodefineandidentifygiftedandtalentedstudentsandalackofstaffknowledgeaboutgiftedandtalentededucationoftenhinderedtheseschools.
Differentiation for content, process, and productDifferentiatingclassroomprogrammesforcontent,process,productincludes:•whatistaughtorlearned–theconcepts,information,ideas,andfactswithinthecurriculum;•howthecontentistaughtorlearnt–hownewmaterialispresented,whatactivitiesstudentsareinvolvedin,andwhatteachingmethodsareused;and•howlearningisshownbygiftedandtalentedstudents–tangibleorintangibleresultsoflearning,realsolutionstorealproblems.16
Almosthalftheschoolsdifferentiatedregularclassroomprogrammesforcontent,process,andproduct.Teachersusedarangeofstrategiestodifferentiateprogrammesincluding:•problemsolving;•thinkingandquestioningskills;•inquirylearning;•abilitygrouping;•multi-leveltasks;•useofICT;•individualchallengesorprojectsforsocialstudies,science,healthandtechnology;•open-endedlearningcentresandinvestigations;•criticalandcreativethinking;
16 Ministry of Education. (2000) Gifted and Talented Students: Meeting their Needs in New Zealand Schools, p36. Wellington: Ministry of Education.
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•increasingthepaceoflearning;•clearlyexpressedexpectationsforoutcomes;and•opportunitiesforleadershipandresponsibility.
Teachersparticipatedinprofessionaldevelopmentaboutdifferentiatedprogrammes,andinsyndicateordepartmentaldiscussionsonhowtoprovideforgiftedandtalentedstudentsintheclassroom.Therewasanunderstandingthateveryteacherwasateacherofthegiftedandtalented,andthattheneedsofthesestudentshadtobemetinitiallyintheregularclassroom.
Therewaslittleornodifferentiationofclassroomprogrammesinoverhalftheschools.Whileatsomeoftheseschools,professionaldevelopmentinAToL17andinquirylearningwashelpingteacherstobegintodifferentiateprogrammes,theoutcomeswerevariableand/orlimited,andtherewaslittleinprogrammestochallengeorprovokestudentthinking.Insomeprimaryschools,therewasabeliefthatcross-groupingforliteracyandmathematicswassufficienttomeettheneedsofgiftedandtalentedstudents.Similarly,giftedandtalentedstudentswereprovidedwith“moreofthesame”ratherthandifferentiatedcontent,processandproduct.Giftedandtalentedstudentsexpresseddissatisfaction,boredomandfrustrationatthelackofchallengeintheirclassroomprogrammes.
Beyond the regular classroom programmesSomeoftheschoolsprovidedprogrammesforgiftedandtalentedstudentsbeyondtheregularclassroomandoff-site,andplanned,monitored,evaluated,andreportedonthis.Asimilarnumberofschoolslinkedtheseprogrammesbacktotheregularclassroomprogramme.
Effectiveschool-basedprogrammesbeyondtheregularclassroomwereplannedinsuchawayastomeetidentifiedneeds,andhadclearrationaleandsuccesscriteriaforstudentlearningandprogress.Theplannedlearningandsuccesscriteriawerereportedtoclassroomteacherstohelpensurecontinuity.Theseprogrammesincludedlunchtimesessionsorspecialcoursessuchasfutureproblemsolving,technologychallenges,ICT,enviro-schools,andjournalism.
17 The Assess to Learn (AToL) programme offers in-depth professional learning for teachers and school managers in the use of assessment for learning principles.
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Alearningconferenceonlocalsustainabilitywasinitiated,plannedandmanagedbyYear9and10giftedandtalentedstudents.Studentsinvitedandthankedguestspeakersandparents.Paneldiscussionswereheldtodebateissues.Therewereverypositiveoutcomesintermsofinformationandprocessing.Theone-dayconferenceprovidedopportunitiesforplanningandmanagingthatreallychallengedstudents–manydescribeditasthebestthingtheyhaddoneatschool.
TheschoolranaPhilosophyforChildren(P4C)criticalthinkingandproblemsolvingprogrammethatbuiltchildren’scompetencies,skills,andattitudesinalearningcommunity.Childrenwereformallyreflectingontheskillstheylearntintheprogramme.
Off-siteprogrammesavailabletogiftedandtalentedstudentsattheseschoolswereforthemostpartwellplanned,monitoredandevaluated,andprovidedopportunitiesforstudentstopursuetheirindividualinterestsandpassions.TheseincludedprovisionssuchasTeManuAuteprogrammeinperformingandvisualarts,theGiftedKidsProgramme(GKP)andOneDaySchools(ODS),regional,nationalandinternationalcompetitionsandchallenges,coursesavailablethroughTheCorrespondenceSchool,leadershipconferences,danceandartfestivals,andspecialtrainingortuition.
Generally,intheseschools,thereweregoodlinksbetweentheprogrammesandwhatwashappeningintheregularclassroom.Thiswasstronglyassociatedwithteachersparticipatingingiftedandtalentedprofessionaldevelopmentthatraisedtheirawarenessoftheongoingneedsofgiftedandtalentedstudents.However,someoftheseschoolsstillneededtodevelopstrongerlinksandimprovecommunication,particularlywithODSandtheGKP,toensurethatlearningexperiencesweremoremeaningfulforgiftedandtalentedstudents.
Twootherareasofchallengefortheseschoolswerereportingtotheboardandthecommunityaboutthevalueofoff-siteprogrammes,andthesourcingofexpertsfromthecommunitytomeettheneedsofstudentswithculturally-basedgiftssuchasvisualandperformingarts.
Mostschoolsthathadprovisionforgiftedandtalentedstudents,beyondtheregularclassroomandoff-site,didnotplan,monitor,evaluate,orreportappropriatelyonthisprovision.Nordidtheylinkitbacktotheregularclassroomprogramme.Inmostcases,wherestudentswereparticipatinginprogrammesbeyondtheregularclassroom,fewlinksweremadewithclassroomprogrammesand,backintheregularenvironment,
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skillslearntwerenotusedorenhanced.TherewasasensethatstudentswhoattendedODSandtheGKPweregiftedandtalentedforonedayonly.Therewaslittleornoplanningtomeettheirneedsatanyothertime.Oftenthesestudentswereexpectedtodofivedays’worthofclassworkinfourdays.
Assessment informationSomeschoolsusedavarietyofassessmentinformationtodemonstratetheachievementandprogressofgiftedandtalentedstudents.Teachersmadegooduseofachievementinformationacrossthecurriculumaswellastheirprofessionaljudgement.Thisachievementinformationwascomprehensiveandusedtoidentifynextstepsforlearningforstudents,improveprogrammes,andreportgiftedandtalentedstudentachievementandprogresstotheboardandcommunity.
Challengesfortheseschoolsincludedfindingwaystomeasuretheimpactofnon-academicprogrammesongiftedandtalentedstudentachievementandprogress,andimprovingtheinformationreceivedfromODSandtheGKPsoteacherscoulddetermineprogressandtheinfluenceofattendanceontheregularclassroomprogramme.
Mostschoolsdidnotuse,orusedonlypartially,avarietyofassessmentinformationtodemonstrategiftedandtalentedstudents’achievementandprogress.Therewaslittleuseoflearningintentionsandsuccesscriteriatodetermineachievementandprogress.Atprimarylevel,therewaslittlecollectionofassessmentinformationbeyondliteracyandnumeracy,andatsecondarylevel,theachievementofgiftedandtalentedstudentswhowerenotsittingNCEA18standardswasnotwellmonitored.Inadditiontothistherewaslittleornoreportingofoutcomesforgiftedandtalentedstudentsinvolvedinprogrammesbeyondtheregularclassroom.
Ma-ori values, tikanga and pedagogyIn Gifted and Talented: New Zealand Perspectives,JillBevan-BrownoutlinessixfactorspertinenttoincorporatingMa-orivalues,tikangaandpedagogyintogiftedandtalentedprovision.19 These include:•beingopentogrouptalent“kotahitanga”andprovidingopportunitiesforthistalenttobenurturedanddeveloped;•providingbroadopportunitiesforgiftedandtalentedMa-ori students and considering abilitiesfromaMa-oriperspective,forexample,leadershipbyexampleorsupport;•takinganholisticapproachthatisintertwinedwithMa-oriconceptsof manaakitanga(kindness,hospitalityandrespect),aroha-ki-te-tangata(loveoffellowperson),whanaungatanga(familiness),wairua(spirituality),anda-whinatanga (helping,assisting);•providingopportunitiesforgiftsandtalentstobeusedtobenefitothers;
18 National Certificates in Educational Achievement.
19 Bevan-Brown, J (2004).Gifted and talented Maori learners. In McAlpine D. & Moltzen R. (Eds.), Gifted and Talented: New Zealand Perspectives 2nd Ed. (pp171–198). Palmerston North: Kanuka Grove Press.
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•providingopportunitiestodeveloptalentsinaMa-orirelevantcontext;and•usingpedagogysuchascooperative,group,holistic,activeandexperientialteachingandlearning,byprovidingmentorsandrolemodels,andmeetingneedsintheregularclassroomsoMa-origiftedandtalentedarenotisolatedfromtheirpeers.
ProgrammesatonlyafewschoolswereinclusiveofMa-orivalues,tikanga,andpedagogy.AttheseschoolstherewasstrongsupportforstudentswithgiftsandtalentsinaspectsofMa-oriculture.TherewasastrongfocusonMa-oritikanga,suchaswhanaungatanga,manaakitanga,andtuakana-teina.Opportunitieswereprovidedatschoolandmaraeforthosewithgiftsandtalentsintereo,nga-mahi-a-rehia,20andtaiaha.21
OnalternateThursdaysthestudentsinthebilingualunitworkedatthemaraeforthewholeday.Giftedandtalentedstudentswerepromoted,valued,andgivenopportunitiestouseandgrowtheirskillsandtalentsinanauthenticcontext,andtolearnfromeldersthathadgoodknowledge.
Theschoolhadculturallyappropriateprogrammesinaculturallysupportiveenvironment.Abroadrangeoftalentwasvalued:academic,thearts,leadership,sportingprowess,Ma-oriknowledgeandunderstanding,servicetothecommunity,spiritualqualities,mana,prideinMa-oriidentity,plustherewasrecognitionthatagroupmaybegifted.
Atalmostallschools,programmesforgiftedandtalentedstudentsdidnotincludeMa-orivalues,tikanga,andpedagogy.TeachersattheseschoolslackedappropriateknowledgetoidentifygiftedandtalentedMa-ori students or to provide programmes to meettheirneeds,particularlyinareasvaluedbyMa-ori.Manythoughtthattheyweremeetingtheirparticularneedsbyprovidingkapahakaandtereo,andbyincorporatingsomeaspectsoftuakana-teinaintheirclassroomprogrammes.
20 Nga mahi-a-rehia refers to Maori performing arts.
21 A taiaha is a wooden weapon designed to be used as a close quarters weapon for short sharp strikes or stabbing thrusts.
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key indicatorsSchoolswitheffectiveprovisionandprogrammes:•begantheirprovisionintheregularclassroom;•providedchallengeintheregularclassroom;and•developednextlearningstepsforgiftedandtalentedstudentstopromoteanddemonstrateachievementandprogress.
Themajorityofschools:•didnotdevelopprovisionandprogrammesinconsultationwiththeschoolcommunity.
Foralmostallschoolsthemainchallengeswere:•includingMa-orivalues,tikanga,andpedagogyintheirprovision;•planning,monitoring,evaluating,andreportingonprogrammesthatwerebeyondtheregularclassroomandoff-site;and•linkingprogrammesthatwerebeyondtheregularclassroomandoff-sitebacktotheregularclassroomprogramme.
SCHOOLS’ REVIEW OF THEIR PROVISION FOR GIFTED AND TALENTED STUDENTS
What did ERO ask?Howwelldoestheschoolreviewtheeffectivenessoftheirprovisionforgiftedandtalented students?
Why did ERO ask this question?Effectiveselfreviewallowsschoolstoreviewhowwelltheirprovisionforgiftedandtalentedstudentsfitswiththeirstrengths,interests,andneeds,andtomakewell-informeddecisionsaboutpolicy,resources,andteacherprofessionaldevelopment.
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Indicators of good practiceInevaluatinghowwellschoolsreviewedtheeffectivenessoftheirprovisionforgiftedandtalentedstudentsEROlookedforevidencethat:•therewasasystematicandongoingprocessforevaluatingtheoutcomesforstudents;•theschoolsharedandconsultedaboutevaluationfindingswithstaff, parents/wha-nau,students,andthecommunity;•theschoolactedonrecommendationsarisingfromevaluation;and•theimpactofprogrammesandprovisions,bothinternalandexternaltotheschool,wasevaluated.
What ERO foundFigure4showsthatselfreviewoftheeffectivenessofprovisionsforgiftedandtalentedstudentswashighlydevelopedordevelopedinonly23percentofschools.Selfreviewpracticesweresomewhatdevelopedinalmostathirdofschools(31percent),andnotdevelopedinnearlyhalfofschools(46percent).
Figure 4: Development of self review
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Systematic and ongoing processSomeschoolshadasystematicandongoingprocessforevaluatingoutcomesforgiftedandtalentedstudents.Studentparticipationingiftedandtalentedprogrammeswasmonitored,andoutcomeswerereviewedagainsttheschools’intendedoutcomesforindividualgiftedandtalentedstudents.Thismonitoringnotonlyincludedinformationaboutstudents’achievementandprogress,butalsoattitudinalinformationobtainedthroughsurveysofstudents.Animportantpartofthisprocesswastheuseofreviewinformationtoinformtheschool’sstrategicdirection,inparticular,desiredoutcomes
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andresourcingofgiftedandtalentedprogrammes.InschoolswhereEROfoundverygoodpractice,therewasatieredsystemofreview,ofteninvolvingthecurriculumteam,thegiftedandtalentedteam,andtheteachers.
Teachersengagedinongoingassessment,reflection,andevaluationabouttheprogressofeachstudentintheclassroom.Individualstudentoutcomesweresystematicallyconsidered.Teachersinchargeofdeliveringspecialprogrammestargetedforgiftedandtalentedstudentsevaluatetheeffectivenessofindividualprogrammes.
Mostschoolsdidnothaveawell-developedprocessforevaluatingoutcomesforgiftedandtalentedstudents.Themajorityoftheseschoolslackedpoliciesandprocedurestoundertakeasystematicschool-widereviewofgiftedandtalentedprovision.Therewasnoorlittlefocusonoutcomesforgiftedandtalentedstudentssuchasachievement,attitudesorbehaviour.Insomecases,individualteacherswerelefttoevaluateoutcomes,andmanydidnothavetheknowledgeandskillstoknowhowtodothiswell.Inothercases,wheretherewassomeschool-widereviewofassessmentdata,anyanalysisofgiftedandtalentedstudentsasasub-groupwaslacking.
Intheotherschoolsinthisgroup,therewassomeinformaldiscussionamongstsyndicateorgiftedandtalentedteamsabouttheachievementandprogressofgiftedandtalentedstudents.However,thiswasmostlyliteracyandnumeracybasedinprimaryschools, andonlyinacademicsubjectsinsecondaryschools.Thechallengefortheseschools wastofindwaystoevaluateoutcomesforstudentswhoweregiftedortalentedin non-academicareas,tomovebeyondanecdotalinformation,andtocollectbaselinedatasotheywereabletomakecomparisonsandshowprogress.
Consultation about evaluationAfewschoolsconsultedstaff,parents,wha-nau,studentsandthecommunityaboutevaluationfindings.Attheseschoolstherewasanexpectationthatteacherswouldreviewtheirprovisionforgiftedandtalentedstudents,intheclassroomandotherout-of-classprogrammes.Theseevaluations,andthoseataschool-widelevel,includedand/orwerereportedtostudents,parents,otherteachers,theseniormanagementteamandtheboard.Manyoftheseschoolssurveyedparentsofgiftedandtalentedstudentsaboutprovision,ormetwiththemtoreviewprogrammes,andusedthisinformationtoinformfutureplanning.Forsomeoftheseschools,formalisingstudentandparentinputintoevaluationanddoingsoonaregularbasisremainedachallenge.
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Parentsandstudentsweregiventheopportunitytocommentattheendofgiftedandtalentededucationprogrammesthuscontributingtotheschool’soverallevaluationofthatspecificprogramme.Thisprocesswaswellestablishedandwasusedforeachprogramme.
Theboardwaspositiveaboutthegiftedandtalentedprogrammesandknewthattheparentsvaluedthem.Untilrecentlytheboardhadnotthoughtthatitwouldbeworthwhileforthemtoshareevaluationsoftheseprogrammeswithparents.However,theyrealisedthattofurtherresourcetheprogrammesparentsneededtoknowtheprogrammes’worthandvalue.
Veryfewschoolswereeffectiveinsharingorconsultingaboutanyevaluationfindingswithstaff,parents,wha-nau,studentsandthecommunity.Therewassomeannualreportingtotheboardbyheadsofdepartmentorgiftedandtalentedteams,butthislackedafocusonstudentoutcomesand,whileinformative,wasnotevaluative.Anyreportingtoparentsandthecommunitywasoftenlimitedtopublishingsuccessesincompetitionsandevents.
Studentsandparentswerenotgenerallyinvolvedinanyreviewprocess.Whilesomestudentsparticipatedinself-assessmentprocesses,thiswasnotfocusedonanevaluationofgiftedandtalentedprovision.Somestudentsreportedthattheywouldfeeluncomfortableaboutcommentingnegativelyonprogrammes,indicatingthatstudentevaluationwasnotanormalandintegralpartofevaluationintheschool.EROfoundthatinmanyoftheseschools,theseniormanagementteamandboarddidnotshareanyevaluationwithparents.
Whileparentsmaybepleasedthattheirchildisparticipatingingiftedandtalentedprogrammes,theywillalsobeabletohelppromotepositiveoutcomesfortheirchildreniftheyareinformedaboutthevalueoftheirevaluativecontribution,andparticipateinevaluationofgiftedandtalentedprovision.
Acting on recommendationsSomeschoolsactedonrecommendationsarisingfromevaluationofgiftedandtalentedprogrammesandprovision.Theseschoolsusedevaluationfindingstoidentifywhatworkedwell,areasforfurtherdevelopment,andtoidentifyfociforthenextyearbasedonstudentneed.Theneedsofeachupcomingyear’scohortofgiftedandtalentedstudentswerereviewedtodevelopnewopportunitiesandadaptcurrentprovisions.Boardsusedrecommendationsfromevaluationasabasisfordecision-makingaboutresourcingandfunding.
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Mostschoolsdidnotactonanyrecommendationsthatarosefromevaluatinggiftedandtalentedprogrammes.Theseprogrammeswererepeatedfromyeartoyearwithlittleuseofstudentachievementandprogressinformationtodetermineanychangesneeded.Decisionstocontinueprogrammeswerebasedsolelyonstudentenjoyment.Thechallengefortheseschoolswastousefindingsfromselfreviewtoinformthedevelopmentandenhancementofgiftedandtalentedprogrammesataclassroomandschool-widelevel.
Evaluation of impact of programmes and provisionAfewschoolsevaluatedtheimpactofprogrammesandprovisions,bothinternalandexternaltotheschool.Aswellasreviewofclassroomprogrammes,teachersand/orgiftedandtalentedcoordinatorsevaluatedout-of-classprovisionssuchasworkshops,withdrawalprogrammes,andprogrammessuchasODSandtheGKP.Theylookedatthesuccessofstudentsandfeedbackreceivedfromparticipatingstudents,aswellasfromthoseresponsiblefortheprogrammes,andcomparedthiswithexpectedoutcomesforstudents.Inthisway,theywereabletomakesurethatoutcomesofprogrammesmatchedtheneedsofindividualgiftedandtalentedstudents,andcouldmakerecommendationsaboutfutureprovision.Achallengefortheseschoolswastodifferentiatebetweentheimpactofout-of-classprogrammesandregularclassroomprogrammes.Thismeanttheywereunabletodeterminethevalueofcontinuingout-of-classprogrammesortheneedtoadaptbothtypesofprogrammestosuittheirstudents.
Mostschoolsdidnotevaluateeffectivelytheimpactofprogrammesandprovisionsforgiftedandtalentedstudents,bothinternalandexternaltotheschool.Mostoftheseschoolswereyettoreviewtheimpactofgiftedandtalentedprovision,ortoextendselfreviewbeyondanecdotalinformationonly.EROfoundthatanyreviewwaslimitedtoclassroomprogrammesinreading,writing,andmathematics,oranecdotalinformationaboutculturalandsportinggiftsandtalents.Someschoolshadinformationaboutout-of-classprogrammes,butthiswaslimitedandcouldnotbecomparedtoanymeasurableoutcomes.Thechallengeforthisgroupofschoolswastodevelopmeasurableoutcomeindicatorsfornon-academicgiftsandtalentsandwithpeopleresponsibleforout-of-classprogrammes.
Correlation between effective self review and responsive and appropriate programmesEROfoundastrongcorrelationbetweenselfreviewandtheprogrammesandprovisionforgiftedandtalentedstudents.Themoredevelopedaschool’sself-reviewprocess,themoreresponsiveandappropriateprogrammesandprovisions.Thisrelationshipwasstatisticallysignificant.22However,usingschools’self-reportedinformation,EROalso
22 The correlation between the effectiveness of self review and the responsiveness and appropriateness of programmes and provision was tested using a Spearman’s rho test.
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foundthatregardlessofhoweffectiveself-reviewprocesswere,overthree-quartersofschoolsthoughtthemajorityoftheirprogrammesandprovisionforgiftedandtalentedstudentswerecontributingsignificantly,orwerecontributing(butcouldbestrengthened)tomeetingtheneedsofgiftedandtalentedstudents.
key findingsSchoolsthathadwelldevelopedselfreviewoftheeffectivenessoftheirprovision:•couldshowthatgiftedandtalentedstudentsweremakingprogressandexperiencingpositiveoutcomes;and
•weremorelikelytogetthesupportoftheboardandparentsforongoingprovision.
Veryfewschools:•hadwelldevelopedselfreviewoftheeffectivenessoftheirprovision.
PROMOTING POSITIVE OUTCOMES FOR GIFTED AND TALENTED STUDENTS
What did ERO ask?Towhatextentdogiftedandtalentedprogrammespromotepositiveoutcomesforgiftedandtalentedstudents?
Why did ERO ask this question?Beinggiftedandtalentedextendsbeyondtheregularschoolday,andschoolsplayanimportantpartinworkingwithstudentsandtheirparentsandwha-nau to ensure and supporttheirsocialandemotionalwellbeing,aswellascelebratetheirachievementandprogress.
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Indicators of good practiceInevaluatingtheextenttowhichgiftedandtalentedprogrammespromotedpositiveoutcomesforgiftedandtalentedstudentsEROlookedforevidencethat:•giftedandtalentedstudentsenjoyedschool;•giftedandtalentedstudentsreceivedregularfeedbackontheirachievementandprogress;•giftedandtalentedstudentswerewellsupported;•giftedandtalentedstudents’socialandemotionalwellbeingwasnurturedthroughpastoralcare;•giftedandtalentedstudentsweregivenopportunitiesandchoicetousetheirgiftsandtalentstobenefitotherstudentsandthewidercommunity;•giftedandtalentedstudentsfelttheirgiftsandtalentswerevalued;•focusedcommunicationbetweenschool,parentsandwha-nausupportedgiftedandtalentedstudents’holisticwellbeing(cultural,spiritual,emotional,andsocial);and•parentsofgiftedandtalentedstudentswereinformedandconsultedbyteachersabouttheirchild’sachievementandprogress.
What ERO foundFigure5showsthatEROfoundthat48percentofschoolswerehighlyeffectiveoreffectiveinpromotingpositiveoutcomesfortheirgiftedandtalentedstudents.Thepromotionofpositiveoutcomeswasonlysomewhateffectiveornoteffectiveinjustoverhalfofschools(52percent).
Figure 5: Promoting positive outcomes for gifted and talented students
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Enjoyment of schoolGiftedandtalentedstudentsatabouthalftheschoolsenjoyedschool.Thesestudentsenjoyedtheopportunitiesgiventothemforleadershipandresponsibility,workingwithotherlike-mindedstudents,andtheabilitytofocusonaspecialtalent.Studentswhoparticipatedinprogrammessuchasclusterprogrammes,ODS,ortheGKP,enjoyedgettingtoknowandworkwithstudentsfromotherschoolswhohadsimilarstrengthsandinterests.
Studentsspokentoinclusterclassroomswereexcitedabouttheprogrammestheywereinvolvedinandfeltthattheywerebeingchallenged.Theirteachersmadelearninginterestingandfun.
Intheremainingschools,giftedandtalentedstudentsdidnotenjoyschool.Somestudentssaidtheywereboredandnotinterestedinschool.Otherstudents,identifiedasgiftedandtalented,whileenjoyingtheopportunitiestheyweregiven,feltthattheprogrammesdidnotreallymeettheirneeds.Atmanyoftheseschools,identificationprocedureswerelimitedandtherewasatendencytoidentify‘brightandcompliant’students.Giftedandtalentedstudentswithlearningorbehaviouraldifficultieswerenotidentified,sometimesleadingtoincreasedoff-taskanddisruptivebehaviouramongthem.
Pastoral careJustoverhalftheschoolsnurturedsocialandemotionalwellbeingofgiftedandtalentedstudentsthroughpastoralcare.Theseschoolshadgoodsystemsinplaceforprovidingthese students with mentors to promote personal growth and to develop social and emotionalskills.Giftedandtalentedstudentsweregivenopportunitiestodeveloptheirselfesteemandconfidencethroughleadership,buddying,andtuakana-teinaopportunities.
Mentoringwasasignificantfeatureofthegiftedandtalentededucationprogramme.Thegiftedandtalentededucationcoordinatorconsideredmentoringofstudentstobeanimportantpartofherrole.Shealsodevelopedanextensiveregisterofpotentialexternalmentorstoassiststudents.Studentsexpressedtheirappreciationofthecontributionstheirmentorshadmade.GiftedandtalentedstudentstoldEROthattheyenjoyedmentoringtheirpeerswhentheyweregivenopportunitiestodothisthroughleadershiproles,rolemodelling,andclassroomsupport.
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InschoolswhereEROfoundverygoodpractice,teachershadhadextensiveprofessionaldevelopmenttodeveloptheirawarenessofthespecificsocialandemotionalneedsofgiftedandtalentedstudents.
Manyoftheschoolshadimplementedeffectiveprogrammestopreventbullying.However,makingsurethatgiftedandtalentedstudentswerenotsingledoutandsubjectedto‘tallpoppysyndrome’remainedachallengeforsomeoftheseschools.Someschoolswerealsoconcernedthattheiremphasisonbuildingselfesteemandconfidencewasneglectedwhengiftedandtalentedstudentsmovedontothelocalsecondaryschools,astherewasmuchlessemphasisontheseaspectsofgiftedandtalentedstudents’needs.
Atjustunderhalftheschools,giftedandtalentedstudents’socialandemotionalwellbeingwasnotbeingnurturedthroughpastoralcare.Therewaslittlerecognitionofthespecificsocialandemotionalneedsofthesestudents,andpastoralcarewasasforallstudentsattheschool.Forexample,therewaslittleconsiderationofspecifictypesofbullyingofthesestudents,orofbalancinglearningneedswithsocialneedswhenstudentsweremovedintoolderagegroupclassesforextensionoracceleration.
Feedback and support to achieveAbouthalftheschoolsweregivinggiftedandtalentedstudentsregularfeedbackabouttheirachievementandprogress,andweresupportingtheirachievements.
Thisfeedbackincludedtimelyin-classformativefeedback,theuseoflearningjournalsandportfolios,andconferencinginvolvingteachers,students,andparents.Studentsknewandunderstoodteachers’expectationsandthenextstepsfortheirlearning.However,thiswasmorelikelytohappenforspecificlearningareas,ratherthanforco-curricularprogrammessuchasleadershiporculturalprogrammes.
Teachershadhighexpectationsforstudentachievementandtheyusedeffectiveteachingstrategiestoencouragegiftedandtalentedstudentstobecollaborativeandsupporteachother.Learningenvironmentswerewellresourcedandconducivetolearning.Boardsprovidedspecialistteachersandpaidforregistrationfeesandtransportcostsifrequired.
Thereisanextensiverangeofeffectiveteachingstrategiesandopportunitiesforgiftedandtalentedstudentstorealisetheirpotential.Theleadershipteamhasaclearunderstandingoftheory,researchandpracticearoundprovisionforgiftedandtalentededucation.
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InschoolswhereEROfoundverygoodpractice,giftedandtalentedstudentshadindividuallearninggoalsandweregivenfeedbackabouttheirachievementandprogressregardingthesegoals,oraboutoutcomesincludedinIndividualEducationPlans.Atsomeoftheseschools,studentswereveryinvolvedinsettingtheirowngoals,aswellasregularlyreviewingprogresstowardsachievingthesegoalsandsettingnewones.
Giftedandtalentedstudentswerechallengedintheirclassroomcontext,andwereabletotakerisks,makemistakes,participateinhigherthinkingskillsandinfriendlycompetition.Theywereabletoexpressadifferentviewpointwithoutfearofcriticism.Intheseclassrooms,learningandachievementwerecelebrated.
Studentstalkedaboutthechangesthathadinfluencedtheirownattitudetoschools.Forexample,knowingthatworkinghardergivesbetterresults,havingconfidenceintheirownabilities,andtakingopportunitiestoshareandlead.
Intheremainingschools,giftedandtalentedstudentswerenotwellsupported,nordidtheygetregularfeedbackabouttheirachievementandprogress.
Giftedandtalentedstudentsattheseschoolsreceivedfeedbacksimilartootherstudents,butatsomeoftheseschools,processesforstudentfeedbackwerepooroverall.Inadditiontothis,anyfeedbackwaslimitedtoregularclassroomprogrammesonly,andnotaboutanyout-of-classprovision.Somestudentswhohadbeenidentifiedasgiftedandtalentedwereunsureofwhattheirstrengthswere,norweretheygivenfeedbackabouttheirachievementandprogress.Otherstudentssaidthatiftheirgiftsandtalentswerenotacademicthentheywerelesslikelytoreceivefeedbackabouttheirprogress.
Whilemanygiftedandtalentedstudentsattheseschoolswereinapositiveclassroomlearningenvironmentandtheirteachersusedgoodteachingstrategies,therewaslittlespecificsupportforthestudents.Giftedandtalentedstudentsweregivenadditionalworkratherthanworkthatwasdifferentiatedforcontent,process,andproduct.Somestudentsreportedthattheirteacherswereunawareofsomeoftheirgiftsandtalents.Otherssaidtheywereboredandswitchedoffinclass,claimingthatmuchhadbeenpromisedbytheschoolinthewayofsupport,buthadnotbeendelivered.
Using and valuing gifts and talentsGiftedandtalentedstudentsatjustunderhalftheschoolsfeltthattheirgiftsandtalentswerevalued,andatathirdofschoolstherewereopportunitiesandchoiceforstudentstousetheirgiftsandtalentstobenefitotherstudentsandthewidercommunity.
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Studentsfeltthattheirgiftsandtalentswerevalued,fostered,anddeveloped,andmostimportantly,theywerenotembarrassedabouttheirachievementsandsuccessesbeingacknowledgedpubliclyinassemblies,newsletters,shows,presentations,anddemonstrations.Theschoolshaddevelopedaculturewhereitwasacceptabletocelebratesuccessandtosharegiftsandtalentswithothers.Someofthewaysthatstudentssharedtheirgiftsandtalentsforthebenefitofothersincluded:•environmentalactivities;•peerteachingofICT;•leadershipinkapahakaandpo-whiri;•choreographyforshows;•newspaper,yearbookandvideoproductionsshowcasingtheschool;•designingfitnesstrailsandplaygrounds;and•organisingcultural,sporting,academic,andcommunityactivitiesforotherstudentstoparticipatein.
Year13kapahakastudentstutoredstudentsintheSouthIslandthroughvideoconferencelearning,aswellasperformingatwidercommunityevents.
Theopportunitiesforstudentstousetheirgiftsandtalentstobenefitotherswereadefinitestrength.GiftedandtalentedstudentsorganisedandranaPetDayattheschool,andorganisedtheschool’sbuddyreadingprogrammes.Years5and6studentspreparede-foliosandpresentedthesetotheirparents.
StudentsinYears7and8coachedminiball–developingleadershipskills. Year8studentsmodelledleadershipfortheYear7students.Thestudentsusedtheirtalentsinthewidercommunity.TheywereinvolvedinWorldVisionandDaffodilDayandthemusicgroupandchoirperformedinthecommunity,forexample,atthelocalresthome.
AnotherparticularchallengethatsomeschoolsfacedwastoidentifywaysinwhichtoencouragegiftedandtalentedMa-oristudentstoaccepttheirgiftsandtalentsaspartoftheiridentity,tobeconfident,andtoraisetheirselfesteem.
Manyschoolsdidnotgivegiftedandtalentedstudentsopportunitiestousetheirgiftsandtalentstobenefitotherstudentsandthewidercommunity;andgiftedandtalentedstudentsathalftheschoolsfeltthattheirgiftsandtalentswerenotvalued.
Atmostoftheseschoolstherewaslittleornoevidenceofgiftedandtalentedstudentsbeingencouragedtousetheirgiftsandtalentstobenefitotherstudentsandthecommunity,andstudentsfeltthatthisledtotheirgiftsandtalentsbeingvaluedbysometeachersbutnotbytheirfellowstudents.While,atsomeschools,somegiftsandtalents
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werevaluedandshared,thiswasusuallylimitedtosport,performingandvisualarts,andsomeleadershipopportunitiessuchasstudentcouncilandbuddyingsystems.Manyschoolleadershadnotdevelopedaschoolculturewhereitwasacceptabletocelebrateandsharegiftsandtalentsandsomestudentswerenotcomfortableatbeingsingledout,statingthattheattitudesofotherstudentswasoff-putting,andthattheywereoftenbulliedasaresultofhavingtheirgiftsandtalentscelebrated.
Communication between school and parents and wha-nau Someschoolsundertookfocusedcommunicationwithparentsandwha-nau to support giftedandtalentedstudents’holisticwellbeing.23Lessthanhalfinformedparentsabouttheirgiftedandtalentedchild’sachievementandprogress.
Schoolleadershipandteachersimplementedavarietyofpracticestofosterholisticwellbeingandtopromotelearningpartnershipsbetweenteachers,parents,wha-nau,andstudents.Thesepracticeshelpedparentsandteacherstobeknowledgeableaboutchildren’soverallwellbeingandnotjusttheirachievementandprogress.Parentsandwha-nauwerewellinformedaboutprovisionsforgiftedandtalentedstudents,andabouttheirchild’sinvolvementinprogrammes.Teachersandparentsmetasagrouporindividuallytodiscussandreviewprovision.Teachersaskedparentstoprovideinformationabouttheirchild,andtobeinvolvedindetermininggoalsfortheirlearningandholisticwellbeing.
Parentsofgiftedandtalentedstudentswerewellinformedintheirchildren’slearning.Theyhadongoingopportunitiesforinformationandconsultationthroughtheirparticipationinformulatingandmonitoringtheirchildren’sindividualeducationplans.Therewasstrongfocusoninterestareas,achievementsinandoutofschool,possiblecareergoals,co-curricularinvolvement,progressingenerallearningskillsandgoalsettingacrossthecurriculum.
Therewerehoweversomechallengesfortheseschools.Parentsstillexpressedadesireforgreaterinvolvement,ofthemselvesandtheirchild,bothintheidentificationprocessandinevaluatingprovision,andfortheirchildtohavemorechoiceabouttheirlearningintheclassroom.Someparentsalsowantedtheschooltotalktothemabouthowtheycouldnurturetheirchild’sgiftsandtalentsathome.
Atmostschools,therewaslittleornocommunicationwithparentsabouttheholisticwellbeingofgiftedandtalentedstudents,andoverhalfdidnotinformparentsabouttheachievementandprogressoftheirchild.Atmostoftheseschools,leadersandteachershadnotcommunicatedorengagedwithparents,wha-nau,andtheschoolcommunityaboutgiftedandtalentedstudentsinparticular.Rather,anycommunicationabout
23 Holistic wellbeing incorporates cultural, spiritual, emotional, and social wellbeing.
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achievement,progress,orwellbeingwasreportedaswithstandardschoolpractices,ignoringtheparticularchallengesfacingthesestudentsandtheirfamilies.Themainchallengesfortheseschoolsweretofosterdiscussionsbetweenschoolpersonnel,parents,andwha-nauaboutthecultural,spiritual,emotional,andsocialwellbeingofgiftedandtalentedstudents;andforstudentstohavemoreinputintothedirectionorfocusoftheirlearning.EROalsofoundthatparentsattheseschoolsoftenhadnegativeperceptionsaboutgiftedandtalentedstudents(forexample,tallpoppysyndromeandthinkingofgiftedandtalentedstudentsas‘nerds’).
key findingsSchoolsthatpromotedpositiveoutcomesforgiftedandtalentedstudents:•valued,fosteredanddevelopedstudents’giftsandtalents;•nurturedthesocialandemotionalwellbeingofgiftedandtalentedstudentsthroughgoodqualitypastoralcare;and
• fosteredholisticwellbeingthroughinvolvingparents,wha-nau and the community.
Themajorityofschools:•werenotabletodemonstrateachievementandprogressformanygiftedandtalentedstudents;
•didnotrecognisethespecialsocialandemotionalneedsofgiftedandtalentedstudents;and
•didnotfosterdiscussionsbetweenschoolpersonnel,parentsandwha-nauaboutholisticwellbeing.
SCHOOLS’ OVERALL PROVISION FOR GIFTED AND TALENTED STUDENTSSchools’provisionforgiftedandtalentedstudentswasreviewedagainstfivekeyevaluationareas.
EROfoundthat17percentofschoolshadgoodprovisionacrossallfivekeyevaluativeareas.Thisincluded18percentofprimaryschoolsand13percentofsecondaryschools.
Forty-eightpercentofschoolshadgoodprovisioninsomeareas,butnotinothers.Thisincluded46percentofprimaryschools,and56percentofsecondaryschools.Mostoftheschoolsinthisgroupdidnothavewell-developedselfreviewoftheirgiftedandtalentedprovision.
Thirty-fivepercentofschoolsdidnothavegoodprovisionforgiftedandtalentedstudentsinanyofthefiveevaluativeareas.Thisincluded36percentofprimaryschoolsand31percentofsecondaryschools.
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School differences Foreachofthefiveevaluativequestions,EROcomparedoveralleffectivenessbyschooltype,locality,anddecilegrouping.EROalsocomparedtheprovisioninprimaryschoolswiththatofsecondaryschools.Wheretherewasastatisticaldifferenceineachofthesegroupingsthisisincludedbelow.24
WhileEROfoundnostatisticallysignificantdifferencesbetweentypesofschools,thereweredifferencesbydecileandlocality.Ingeneral,highdecileschoolsweremorelikelytohavegoodqualityprovisionfortheirgiftedandtalentedstudentsthanlowdecileschools.Similarly,urbanschoolsweremorelikelytohavegoodqualityprovisionfortheirgiftedandtalentedstudentsthanruralschools.Thefollowingfindingswerestatisticallysignificant:•Highandmediumdecileschoolsweremorelikelythanlowdecileschoolstohavesupportiveschoolleadershipfortheprovisionofgiftedandtalentededucation.•Urbanschoolsweremorelikelythanruralschoolstohavesupportiveschoolleadershipfortheprovisionofgiftedandtalentededucation.•Highdecileschoolsweremorelikelythanmediumandlowdecileschoolstohaveappropriateandinclusivedefinitionsandidentificationofgiftedandtalentedstudents.•Urbanschoolsweremorelikelythanruralschoolstohaveappropriateandinclusivedefinitionsandidentificationofgiftedandtalentedstudents.•Highandmediumdecileschoolsweremorelikelythanlowdecileschoolstohaveresponsiveandappropriateprovisionandprogrammesforgiftedandtalentedstudents.•Urbanschoolsweremorelikelythanruralschoolstohaveresponsiveandappropriateprovisionandprogrammesforgiftedandtalentedstudents.•Highdecileschoolsweremorelikelythanlowdecileschoolstohavedevelopedselfreviewoftheirprovisionforgiftedandtalentedstudents.•Urbanschoolsweremorelikelythanruralschoolstohavedevelopedselfreviewoftheirprovisionforgiftedandtalentedstudents.•Primaryschoolsweremorelikelythansecondaryschoolstohavedevelopedselfreviewoftheirprovisionforgiftedandtalentedstudents.•Highdecileschoolsweremorelikelythanlowdecileschoolstohaveeffectivelypromotedpositiveoutcomesforgiftedandtalentedstudents.•Urbanschoolsweremorelikelythanruralschoolstohaveeffectivelypromotedpositiveoutcomesforgiftedandtalentedstudents.
Themostsignificantdifferencesbetweenhighandlowdecileschoolswerein:•allaspectsofasupportiveschoolleadershipforGATE;•allaspectsofdefininggiftedandtalentedstudents,apartfromincorporatingMa-ori andmulti-culturalconceptsofgiftednessandtalent;
24 Differences in ratings between the types of schools were checked for statistical significance using a Kruskal-Wallis H test, as were differences in ratings between decile groupings. The differences in ratings between urban and rural schools (locality) were checked for statistical significance using a Mann Whitney U test, as were differences in ratings between primary and secondary schools. The level of statistical significance for all statistical tests in this report was p<0.05.
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•manyaspectsofidentifyinggiftedandtalentedstudentssuchasidentificationbeingmulti-categorical,earlyandtimely,ongoingandcontinuousacrosstransitionpoints,andincorporatinginformalandformalmethodsthataretriangulated;•school-widecoordinationof,andprovisionfor,giftedandtalentedprogrammes;and•positiveoutcomesforgiftedandtalentedstudents,suchasenjoyingschool,beingwellsupportedtoachieve,pastoralcareofsocialandemotionalwellbeing,andinformingandconsultingwithparentsaboutachievementandprogress.
Theparticularaspectswheretherewasthemostsignificantdifferencebetweenurbanand rural schools were:•havingadesignatedpersonorteamresponsibleforgiftedandtalentededucation;•buildingcapabilitythroughschool-wideandongoingprofessionaldevelopment;•providinggiftedandtalentededucationthatisschool-wideandacross-curriculum;and•actingonrecommendationsfromselfreviewofgiftedandtalentededucation.
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Conclusion
Theschoolsinthisevaluationwereatvariousstagesintheirprovision.Manyhadestablishedasharedunderstandingofgiftedandtalentededucation(GATE),andhadimplementedprogrammesthatwerebeneficialtogiftedandtalentedstudents.Afewschoolswerejustbeginningtomakespecialprovisionforgiftedandtalentedstudents.
Schoolleaderswereenthusiasticaboutsupportingtheachievementofgiftedandtalentedstudentsinjustoverhalftheschools.ThisfoundationwasbeneficialtotheGATEprovisionintheirschools.Almosthalfoftheschoolshadinclusiveandappropriatedefinitionsandidentificationprocesses,andresponsiveandappropriateprovisionandprogrammesforgiftedandtalentedstudents.Almostaquarterofschoolshaddevelopedprocessesforreviewingtheeffectivenessoftheirprovision.Nearlyhalftheschoolspromotedpositiveoutcomesforidentifiedgiftedandtalentedstudents.
Thefindingsfromthisevaluationhighlightthreemainstagesforschoolsinprovidinggoodqualityprogrammesforgiftedandtalentedstudents.Theseare:•asharedunderstandingaboutgiftedandtalented;•goodqualityprovisionforgiftedandtalented;and•positiveoutcomesforgiftedandtalented.
SHARED UNDERSTANDING ABOUT GIFTED AND TALENTEDEROfoundthatfivefactorscontributedtotheestablishmentofasharedunderstandingaboutgiftedandtalentedinaschoolanditscommunity.Thesefactorswere:•leadership;•policiesandprocedures;•professionaldevelopment;•resourcing;and•communityinvolvement.
Threeoftheseareaspresentedparticularchallengestoschoolswhenitcametodevelopingasharedunderstanding:sustainingleadership,school-wideprofessionaldevelopment,andcommunityinvolvement.
LeadershipInschoolswhereEROfoundgoodpractice,therewasstrongleadershipforgiftedandtalentededucation,eitherbyadesignatedcoordinatororateamknowledgeableandenthusiasticaboutgiftedandtalentededucation.
However,strongleadershipforgiftedandtalentededucationremainedachallengeformanyschools.Manyschoolsdidnothaveapersonwhoknewaboutgiftedandtalentededucationandwaspreparedtodriveit.Thereremainedachallengeofsustainingmomentumintheirprovisionifadedicatedpersonlefttheschool.
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Policies and proceduresPoliciesandprocedures,developedinconjunctionwiththeschoolcommunity,thatoutlinedtheschool’sunderstandingofprovisionforgiftedandtalentedstudentsgaveusefulguidanceforallmembersoftheschoolcommunityaboutthedefinitionandidentificationofgiftedandtalentedstudentsandprogrammesandprovisionforthem.
Professional developmentInschoolswhereEROfoundgoodpractice,schoolpersonnelhadparticipatedinschool-wideprofessionaldevelopmentaboutgiftedandtalentededucationandrelevantteachingandlearningstrategiestoprovideappropriatedifferentiationintheclassroom.However,inmostschoolstherewaslittleornoparticipationinprofessionaldevelopmentaboutgiftedandtalentededucation.
ResourcingPartofembeddingprovisionforgiftedandtalentedstudentsinaschoolwasthedesignationofaspecificbudgetforgiftedandtalentededucation.Itisimportantfortheboardtobeawareofthebenefitsofprovidingthisbudget,andschoolleadershipcanpromotethisawarenessthroughtheirself-reviewprocessesandinhowtheyshowachievementandprogressofgiftedandtalentedstudents.
Community involvementCommunicating,consultingandcollaboratingwithparents,wha-nau and the school communitywasanimportantpartofdevelopingpoliciesandprocedures,anddefiningandidentifyinggiftedandtalentedstudents.Itwasintegraltocreatingasharedunderstandingaboutwhatgiftednessandtalentmeant,reflectingcommunitydiversity.
Howeverinvolvingparents,wha-nauandtheschoolcommunitywasachallengeformostschools.Whenparents,wha-nau,andthecommunitydidnothaveanappropriateunderstandingofthecharacteristicsofgiftedandtalentedstudentstherewaslittlesupportforprovisionforthemintheschoolandthewidercommunity.
GOOD qUALITy PROVISION FOR GIFTED AND TALENTEDEROfoundfivefactorsthatcontributedtogoodqualityprovisionforgiftedandtalented students:•identifyingandmeetingneeds;•reflectingdiversity;•providingchallengingin-classprovision;•assessment;and•selfreview.
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Threeoftheseareaswereaparticularchallengeforschools:reflectingdiversity,providingchallengingin-classprovision,andselfreview.
Identifying and meeting needsGoodproceduresforidentifyinggiftedandtalentedstudentsincludedmultiplesourcesandmethods.Theseweremulti-categorical,incorporatedMa-oriandotherculturalwaysofidentifyinggiftednessandtalent,andidentifiedstudentsatallyearlevelsandfromarangeofgiftsandtalents.Goodqualityprovisionbeganintheregularclassroom,andout-of-classprovisionwaslinkedbacktotheregularclassroomprogramme.
InschoolswhereEROfoundverygoodpractice,schoolssoughtandincludedinformationfrom,andprovidedinformationto,educationinstitutionssuchasearlychildhoodservices,primary,intermediate,andsecondaryschoolsandbeyond.Whenclustersofeducationalinstitutionsworkedtogethertoshareknowledgeandtoprovideconsistencyinprovision,schoolswerebetterinformedaboutthegiftsandtalentsoftheirstudents.
Reflecting diversityGiftedandtalentedstudentsrepresentadiverserangeofethnicbackgroundsandages,andamultiplicityofgiftsandtalents.Schools’definitionsandidentificationprocesses,aswelltheirprovision,shouldreflectthisdiversity.Communityconsultationandpromotingunderstandingandparticipationwerepartofensuringthattheschoolwasprovidingforallitsgiftedandtalentedstudents.
However,EROfoundformostschoolsprovidingforthisdiversitywasachallenge.Someschoolsdidnotrecognisegiftsandtalentsbeyondthetraditionalacademicandsporting,andoftenprovisionwaslimitedtoYears4to10.Manyschoolshadnotmetwith parents and wha-nauoftheirMa-oriandothernon-Pa-keha- students to develop a broaderunderstandingofconceptsaboutgiftedandtalented.
Providing challenging in-class provisionProvidingchallengeintheregularclassroomwasanimportantfeatureofgoodqualityprovision.StudentsatschoolswhereEROfoundgoodpracticereportedthattheirteacherschallengedthemtothink,question,andsolveproblems,andtochallengethemselvesandtheirbeliefsabouttheirabilities.However,manyclassroomteachersdidnothaveagoodunderstandingaboutprovidingforgiftedandtalentedstudentsintheregularclassroomortheteachingstrategyneededforthesestudents.
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AssessmentDevelopingachievableandmeasurableoutcomesforallareasofgiftednessandtalentallowedteacherstoshowappropriateachievementandprogress.Thiswasparticularlyimportantfordevelopingnextstepsandmaintainingchallengesforstudents.Todoso,teachers,parentsandstudentsworkedtogethertoidentifyandsetgoalsforstudents’developmentoftheirgiftsandtalents.Thesegoalsweremeasurableintests,performances,ordevelopmentofskillsandability.
Self reviewByreviewingtheeffectivenessoftheirprovision,schoolscouldmakesurethattheirprogrammesforgiftedandtalentedstudentswereappropriateandeffective.Whenteacherscouldshowthatstudentsweremakingprogressandachievingpositiveoutcomestheyweremorelikelytogetthesupportoftheboardandparentsfortheongoingprovisionforgiftedandtalentedstudents.
Self-reviewprocessesweredevelopedonlysomewhatornotatallinalmostallschools.Mostoftheseschoolslackedanysortofsystemofselfreview,oranyreviewwasbasedonanecdotalevidenceonly,andwasmostlyaboutstudents’enjoymentratherthanotheroutcomesforthestudents.Thelackofaschoolself-reviewculturehinderedschools’abilitytoascertainhowwelltheywereprovidingforgiftedandtalentedstudents.
POSITIVE OUTCOMES FOR GIFTED AND TALENTEDEROfoundfourfactorsthatcontributedtopositiveoutcomesforgiftedandtalentedstudents:•valuingofgiftsandtalentsandusingthemtobenefitothers;•achievementandprogress;•pastoralcareandsocialandemotionalwellbeing;and•involvingparents,wha-nauandcommunity.
Threeoftheseareaswereaparticularchallengeforschoolswhenitcametopromotingpositiveoutcomesforgiftedandtalentedstudents:achievementandprogress,socialandemotionalwellbeing,andinvolvingparents,wha-nauandcommunity.
Valuing of gifts and talents and using them to benefit othersInschoolswhereEROfoundgoodpractice,studentsfeltthattheirgiftsandtalentswerevalued,fostered,anddevelopedbytheirteachers.Attheseschools,therewasacultureofcelebratingsuccessandsharinggiftsandtalentswithothers.Indoingso,however,schoolsdidfacethechallengeofensuringstudents’giftsandtalentswerenotusedinsuchawayastodisadvantagethestudentthemselvesattheexpenseofbenefitingothers.
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Achievement and progressTheuseofbothsummativeandformativeassessmenttoencourageanddemonstratestudents’achievementandprogresswasanimportantaspectinpromotingpositiveoutcomesforgiftedandtalentedstudents.Teachers’useofgoodassessmentpracticesandachievementinformationacrossthevarietyofgiftsandtalents,aswellastheteacher’sownprofessionaljudgement,helpedidentifystudents’nextstepsforlearning.Thisinformationwasusedtoimproveprogrammes,andtoreporttotheboardandcommunity.
However,onlysomeschoolswereabletodemonstrategiftedandtalentedstudents’achievementandprogressfromarangeofassessmentinformation.Manystudentswerenotgivenfeedbackthatallowedthemtodeveloptheirgiftsortalents.
Pastoral care and social and emotional wellbeingManyschoolshadgoodpastoralcaresystemstonurturethesocialandemotionalneedsofgiftedandtalentedstudents.Atsomeschools,teachershadparticipatedinprofessionaldevelopmenttodeveloptheirawarenessofthesespecificsocialandemotionalneeds.
Inotherschools,EROfoundlittlerecognitionofthespecificsocialandemotionalneedsofthesestudents,andtheirpastoralcarewasasforallstudentsattheschool.Oftenstudentswerenotgivenclassworkthatwasdifferentiatedforcontent,process,andproduct,andthismeanttheywerenotengaged,andcouldbebored,frustrated,ordisruptive.
Involving parents, wha-nau and communitySchoolleadershipandteachersatsomeschoolshadmeaningfulcommunicationwiththeparents and wha-nauofgiftedandtalentedstudents,andthewiderschoolcommunity.WhereEROfoundgoodpractice,schoolshadimplementedavarietyofpracticestofosterholisticwellbeingandtopromoteongoinglearningpartnershipsbetweenteachers,parents,wha-nau,andstudents.
Themainchallengesformanyschoolsweretofosterdiscussionsbetweentheschoolpersonnel,parentsandwha-nauaboutthecultural,spiritual,emotional,andsocialwellbeingofgiftedandtalentedstudents;andforstudentstohavemoreinputintothedirectionorfocusoftheirlearning.
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Recommendations
EROrecommendsthatteachers:•communicate,consult,andcollaboratewithparents,wha-nau,andtheschoolcommunitytodevelopasharedunderstandingofgiftedandtalentededucation;•providechallenginganddifferentiatedprogrammesforgiftedandtalentedstudentsintheregularclassroom;•provideappropriatefeedbackandsupportforgiftedandtalentedstudentstoachieveinandmakeprogresswiththeirgiftsortalents;•developanunderstandingthateveryteacherhasresponsibilitytoteachthegiftedandtalented;and•developawarenessoftheparticularsocialandemotionalcharacteristicsofgiftedandtalentedstudents,andpromotetheirholisticwellbeing.
EROrecommendsthatschoolleaders:•designateapersonorteamtoleadtheschool’sprovisionforgiftedandtalentedstudentsandgivethemsupport;•developandfosteraschool-wideunderstandingofgiftedandtalentededucation;•promoteongoingparticipationinschool-wideprofessionaldevelopment,andspecialisttraininganddevelopmentforpeoplespecificallyresponsibleforgiftedandtalentededucation;•developinclusiveandappropriatedefinitionsandidentificationprocessesforgiftedandtalentedstudentsthatreflectstudentdiversityandencompassavarietyofgiftsandtalents;and•instituteappropriateself-reviewprocessestodeterminetheeffectivenessofprovisionforgiftedandtalentedstudents.
EROrecommendsthattheMinistryofEducationconsiderhowbestto:•encourageschoolstodevelopimprovedassessmentstrategiesconsistentwiththe NewZealandCurriculum,todemonstratetherangeofabilitiesandtheachievementofgiftedandtalentedstudents;•providetargeted,highqualityprofessionaldevelopmenttoruralandlowdecileschoolsonprovidingforgiftedandtalentedstudents;and•developlinksandnetworksbetweenclustersofearlychildhoodservicesandschoolssothatthereisongoingsupportforgiftedandtalentedstudentsattransitionpointsintheeducation.
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Appendix One: Methodology
SAMPLEEROevaluatedtheprovisionforgiftedandtalentedstudentsinallschoolswhereEROcarriedoutaneducationreviewinTerm3andTerm4,2007.Thetypesofschools,schoollocality(urbanorrural)anddecilerangesoftheschoolsareshowninTables1 to3below.
Table 1: School types
school type number percentage of sample
national percentage25
FullPrimary(Y1–8) 131 42 44
Contributing(Y1–6) 112 36 32
Intermediate(Y7–8) 16 5 5
Special(Y1–15) 2 <1 2
Secondary(Y7–15) 10 3 4
Composite(Y1–15) 7 2 4
RestrictedComposite(Y7–10) 2 <1 <1
Secondary(Y9–15) 35 11 9
Total 315 100 100
Table1showsthatthetypesofschoolsinthissamplearerepresentativeofnationalfigures.
Table 2: School locality
locality number percentage of sample
national percentage
Urban 229 73 70
Rural 86 27 30
Total 315 100 100
Table2showsthatthenumbersofurbanandruralschoolsinthesampleisrepresentativeofnationalfigures.
25 The national percentage of each school type is based on the total population of schools as at 1 July 2007. For this study it excludes kura kaupapa Maori and The Correspondence School. This applies to locality and decile in Tables 2 and 3.
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26 A school’s decile indicates the extent to which a school draws its students from low socio-economic communities. Decile 1 schools are the 10 percent of schools with the highest proportion of students from low socio-economic communities, whereas decile 10 schools are the 10 percent of schools with the lowest proportion of these students.
27 The differences between observed and expected values were tested using a Chi square test.
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Table 3: School decile ranges
decile26 number percentage of sample
national percentage
Lowdecile(1–3) 72 23 30
Middledecile(4–7) 138 44 40
Highdecile(8–10) 105 33 30
Total 315 100 100
Table3showsthatlowdecileschoolsinthesamplewereslightlyunder-represented,incomparisontonationalfigures,butthisdifferencewasnotstatisticallysignificant.27
DATA COLLECTION
Data collected by ERO during on-site evaluationsDuringaneducationreview,EROcollectsinformationfromavarietyofsourcesincluding:•self-reviewinformationprovidedbytheschool;•schoolstrategicplans;•schoolannualreports;•theboardoftrustees’assuranceoflegalcompliance(BoardAssuranceStatementandSelf-AuditChecklist);•otherdocumentationincludinginformationheldbyERO;and•ERO’sinstitutionaldatabase.
DuringaneducationreviewEROhasdiscussionswith:•membersoftheboard;•theprincipal;•schoolmanagers;•schoolstaff;•students;•theFriendoftheSchool(ifinvolved);and•membersofthecommunity(ifappropriate).
ForthisevaluationEROalsoconsideredinformationandobservationsfromthefollowingsources,gatheredduringtheon-sitepartoftheeducationreview:•teachers’workplansandassessmentdocuments;•classroomandplaygroundobservations;•classroomandplaygroundenvironmentsanddisplays;•samplesofstudents’work;and•teachingandlearningresourcesforgiftedandtalentededucation.
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Appendix Two: Glossary
Ability grouping Studentsareplacedingroupsbasedontheirabilityintherelevantlearningarea.Thisgroupingmaybewithstudentsfromtheirownclassorfromanumberofclasses.
Acceleration Curriculumactivitiesthatmatchthereadinessandneedsofthegiftedstudent.Inpractice,studentsareexposedtonewcontentatanearlieragethanotherchildren,orcoverthesamecontentinlesstime.SeeChapter11ofGiftedandTalented:NewZealandPerspectiveseditedbyMcAlpineD.andMoltzenR.
Cluster group programmes
Someschoolshaveformedgeographicalclusterstoprovideprogrammesforgiftedandtalentedstudentsfromanumberofschools.Oftentheseclustershaveappliedfor,andreceived,MinistryofEducationfunding,forexamplethe Talent DevelopmentInitiativesFundingPool,whichispartoftheNewZealandGovernment’sgiftededucationpolicy.
Cooperative learning
Acooperativelearningprogrammeincludesthefollowingcomponents:
Positiveinterdependence–studentsworkingroupswithassignedrolestoachievecommongoals;
Individualaccountability–studentsareequallyresponsibleforthegroup’ssuccessandcanthereforebeheldaccountable;
Groupprocessing–studentsreflectonhowwelltheirgroupfunctionedinworkingtowardsthegroup’slearninggoals;
Socialskillsareincorporatedinwaysthatstudentscanidentifytheiruseandpurpose.
Cooperativelearninginvolvesadeliberateintentionoftransformingindividualsintocommittedandproductivemembersofacohesiveteam.
Differentiated teaching and learning
Differentiatedteachingandlearninginvolvescreatingmultiplepathssothatstudentsofdifferentabilities,interestorlearningneedsexperienceequallyappropriatewaystoabsorb,use,developandpresentconceptsasapartofthedailylearningprocess.Itallowsstudentstotakegreaterresponsibilityandownershipfortheirownlearning,andprovidesopportunitiesforpeerteachingandcooperativelearning.
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Enrichment and extension
Providingqualitativelydifferentiatedlearningexperiencestobroadenanddeepenstudents’conceptualunderstanding,accordingtotheirabilitiesandneeds.
Enviroschools TheEnviroschoolsFoundationisacharitabletrustthatprovidessupportandstrategicdirectionforanation-wideenvironmentaleducationprogramme.Implementationisonaregionalbasis,alongregionalcouncilboundaries.ThenationalteamworkswithEnviroschoolsRegionalCoordinatorstosupportthecreationofsustainableschoolsvia:
TheFacilitatedEnviroschoolsProgramme–whereschoolssign-uptoa3-yearprocessofenvironmentallearningandaction;asanenviro-schooltheygainaccesstoanextensiveresourcekitandatrainedfacilitator.
TheEnviroschoolsAwardsScheme–anincentiveschemeforschoolstobecomeactivelyinvolvedinenvironmentaleducationthroughachievingbronze,silverandgreen/goldlevelswiththeassistanceofanawardsbooklet.
Seehttp://www.enviroschools.org.nz/formoreinformation.
Extending High Standards Across Schools
ExtendingHighStandardsAcrossSchools(EHSAS)isdesignedtoraisestudentachievementbypromotingexcellenceamongNewZealand’sschools.Fundingismadeavailabletosuccessfulschoolstoimprovestudentoutcomesbydevelopingandextendingtheirprovenpracticeincollaborationwithotherschoolsinaself-selectedcluster.Theemphasisisondevelopingprofessionalnetworksandimprovingtheevidence-basearoundwhatworkstoimprovestudentoutcomes.
TheprinciplesbehindEHSASaretoraisestudentachievementbypromotingexcellenceintheschoolsystemandsupportinghighstandards.EHSASprojectscanrunforuptofouryearsandschoolscanonlybeinvolvedinoneEHSASprojectatatime.
Future Problem Solving
FutureProblemSolvingisayear-longprogrammewherestudents,workinginteams,learnandapplyasix-stepproblemsolvingprocessthatprovidesthemwiththetoolstotackleproblemsthattheywillmeetthroughouttheirlife.Throughouttheyear,studentsapplytheprocesstoconsiderthechallenges
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andissuescontainedincomplexsocialandscientificproblemstobefacedinthefutureortackleexistingproblemsintheirowncommunities.Theprogrammeencouragesstudentstocarryoutin-depthresearch,tothinkcreativelyandcritically,toapplyethicalthinkingskillsandtoworkaspartofateam.Seehttp://www.fpsnz.co.nz/formoreinformation.
Individual Education Plans
AnIndividualEducationPlanisusuallydevelopedforstudentswithspecialeducationneeds.Itoutlinesthestudent’sgoalsandthetimeinwhichthosegoalsshouldbeachieved.Theplanalsodescribestheteachingstrategies,resources,monitoringandsupport,andtheevaluationrequiredtoenablethestudenttomeetthosegoals.Itisdevelopedinameetingbetweenparents/caregivers,thechild’steacher,thechild(iftheywishtoattend)andspecialistsasappropriate.Theaimistoidentifycurrentstrengths,tosetshortandlongtermgoalstogetherforthechild,andrecordtheirlearningprogress.
VisittheMinistryofEducationwebsiteformoreinformationhttp://www.minedu.govt.nz/index.cfm?layout=document&documentid=10761
Inquiry learning Inquiry-basedlearningisaconstructivistapproach,inwhichstudentshaveownershipoftheirlearning.Itstartswithexplorationandquestioningandleadstoinvestigationintoaworthyquestion,issue,problemoridea.Itinvolvesaskingquestions,gatheringandanalysinginformation,generatingsolutions,makingdecisions,justifyingconclusionsandtakingaction.Inquiry-basedlearningapproachescanhelpdevelophigher-order,informationliteracyandcriticalthinkingskills.Theycanalsodevelopproblem-solvingabilitiesanddevelopskillsforlifelonglearning.
Inter and intra personal skills (Emotional intelligence)
Non-cognitiveskillsofunderstandingandmanagingotherpeople.HowardGardner’sMultipleIntelligencesincludesbothinterpersonalintelligence(capacitytounderstandtheintentions,motivations,anddesiresofotherpeople)andintrapersonalintelligence(thecapacitytounderstandoneself,toappreciateone’sfeelings,fears,andmotivations).
Learning intentions Makinglearningexplicittostudentsbyusinglanguagetheyunderstandtoexplainwhattheyarelearning.
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Learning pathways TheNewZealandCurriculum(2007)providesguidelinesforschoolsaboutprovidinglearningpathwaysforstudentsintheirjourneyfromearlychildhoodeducationtotertiaryeducationthatpreparesthemforandconnectswellwiththenextstage.Schools’curriculumdesignshouldmaketransitionspositiveandgivestudentsaclearsenseofcontinuityanddirection(p41).
Manaakitanga Hospitality,kindness,generosity.
Multi‑categorical Giftedandtalentedstudentsrepresentstudentswithmanydifferentspecialabilities.Somemaybegiftedandtalentedinscienceormathematics,othersinvisualartsorliteracy,andothersinleadership.Giftedandtalenteddoesnotonlyincludestudentswithhighintelligence.
Multiple intelligences
HowardGardner’seightmultipleintelligencessupportapluralisticviewofintelligence,andinclude:
Bodily/Kinesthetic physicalmovementandknowledgeoftheuseofthebody
Interpersonal relationshipsandcommunication,understanding others
Intrapersonal knowledgeofownthinkingandemotions
Logical/Mathematical mathematicalandscientificreasoning
Musical/Rhythmic sensitivitytorhythm,beats,tonalpatterns;performanceandcomposition
Naturalist curiosityaboutnaturalworld,abilitytoclassifyfloraandfauna
Verbal/Linguistic concernedwithwordsandlanguage
Visual/Spatial comprehensionofthevisualworldandcreationofmentalimages
Visithttp://www.tki.org.nz/r/gifted/reading/theory/gardner_e.phpformoreinformation.
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Philosophy for Children
PhilosophyforChildrenisathinkingskillsprogrammeincriticalandcreativethinking.PhilosophyforChildrenimprovescritical,creativeandrigorousthinking.Participantsdeveloptheirhigherorderthinkingskillsandtheattitudesanddispositionsnecessaryforgoodthinking.Theyimprovetheircommunicationskillsandtheirabilitiestoworkwithothers.Seehttp://www.p4c.org.nz/formoreinformation.
Questioning skills (higher order questioning)
Skillstohelpstudentstodevelopbetterquestioningbyunderstandingthefeaturesofaneffectivequestionandtheskillsofaneffectivequestioner.Ratherthanaskclosedquestions,studentslearntoaskrelevant,openquestionsbasedonwhat,who,when,why,where,which,andhow.
Streaming or banding
Studentsareplacedinclassesbasedontheirabilities.
Success criteria Makinglearningexplicittostudentsbyprovidingthemwithcriteriatomeasuretheirsuccess.
Technology challenges
ThemostwellknownoftheseistheBPTechnologyChallenge.TheBPChallengeisaneventbetweenteams,challengingthemtodesignanddevelop‘solutions’toproblemsusingeasilyresourcedmaterialse.g.paper,string,stickytape.TheBPChallengehelpsstudentsdeveloppersonalandteamskills.TheprogrammeissponsoredbyBPOilNZLtdandadministeredbytheRoyalSocietyofNewZealand.
Seehttp://www.rsnz.org/education/bp_chall/formoreinformation.
Te Manu Aute TeManuAute,basedinNorthland,isaTDIorganisedbytheUniversityofAucklandandTeamSolutionsforstudentswithgiftsandtalentsinthearts.Seehttp://www.temanuaute.org.nz/
Thinking skills Givingstudentstheskillstobecreative,criticalandmetacognitivethinkerssotheycanmakesenseofinformation,experiences,andideas.Theseskillshelpthemtodevelopunderstanding,solveproblems,makedecisions,shapeactions,andconstructknowledge.Examplesofthinkingskillsprogrammesinclude:deBono’sThinkingHats,ThinkingMaps,Bloom’sTaxonomy,PhilosophyforChildren(P4C),FutureProblemSolving,andThinker’sKeys.
Tikanga Procedure,custom,protocolthatreinforceMa-oribeliefsandvalues.
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Tuakana‑teina Tuakana/teinareferstotherelationshipbetweenanolder(tuakana)personandayounger(teina)personandisspecifictoteachingandlearningintheMa-oricontext.Withinteachingandlearningcontexts,thiscantakeavarietyofforms:•Peertopeer–teinateachesteina,tuakanateachestuakana.•Youngertoolder–theteinahassomeskillsinanareathatthetuakanadoesnotandisabletoteachthetuakana.•Oldertoyounger–thetuakanahastheknowledgeandcontenttopassontotheteina.•Abletolessable–thelearnermaynotbeasableinanarea,andsomeonemoreskilledcanteachwhatisrequired.
Seehttp://www.tki.org.nz/r/hpe/exploring_te_ao_kori/planning/methods_e.php
Withdrawal Studentsareregularlyremovedfromtheirregularclassroomforworkwithaspecialistteacher,participationinamini-course,seminar,educationalfieldtrip,orinteractionswithaspecialguest.
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Appendix Three: Self-review questions and indicators for your school
q1. How well does our school leadership support the achievement of gifted and
talented students?
indicators
1.1Theprovisionofgiftedandtalentededucationisembeddedinourschoolcultureandpractice.
1.2Wehaveaschool-widesharedunderstandingaboutgiftedandtalentededucation.
1.3Wehaveregularcommunication,consultation,andcollaborationamongstallmembersofourschoolcommunity,includingstaff,parents,wha-nau,students,andthewidercommunity.
1.4Ourschoolhasgoodqualitypolicies,proceduresorplansforgiftedandtalentededucation.
1.5Ourschoolhasleadershipfortheprovisionofgiftedandtalentededucation egprincipal,designatedcoordinator/team.
1.6Ourschoolisbuildingcapabilitythroughaplannedapproachtoschool-wideandongoingprofessionaldevelopmentandperformancemanagement.
1.7Ourgiftedandtalentededucationiswellresourcedthroughinformed decision-makingaboutstaffing,funding,andprogrammes.
q2. How inclusive and appropriate are our school’s processes for defining and
identifying giftedness and talent?
indicators
2.1 Ourschool’sdefinitionofgiftednessandtalent:
2.1aReflectsthecontextandvaluesofourschoolcommunity.
2.1bIsmulti-categorical.
2.1cIncorporatesMa-oriconcepts.
2.1dIncorporatesmulticulturalconcepts.
2.1e Is grounded in sound research and theories
2.2 Ourschool’sidentificationprocess:
2.2aIsmulti-categorical.
2.2bIncludesMa-oritheoriesandknowledge.
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28 See pp36–37 of the Ministry of Education’s Gifted and Talented Students, Meeting Their Needs in New Zealand Schools for an explanation of these concepts.
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2.2c Includesmulti-culturallyappropriatemethods.
2.2d Includesbothinformalandformalidentification.
2.2e Includestriangulation.
2.2f Isearlyandtimely.
2.2gIsongoing,coverstransitionpointsandensurescontinuity.
2.2h Includespotentialandactual/demonstratedperformance.
2.3 Ourstudentsthatwehaveidentifiedreflectthediversityoftheschoolpopulation.
2.4 Ourpoliciesandprocedureshavebeendevelopedinconsultationwithourwiderschoolcommunityasappropriate.
2.5 Wehaveregularcommunication,consultationandcollaborationamongstallmembersofourschoolcommunity.
q3. How effective is our school’s provision for gifted and talented students?
indicators
3.1Wehaveschool-widecoordinationofourprogrammesandprovision.
3.2Ourprogrammesandprovisionhavebeendevelopedinconsultationwithourwiderschoolcommunityasappropriate.
3.3Ourprogrammesandprovisionareprovidedacrossthecurriculumasappropriate.
3.4Ourprogrammesandprovisionareprovidedacrossallareasofgiftednessandtalentasappropriate.
3.5Ourregularclassroomprogrammesaredifferentiatedforcontent,process,andproduct.28
3.6Ourbeyondtheregularclassroomprogrammesareplanned,monitored,evaluated,andreported.
3.7Ouroff-siteprogrammesareplanned,monitored,evaluated,andreported.
3.8Ourbeyondtheregularclassroomandoff-siteprogrammesarelinkedbacktoourregularclassroomprogrammes.
3.9Wehavearangeofassessmentinformationthatdemonstratestheachievementandprogressofourgiftedandtalentedstudents.
3.10OurprogrammesareinclusiveofMa-orivalues,tikanga,andpedagogy.
3.11Ourprovisionofgiftedandtalentededucationisschool-wide.
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q4. How well does our school review the effectiveness of our provision for gifted
and talented students?
indicators
4.1Wehaveasystematicandongoingprocessforevaluatingtheoutcomesforourstudents.
4.2Ourschoolsharesandconsultsaboutevaluationfindingswithstaff, parents/wha-nau,students,andourcommunity.
4.3Ourschoolactsonrecommendationsarisingfromourevaluation.
4.4Weevaluatetheimpactofourprogrammesandprovisions,bothinternalandexternaltoourschool.
q5. To what extent do our gifted and talented programmes promote positive
outcomes for our gifted and talented students?
indicators
5.1Ourgiftedandtalentedstudentsenjoyschool.
5.2Ourgiftedandtalentedstudentsreceiveregularfeedbackontheirachievementandprogress.
5.3Ourgiftedandtalentedstudentsarewellsupportedtoachieve.
5.4Ourgiftedandtalentedstudents’socialandemotionalwellbeingisnurturedthroughpastoralcare.
5.5Ourgiftedandtalentedstudentsareprovidedwithopportunitiesandchoicetousetheirgiftsandtalentstobenefitourotherstudentsandourwidercommunity.
5.6Ourgiftedandtalentedstudentsfeeltheirgiftsandtalentsarevalued.
5.7Wehavefocusedcommunicationbetweenourschool,parentsandwha-nau that supportsourgiftedandtalentedstudents’holisticwellbeing(cultural,spiritual,emotional,andsocial).
5.8Parentsofourgiftedandtalentedstudentsareinformedby,andconsultwith,teachersabouttheirchild’sachievementandprogress.
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Appendix Four: Evaluation Statistics
q1. How well does the school leadership support the achievement of gifted and
talented students?
indicators substantial evidence
convincing evidence
some evidence
very limited evidence
1.1Theprovisionofgiftedandtalentededucationisembeddedinschoolcultureandpractice.
10% 30% 33% 27%
1.2Thereisaschool-widesharedunderstandingaboutgiftedandtalentededucation.
7% 28% 32% 33%
1.3Thereisregularcommunication,consultation,andcollaborationamongstallmembersoftheschoolcommunity,includingstaff,parents,wha-nau,students,andthewidercommunity.
4% 21% 34% 41%
1.4Theschoolhasgoodqualitypolicies,proceduresorplansforgiftedandtalentededucation.
13% 32% 28% 27%
1.5Thereisleadershipfortheprovisionofgiftedandtalentededucationegprincipal,designatedcoordinator/team.
30% 30% 23% 17%
1.6Theschoolisbuildingcapabilitythroughaplannedapproach to school-wide and ongoingprofessionaldevelopmentandperformancemanagement.
14% 24% 25% 37%
1.7Giftedandtalentededucationiswellresourcedthroughinformeddecision-makingaboutstaffing,funding,andprogrammes.
13% 25% 29% 33%
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q2. How inclusive and appropriate are the school’s processes for defining and
identifying giftedness and talent?
indicators substantial evidence
convincing evidence
some evidence
very limited evidence
2.1Theschool’sdefinitionofgiftednessandtalent:
2.1aReflectsthecontextandvaluesoftheschoolcommunity.
15% 27% 19% 39%
2.1bIsmulti-categorical. 21% 28% 16% 35%
2.1cIncorporatesMa-oriconcepts. 6% 15% 19% 60%
2.1d Incorporates multicultural concepts.
2% 12% 22% 64%
2.1e Is grounded in sound research and theories
12% 27% 23% 38%
2.2Theschool’sidentificationprocess:
2.2aIsmulti-categorical. 18% 29% 20% 33%
2.2bIncludesMa-ori theories and knowledge.
4% 11% 17% 68%
2.2c Includesmulti-culturallyappropriatemethods.
3% 9% 22% 66%
2.2d Includesbothinformalandformalidentification.
16% 27% 30% 27%
2.2e Includestriangulation. 10% 21% 23% 46%
2.2f Isearlyandtimely. 13% 23% 26% 38%
2.2gIsongoing,coverstransitionpointsandensurescontinuity.
9% 19% 29% 43%
2.2h Includespotentialandactual/demonstratedperformance.
7% 27% 32% 34%
2.3 Studentsidentifiedreflect the diversityoftheschoolpopulation.
13% 29% 19% 39%
2.4 Policiesandprocedureshavebeendevelopedinconsultationwiththewiderschoolcommunityasappropriate.
6% 12% 24% 58%
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indicators substantial evidence
convincing evidence
some evidence
very limited evidence
2.5 There is regular communication,consultationandcollaborationamongstallmembersoftheschoolcommunity.
5% 18% 30% 47%
q3. How effective is the school’s provision for gifted and talented students?
indicators substantial evidence
convincing evidence
some evidence
very limited evidence
3.1Thereisschool-widecoordinationofprogrammesandprovision.
20% 27% 22% 31%
3.2Programmesandprovisionhavebeendevelopedinconsultation with the wider school communityasappropriate.
4% 17% 30% 49%
3.3Programmesandprovisionareprovided across the curriculum as appropriate.
11% 30% 33% 26%
3.4Programmesandprovisionare provided across all areas ofgiftednessandtalentasappropriate.
7% 23% 32% 38%
3.5Regularclassroomprogrammesaredifferentiatedforcontent,process,andproduct.
11% 29% 33% 27%
3.6Beyondtheregularclassroomprogrammesareplanned,monitored,evaluated,andreported.(Basedon280schoolswithbeyondtheregularclassroomprogrammes)
9% 15% 33% 43%
3.7Off-siteprogrammesareplanned,monitored,evaluated,andreported.(Basedon280schoolswithoff-siteprogrammes)
6% 14% 23% 57%
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indicators substantial evidence
convincing evidence
some evidence
very limited evidence
3.8Beyondtheregularclassroomandoffsiteprogrammesarelinkedbacktotheregularclassroomprogramme.(Basedon280schools)
5% 17% 25% 53%
3.9Arangeofassessmentinformationdemonstratestheachievementandprogressofgiftedandtalentedsttudents.
8% 25% 32% 35%
3.10ProgrammesareinclusiveofMa-orivalues,tikanga,andpedagogy.
5% 12% 26% 57%
3.11Theprovisionofgiftedandtalentededucationisschool-wide.
15% 27% 27% 31%
q4. How well does the school review the effectiveness of their provision for
gifted and talented students?
indicators substantial evidence
convincing evidence
some evidence
very limited evidence
4.1Thereisasystematicandongoingprocessforevaluatingtheoutcomesforstudents.
9% 14% 23% 54%
4.2 The school shares and consults aboutevaluationfindingswithstaff,parents/wha-nau,students,andthecommunity.
2% 13% 27% 58%
4.3 The school acts on recommendationsarisingfromevaluation.
6% 12% 22% 60%
4.4Theimpactofprogrammesandprovisions,bothinternalandexternaltotheschool,isevaluated.
4% 9% 24% 63%
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q5. To what extent do gifted and talented programmes promote positive
outcomes for gifted and talented students?
indicators substantial evidence
convincing evidence
some evidence
very limited evidence
5.1Giftedandtalentedstudentsenjoyschool.
26% 30% 19% 25%
5.2Giftedandtalentedstudentsreceiveregularfeedbackontheirachievementandprogress.
16% 29% 29% 26%
5.3Giftedandtalentedstudentsarewellsupportedtoachieve.
20% 32% 25% 23%
5.4Giftedandtalentedstudents’socialandemotionalwellbeingisnurturedthroughpastoralcare.
26% 30% 21% 23%
5.5Giftedandtalentedstudentsare provided with opportunities andchoicetousetheirgiftsandtalentstobenefitotherstudentsandthewidercommunity.
15% 25% 28% 32%
5.6Giftedandtalentedstudentsfeeltheirgiftsandtalentsarevalued.
18% 29% 24% 29%
5.7Focusedcommunicationbetweenschool,parentsandwha-nausupportgiftedandtalentedstudents’holisticwellbeing(cultural,spiritual,emotional,andsocial).
9% 25% 29% 37%
5.8Parentsofgiftedandtalentedstudentsareinformedby,andconsultwith,teachersabouttheirchild’sachievementandprogress.
18% 29% 27% 26%
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