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Schools’ Provision for Gifted and Talented Students: Good Practice
June 2008
Published 2008© Crown copyrightEducation Evaluation ReportsISBN 978-0-478-32879-0 (MS Word) ISBN 978-0-478-32880-6 (PDF) ISBN 978-0-478-32881-3 (HTML) ISBN 978-0-478-32882-0 (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)contributestothesethemesthroughitsroleofreviewingandreportingonthequalityofeducationinschoolsandearlychildhoodeducation services.
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.
ApriorityfortheGovernmentisthatyoungpeopleinNewZealandachievetotheirpotential.Thisreportoutlinesthegoodpracticefoundduringourreviewstohelpschoolboardsoftrustees,principalsandstaffthinkabouthowtheymightapplythefindingsandideas in their own schools.
ERO’sreport,Schools’ Provision for Gifted and Talented Students, June 2008,discussestheeducationofstudentswithparticulargiftsandtalentsandhowwellschoolsprovideforthisparticulargroupofstudents.Thiscompanionreportongoodpracticewaswrittentohelpschoolboardsoftrustees,principalsandstaffthinkabouthowtheymightapplythe ideas in their own schools.
Thesuccessfuldeliveryofeducationreliesonmanypeopleandorganisationsacrossthecommunityworkingtogether.Wehopetheinformationinthisbookletwillhelpthemintheirtask.
Graham Stoop ChiefReviewOfficer
June 2008
SCHOOLS’ PROvISION FOR GIFTED AND TALENTED STuDENTS: GOOD PRACTICE
Contents
INTRODuCTION 1
METHODOLOGy 3
Evaluation approach 3
Data collection 3
CASE STuDIES 4
Weaving GATE into the fabric of the school 4
GATE in a classroom setting 9
GATE in mixed ability classrooms 14
GATE in cluster classrooms 18
GATE drawing on special character 24
GATE as an alternative programme 28
GATE in a multi-cultural setting 34
SuMMARy 39
APPENDIx ONE: Self-review questions and indicators for your school 40
APPENDIx TWO: Glossary 44
SCHOOLS’ PROvISION FOR GIFTED AND TALENTED STuDENTS: GOOD PRACTICE
Introduction
NationalAdministrationGuideline(NAG)1(iii)crequiresboards,throughtheirprincipalandstaff,tousegoodqualityassessmentinformationtoidentifystudentswhohavespecialneeds(includinggiftedandtalented),andtodevelopandimplementteachingandlearningstrategiestomeettheneedsofthesestudents.SchoolswerenotifiedabouttheinclusionofgiftedandtalentedstudentsinthisNAGinDecember2003,andhavebeenrequiredtoimplementgiftedandtalentedprovisionssinceTerm1,2005.
In2007theEducationReviewOffice(ERO)evaluatedtheprovisionsforgiftedandtalentedstudentsin315schools.Ofthese,261wereprimary,and54weresecondaryschools.
Theschoolsinthisevaluationwereatvariousstages.Manyhaddevelopedanunderstandingofgiftedandtalentededucation(GATE),andhadimplementedprogrammesthatwerebeneficialtogiftedandtalentedstudents.Afewschoolswerejustbeginningtomakespecialprovisionforgiftedandtalentedstudents.
Inoverhalftheschools,schoolleadershipsupportedtheachievementofgiftedandtalentedstudents,andthisfoundationwasbeneficialtotheirprovision.Almosthalfofschoolshadinclusiveandappropriatedefinitionsandidentificationprocesses,andresponsiveandappropriateprovisionandprogrammesforgiftedandtalentedstudents.Almostaquarterofschoolshaddevelopedprocessesforreviewingtheeffectivenessoftheirprovision.Nearlyhalftheschoolspromotedpositiveoutcomesforidentifiedgiftedand talented students.
Agroupofschoolswasparticularlyeffectiveinprovidingforgiftedandtalentedstudents.Thesewerecharacterisedbyhaving:•schoolleadershipthatwasknowledgeableaboutprovisionforgiftedandtalentedstudentsandsupportiveofthem;
•staffthathadparticipatedinschool‑wideprofessionaldevelopmentongiftedandtalentededucation(GATE);
•well‑developedproceduresforcommunicating,consultingandcollaboratingwiththeschoolcommunityaboutallaspectsoftheirprovisionforgiftedandtalentedstudents;
•well‑definedandimplementedpoliciesandproceduresaboutdefiningandidentifyinggiftedandtalentedstudents;
•responsiveandappropriateprogrammesandprovisionforgiftedandtalentedstudents;
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•effectiveselfreviewoftheirprovisionforgiftedandtalentedstudents,usingevaluationinformationtoensureprogrammesmetidentifiedneeds;and
•promotionofpositiveoutcomesforgiftedandtalentedstudents,includinghelptoachieve,andnurturingofsocialandemotionalwell‑being.
TheexamplesofgoodpracticeinthisreportcomefromsevenschoolsrepresentingarangeofschoolsinNewZealand.TheyarepresentedinthesameframeworkusedforERO’s2008evaluationreport,Schools’ Provisions for Gifted and Talented Students,soreaderscanusebothreportstogether.
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Methodology
EvALuATION APPROACHEROusedthefollowingfiveevaluationquestionswhengatheringinformationforthisstudy:•Howwelldoestheschoolleadershipsupporttheachievementofgiftedandtalented
students?•Howinclusiveandappropriatearetheschool’sprocessesfordefiningandidentifyinggiftednessandtalent?
•Howeffectiveistheschool’sprovisionforgiftedandtalentedstudents?•Howwelldoestheschoolreviewtheeffectivenessofitsprovisionforgiftedand
talented students?•Towhatextentdogiftedandtalentedprogrammespromotepositiveoutcomesforgiftedandtalentedstudents?
DATA COLLECTION Theinformationfortheseexampleshasbeendrawnfromdatacollectedfortheevaluation report Schools’ Provision for Gifted and Talented Students. EROsupplementedthisinformationbyfollowingupspecificareasofeffectivepracticeidentifiedbyEROintheearlierreviews.
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Case studies
Thissectionpresentseachofthesevenschoolsasacasestudyfocusingonthefiveevaluationquestions.ERO’sindicatorsofhighqualitypracticeusedbyreviewofficersare included in Appendix One: Self-review questions and indicators for your school.
WEAvING GATE INTO THE FABRIC OF THE SCHOOLMangapapaSchoolisadecile5,contributingprimaryschoolinGisborne.
In2007theschool’srollwasjustunder450students,ofwhom58percentwereNewZealandEuropean/Pakeha,and40percentMaori,withtheremainingtwopercentfromotherethnicities.
TheschoolhadbeenpartofaGATEclusterforsevenyearswhenitwasreviewed,andwasnearingtheendofitssecondTalentDevelopmentInitiative(TDI)1 contract withtheMinistryofEducation.Theprovisionforgiftedandtalentedstudentswasfullyembeddedintheschoolcultureandpractice.ThedeputyprincipalwhowasfullyreleasedfromtheclassroomhadresponsibilityforcoordinatingallGATEprogrammesandattendingGATEclustermeetings.TheprincipalandboardoftrusteeswereverysupportiveandprovidedadedicatedbudgetforGATEeachyear,ensuringprovisionwassustained and promoted.
Theschoolhadthreelevelsofprovisionforgiftedandtalentedstudents.Theschool’sfirstprioritywastocaterforthesestudentsintheirregularcompositeclass.Thiswassupportedbyout‑of‑classprogrammesintheschoolandthenbyprogrammesofferedbytheGATEcluster.
School leadershipTheschoolphilosophyactivelyacknowledgedstudents’specialabilities,focusedonacommitmenttoachievement,andpromotedareflectivecultureamongstteachers.
Aschool‑wideunderstandingofGATEhadbeendevelopedoverthelast10yearsbytheprincipalanddeputy.Thedeputyprincipalhadledthedevelopmentofgoodpoliciesandguidelines,andensuredstaffandcommunityexpertisewasusedwelltosupportgiftedand talented students.
Theschool’sinvolvementintheGATEclusterhadbuiltteachercapacityandunderstandingthroughparticipationinprofessionaldevelopment.Thedeputyprincipalhadparticipatedinfiveyears’professionaldevelopmentthroughGiftedEducationAdvisorySupport.2Thisalsoincludedaschool‑widethree‑dayworkshoponGATE.Inadditiontothis,therehadbeenschool‑wideprofessionaldevelopmentoncurriculum
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1 See Appendix Two: Glossary.
2 See Appendix Two: Glossary.
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differentiation,andmembersoftheseniormanagementteam,orindividualteachers,hadhadprofessionaldevelopmentonin‑classprovisionforgiftedandtalentedstudents,thinkingskills,3mentoring,andhadattendedMinistryofEducationGATEconferences.
Withknowledgeaboutprovisionforgiftedandtalentedstudentsembedded,theschoolthenfocusedondevelopingaThinkingSkillsandInquirymodel.Teachers’andstudents’learningaboutthismodel,andaccompanyingresources,werebuiltupovertimetodevelopaparticularconceptaboutlearningintheircommunity.Thecollaborativenatureofthedevelopmentofthisconcept,becauseoftheprincipal’sabilitytodevelopleadershipandsharedecision‑making,meantthatteacherssupportedthisprofessionaldevelopmentandmadesubsequentimprovementstotheirteachingpractice.
Inadditiontobuildingteachercapacity,theschoolhadexcellentcommunicationsandrelationshipswiththeirparents,whanau,andcommunity.Thedeputyprincipalworkedcollaborativelywithparentsandteacherstofosteropencommunicationandbuildstrongrelationships.Themainwaysofcommunicatingwithparentsandwhanauwerethroughinterviewswithparentsofgiftedandtalentedstudents,andhui.TherewasastrongcommitmentbytheboardandstafftodevelopandmaintainapartnershipbetweentheschoolandtheMaoricommunity,andthesuccessofthiswasdemonstratedbytheattendanceof90percentofMaoriparentsandwhanauathui.
Defining and identifyingTheschool’sdefinitionofgiftedandtalentedstudentsreflecteditsphilosophyofacknowledgingandcommittingtotheachievementofstudentswithspecialabilities.Thedefinitionrecognisedspecialabilitiesthatwerecognitive,social,emotional,spiritualorphysical.Theschooldevelopeditsdefinitionovertime,drawingonlearningfromprofessionaldevelopment,MinistryofEducationandotherGATEpublications,andconsultation.Thedefinitionincludedthequalitiesandabilitiesvaluedbytheschoolcommunity.AspartofaGATEcluster,theyalsoworkedwithotherschoolstoestablishacommonunderstandingofdefiningandidentifyingarangeofgiftsandtalents.
Theschool’sidentificationofgiftedandtalentedstudentswasongoing,multi‑categorical,4andincludedformalandinformalmethods.Theseincluded:•historicalinformationdrawingonpreviousschoolorearlychildhoodrecords;•TeacherObservationScales;5
•in‑classobservationsandassessment–basedonteachers’professionalknowledge,inparticularaspecialistArtsteacher;
•worksamplesandportfolios;•standardisedtests(notastrongemphasis);
3 See Appendix Two: Glossary.
4 See Appendix Two: Glossary.
5 See Appendix Two: Glossary.
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•self,peer,andparentnominations;•interviewswithstudentsandparents;and•psychologicaltesting.
Theschoolhadaflowchartoftheidentificationprocessandsubsequentprogrammedevelopmentforeachstudent.Thedeputyprincipalliaisedwithteachers,andinvolvedparentsinanydiscussions.Studentswhowereidentifiedwereplacedonaregisterandweremonitoredbytheschool’sPathwaystoLearningteam.Thisenabledtherecognitionofgiftsandtalentsamongtheschoolpopulationandacrossarangeofgiftednessandtalent,andalsomonitoredstudentoutcomesandprogress.
Programmes and provisionGiftedandtalentedstudentswerenotstreamed,butplacedincomposite,mixed‑abilityclassesinjunior,middle,orseniorsyndicates.Thepredominantteachingstrategytocaterforthesestudentsintheirregularclassroomwascooperativegrouping.Studentsweregroupedforabilityinliteracyandmathematics.Teachersincludedeitherenrichmentandacceleration,6oracombinationofboth.Theschool‑wideimplementationofthinkingskillsasateachingstrategyprovidedvariety,challenge,choice,complexity,andprovisionfordifferinginterests,learningstyles,andpace.Studentstalkedconfidentlyaboutusingthinkingskillstodevelopprediction,imagination,andquickthinking.Theywereencouragedtoaskquestions.
Programmesoutsidetheregularclassroomenhancedclassroomlearning.Theseincludedanartsprogramme,e‑learningextension,manysportingopportunitiesdrawingonteacherandparentexpertise,academicextensionclasses,andadevelopmentalprogrammeinthejuniorsyndicate(seebelow).
Theboardfundedafull‑timespecialistartsandmusicteachertoprovidefurtherextensionforgiftedandtalentedstudents,andtoprovidespecialisthelptoteachers.Thisspecialistteacherfacilitatedmusic,visualarts,dance,drama,choir,andorchestraworkshopsonaweeklybasis.Thesewereregardedwellbythestudents,teachersandparents.Thestandardofpresentationwasveryhigh.Manyvisitingartistsandperformerscametotheschool,andgiftedandtalentedstudentsattendedout‑of‑schoolconcerts,exhibitions,andcompetitions.Individualtalentwasfosteredandcelebrated,withparentsstatingitwasoneofthereasonstheychosetheschoolfortheirchildren.
6 See Appendix Two: Glossary.
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TheboardfundedanInformationandCommunicationTechnologies(ICT)teacher(0.2FTE)toprovideane‑learningprogrammetodevelopcomputerskillsandexperiencewithsmallgroupsofgiftedandtalentedstudentswhobecamepeertutors.Theprogrammealsoincludedwebsitedesignand,forseniorstudents,entrytotheNewZealandWebChallengeCompetitionandincreasedstudents’knowledgeandskillsinthisfield.
ThejuniorsyndicatedevelopmentalprogrammeinvolvedagroupofYear1studentsinarangeoflearningexperiences,usingavarietyofmaterialsandresourcestobuildonknownskillsortodevelopuntappedpotential.Studentsworkedtogetheronaprojecttodemonstrateskillsandtalents,toexperiment,andtouseopportunitiestoshowcreativity.Parentswithparticulartalentswerementorsforeachactivity.Juniorsyndicateteachersfoundtheprogrammeusefulforidentifyingtalentsandinterests.
TheGATEclusterprovidedawiderrangeofopportunitiesoveraperiodoftimetodevelopparticulargiftsandtalents.Theseincluded:•literacycircles;•investigativemuseumresearch;•mathematicsproblemsolving;•leadershipskills–fromwhichtheschoolplannedtodevelopitsownschoolcouncil;•conceptualplanning;•fabricmaking;•foodtechnology;•chess;•visualandperformingarts;and•amentoringprogrammeforfathersandsons.
ProvisionforgiftedandtalentedstudentswasregularlytrackedintheGATEregister,andreportedtotheboardandtoparentsinparent‑teachermeetings.Parentswereupdatedonopportunitiesthroughtheschoolnewsletter,andmetteacherstodiscusstheneedsoftheirchildandplanfurtheropportunities.
School self reviewTheschoolunderstoodandvaluedselfreview.Theleadershipteamandteachersusedbothformalandinformalself‑reviewprocessestoevaluatetheoutcomesforgiftedandtalentedstudents.Theycontinuallydevelopedtheirprovisionusinginformationgatheredfrommeetings,parentandstudentfeedback,whanauhui,andparent/teachersurveys.
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Ataclassroomlevel,teachersregularlyreviewedandreflectedontheirteachingpractice.AspartofaGATEclustertheyhadregularMinistryofEducationreviewsatsetmilestones.Thesereviewsfocusedonalearner‑centred,self‑paced,integratedapproach,7 opportunitiesformentoring,theinclusionofculturalidentity,andcurriculumdifferentiation.Clusterprogrammeshadbuilt‑inevaluationopportunitiesforstudentsatthemidandendpointsofprogrammes.Changesweremadetoclusterprovision,includingtherangeanddurationofprogrammes.
Theschoolregularlyrevieweditsgiftedandtalentedpolicies.Thisreview,alongwithotherself‑reviewactivities,resultedinawell‑developedannualactionplan,withintendedandactualoutcomesmonitored.Recentchangesincludedadaptingtheschool’sreportingsystemtoimprovereportingonoutcomesofGATEprogrammes,particularlythroughe‑portfoliosandstudent‑ledconferencing.Theschoolleadershipencouragedteacherstoactivelyrespondtotheoutcomesofselfreview,adaptingprogrammesasappropriate.
Student outcomesGiftedandtalentedstudentsatthisschoolwerehappyandengagedintheirlearning.Theyenjoyedthewaytheschoolgrouped“like‑mindedkidstogether.”Studentsreportedthattheirteachersmadelearningfun,gavethemlotsofchoicesandopportunitiesincludingsports,culturalandartsactivities,andtechnology.Theysaidtheyfeltchallengedandsupported.Theyknewtheyhadtalents,butfeltfineaboutaskingforhelpinotherareas.Whenteachersletthemworkatdifferentlevelsintheclasstheyfelttheywereabletotakeresponsibilityfortheirownlearning,andtheteachersencouragedthemtodothisthroughthinkingskills,inquirylearning,8andquestioningskills.9
StudentsenjoyedparticipatinginGATEclusterprogrammesasitallowedthemtomakenewfriends,teacheachother,improvetheirselfesteem,shareideas,learnnewthings,andfeelsafe.WhenEROtalkedtogiftedandtalentedstudentstheywereabletoidentifyandspeakaboutthepositiveoutcomesoftheirparticipationinGATEprogrammesfortheirlearning,socialskills,andselfesteem.Afour‑dayclustercampenabledstudentstobuildskillsanddeveloprelationshipsthatwerecontinuedthroughsubsequentprogrammes.
Parentsstatedthattheschool’sacademic,cultural,andsportingprogrammesweresupportiveandinclusive.Theyfeltabletodiscusstheirchild’sstrengthsandweaknesseswithteachers,andtheyfeltinformedabouttheirchild’sprogress.TheschoolnurturedtheirrelationshipswithparentsbyorganisingandinvitingparentstoGATEseminarsandpresentationstoprovidethemwithinformationandskills.
7 See Appendix Two: Glossary.
8 See Appendix Two: Glossary.
9 See Appendix Two: Glossary.
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Theschool’sstrongnurturingphilosophywasreflectedinwell‑establishedbeliefsandavisionaboutgiftedandtalentedstudents,themanywaysofachievingandcelebratingsuccess,andastrongfocusonstudents’wellbeing.
GATE IN A CLASSROOM SETTINGKnightonNormalSchoolisadecile6contributingprimaryschoolinHamilton.
In2007theschool’srollwasabout650,ofwhom35percentwereMaori,34percentNewZealandEuropean/Pakeha,eightpercentPacific,eightpercentAsian,andsevenpercentAfrican,withtheremainingeightpercentfromvariousotherethnicities.
Theschoolleadershipwashighlycommittedtogiftedandtalentededucation.ThedeputyprincipalundertooktheroleofGATEcoordinator,andwassupportedbyateamoffiveGATEclusterteachersintheseniorandmiddlesyndicates.
ManygiftedandtalentedstudentsinYears3to6wereclusteredinfourclassesintheschool.Years1to2giftedandtalentedstudentswereprovidedforthroughdifferentiatedclassroomteaching,aswerestudentsinpartial‑immersionMaoriclasses.Theschoolalsoofferedprogrammesoutsidetheregularclassroom.
School leadershipTheprincipalwasknowledgeableandsupportiveofGATE.Hisleadershipwasflexibleandadaptable.Teachersattheschoolwereabletotakerisksintheirteaching,adaptprogrammes,andbeinnovative.TheleadershipteamwaswellinformedaboutGATEandtheschool’sprovisionswerebasedonsoundresearchandtheoriesabouteducationforgiftedandtalentedstudents.Theteammetregularlytodiscussdevelopmentsandensuretheywerecontinuingtomeettheneedsoftheirgiftedandtalentedstudents.
Originally,foraperiodoftimeinthelate1990s,theschoolranwithdrawalprogrammes.Studentswerechosentoparticipatefortheirbehaviour(goodorbad)ratherthanfortheiridentifiedgiftsandtalents.Ameetingwithparentshighlightedthattheschoolwasnotcateringforallchildren,andparentconsultationfollowed,togetherwithresearchandfurtherconsultationwithauniversityspecialistinGATE.TheschooldislikedtheideaofaGATEclass,andtheydecidedtocluster10to12giftedandtalentedstudentsincertainclasses.Teachersfeltthatthisclusteringoflikemindswouldprovideanacademicandsocialpeergroupforthestudents,whileensuringthattheirclassroomsreflectedtherealworld,andthattheylearnttoworkwiththefullrangeoftheir peers.
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Subsequently,theschoolwasinvolvedinschool‑wideprofessionaldevelopmentwithaspecialistGATEconsultant.Furtherschool‑wideprofessionaldevelopmentwasundertakenininquirylearning,SOLOtaxonomy,10goalsetting,questioningandthinkingskills.ClusterteachersparticipatedinmoreprofessionaldevelopmentwithGiftedEducationAdvisorySupport,andinaseriesofworkshopsandseminarswithaneducationalconsultancy.Somestaffhadundertakenpost‑graduatestudyinGATEandattendedGATEconferences.
Theschool’spoliciesandprocedureswereinclusiveandhadbeendevelopedinconsultationwithallstakeholders.Inlinewiththeschool’sphilosophy,theleadershipteamexpectedteacherstovaluediversityandtoknowtheirstudents.Thephilosophyencouragedteachers’andstudents’ownershipoflearningandanholisticapproachtolearning.Theprincipalandboardsupportedteachersandstudentsthroughteachingandlearningstrategiesandresources(includingreleasetimeforspecialistteachers).
TheschoolmaintainedregularcommunicationwithGATEparents,madetimetolistentothem,andbuiltstrongrelationshipsandpartnershipswiththem.
Defining and identifyingTheschoolworkedwithitsdiversecommunitytoincludetheirvaluesandunderstandingsofgiftsandtalentsinitsdefinition.Asaresult,itsdefinitionwasmulti‑categorical,recognisedsocialandculturalperspectives,andthemaskingofgiftsandtalents.Thedefinitionincludeddemonstratedorpotentialperformanceinoneormoreof:generalintelligence,specificacademicareas,visualandperformingarts,psychomotorability,leadership,creativethinking,andinterpersonalandintrapersonalskills.11
Theschoolhadadocumentedidentificationprocessinvolvingteachers,parents,thecommunity,andstudents.Becauseofthis,giftedandtalentedstudentsreflectedthewidediversityoftheschoolcommunity.Usingarangeofformalandinformalmethodsthegiftedandtalentedteamidentifiedstudentsthroughouttheyear.Thisprocessevolvedanddevelopedduringvariousprofessionaldiscussions.Originallyitwaslimitedtoteachernomination,andthenextendedtoincludeparents,peersandself‑nomination.Currentidentificationincluded:•formalmethods−achecklistoftraitsandcharacteristicsfortalentsandunderachieving;−TeacherObservationScales;−standardisedachievementtests(NumPA,PAT);12
−teacher‑devisedtests;and−SchoolEntryAssessmentandSixYearNet.13
10 See Appendix Two: Glossary.
11 See emotional intelligence in Appendix Two: Glossary.
12 See Appendix Two: Glossary.
13 See Appendix Two: Glossary.
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•informalmethods−teacherobservationofbehaviour,questioning,quirkiness;−assessment;−portfolios;−cumulativeschoolhistory;−anecdotalinformation;−interviews;−parentandwhanaunomination(usingnominationformaskingaboutcritical thinking,creativethinking,caringthinking);
−recommendationsfromcoachesandtutors;−peernominationforYear4andolder;and−studentselfnominationbasedonstudentinterest.
Inadditiontothis,giftedandtalentedstudentsinpartial‑immersionreoMaoriclassesandotherstudentsinterestedinkapahakawereidentified,particularlyforleadership,performanceoratory,andunderstandingoftikangaprotocols.ThegiftedandtalentedteamalsorecognisedtheneedtodevelopbetterprocessesforidentifyingbothESLstudents14whoweregiftedandtalentedandthosewhoweregiftedunderachievers.Thesestudentswerenoteasilyidentifiedthroughtraditionalmethodsinvolvingwrittentests.Thegiftedandtalentedteamplacedanemphasisondifferentwaysofidentifyinggiftedandtalentedstudents.
Programmes and provisionSchool‑widecoordinationoftheprovisionforgiftedandtalentedstudentswasverygood.Theplacementofgiftedandtalentedstudentswithparticularteachersandinclusterclassroomswasaverydeliberateprocessinvolvingteachersandparents.Discussionswithparentsfocusedonwhythestudenthadbeenidentified,andwhytheschoolwouldliketoplacehimorherwithaparticularteacherorinaclusterclass.Attherequestoftheirparents,somestudentswerenotplacedinclusterclassroomsorwereprovidedforinpartial‑immersionMaoriclasses.
Thegiftedandtalentedteamliaisedwithteacherstodevelopspecialprogrammesandalsomadesuggestionsfortheteachingofidentifiedchildrenbasedontheirparticularneedsandinterests.Muchofthistookplaceintheregularclassroomenvironment.Studentsweregroupedintheirclassforliteracyand,atYears1to4,inmathematics.Year5to6studentswerecross‑groupedthroughouttheseniorsyndicateformathematics,includingstudentsinthepartial‑immersionMaoriclasses.
Cluster classroom teachers had special characteristics. This was an important element in thesuccessofthisprovision.Theseteacherswere:
14 Students for whom English is a second language.
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•goodquestioners;•preparedtobechallengedbythestudents;•empatheticandunderstandingofthestudents’socialandemotionalneeds;•focusedonthestudents’holisticdevelopment(strengthsandchallenges);and•flexibleintheirdeliveryofthecurriculum.
Regularclassroomsweresitesofgoodteachingandlearningstrategiesthatengagedstudents.Forexample,strategiesincludedtheuseofexplicitlearningintentions,15 questioningandthinkingskills(readilyvisibletoteachersandstudentsalikethrougharubricdisplayedinclassrooms),theuseofSOLOtaxonomy,scaffolding,16 and goal setting.Thelearningenvironmentwasstudent‑focusedandtherewereopportunitiesforstudents to pursue their strengths and interests.
Inpartial‑immersionreoMaoriclasses,giftedandtalentedstudentswereencouragedtodeveloptheirgiftsandtalentsindevelopingtuakana‑teinarelationships,Wananga(Maorioratorystyleoflearning),andTeAoMaori(theMaoriworld).Kaumatuafromtheschoolmaraeandexpertsfromthecommunityhelpedtoprovidetheseprogrammes.
Theschoolalsoprovidedmanywhole‑schoolandout‑of‑schoolopportunitiesforgiftedand talented students. These included:•orchestra,choir,andinstrumentalmusictuition;•dramaticandmusicalproductions;•dance;•visualarts;•studentcouncilandmediators;•off‑sitemusiccomposition;•aCorrespondenceSchoolwritinggroup;and•participationinAustralasianSchoolcompetitions.17
Theprincipalsaidthattheschool’smainfocuswastoprovidearegularclassroomenvironmentandprogrammesthatmettheneedsofgiftedandtalentedstudentsallthetime.Thefocuswasonstudentindividualityanddiversity.
School self reviewThisschoolhadprocessesthatcontributedtothereviewofitsprovisionforgiftedandtalented students. These included:•clusterclassteachermeetingstodiscussthequalityofprogrammesforgiftedandtalentedstudents;
•weeklymeetingstodiscussstudentsatrisk–inclusiveofgiftedandtalentedstudents;•anappraisalprocesswhereallteachersshowedhowtheywerecateringforgiftedandtalentedstudents;
15 See Appendix Two: Glossary.
16 See Appendix Two: Glossary.
17 See Appendix Two: Glossary.
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•meetingswithparentstoreviewprogrammes;and•identifiedperformanceindicatorsintheannualplanforreview.
Thegiftedandtalentedandleadershipteamdisplayedaverygoodknowledgeoftheperformanceindicatorsandprogressmadeagainstthese.Throughselfreview,theleadershipteamhadrecognisedtheneedtoconsolidatealltheschool’sprofessionaldevelopment and to ingrain teaching and learning practice in classrooms. This resulted inteachershavingtimetoreflectonwhattheyhadachievedandhowtheyhadadaptedfromteacher‑directedlearningtostudent‑directedlearning,inparticulartothebenefitofgiftedandtalentedstudents.
Student outcomesGiftedandtalentedstudentsenjoyedbeingatschool.Theysaidtheywerechallengedandwhentalkingabouttheirlearningtheysaiditwasinterestingandfun.Studentshadrespectfortheirteachersandsaidthatteachersrespectedthemtoo.
Membersofthegiftedandtalentedteamcommentedthattheywantedthestudentstobehappyandchallenged,engagedandmakingprogress.Theywantedtokeepthestudents’inquisitivemindsalive.“Wewantgiftedandtalentedchildrentolearnasgiftedandtalentedchildrenallthetime.Thisiswhywehaveclusterclassesandwhyallteachersaretrainedinworkingwithstudentswithspecialabilities.”
Theemotionalwellbeingofgiftedandtalentedstudentswasnurturedthroughexcellentschoolpastoralcarepractice.Aframeworkintheschool’svisionprovidedforthedevelopmentofacommonunderstandingandownershipoftheschool’sprioritiesandeducational direction.
Thisframeworkhadfourfoundations:–havinggoodrelationships(gettingalongwitheveryone);–organisation;–persistence;and–confidence.
Studentsweregiventhestrategiesandskillsforindependentlearningsuchaspersistingandbeingabletocopewithfailure.Theleadershipteamacknowledgedthediversityofitsschoolpopulation,believingthattobedifferentistobenormal,andrecognisingthatbeinggiftedandtalentedwasanotheraspectofbeingdifferent.
Parentsofgiftedandtalentedchildrenfeltwellinformedabouttheirchild’slearningandprogress.Teachersgavethemformalinformationaswellasspeakingtothemonaninformalbasis.Theschoolleadershipteamensuredthatitsknowledgeofagiftedand
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talentedstudentwaspassedontointermediateschools.Inaddition,theschoolalsoheldparenteducationeveningstobuildtheknowledgeandcapacityofparentssotheycouldadvocatefortheirchildren,particularlyinthetransitiontootherschooling.
GATE IN MIxED ABILITy CLASSROOMSKirkwoodIntermediateSchoolisadecile6schoolinChristchurch.
In2007theschool’srollwasjustunder230,ofwhom69percentwereNewZealandEuropean/Pakeha,18percentAsian,andfourpercentMaori,withtheremainingninepercentfromotherethnicities.
Thisschooltookastrongteamapproachtocoordinatinggiftedandtalentededucation.Thecoordinatingteamincludedtheprincipal,thedeputyprincipalwhowasalsotheDirectorofCurriculumandYear8teamleader,theSpecialEducationNeedsCoordinator(SENCO)whowasalsotheYear7teamleader,theschoolcounsellor,andthetechnologyteamleader.Theboardhadastronginterestintheprovision.Allteachersintheschoolwereinvolvedinclassroomprogrammesforgiftedandtalentedstudents.
Giftedandtalentedstudentsatthisschoolwerecateredforinmixedabilityclasses,withvariousout‑of‑classprogrammesandopportunitiesbothintheschool,andinthecommunity,tomeettheneedsofthesestudents.
School leadershipTheprincipalhadgoodprofessionalknowledgeofGATEandhaddevelopedsoundphilosophicalunderstandingandpracticesbasedongiftedandtalentedtheoryandresearch.Thisknowledgeandunderstandingledtotheestablishmentofmixedabilityclasses.Previously,inthelate1980s,theschoolhadintroducedhighabilityclasses,buttheprincipaldoubtedthephilosophyandreasonsbehindthisapproach.In2002,theschoolwentbacktomixedabilityclasseswithadditionalprogrammesoutsidetheclassroom environment.
Theboardwassupportiveofprovisionforgiftedandtalentedstudents,eventhoughtherewassomedissensionaboutmixedabilityclasses.Thisschoolwasonlyoneoftwointermediateorsecondaryschoolsinthecitywithoutstreaming,andtheyhadonlyonededicatedcontributingschool.Theprincipalacknowledgedheworkedhardtodevelopasharedunderstandingaboutprovidingforgiftedandtalentedstudentsamongsttheboardandteachingstaff.
Parentsandtheschoolcommunitystruggledwithpublicperceptionaboutmixedabilityclasses.Theprincipal,withboardsupport,convincedthecommunitythiswouldbegoodfortheirchildrenbytalking,meeting,anddiscussingwiththemtheimplicationsofhighabilityclasses,andpresentingevidencethroughresearchandcurrenttheories.Some
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teacherswerenotsupportiveandwantedtoreturntohighabilityclassesasthiswouldmeantheywouldgetmorestudentsintotheschool.Eventuallyadecisionwasmadetoprovidethebestforthestudentswhowerealreadyattheschool.Aboardrepresentativesaidthatparentswerenowconvincedabouttheworthofmixedabilityclasses.Someparentshadhadchildrenunderbothsystemsanddidnotwanttheirchildrentogobacktohighabilityclasses.
Theprincipalappointedaseniormanagementteamandteachingstaffthatsupportedtheschool’sparticularphilosophy.Withstrongleadership,andcommunityandboardsupport,theschooldevelopedhighqualitypoliciesandproceduresforGATE.Decisionsaboutprovisionwerebasedoncurrenteducationalresearchthatstressedtheimportanceofmeetingtheneedsofgiftedandtalentedstudentsintheclassroom.
Toputthisbeliefaboutclassroomprovisionintopractice,theseniormanagementteammodelledgoodpractice,withclassroomreleasetimebeingusedtoworkwithindividualteachersintheclassroom.Thisledtoimprovedteachingpractice,planningandassessment.Allteachersweretrainedinhowtodifferentiateprogrammestomeettheneedsofgiftedandtalentedstudents.TheyalsoattendedprofessionaldevelopmentsessionsaboutGATE,andinparticularaboutthelearningopportunitiesavailabletostudents outside the classroom. The senior management team operated a programme to includenewteachersthatteamleaderssaidwerekeentolearnhowtoteachgiftedandtalentedstudents.Thisinvolvedteamingupnewteacherswithacompetentandskilledmemberoftheseniormanagementteam.
Aschoolcounsellor,whowasfundedbytheboardthroughtheoperationsgrant,alsosupportedteachers.Shewasavailablethreeafternoonsaweektoassistteacherswithideasonmeetingtheneedsofgiftedandtalentedstudents.
Therewasstrongcommunityinvolvementthroughouttheprocessofestablishingaphilosophy,andpoliciesandprocedures.Theprincipalandseniormanagementteamconsultedparentsandthewidercommunity,listeningtotheirconcernsandprovidingevidencetoestablishunderstandingoftheschool’sphilosophyonprovisionforgiftedand talented students.
Theprincipalsaidthatabenefitofmixedabilityclasseswasthatallteachershadastrongerawarenessofwhatwasmeantbygiftedandtalented.Teachersplannedandimplementeddifferentiatedlearningprogrammestosuitstudents,particularlygiftedandtalented students.
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Defining and identifyingTheschoolrecognisedgiftsandtalentsacrossmanysubjects,disciplinesandinterests.Similarly,theyusedavarietyofmethodstoidentifygiftedandtalentedstudentsthroughouttheyear,andtodevelopapictureofeachstudent.Thesemethodsincluded:•informationfromparentsaboutacademic,cultural,andsportingabilities,gatheredonastudentinformationsheet,aboutstudents’needs;
•discussionsaboutstudents’needswithcontributingschools;•standardisedtestsformathematicsandliteracywithbenchmarkstoidentifyacademicallygiftedstudents(STAR,GLOSS,asTTle);18
•teacherdiscussionsandobservationstoidentifystudentsnotachievingandalsotoremovesomestudentsidentifiedintestingwhowerenotgiftedandtalented;and
•teacherandstudentnominationsforthosewithculturalandsportinggiftsandtalents.
Theseniormanagementteamsharedabeliefthatparentswereverygoodatidentifyingwhethertheirchildwasgiftedortalented,andthattheywererealisticabouttheirchild’sabilities.Mostimportantlythisallowedforthecontinuationofprogrammesandeaseofcommunication.
Oncetheirchildrenwereidentifiedandrecordedonaregisterofspecialabilities,parentswerecontactedandthebestcourseofactionforthestudentwasdiscussed.ThismighthaveincludeddualenrolmentwithTheCorrespondenceSchool,withdrawalprogrammes,oroutsideagencysupport.TheregisterwasupdatedbytheSENCOfromclassdescriptionscompiledbyteachersinTerm1,andthenre‑evaluatedandmodifiedinTerm3.
Programmes and provisionTheschool’sfirstprioritywastocaterforgiftedandtalentedstudentsthroughmixedabilityclasses.Teamleaderssupervisedthedevelopmentofyearlevelplanningtoensureprogrammeswereeffective.Eachclassroomteacherplannedandimplementeddifferentiatedprogrammesformathematics,reading,andwriting,withdifferentiationinscienceandsocialstudiesbeingtrialled.Goodqualityteachingstrategiessupportedgiftedandtalentedstudentswiththeuseoflearningintentions,successcriteria,19selfevaluation,andindividualgoalsetting(inconsultationwithparentsandteachers).Highqualityresourcessupportedlearningandpromotedthinking,questioning,andinteractivelearningusingICT.Teachershadpositiverelationshipswithstudents,andgiftedandtalentedstudentssaidtheyfeltincludedandvalued.
Therewaseffectivecoordinationofprovisionforgiftedandtalentedstudents,with out‑of‑classopportunitieslinkingintoregularclassroomprogrammes.Theschool
18 See Appendix Two: Glossary.
19 See Appendix Two: Glossary.
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offeredavarietyofwithdrawalprogrammes,andusedteachersandparents’specialabilitiesandtalentstodoso.Theseincluded:•leadershipthroughtheschoolcouncil,schoolhousecaptains,andsportteams;•languages;•readingandwriting;•mathematics;•scienceandtechnology;•performingarts–dance,drama,orchestra,choir,kapahaka;•visualarts–artandpainting;•physicaleducationandsport;and•ICT.
Giftedandtalentedstudentsalsohadaccesstoawiderangeofregional,national,andinternationalcompetitions;aprogrammeforinformationandhands‑ontechnologicalexperiences;universityvisits;mentoringopportunities;programmestodevelopdigitalliteracyandinventivethinking;andaprogrammeaimedatdevelopingcognitive,emotionalandsocialneedsofgiftedandtalentedchildren.
Theschoolcelebratedacademic,cultural,andsportingsuccess,operatingaBluesAwardssystem.Thesewereawardedataspecialassemblyattendedbyparentsandwhanau.
School self reviewTheschoolleadershippromotedanenvironmentthatwasopenandreflective,andencouragedyoungerteacherstocontributefreely.Classroomteachersregularlyreviewedtheir classroom programmes and team leaders supervised this. The senior management teamprovidedmodelsofreviewssoteacherswereabletoevaluatedifferentiatedclassroomprogrammesandanywithdrawalprogrammesforwhichtheywereresponsible.
Theschoolhadopennightsforparentsandregularparentinterviewstodiscussandreviewprovisionforgiftedandtalentedstudents.In2004,aschool‑widegiftedandtalentedsurveywasundertaken,involvingstudents,teachersandparents.Actionsresultingfromthisincludedtheconsolidationofprogrammesonoffer,andnewprogrammesbeingoffered.
Student outcomesTheinclusivecultureofthisschoolcontributedsubstantiallytogiftedandtalentedstudentsbeinghighlyvaluedandrespectedbytheschoolcommunity.Theprincipalattributedthislackoftallpoppysyndrometomixedabilityclasses.Hesaidthere
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was“nonerds’classanymoreandthisusedtobeveryapparent.Nowthechildrenarelearningaboutlife,howtodealwithpeople,howtounderstandotherpeople’sstruggles.”Bullyingmanagementstrategiesalsocontributedtomixedabilityclasses.Astudentsurveyhadshownthatstudentsfelttheywerebeingbulliedandaskedforbettermonitoring.Strategieswereimplementedandasubsequentsurveyshowedstudentswerehappy,excited,andengaged.
Theappointmentofaschoolcounsellorenhancedlearningopportunitiesforgiftedandtalentedstudents.Shesetupamentoringsystemthatsupportedthememotionallyandspirituallyaswellasinotherareas.Sheworkedwithteachers,families,andthewidercommunity.Thecounsellorhadgoodstrategiestohelpstudents,particularlythosewhowereveryacademicallyadvanced,andworkedwiththeirfamiliesaswell.Studentsappreciatedtherewasacounsellor–“sheletsyouexpressyourfeelings.”
Giftedandtalentedstudentsenjoyedschool,sayingtheywereallowedtomakechoicesanddecisions.Theyfeltchallengedandweregivenlotsofleadershipopportunities.Year8studentsacknowledgedthattheirself‑esteemhadgrownhugelybetweenthestartofYear7andtheendofYear8,andattributedthistobeingtreatedasyoungadults.Theschoolwasoneofchoiceformanychildrenandsometravelledalongwaytoandfromschooleachday,sayingitwasworthit.Thestudentswereengaged,focusedandmotivated,saying,“It’sokaytosucceedatthisschool.”
Onegiftedboywithbehaviouralproblems,whohadbeenatafullprimaryschoolandnowhadtotravelalongdistancebybuseachday,saidthattheschoolhadchanged him and he was much more mature.
GATE IN CLuSTER CLASSROOMSPalmerstonNorthNormalIntermediateSchoolisadecile9schoolinPalmerstonNorth.
In2007theschool’srollwasjustover660,ofwhom64percentwereNewZealandEuropean/Pakeha,14percentMaori,12percentAsian,andtwopercentPacific,withtheremainingeightpercentfromvariousotherethnicities.
Thedeputyprincipalwastheappointedgiftedandtalentedstudentprogrammecoordinatorandwassupportedbyagroupofnineclusterclassandwithdrawalprogrammeteachers.Theprincipal,seniormanagementteam,andboardwereverysupportiveofandknowledgeableabouttheprovisionforgiftedandtalentedstudents.
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Thereweresixteachingteamsofthreetofourclasses.Manygiftedandtalentedstudentswereclusteredin12compositeclassesatthisschool,spreadacrosstheteachingteams.Theschoolprovidedarangeofopportunitiesforenrichmentandextensionthroughbothschoolandcommunityprogrammes.
School leadershipThecoordinatorofthegiftedandtalentededucationwasveryknowledgeableandskilled,andusedherdesignatedtimeeffectivelytodevelopGATEprovision.Theclusterteacherswerealsoveryknowledgeableandledmanyofthewithdrawalandout‑of‑classprogrammes.Inadditiontothis,theprincipalhadalonghistoryofdevelopinggiftedandtalentedprogrammes(bothinthisschoolandothers),andencouragedteacherstobeinnovativeandtakerisksintheirteaching.Thesefactorswerecriticaltothedevelopmentandsuccessoftheschool’scurrentprovisionsforgiftedandtalentedstudents.
Sixyearsago,theschoolonlyhadwithdrawalclasses,andgiftedandtalentedstudentswerespreadacross21mixedabilitycompositeclasses.Therewasonlyasmallgroupofidentifiedgiftedandtalentedstudentswhoparticipatedinfutureproblem‑solvingextensionclasses.Theseniormanagementteam,throughselfreview,realisedthatthiswasnotbeneficialtogiftedandtalentedstudents–identifiedandnon‑identified.
Theboardreleasedselectedteachersfortwodaysandtherewasschool‑widediscussionabouttheoptionsofmixedabilityclassesversusstreamedclasses.Teachersfeltthat,whilegiftedandtalentedstudentsbenefitedfrombeingtogether,streamingwasnotbeneficialforstudents.Consultationwithparentschallengedthisbelief.Alargegroupofstudentsattheschoolwereachievingacademicallyinstanines8and9.20 The parents ofthesestudents’wantedonestreamedclass.However,teachersfeltthatthisscenariowouldhavemadeuseofthestrengthofonlyoneteacherratherthanalltheteachers,andthattherewouldhavebeennoprovisionforgiftedandtalentedstudentswhowerenotinthishighabilityclass.FurtherconsultationwithparentsandprofessionaldiscussionsamongststaffledtothedevelopmentofclustersofacademicallygiftedstudentsinYears7and8compositeclasses.
Theschoolthendevelopedstrongpoliciesandcoreprinciplesforgiftedandtalentedprovision.Thiswassupportedbyaplanningandimplementationdocument,developedbytheteamleaders(ofthesixYears7and8teachingteams),theGATEcoordinator,andtheseniormanagementteam.Thisplan,informedbyprofessionaldevelopmentanddiscussion,helpedteacherstocarryouttheintentoftheschool’spolicyongiftedandtalented provision. 20 See Appendix Two: Glossary.
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Theboardprovidedabudgetforprofessionaldevelopment,resources,programmedevelopment,andstaffreleasetime.Classteacherswerereleasedtorunwithdrawalprogrammes,tocoachsports,orattendevents.
Theprincipalanddeputyprincipalacknowledgedthatestablishingaschool‑wideunderstandingofgiftedandtalentededucationwasaconstantchallenge,particularlywithalargestaff.Theyapproachedthisbyinvolvingasmanyteachersaspossibleandthroughschool‑wideprofessionaldevelopment.Thecoordinatordiscussedplannedprovisionfortheyearwithteachersbeforethestartoftheschoolyear.Teachers,particularlythosenewtotheschool,wereencouragedtobeinvolvedinwithdrawalprogrammes.Therewasschool‑wideprofessionaldevelopmentindifferentiatedlearning,planningandassessment,andteachingstrategiessuchasthinking,questioning,andproblemsolving.Teacherswhotookwithdrawalprogrammeshadprofessionalreadingsaboutthedefinitionsandidentificationofgiftedandtalentedstudents.Thecoordinatorattendedgiftedandtalentednetworkmeetings,GATEconferencesandseminars,andhadundertakenuniversitystudyspecialisingintheprovisionforgiftedandtalentedstudents.
Theschoolplacedhighpriorityoninformingandeducatingparentsaboutgiftedandtalentededucation.ThecoordinatorgaveparentsabookletwithextensiveinformationaboutGATE,heldanopendayandaparentinformationevening,sentregularnewslettershome,andvisitedcontributingschoolstomeetstudentsandparents.
Defining and identifyingTheschool’sdefinitionofgiftedandtalentededucationevolvedfrommanyyearsofstaffresearch,professionallearning,anddiscussions,particularlywithMaoristaffmembers.Inadditiontothis,theseniormanagementteamconsultedparents,includingMaoriparentsandwhanau,andlocaliwitoensurethedefinitionincorporatedMaoriconceptsofgiftednessandtalent.Thedefinitionincludedthefollowingdomains:•Generalintellectual.•Specificacademic.•Creativeandproductivethinking.•Leadership.•Visualandperformingarts.•Sportingability.
Teachersusedamulti‑methodsapproachtoidentifygiftedandtalentedstudentsonanongoingbasis,beforeandduringstudents’enrolmentattheschool.Theseapproachesincluded:
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•aparentperspectiveformthataskedforinformationaboutacademic,sporting,thearts,keycompetencies,andpreferredteachingstyle;
•interviewsbytheprincipalwithprospectivestudents;•aplacementformforteachersatcontributingschoolsthatidentifiedgiftsandtalents,andincludedstandardisedtestresults;
•interviewsbythedeputyprincipalandSENCOwithteachersfromcontributingschools;
•standardisedandteacher‑devisedtesting;•teacheridentificationthroughobservation;and•studentandpeernomination.
Theprincipalanddeputyprincipalsaidthattheyconsideredbehaviourproblemsasanindicatorofunderachievementpossiblymaskinggiftsandtalents.Theyalsorecognisedthatwritingskillswereabarrierformanyacademicallygiftedboysandemphasisedtheimportanceofamulti‑methodsapproachtoidentifyingthesestudents.
TheGATEteamconsideredallthesefactorsandsummarisedthisinformationintheiridentificationofgiftedandtalentedstudents.Theschool’sregisterofthesestudentswaswellbalancedintermsofethnicityandgender,andacrossfourcategoriesofgiftsandtalents:academic,sports,performingarts,andyoungleaders.
Programmes and provisionTheschoolhadavarietyofprogrammestocaterforitsgiftedandtalentedstudents–intheregularclassroom,inwithdrawalprogrammes,andinthelocalcommunity.
Studentsgiftedinliteracyandmathematicswereclusteredingroupsoffourtofivestudentsinclusterclasses.Theseandothergiftedandtalentedstudentswereplacedwithteacherswithparticularstrengthstoensurenotonlyamatchofknowledgeandskills,butalsotomeetstudents’socialandemotionalneeds.
Intheregularclassroom,teachersprovideddifferentiatedprogrammesandusedteachingand learning strategies such as:•inquiryandproblembasedlearningtoencouragethinkingandquestioningatahigherlevel;
•integratedlearning;•abilitygroupingforliteracyandnumeracy,andincreasinglyinscienceandsocialstudies;and
•learningintentions,WALTs,21successcriteria,andselfevaluation.
21 See Appendix Two: Glossary.
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Theschool’swithdrawal,out‑of‑class,andbeyondschoolprogrammeswerewellplannedandusedthestrengthsnotonlyofteachers,butalsoparentsandcommunitymembers.Teacherswhorantheseprogrammesmetcertainrequirementsforplanningandreportedtotheboardandclassteachersaboutstudentprogress.Theseprogrammesincluded:•performingarts–drama,band,kapahaka,choir;•visualarts–linkedwithsecondaryschools;•tereofestivals;•NgaTohunga;•debatingandspeechmaking;•internationallanguages;•sports,includingextendingtopsportspeopletoleadershipthroughextensionprogrammes,coachingofotherstudentsandrunningtournaments;
•leadership;•science–linkedwithsecondaryschools;and•avarietyofregionalandnationalcompetitionsacrossthecurriculum.
Theschoolcouncilresearchprojectwasaparticularinitiativeforgiftedand talented students. The students were divided into three committees to research a particular topic: –hygieneintheschooltoilets;–thebikecompoundroofing;and–theschoolheatingsystem.
Theythenpresentedtheircasestotheboard.Thiswasadeliberateprogrammeputinplacetopromoteleadershipandproblemsolvinginrealworldscenarios.
RecentlytheschoolintroducedanincentiveprogrammewherestudentswerepresentedwithBluesbadgesforacademic,performingarts,sportsandcitizenshipsuccess.Studentssetacademic,culturalandsportinggoalsbasedonthissystem.Thiswasenvisagedandpromotedbytheschoolcouncil.ThecouncilranaBluesAssemblysixtimesayear,witharolemodelattendingtheassemblyeachtimetotalktostudents.
School self reviewRegularselfreviewoftheprovisionforgiftedandtalentedstudents,included:•anannualreviewanddiscussionbasedonobservationsofclassteachers;•standardisedandschool‑widetestresults;•otherassessmentandproductevaluations;•student‑completedprogrammeevaluations;•parent‑studentconferences;
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•parentsurveys;and•reportstotheboardbyteachersofwithdrawalprogrammes.
Thisinformation,togetherwithnewintakedata,wasusedwhenconsideringprovisionfortheyear.Outcomesfromthisselfreviewweretheintroductionofnewphilosophy,creativethinking,andproblem‑basedlearninggroups.
Theschoolvaluedfeedback,bothformalandinformal.Theseniormanagementteamregularlyundertookaparentandschoolcommunitysurveyabouttheirprovisionforgiftedandtalentedstudents,andmademodificationstoprogrammes.AtransitionsurveyofYear6studentsandtheirparentswasundertakeninTerm2ofeachyear.Thissurveyidentifiedanysocialandemotionalwell‑beingissues.Thesesurveys,togetherwithinformaldiscussionsbetweenparentsandstaff,showedthatparentsfelttheirchildrenweredoingwellatschool,andalsohelpedidentifysomeareasforimprovementfortheschooltofocuson.
Student outcomesTherewerepositiveoutcomesforgiftedandtalentedstudents.Thestudentssaidtheyenjoyedschool,feltchallenged,andthatteachersencouragedthemtotakethenextstepintheirlearningandpersonaldevelopment.Studentsinclusterclassesstatedtheyfeltsafeinasupportiveenvironmentwithotherswhoweregoodatthesamethingasthem.Notonlyhadtheachievementlevelsofgiftedandtalentedstudentsincreased,particularlythoseofboys,butthestudentsweremotivated,andweregrowingintheirabilitytoapplyknowledge.Clusterteacherssaidthatthereweresocialandemotionalbenefitsaswell.Giftedandtalentedstudentshadgrownintheirtoleranceandacceptanceofotherswhowerenotatthesamelevelasthem.TheYears7and8compositeclassesmeantthattheteachergottoknowthestudentswelloveratwo‑yearperiodand,particularlyinYear8,couldbuildonstudents’strengths.Year8studentsdevelopedleadershipandmentoringabilities,modellingfor,andsupporting,theirYear7classmates.
Successeswerecelebratedattheschoolthroughperformanceassemblies,newsletters,awards,andindividualfeedbackfromtheprincipalandteachers.Performanceassembliesgaveparentsopportunitiestoseethelevelatwhichstudentswereachieving,asdidprogressmeetingsbetweenthedeputyprincipal,parents,andstudents.
Theschoolworkedhardtomakesurethatthesepositiveoutcomescontinuedforgiftedandtalentedstudents,organisingspecialvisitstosecondaryschoolsandtospecificdepartmentsintheschool.TheprincipalanddeputyprincipalmetwithYear9deans,GATEcoordinators,SENCOs,andResourceTeachers:LearningandBehaviour(RTLBs)aboutlearning,socialandemotionalneeds,andachievementoutcomes.
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GATE DRAWING ON SPECIAL CHARACTER StMary’sCollegeisadecile5,state‑integratedYears7to15,girls’secondaryschoolinAuckland.
In2007theschool’srollwasjustunder770,ofwhom54percentwereNewZealandEuropean/Pakeha,16percentPacific,10percentMaori,andninepercentAsian,withtheremaining11percentfromvariousotherethnicities.
TheprincipalandmembersoftheDiverseNeedsTeamhadoversightofgiftedandtalentededucationintheschool.InadditiontoaGiftedandTalentedcoordinator(whowasalsotheLearningSupportcoordinator),theteamwasmadeupoftheprincipal,deputyprincipal,theRTLB,theSpecialistClassroomteacher,thecounsellor,andtheFutureProblemSolving22 teacher.
Thisschoolcateredforitsgiftedandtalentedstudentsinavarietyofways.Years7 and8studentswereplacedinmixedabilityclasses,andfromYear9giftedandtalentedstudentsweregroupedtogetherasaformclass.Giftedandtalentedstudentshadmanyopportunities,bothinandbeyondtheschool.
School leadershipTheappointmentofanewprincipalin2002providedanimpetusfortheGATEprogramme.Theprincipalmadekeyappointments,andestablishedaschool‑wideprofessionaldevelopmentprogramme,tosupportnewGATEinitiatives.Anewlyappointedheadofdepartment(HoD)formathematicsdevelopedacriticalandcreativethinkingprogrammebasedonHabitsofMind23acrossthecurriculum.School‑wideprofessionaldevelopmentfocusedonthisprogrammeandonimprovingstudentachievement.Followingonfromthis,agiftedandtalentedcoordinator,supportedbythedeputyprincipal,wasappointedtocreateaspecificgiftedandtalentedteamwithintheDiverseNeedsTeam.ThisteamusedahighlyprofessionalandcoordinatedapproachtoleadthedevelopmentofGATEintheschool.Theinfluenceofthisgroupwassubstantial.Theprincipal’ssupportandthedeputyprincipal’smembershipontheteammeantthatpracticalchangescouldbequicklyimplemented.
Thegiftedandtalentedteammadegooduseofexternalexpertisetoreviewanddevelopwaystoprovideforgiftedandtalentedstudents.Thisexternalinputpromptedananalysisofwhatwasalreadyinplace,whatwasworkingwell,whatthegapswere,andhowtheschoolmightproceed.Forwardplanningwasdevelopedandimplemented.
School‑wideprofessionaldevelopmentwasintegratedintothecurriculumwithexcellentsupportfromtheseniormanagementteam.Thisprofessionaldevelopmentincludedanemphasis on:
22 See Appendix Two: Glossary.
23 See Appendix Two: Glossary.
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•thinkingskills;•inquiry‑basedlearning(throughanExtendingHighStandardsAcrossSchoolscontract);24
•differentiatedlearning–thiswasoriginallyschool‑wideandthenprovidedtosmallercross‑curriculargroupstodevelopquestioningskills,cooperativeteaching,positivelearningenvironments,andthesharingofgoodpractice;
•cateringforgiftedandtalentedintheclassroom;•futureproblemsolving;and•specifictopicsfordifferentcurriculumgroupssuchasScholarshipEnglish,NetballNZworkshops,MusicTeachers’Symposium.
Inadditiontotheschool‑widefocus,thegiftedandtalentedteamhadmorespecificallyfocusedprofessionaldevelopmentwithanexternaladvisor.
Theprincipalhadadepthofknowledgeaboutthegiftedandtalentedprogrammesintheschoolandthestrategiestoaddressthegoalsofthegiftedandtalented long‑termplan.Shefocusedonbuildingthecapacityofclassroomteacherstoprovidedifferentiatedteachingsothatallgiftedandtalentedstudentswereprovidedforintheirregularclassrooms.Therewasanexpectationthatdifferentiationwasshowninclassprogrammeplanning.TheprincipalandtheseniormanagementteammadegooduseoftheexpertiseofclassroomteachersandtheRTLBtodevelopout‑of‑classprogrammes.Forexample,thephysicaleducationteacherhadaflairforvaluesteaching;theHoDofsciencedevelopedachemistryextensionprogramme.Therewasstrongsupportforteacherstocaterforstudentswithcontradictorystrengthsandweaknesses,suchasstudentswhoweregiftedbutdisorganised,orgiftedanddyslexic.
Theschool’sspecialcharacterandvaluesof“respectforselfandothers”wereanintegralandtangiblepartoftherichlearningenvironmentforgiftedandtalentedstudents.Appropriateresources,accompaniedbynurturingpastoralcare,exemplifiedtheschool’sprovisionforgiftedandtalentedstudents.
Defining and identifyingTheschool’sdefinitionandidentificationofgiftedandtalentedstudentsevolvedfromtheprincipal’svision,expertiseintheschoolandongoingexternaladvice.Theseniormanagementteamdemonstratedastrongcommitmenttoidentifyingpotentialgiftedandtalentedstudents,particularlythosewhodidnotreadilydisplaytheirgiftedness.Thisprocessinvolvedastrongcommitmenttolisteningtoparents,throughmeetings,hui,andfonowithparentstoexplorewhatwasvaluedasgiftedandtalentedinMaoriandPacificcultures.Theschooladoptedanholisticandamulti‑culturalviewthatincorporatedspiritual,emotional,social,physicalandintellectualcapabilitiesacrossdifferentdomains.Theseincluded:
24 See Appendix Two: Glossary.
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•academic;•bodily‑kinaesthetic;•visual‑spatial;•musicalability;•creativeandthinkingskills;•leadershipability;and•spiritualityandethics.
Theschool’sidentificationprocesswasmulti‑categorical,coveredtransitionpointsintheschool(particularlyatYears7and9),anddrewonmanysourcesofinformation.Theseincluded:•useofstandardiseddatafromcontributingschools;•testingofmusicalability;•theuseofMYAT25toidentifygiftsinliteracy,numeracy,andnon‑verbaldomains;26
•specialistpsychologicaltesting;•parents–thegiftedandtalentedteamdevelopedandpilotedaParentandCaregiversformthatreflectedtheschool’sdefinitionofthedifferentdomains:criticalthinking,language,emotional/spiritual,cultural,creativity,physical,musical,andorganisational;and
•teachers–formswerecompletedbyeachfacultytoidentifystudentswithcharacteristicsofcriticalthinking,creativeintelligence,andemotionalintelligence.27
Thegiftedandtalentedteamplacedimportanceondevelopingapartnershipwithparentsandvaluingtheirinsightsintotheirchildren’sabilities.Theprincipaltalkedofonestudentinparticular,whosegiftsweremaskedbyspecificdisabilities.Thisstudent,subsequentlyidentifiedasGiftedwithaLearningDisability(GLD),waslimitedbydyspraxiaanddyslexia.Theparentssaid,onentrytotheschool,thattheirchildwasgiftedandthiswasconfirmedwithapsychologistreport.Thestudentwasidentifiedasintellectuallygiftedwithexcellentverbalcomprehensionandorallanguageabilities,aswellasoutstandingabilitiesinmathematicalreasoningandnumericaloperations.
Theschool’sthoroughapproachtoidentifyinggiftedandtalentedstudentsenabledclassroomteacherstobewellinformedandwellpreparedtoteachthesestudents.Classroomteachershadaccesstoacomprehensiveregisterthattrackedtheprogressofgiftedandtalentedstudentsthroughouttheschool.Teacherprofessionaldevelopmentindifferentiatedclassroomteachingpracticesenabledteachersto“caterwellforeveryoneintheclassroom,sothegiftedandtalentedemerged”.(GATE)
Programmes and provisionTheboardwascommittedtoimprovingprogrammesforgiftedandtalentedstudents,particularlythroughcurriculumresourcesandteacherdevelopment.Inadditiontothis,
25 See Appendix Two: Glossary.
26 The use of a non-verbal domain enabled English as Second Language (ESL) students to show potential and/or capability of logical thought. ESL students were also encouraged to express their talents in their home language.
27 See Appendix Two: Glossary.
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therewascontinuedanalysisofeachgiftedandtalentedcohort’sstrengthsandin‑depthquestioningaboutwhatelsecouldbedonetocaterforthem.Facultymeetingagendasalwaysincludedprovisionforgiftedandtalentedstudentstoensurethatstudents’needswerebeingmetandnewprogrammesbeingdevelopedifnecessary.
Giftedandtalentedstudentshadavarietyofprogrammes,bothinandbeyondtheregularclassroom.Regularclassroomprogrammesincluded:•differentiatedlearningpersonalisedtostudents’needs;•cross‑groupinginYears7and8formathematics;•thepromotionofdeeperthinkingthroughtheuseofThinkingMaps,HabitsofMind,anddeBono’sThinkingHats;28 and
•acompulsorymusicprogrammeforYears7to9studentstodevelopindependenceandinterdependence(thereweresignificantstaffingandtimetablingallocationsforthisprogramme).
Somegiftedandtalentedstudentswereacceleratedifthiswassociallyappropriate.Thiswasalwaysdoneinconsultationwithparents.Extensionandenrichmentwereconsideredbetteroptionsforthosestudentswhowerenotsociallymature.
Giftedandtalentedstudentshadawiderangeofout‑of‑classactivitiestomeettheirneeds:•futureproblemsolvingforYears7to10(timetabledtooccurduringtheschoolday);•criticalthinkingclubsforYears7to13;•performingandvisualarts,particularlymusic;•fashiondesign;•sport,includingleadership(withexternalexperts);•anentrepreneurgroup;•spiritual–liturgicaldance,andleadership;•amodelUnitedNationsAssembly;•sciencewithauniversityresearchcentre;and•mathematicsandliterarycompetitions,includingdebatingandspeech.
School self reviewAstrongcultureofselfreviewensuredafocusoncontinuousimprovementandrefinementofprovisionforgiftedandtalentedstudents,particularlythroughcurriculumdevelopment.Asmallteamofexperts,bothinternalandexternaltotheschool,adoptedanapproachof“create,seekfeedback,refine,andproduce”whendeveloping,reviewingandrefininggiftedandtalentedpolicies,proceduresandprogrammes.Thisreviewprocessinvolvedteachers,parentsandstudents.Recentchangesarisingfromtheschool’sselfreviewincludednewprogrammes,newwaysofidentifyingstudents,andthedevelopmentofaregisterofgiftedandtalentedstudentsandtheirgifts.
28 See Appendix Two: Glossary.
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Student outcomesThe senior management team and teachers recognised that the social and emotional wellbeingofgiftedandtalentedstudentswereimportantfactorsinachievingpositiveoutcomesforgiftedandtalentedstudents.Theteachersacknowledgedthatthedevelopmentofthe‘whole’personwascritical,andtheyworkedhardtopersonaliseprovision.Positiveteacher‑studentrelationshipswereintegraltothis.Giftedandtalentedstudentstalkedaboutrespectbeingbothways.Respectforselfandforotherswasmeaningfulandtangibleforthesestudents.Pastoralcarewashighlyeffective,withexcellentcommunication,monitoring,andproactiveinterventionstoensurestudentwellbeing.
Giftedandtalentedstudentssaidtheywerehappyandvalued.Theyappreciatedbeinginanenvironmentthatincludedchallenge,teamwork,andcreativity.Teacherssharedtheirpassionswiththestudents,andhelpedthemtoachieve.Studentshaddevelopedstrongfriendshipsintheirclass–“wehavenoenemiesintheclass”–andsaiditwastherightenvironmenttostayontask.Theyacknowledgedthatbeinggiftedandtalentedwashardwork–someotherstudentsthoughtthat“everythingwaseasyforthem,butitwasn’t.”Teachershadhighexpectationsofthestudents.
Giftedandtalentedstudentsweregivenopportunitiestosharetheirgiftsandtalentswithotherstudents,theirparentsandinthelocalcommunity.Forexample,agroup ofYears9and10studentsorganisedatechnologydayforYears7and8students. Theobjectivewastohelptheyoungerstudentsthinkcreativelyabouttechnologyitemssuchasaboatmadefromrecycledobjects,tocarryaspongeacrossapool,or acostumesuitableforwearingonMars.
Therewasanethosofcelebratingtopachieversatassemblies,duringmorningteasforstudentsandparents,andatchurchservices.Thishelpedtodeveloptheprideandwellbeingofthestudentsandwasawayofsharingthepositiveoutcomeswiththewiderschoolcommunity.Theschoolhadacultureofexploringanddevelopingnewwaysofcommunicatingandcollaboratingwithparents,andinformingthemabouttheschool’sprovisionforgiftedandtalentedstudents.
GATE AS AN ALTERNATIvE PROGRAMMERutherfordCollegeisadecile5,Years9to15,coeducationalsecondaryschoolinWaitakere.
In2007theschool’srollwas1240,ofwhom47percentwereNewZealand European/Pakeha,19percentMaori,13percentAsianorIndian,and11percentPacific,withtheremaining10percentfromarangeofotherethnicities.
Theboardoftrustees,principal,andseniormanagementteamwerecommittedtogiftedandtalentededucation,andtherewasafull‑timeHoDrolefundedforcoordinatingthe
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provisionforgiftedandtalentedstudents.Anassistantcoordinator,anadministrator,andasmallteamofteacherswhotookresponsibilityforgiftedandtalentedprogrammescomplementedtheHoDrole.
Theschooloperatedtwoprogrammesforgiftedandtalentedstudents;aschool‑fundedprogrammeforYears9and10students,andaMinistryofEducationfundedTDIforYears11to13students.
School leadershipThegiftedandtalentedcoordinatorwaspassionateandcommitted.Shewaswellsupported,throughbudgetedresources,time,andspace,todevelopcomprehensiveprogrammesforgiftedandtalentedstudents.Thecoordinatorwashighlyskilledandexperienced,andhadbeentheheadoflearningsupportattheschool.Shefeltthattherewasalackofcurriculumintegrationandpastoralcareforgiftedandtalentedstudentsinsecondaryschools,andhaddevelopedprogrammesforgiftedandtalentedstudentsthatstartedwithlisteningtowhatindividualstudentshadtosay,andidentifyingwhateachoneneeded.
ThisapproachtogiftedandtalentedprovisionsawtheinitialdevelopmentofanintegratedprogrammeforYears9and10studentsattheschool,whichwasfunded fromtheschoolbudget,andgiventeachingresourcesandfacilities.TheYear9 and10programmewasfollowedbytheestablishmentofapathwayforseniorgiftedandtalentedstudents.TheschoolwaspartofaclusterusingICTtomeettheneedsofgiftedandtalentedstudentsandfromthistheyappliedforTDIfunding.Thisapplicationwassuccessfulandtheschoolsecuredfundingforthisprojectforthe2006–2008period.
Initially,therewassomeresistanceamongstteachingstaffwhofeltthatgiftedandtalentedstudentswerebeingfavouredunfairly.However,thetwoprogrammeshavesincebeenembeddedinschoolcultureandpractice,andtherewasaschool‑wideunderstandingofgiftedandtalentededucation.Thisunderstandingwasanholisticonethatrecognisedandcelebratedgiftsandtalentsinacademic,creative,sporting,cultural,technological,leadership,andsocialarenas.
Aschool‑wideprofessionaldevelopmentprogrammewasoperatedtobuildstaffcapacity.Monthlymeetingsfocusedonconceptsofgiftedness,characteristicsofgiftedandtalentedstudents,identificationofgiftedandtalented,effectivestrategiestomeettheneedsofgiftedandtalented,andaframeworkforplanninganddeliveringthinkingskills.HoDsandtheteacherswhodeliveredtheYears9and10GATEprogrammehadparticipatedinprofessionaldevelopmentontheSOLOtaxonomy,learningtoimprovetheirdeliverymethodsanddevelopinghigherlevelthinkingskillsamongstgiftedandtalentedandotherablestudents.Specialistgiftedandtalentedstaffhadvariousprofessionaldevelopmentopportunities,includinggiftedandtalentedworkshopsandconferences.
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Theschoolactivelyincludedparentsinallprocessesandadvocacyforstudents.Itestablishedaprogrammeofparents’evenings–approximatelytwoeachterm.Theprogrammewastoinformparents,andincludedapresentationfromaneducationalpsychologistaboutgiftedandtalentedstudents.TheschoolwasparticularlyproactiveinempoweringMaoriparentstoadvocatefortheirchildrenandtoempowerothermembersofMaoriwhanau.PartofthisprocessinvolvedMaoriparentsinprovidingprofessionaldevelopmenttoteachersandtheseniormanagementteam.
Defining and identifyingTheschoolleadershadacomprehensivedefinitionandidentificationprocessforgiftedandtalentedstudents–onethatwasmulti‑categoricalandmulti‑cultural,andrecogniseddemonstratedandpotentialgiftsandtalents.Studentsthemselveswereabletoidentifythattheyweregiftedininterpersonalskillsortheirknowledgeoftheirownculture,forexample.Themultiplecategoriesincludedinthedefinitionwere:•criticalandcreativethinking;•emotionalintelligence;•physicalandsportingability;•culturaltraditions;•valuesandethics;•visualand/orperformingarts;•technologicalaptitude;and•academicandintellectualabilities.
ThegiftedandtalentedteamworkedhardtoincorporatethecorevaluesofMaoriandPacificculturesintothebehaviourandcharacteristicsencapsulatedintheirdefinitionandidentificationprocess.Thesecorevalueswere:
•Maoriconcepts:29
−manaakitanga;−whanaungatanga;−kaitiakitanga;−wairuatanga;−rangatiratanga;−matauranga;−temahirahi;and−tikanga.
•Pacificconcepts:−possessionofknowledge(acknowledgedbyothers);−socialstatus(withinagroup);30
−knowledgethatisworthwhiletosociety;
29 See Appendix Two: Glossary.
30 This concept is about gifted and talented students being respected and revered by their peers for their gifts and talents (for example, leadership, spiritual influence, interpersonal skills). In turn there is an expectation that they will use their gifts and talents for the benefit of others. Personal communication with Ingrid Frengley-Vaipuna, May 2008.
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−abilitytopassonknowledge;and−spiritual/mysticalelementsthatgivepowerandinfluence.31
ThegiftedandtalentedteamconsultedAsianparentsandfamiliestodevelopaframeworkbasedontheconceptsandvaluesimportanttotheircultures.
Anholisticprocessofidentificationinvolvedstudentselfandpeerreferral,teacherreferral,parentalinput,andprofessionalassessmentforunderachievinggiftedandtalentedstudentswithbehaviouralissues.TheschoolusedasTTletopre‑testandidentifystudentscomingintotheschoolatYear9,andthePurdueAcademicRatingScales32toidentifygiftsandtalentsinvarioussubjects,andthosegiftedandtalentedstudentswhowereunderachieving.AMaoriprofiletestwasdevelopedandimplementedthroughconsultationwiththeMaoricommunity,andaninitiativetodevelopasimilartoolforPacificstudentswasdevelopedin2007,forimplementationin2008.
Onceidentifiedasgiftedandtalented,thestudent,withhisorherparentsmetwiththecoordinatortoidentifythestudent’sspecificneedsandtodevelopapersonalisedprogramme.Personalviewswerehighlyvaluedintheseinterviews.Thestudentspokefirst–uninterrupted,andthentheparentsspoke.Thecoordinator,studentsandparentsparticipatedinidentifyingthestudent’sstrengthsandweaknessesinsixareas–academic,social,emotional,physical,creative,andspiritual.Apictureofthestudentwasdeveloped,includingtheirpassions,values,concerns,avoidance,andanxiety.Strengthswerebuilton,andweaknessesacknowledgedandaddressed.
Programmes and provisionTheschoolprovidedtwomainprogrammesforgiftedandtalentedstudents.Theseprogrammeswerestronglyindividualisedandusedidentifiedstrengthsthatcouldmitigateweaknessesanddevelopthestudentintoawell‑roundedperson.Thenatureoftheprogrammeshelpedstudentstofeelpartofapeergroup.Giftedandtalentedstudentswerealsocateredforinmainstreamprogrammes.Classeswerebandedincoresubjectstoprovidedifferentiatedlearningprogrammes,withteachingandlearningstrategiesandassessmenttaskstailoredforeachgroupofclasses.
GiftedandtalentedYears9and10studentsweregivenanintegratedthematicprogrammetailoredtoindividualstudentneeds.Twoclassesoperatedateachyear levelasanalternativetothemainstreamtimetable,andincorporateddoubleteachingperiodsandintegratedstudies.Thisprogrammehadbeenrunningattheschoolfor sixyears,andwasdevelopedfromaprimaryschoolmodel.Theprogrammestartedwithaninterdisciplinaryteamfromacrosseachcurriculumarea.Commonskills,knowledge,andconceptsweretaughtthroughthedifferentcurriculumareas.
GiftedandtalentedstudentsinYears11to13hadindividualisedprogrammesaspartoftheschool’sTDI.Theirprogrammesoperatedindependentlyofmainstreamclassroom
31 Concepts taken from a workshop taken by Leslieli MacIntyre and Ingrid Frengley-Vaipuna at the Rising Tides National Gifted and Talented Conference held in Wellington, 2006. Available at http://www.tki.org.nz/r/gifted/special_topics/culture_e.php.
32 See Appendix Two: Glossary.
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programmesandwereimplementedbyacombinationofspecialistclassroomteachersandoutsideproviders.ProgrammesweredesignedtomakethemostoftheflexibilityofNCEA(somestudentstookfourorfivesubjects,gainingthenecessarycreditsinthosesubjects),includedcorrespondencecourses,andextra‑curricularsportandculturalactivitiestodevelopinterpersonalandsocialskills.
TheTDIwasdesignedtobeanholisticprogrammethatofferedanintegratedcurriculumandpastoralcare.Multi‑levelclassrooms,alongwithafter‑schoolpeertutoringrunbystudents,gavethestudentsopportunitiestowatchandlearnfromothers.Thistuakana‑teinaapproachhelpeddevelopwhanaungatangaandtogivestudentsasayintheirownlearning.33
School self reviewSelfreviewatthisschoolwasongoingandcomprehensive.Thecurriculumcommitteeandthecoordinatorreviewedtheeffectivenessofprogrammecontenteachterm.Newideaswereconstantlyexploredtoextendandchallengethestudentsandteachers.Selfreviewincludedinsightfulteacherandstudentevaluationandconsultationwithparentsaboutoutcomesandthedevelopmentofstrategiesforimprovement.Parentsandstudentsweretaughttheskillstoparticipatefullyintheseevaluations.
TheYears9and10programmewasreviewedaftereachintegratedtheme,lookingatcontent,delivery,andachievement.Thecurriculumcommitteereceivedinterimandhalf‑yearlyreportsandsubsequentlydevelopedgoalsforeachteachingdepartment. TheTDIwassubjecttomilestonereportsfromaresearcherappointedbytheMinistryofEducation,whoregularlyinterviewedindividualstudents.Theinformationwas fedbacktothecoordinatorwhoactedonsuggestionsmadebystudents.These reviewshighlightedtheneedtodeveloptheprogrammesfurtherforunderachievers andPacificstudents.TheTDIreviewsalsohighlightedtheneedtostrategiseforpost‑TDIfunding.
Student outcomesStudentwell‑beingwasparamountandpastoralcarewasofahighquality.Thecoordinatorhelpedstudentsdeveloptheskillstoensuretheirownwell‑being.Studentscouldthinkcriticallyabouttheirgiftsandtalents,andcommunicatetheirneeds.Theycouldidentifyandreflectontheirstrengthsandweaknesses,andacknowledgeboththeirpersonalimprovementandthepositiveoutcomesforthemfromparticipatingintheprogrammes.
Therewasstrongsupportforthestudentstopushtheirboundariesandpursueideasandpassions.Paststudentsreturnedasmentors,studentsactedaspeertutors,andthecoordinatororganisedkeypeopleinthecommunitytohelpwithoutside‑schoolpursuits.Years11to13giftedandtalentedstudentswereplacedinoneverticalformgroup,whichtheysaidhelpedestablishasenseofbelongingandfriendship.Years9and10giftedandtalentedstudentsjoinedthemforoneformperiodaweekforthispurposeaswell.
33 See Appendix Two: Glossary.
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OneYear12Asianstudentwasidentifiedbylanguageteachersashavingagiftforlanguages,andinfiveyearshadlearnttwonewlanguages,aswellaswinningfourschoolprizesinthesciencesandmathematics.ThisstudentsaidthatinYear9hewasintheloweststreamedclassandtheotherstudentslackedmotivation.HeacknowledgedthattheTDIhadboostedhisconfidenceand“destroyedmylimitsaboutmyself”–thathehadsurpassedhisownexpectations.Inasupportiveenvironmenthehadidentifiedhisstrengthsandweaknessesandlearnedtoworkcooperatively.
ThecoordinatoremphasisedtheimportanceofwhanaungatangaintheTDIprogramme.Therewasastrongemphasisonsupportingeachother.Acampearlyintheyearhelpedestablishpersonalrelationships–bothatschoolandasasocialpeergroup.
ForoneYear11student,themainfocuswasself‑improvement.Atintermediatehehadtroublesocialisingand,althoughdoingwellacademically,wasalwaysinfights.HewasplacedinthegiftedandtalentedprogrammeinYear9,butdidnotknowanyoftheotherstudentsandhadtroublesocialising.SubsequentlyhewasplacedinmainstreamclassesuntilYear11whenhewasplacedintheTDI.Initiallyhewaswary,butheworkedonhissocialskillsandsaidthatthegrouphad“developedasharedunderstandingofacceptingpeopleforwhotheywere.”Heacknowledged thatthewhanaungatangaofthegroupfosteredtalkingaboutselfdevelopment.
Theschoolacknowledgedandcelebratedstudents’achievements.Theschoolleaders,staff,andthewidercommunityvaluedtheirgiftsandtalents,andthestudentswereencouragedtousethesegiftstobenefitothers,forexample,throughmentoring,performance,andleadership.
AYear12MaoristudentplayedaninvaluableroleinempoweringMaoriparents.HedidnotjointheTDIuntilYear12,butinYear11wasthetopperformingMaoristudent.DuringYear12hedevelopedaproposalforraisingMaoristudentachievementandwasaYouthParliamentrepresentative.Heencouraged MaoriparentstohelpdevelopamodelofMaoriconceptsofgiftednessandtalent,andcreatedanaffirmativeactionmodeltoimproveMaoristudentachievementintheschool.Theschooladoptedthemodel,withimplementationplannedforthefollowingyear.
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GATE IN A MuLTI-CuLTuRAL SETTINGKelstonGirls’Collegeisadecile4,Years9to15,girls’secondaryschoolinWaitakere.
In2007theschool’srollwasjustunder970,ofwhom48percentwerePacific,17percentMaori,13percentAsianorIndian,and11percentNewZealand European/Pakeha.Theremaining11percentwerefromvariousotherethnicities.
The principal and senior management team approved and oversaw the coordination and implementationofgiftedandtalentededucation.TheschoolhadaTeacherinChargeofGiftedandTalented(coordinator)whowasalsoaclassroomteacher.ThecoordinatorliaisedwiththeAtRiskCommitteeduringmonthlymeetings,aswellaswithHoDsandteachersofgiftedandtalentedstudents.
Thisschoolhadspecificprogrammesforgiftedandtalentedstudents.HighMotivationformclasses(HMC)operatedforYears9and10academicallygiftedstudents,asdidaPacificnationsmotivated(HMCPacific)classforYear10Pacificstudents,andaHighPerformingSports(HPS)group.Allgiftedandtalentedstudentswereabletoparticipateinmanyextensionandenrichmentprogrammes,aswellascommunity‑basedprogrammes.
School leadershipTheprincipalhashadalong‑termcommitmenttopromotinghighachievementamongstgiftedandtalentedstudents.Sheappointedanableandenthusiasticcoordinatorwhomshesupportsthroughongoingprofessionaldevelopmentandfunding.Theprincipalestablishedsustainablefundingprovisionthroughexistingbudgets,includingaverticalformstructure,specialiststaff,targetedprofessionaldevelopment,andresources,aswellasestablishingaspecificgiftedandtalentedbudget.Inadditiontothis,acomponentofeachfaculty’sbudgetwastaggedforresourcesforstudentsatriskofnotachieving,whichincludedgiftedandtalentedstudents.Thishasmeanttherehadbeenresiliencetostaffchangesandafirmpubliccommitmentofschoolleadershiptogiftedandtalentedprovision.
Giftedandtalentedprofessionaldevelopmentwasprioritisedandongoing.In2005,allstaffparticipatedinprofessionaldevelopmentongiftedandtalentededucation.Thedevelopmentofanacceptedschool‑widedefinition,andthereworkingofexistingpolicydocumentsbythegiftedandtalentedandSENCOsandtheseniormanagementteam,followedthis.In2006,allstaffagainparticipatedinprofessionaldevelopmentaboutlateralthinkingandproblem‑solvingskills,andrecognisingandcateringfortheneedsofgiftedandtalentedstudents.Thegiftedandtalentedcoordinatorundertookfurtherprofessionaldevelopment,includingcourseswithaneducationalconsultant.
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Theenthusiasmandenergyofthecoordinatorinfluencedtheprovisionforgiftedand talented students. She recognised that there were no limits to what the students mightachieve,andendeavouredtomakesurethatknowledgeableformteacherswereresponsibleforthestudents’pastoralcare.
Theschoolengagedwiththewidercommunityaboutitsprovisionforgiftedandtalentedstudents.Parentsandwhanautookpartinhuiandfono,andinparticular,theschoolconsultedregularlywithalocalclusterofschoolsaboutgiftedandtalentededucation.Thisclusterof17primaryandintermediateschoolshadTDIfunding34fromtheMinistryofEducation.Togethertheschoolsrepresentedstudentsfrommorethan50differentculturalcommunities.Theprogrammeprovidedprofessionaldevelopmentforteachers,andmentoringforgiftedandtalentedstudentswithsocial,emotional,orbehaviouraldifficulties.
Defining and identifyingTheschooldevelopedamulti‑dimensionalandmulti‑culturaldefinitionthatreflectedthemulti‑culturalmixofstudents.Theschool’sdefinitionincludeddemonstratedorpotentialgiftsandtalentsinoneormoreaspectsofsocial,cultural,emotional,academic,sporting,andleadershipdomains.Teacherslookedforindependentlearningskillsandspecificinterests,ratherthanthetopacademicstudents.Thedefinitionalsorecognisedgiftedandtalentedstudentsashavingspecialneedsandcharacteristicsthatrequireddifferentiatedlearningprogrammes,andemotionalandsocialsupport,torealise their potential.
Theschool’sidentificationprocesswasongoingandusedarangeofmethods.StudentswereidentifiednotjustonentryatYear9butthroughouttheirtimeattheschool.Teacherswereawareofhiddenpotentialthatmightemergeduringlateryears,withmanystudentsbeingidentifiedbysubjectteachersastalentdevelopedthroughexposuretoopportunities,particularlyunderachievingstudents.Similarly,teacherswereproactiveinidentifyingMaori,Pacific,andESLgiftedandtalentedstudentsusingconceptsdevelopedthroughconsultationwiththewidercommunity.
Giftedandtalentedstudentswereidentifiedmostlythroughacombinationof:•referralsfromcontributingintermediateschools;•interviewswithstudentsandparents;•standardisedtestingincludingasTTlereading,writing,andmathematics;and•referralsfromdeansandsubjectteachers,particularlyphysicaleducationandarts
teachers.
34 See Appendix Two: Glossary.
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Programmes and provisionProgrammesandprovisionacknowledgedthespecialneedsofgiftedandtalentedstudentsandtherewasawiderangeofprogrammesandstructuresthatensuredthoseneeds were met.
ManyacademicallygiftedandtalentedstudentsinYears9and10wereplacedinoneoftwoHMCclassesateachyearlevel.Therewasstrongemphasisonintegration.In2007,science,socialstudiesandvisualartswereintegrated,andEnglishwastobeintegratedin2008.EachtermYears9and10HMCstudentsparticipatedinintegratedtopic‑basedextensiondaysfacilitatedbyspecialistsubjectteachers.Teachersprovideddifferentexperiencesbeyondtheusualclassroomexperiences,suchaseducationaloutings,fieldwork,andexpertscomingintotheclass.Forexample,aDNAexplorationdayatamedicalresearchinstitutebasedatthelocaluniversitygavestudentsachancetouseproperscienceequipmenttoundertakeDNAtests.
TheteachersgaveHMCstudentschallengesrelatedtohigherorderthinkingandquestioningsotheywoulddeveloptheconfidencetousetheirgiftsandtalentsinvariouslearningsituations.Thiswasalsopromotedthroughtheuseofthinkingboxes–aset ofproblemsolvingscenariosandcurriculum‑basedwork.Thesewereintroduced in2007duringHMCformclasses.Subjectteachersprovidedextensionworkthatuseddifferentiatedlearningtechniques.HMCformteachersweretrainedtodeliverthisextensionwork.Studentsenjoyedthechallengeofthethinkingboxes,whichconsistedofstorieswithaproblemtosolve.
HMCteachersadaptedtheirsubjectprogrammeinconsultationwiththeHoD.Theycoveredthesameprogrammeastherestoftheyearlevel,butatamoreadvancedlevelusingdifferenttextsandresources.Year10HMCstudentswerelearningataYear11level,andtheninYear11thestudentswerestreamedtocontinueworkingatahigherlevelinadifferentiatedlearningprogramme.Teachersmadegooduseofformativeandsummativeassessmentinformationtoensurestudentswereprogressingatanappropriaterate,andtoacknowledgemasteryandeliminaterepetition.
TheschoolwasextendingtheHMCconceptintoYear11,notnecessarilyasalearninggroup,butasawhanaugroup,recognisingthepersonalrelationshipsthatunderpintheconcept.Studentscouldcontinuetobesupportiveofeachother.Thecoordinatorsawthisascriticalinkeepingacademicallygiftedstudentsmotivated.Shethoughtoftheformclassasawayofcreatingasafeenvironmentforaspecialneedsgroup,wheretheycouldflourishthroughactiveparticipationandinsightfulquestioning.
Althoughopentoallstudents,manygiftedandtalentedstudentsalsoparticipatedinprogrammessuchasEnterprisingSchools(businessstudies,accounting,organisationalskills),theEnviroClub(science,horticulture,environmental),theschoolradiostation,
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andtheArtFestival.Theseprogrammesgavegiftedandtalentedstudentslifeskillssotheycouldcommunicateandinteractwithallpeople,growingtheirsocialandemotionalwellbeing,aswellastheiracademicprogress.
Giftedandtalentedstudentsalsoparticipatedinout‑of‑schoolactivitiesandcompetitions,suchasstorywriting,artcompetitions,andinparticularCREST,aTDIinitiativetogivestudentsauthenticexperienceinscienceandtechnology.Thesestudentsworkedoverthesummerschoolholidayswithascientistfromatertiaryproviderasamentor.
Theschool’sHMCPacific,operatingatYear10,cateredformotivatedPacificstudentsstudyingSamoanlanguage.Theschoolplannedtoextendthisformattoasimilarclass(Auhia)formotivatedMaoristudentsstudyingtereoMaori.BoththeseclassesweretobeincludedinthelocalTDIcluster’sdevelopmentofgiftsandtalentsinculture,danceand sports.
StudentsgiftedinsportsjoinedtheHPSgroup.TeachersidentifiedYears9and10studentsinTerm2ofeachyear,andYears11to13studentsinTerm1.Thesegiftedandtalentedstudentsparticipatedintrainingrunbythephysicaleducationdepartmentandoutsideexperts,bothatandoutofschool.TrainingandcoachinglocalprimaryandintermediatestudentsdevelopedYears9and10students’leadershipskills.AtYears11to13,studentsfocusedongainingachievementstandardsforNCEA.
School self reviewTheschoolhadanestablished,ongoingsystemofselfreviewthatincludedtheevaluationofprovisionforgiftedandtalentedstudents.Thissystemincludednotonlystudentachievementinformation,butalsostudent,parent,andteachercontributions.Studentsreflectedontheirprogrammesthroughdiscussionswithteachersandwrittenevaluations.Theycommentedontheirpersonalmotivationandachievement,andalsoaboutwhattheywouldliketolearnabout,andpositiveandnegativeaspectsoftheprogrammes.Thecoordinatorendeavouredtoadapttheprogrammestomeetthestudents’needs.Parentscommentedonnewinitiatives,theprogrammes,andtheirchild’swellbeing.
Atthetimeofthisevaluation,teacherswerereviewingtheeffectivenessofinitiativesfortheYears9and10HMC.Thisinvolvedteacherevaluation,aswellasfeedbackfromstudentsandparents.Recentreviewshadidentifiedtheneedfor:•greatercoordinationoflearningexperiencesfortheHMCbetweendepartments,andinclusionofmoresubjects;
•theextensionofThinkingBoxestotheHMCseniorlevel,focusingonemotionalproblems;
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•mentoringofstudentsinspecificlearningareasbyexpertsfromtertiaryorresearchinstitutions;and
•thefurtherdevelopmentofidentificationofgiftedandtalentedunderachievingstudents.
Student outcomesGiftedandtalentedstudentssaidthattheirteachershadhighexpectationsofthem,thattheywerechallengedandnotboredatschool.Theschoolcelebratedtheirachievementsinassemblies,ontheschoolwebsite,throughcreativeandculturalperformances,and atleadership,sporting,andacademicevents.Achievementsweresharedwithparentsandwhanau–agroupofYear9HMCstudentssaid,“ourparentsareproudofus.” ArecentsurveyshowedthatHMCstudentsfeltgoodaboutthemselvesandwere abovethesurvey’snationalaverageforacceptingpraise.35
Asocialworkerandtheschool’scareersadvisorworkedcloselywiththestudents.Althoughsomestudentshaddifficulthomecircumstances,wereinChild,Youth,andFamilyServicescare,oronmedication,thesestudentshadblossomedthroughthefocusontheiremotionalwellbeing.SomestudentswhowereplacedintheHMChadbeenunderachievingandunsettledatschool,buthadlearnttosetgoals,andmotivateandtakeresponsibilityforthemselves.
Ahigh‑riskstudent,expelledfromapreviousschool,wasidentifiedasgiftedandtalentedandplacedintheHMC.Withthesupportofthesocialworkerandtheformteacher,andpositiverolemodelsintheclass,shesettledandremainedatschool.
Theschool’sacknowledgementofawiderangeofgiftsandtalentsacrossthespectrumofacademic,creative,sporting,andleadershipspectrumhelpedstudentstodiscoveranddevelophiddentalents.Astudentgiftedinscienceandmathematics,discoveredhertalentinartanddesignthroughthebroadexperiencesshehadinHMC.Shecombinedthesegiftsandtalentsandreceivedascholarshiptoundertaketertiarystudyinfashiondesign.Theprincipaldescribedherandothersimilarstudentsas“happierbecauseofthebroadeninganddiscoveryofhiddentalents.”
35 The Student Attitudes Information System survey asks students in Years 7 to 10 about wider educational issues that may affect student progress. These issues included school life, school lessons, bullying and places where students feel unsafe, and peer attitudes.
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Summary
Thisreportprovidesexamplesfromsevenschoolsthatwerepersonalisinglearningandengaginggiftedandtalentedstudentswithhighqualityprogrammes.
Eachschoolfeaturedinthesecasestudieshaddevelopedprogrammesforitsgiftedandtalentedstudentsthatmetthestudents’needsandinterests.Theseschoolssharedsomecommoncharacteristicsthatcontributedtotheeffectivenessoftheprogrammestheyoffered.Eachschool:•hadadedicatedandknowledgeablegiftedandtalentedcoordinatororteamthatwassupportedbyacommittedprincipal,board,andseniormanagementteam;
•hadhighqualitypoliciesandproceduresforteacherstoimplement,withtheteacherssupportedbyresources,time,space,andprofessionaldevelopment;
•hadadefinitionandidentificationprocessesthatweremulti‑cultural,multi‑categorical,andrecognisedgiftedandtalentedstudentswithlearningdisabilitiesandbehaviouralproblems,andthosewhowereunderachieving;
•mettheneedsofgiftedandtalentedstudentsintheregularclassroom,providingdifferentiatedteachingandlearning,andthenthroughschoolandcommunity‑basedprogrammesusingteacherandcommunityexpertiseandresources;
•hadbothformalandinformalprocessesforselfreviewthatinvolvedallmembersoftheschoolcommunity;
•hadastrongpastoralcarenetwork,whereteachersunderstoodthesocialandemotionalneedsofgiftedandtalentedstudents;
•supportedandencouragedgiftedandtalentedstudentswiththeirgiftsandtalents,sothesestudentsenjoyedschool,feltchallenged,andhadtheirgiftsandtalentsvalued;and
•hadgoodandopencommunicationwithparentsandthecommunityaboutitsprovisionforgiftedandtalentedstudents.
Therearemanychallengesforschoolsinprovidinghighqualityprovisionforgiftedandtalented students. The schools included in this report have all developed their provision overtimetoensurethattheoutcomesforthegiftedandtalentedchildrenattheirschoolarepositive.Theyhavealsoactivelysoughttoinvolveteachers,students,parents,whanau,andthewiderschoolcommunityinthatjourney.
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Appendix One: Self-review questions and indicators for your school
Q1. How well does our school leadership support the achievement of gifted and talented students?
Indicators
1.1Theprovisionofgiftedandtalentededucationisembeddedinourschoolcultureand practice.
1.2Wehaveaschool‑widesharedunderstandingaboutgiftedandtalentededucation.
1.3Wehaveregularcommunication,consultation,andcollaborationamongstallmembersofourschoolcommunity,includingstaff,parents,whanau,students,andthewidercommunity.
1.4Ourschoolhasgoodqualitypolicies,proceduresorplansforgiftedandtalentededucation.
1.5Ourschoolhasleadershipfortheprovisionofgiftedandtalentededucation e.g.principal,designatedcoordinator/team.
1.6Ourschoolisbuildingcapabilitythroughaplannedapproachtoschool‑wideandongoingprofessionaldevelopmentandperformancemanagement.
1.7Ourgiftedandtalentededucationiswellresourcedthroughinformed decision‑makingaboutstaffing,funding,andprogrammes.
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Q2. How inclusive and appropriate are our school’s processes for defining and identifying giftedness and talent?
Indicators
2.1Ourschool’sdefinitionofgiftednessandtalent:
2.1aReflectsthecontextandvaluesofourschoolcommunity.
2.1bIsmulti‑categorical.
2.1cIncorporatesMaoriconcepts.
2.1dIncorporatesmulti‑culturalconcepts.
2.1eIsgroundedinsoundresearchandtheories
2.2Ourschool’sidentificationprocess:
2.2aIsmulti‑categorical.
2.2bIncludesMaoritheoriesandknowledge.
2.2cIncludesmulti‑culturallyappropriatemethods.
2.2dIncludesbothinformalandformalidentification.
2.2e Includes triangulation.
2.2fIsearlyandtimely.
2.2gIsongoing,coverstransitionpointsandensurescontinuity.
2.2hIncludespotentialandactual/demonstratedperformance.
2.3Ourstudentsthatwehaveidentifiedreflectthediversityoftheschoolpopulation.
2.4Ourpoliciesandprocedureshavebeendevelopedinconsultationwithourwiderschoolcommunityasappropriate.
2.5Wehaveregularcommunication,consultationandcollaborationamongstallmembersofourschoolcommunity.
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Q3. How effective is our school’s provision for gifted and talented students?
Indicators
3.1Wehaveschool‑widecoordinationofourprogrammesandprovision.
3.2Ourprogrammesandprovisionhavebeendevelopedinconsultationwithourwiderschoolcommunityasappropriate.
3.3Ourprogrammesandprovisionareprovidedacrossthecurriculumasappropriate.
3.4Ourprogrammesandprovisionareprovidedacrossallareasofgiftednessandtalent as appropriate.
3.5Ourregularclassroomprogrammesaredifferentiatedforcontent,process,andproduct.36
3.6Ourbeyondtheregularclassroomprogrammesareplanned,monitored,evaluated,andreported.
3.7Ouroff‑siteprogrammesareplanned,monitored,evaluated,andreported.
3.8Ourbeyondtheregularclassroomandoffsiteprogrammesarelinkedbacktoourregular classroom programmes.
3.9Wehavearangeofassessmentinformationthatdemonstratestheachievementandprogressofourgiftedandtalentedstudents.
3.10OurprogrammesareinclusiveofMaorivalues,tikanga,andpedagogy.
3.11Ourprovisionofgiftedandtalentededucationisschool‑wide.
Q4. How well does our school review the effectiveness of our provision for gifted and talented students?
Indicators
4.1Wehaveasystematicandongoingprocessforevaluatingtheoutcomesforourstudents.
4.2Ourschoolsharesandconsultsaboutevaluationfindingswithstaff, parents/whanau,students,andourcommunity.
4.3Ourschoolactsonrecommendationsarisingfromourevaluation.
4.4Weevaluatetheimpactofourprogrammesandprovisions,bothinternalandexternal,toourschool.
36 See pp36–37 of the Ministry of Education Gifted and Talented Students, Meeting Their Needs in New Zealand Schools for an explanation of these concepts.
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Q5. To what extent do our gifted and talented programmes promote positive outcomes for our gifted and talented students?
Indicators
5.1Ourgiftedandtalentedstudentsenjoyschool.
5.2Ourgiftedandtalentedstudentsreceiveregularfeedbackontheirachievementand progress.
5.3Ourgiftedandtalentedstudentsarewellsupportedtoachieve.
5.4Ourgiftedandtalentedstudents’socialandemotionalwell‑beingisnurturedthrough pastoral care.
5.5Ourgiftedandtalentedstudentsareprovidedwithopportunitiesandchoicetousetheirgiftsandtalentstobenefitourotherstudentsandourwidercommunity.
5.6Ourgiftedandtalentedstudentsfeeltheirgiftsandtalentsarevalued.
5.7Wehavefocusedcommunicationbetweenourschool,parentsandwhanauthatsupportsourgiftedandtalentedstudents’holisticwell‑being(cultural,spiritual,emotional,andsocial).
5.8Parentsofourgiftedandtalentedstudentsareinformedby,andconsultwith,teachersabouttheirchild’sachievementandprogress.
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Appendix Two: Glossary
Acceleration Involving curriculum activities at challenging levels.
asTTle AssessmentToolsforTeachingandLearning(asTTle)givesteachersgoodinformationabouttheirstudents’achievementandprogressinreading,writingandmathematics.ThetoolisspeciallydesignedforNewZealandstudentsfromYear4toYear12,includingthoselearninginMaori‑medium.
Australasian Schools Competitions
NowcalledtheInternationalCompetitionsandAssessmentsforSchools,thesecompetitionsarerunbyEducationalAssessmentAustralia,operatedbytheUniversityofNewSouthWales.Theyhaveassessmentinthefollowingsubjectareas:science,spelling,writing,mathematics,computerskills,andEnglish.
CREST CRESTisanationalawardssystemadministeredbytheRoyalSocietyofNewZealanddesignedtoencouragestudentprojectsinscienceandtechnology.UndertakingaCRESTprojectgivesstudentsauthenticexperienceinscientificinvestigationortechnologicalpracticeoftheirownchoice,workingwithaconsultantfromindustry.
de Bono’s Thinking Hats
EdwarddeBono’ssixThinkingHatsrepresentdifferentthinkingstrategies–factual,emotional,critical,positive,creative,process.
Emotional intelligence
Anon‑cognitiveskillofunderstandingandmanagingotherpeople.HowardGardner’sMultipleIntelligencesincludesbothinterpersonalintelligence(capacitytounderstandtheintentions,motivations,anddesiresofotherpeople)andintrapersonalintelligence(thecapacitytounderstandoneself,toappreciateone’sfeelings,fears,andmotivations).
Enrichment Providingadditionalactivitiestobroadenunderstanding.
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Extending High Standards Across Schools
ExtendingHighStandardsAcrossSchools(EHSAS)isdesignedtoraisestudentachievementbypromotingexcellenceamong NewZealand’sschools.Fundingismadeavailabletosuccessfulschoolstoimprovestudentoutcomesbydevelopingandextendingtheirprovenpracticeincollaborationwithotherschoolsinaself‑selectedcluster.Theemphasisisondevelopingprofessionalnetworksandimprovingtheevidence‑basearoundwhatworkstoimprove student outcomes.
TheprinciplesbehindEHSASaretoraisestudentachievementbypromotingexcellenceintheschoolsystemandsupportinghighstandards.EHSASprojectscanrunforuptofouryearsandschoolscanonlybeinvolvedinoneEHSASprojectatatime.
Future Problem Solving
FutureProblemSolvingisayear‑longprogrammewherestudents,workinginteams,learnandapplyasix‑stepproblemsolvingprocessthatprovidesthemwiththetoolstotackleproblemsthattheywillmeetthroughouttheirlife.Throughouttheyear,studentsapplytheprocesstoconsiderthechallengesandissuescontainedincomplexsocialandscientificproblemstobefacedinthefutureortackleexistingproblemsintheirowncommunities.Theprogrammeencouragesstudentstocarryoutin‑depthresearch,tothinkcreativelyandcritically,toapplyethicalthinkingskillsandtoworkaspartofateam.
Gifted Education Advisory Support
TheMinistryofEducationprovidesadditionalfundingintheSchoolSupportServicesContractforthedeliveryofgiftededucationadvisorysupporttoschools.
GLOSS GlobalStrategyStagetestdetermineswhichglobalstrategyastudentuses.ThistestispartoftheNumeracyProjectdevelopment.
Habits of Mind The16HabitsofMindidentifiedbyCostaandKallickareacompositeofmanyskills,attitudesandproclivitiesincluding:value,inclination,sensitivity,capability,andcommitment.
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Inquiry learning Inquiry‑basedlearningisaconstructivistapproach,inwhichstudentshaveownershipoftheirlearning.Itstartswithexplorationandquestioningandleadstoinvestigationintoaworthyquestion,issue,problemoridea.Itinvolvesaskingquestions,gatheringandanalysinginformation,generatingsolutions,makingdecisions,justifyingconclusionsandtakingaction.Inquiry‑basedlearningapproachescanhelpdevelophigher‑order,informationliteracyandcriticalthinkingskills.Theycanalsodevelopproblem‑solvingabilitiesanddevelopskillsforlifelonglearning.
Kaitiakitanga Guardianshipofknowledge,environment,andresources.
Learner centred, self-paced, integrated approach
Thisapproachtolearningincorporatesthefollowingpedagogies:•adifferentiatedclassroomprogrammedesignedtomeettheneedsofindividualstudentsratherthanaonesizefitsallapproach;
•learningwherestudentssetthepace,meaningthatgiftedandtalentedstudentsareabletofocusmoreindepthonaparticularaspectoftheirtopic;and
•aprogrammethatincludescontentfromarangeoflearningareas,encouragingstudentstoseetheconnectionbetweenlearning areas.
Learning intentions
Makinglearningexplicittostudentsbyusinglanguagetheyunderstandtoexplainwhattheyarelearning.
Manaakitanga Hospitality,kindness,generosity.
Matauranga Education,knowledge,wisdom,understanding,skill.
Multi-categorical Giftedandtalentedstudentsrepresentstudentswithmanydifferentspecialabilities.Somemaybegiftedandtalentedinscienceormathematics,othersinvisualartsorliteracy,andothersinleadership.Giftedandtalenteddoesnotonlyincludestudentswithhigh intelligence.
MYAT TheMiddleYearsAbilityTest(MYAT)isatestofgeneralabilitydesignedtoassistteachersintheirassessmentofstudentsaged 10to15years.AswellasverbalandnumericalreasoningitemsinthetraditionoftheAustralianCouncilofEducationalResearchIntermediateTests,MYATincludesnon‑verbal(orabstract)reasoningitems,givingamorecompletepictureofstudents’generalability.
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NumPA NumeracyProjectAssessmentisadiagnosticassessmenttoolthatgivesteachersinformationaboutnumberknowledgeandstrategies.ThereisaversionofNumPA(TePoutamaTau)forstudentsinMaoriimmersionclasses.
PATs ProgressiveAchievementTestsarestandardisedtestsdevelopedbytheNewZealandCouncilforEducationalResearch(NZCER).TherearePATsforYear4toYear10studentsinreadingcomprehension,readingvocabularyandmathematics.ThereisalisteningcomprehensionPATforYear3toYear10students.
Purdue Academic Rating Scales
ThePurdueAcademicRatingScalesweredevelopedtogivesecondaryteachersanopportunitytoevaluatestudentsspecificallyaslearnersinEnglish,foreignlanguages,science,mathematics,andsocialstudies.Teachersoftencommentthatgeneralratingscalesforidentifyingthegiftedcontainitemsthattheteachershadnoopportunitytoobserve.Thesescalesarederiveddirectlyfromteachers’classroomexperiencewithsuperiorstudents.TeacherscanalsousethePurdueunderachievinggiftedprofile.
Questioning skills
Skillstohelpstudentstodevelopbetterquestioningbyunderstandingthefeaturesofaneffectivequestionandtheskillsofaneffectivequestioner.Ratherthanaskclosequestions,studentslearntoaskrelevant,openquestionsbasedonwhat,who,when,why,where,which,andhow.
Rangatiratanga Self‑determination,self‑management,leadershipinspiringunity.
School Entry Assessment
SEAisastandardisedassessmentprocedurethatcanbeusedtocollectinformationontheskills,knowledgeandunderstandingofnewentrants.Theteacherusuallytestschildrenaboutfourto eightweeksaftertheyhavestartedschool.
Scaffolding Ateachingstrategywheretheteachersupportsthestudentintheirdevelopment and provides support structures to achieve the next stepintheirlearning.Thegoalofscaffoldingisforthestudenttobecomeanindependentlearnerandproblemsolver.
Six Year Net or Six Year Observation Survey
Thesix‑yearobservationsurveyisacomprehensiveassessmentofeachsix‑year‑oldchild’sprogressinreadingandwriting.Thesix‑yearnethelpsteacherstofindstudentswhohavereadingdifficultiesearly.
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SOLO Taxonomy
TheSOLOtaxonomystandsforStructureofObservedLearningOutcomes.DevelopedbyBiggsandCollis,itdescribeslevelsofincreasingcomplexityinastudent’sunderstandingofasubject.Thefivestagesarepre‑structural,uni‑structural,multi‑structural,relational,andextendedabstract.
Stanines Astanineindicatesastudent’srankincomparisonwithotherstudentswhotookthesametest.Staninesareexpressedasascaleofnineunitswithalowofoneandahighofnine.Thescalefollowsabell‑curve,where20percentofthestudentsfitinstaninefive,fourpercentinstaninenine,andfourpercentinstanineone.
STAR SupplementaryTestofAchievementinReading.TheNewZealandCouncilforEducationalResearch(NZCER)developedSTAR.Itidentifiesstudentswhoneedextrahelpinreading.Teachersalsousetheinformationtogroupstudentsforreading.
Success criteria Makinglearningexplicittostudentsbyprovidingthemwithcriteria to measure their success.
Talent Development Initiative
TheTalentDevelopmentInitiativesFundingPoolisavailablethroughtheMinistryofEducationaspartoftheNewZealandGovernment’sgiftededucationpolicy.Thepurposeofthefundingpool is to support:•thedevelopmentofinnovativeapproachesingiftededucationthatresultinimprovedoutcomesforgiftedandtalentedstudents;
•researchintotheimpactinnovativeapproacheshaveonlearningandteaching;and
•thesharingofknowledge,understanding,andmodelsofeffectivepractice with others in the education sector.
Teacher Observation Scales
Usedtoidentifychildrenwithspecialabilitiesinfivecharacteristicsdomains:learning,socialleadership,creativethinking,self‑determination,andmotivational.
Te mahi rahi Physicalandartisticperformance.
Thinking Maps DavidHyerlehascreatedeightthinkingmapsgearedtowardtriggeringcertaintypesofthinking.EachoftheeightThinkingMapsisbasedonafundamentalcognitiveskillsuchascomparingandcontrasting,sequencing,classifying,andcause‑effectreasoning.
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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,protocolthatreinforcebeliefsandvalues.
Tuakana-teina Tuakana/teinareferstotherelationshipbetweenanolder(tuakana)personandayounger(teina)personandisspecifictoteachingandlearningintheMaoricontext.Withinteachingandlearningcontexts,thiscantakeavarietyofforms:•Peertopeer–teinateachesteina,tuakanateachestuakana.•Youngertoolder–theteinahassomeskillsinanareathatthetuakanadoesnotandisabletoteachthetuakana.
•Oldertoyounger–thetuakanahastheknowledgeandcontentto pass on to the teina.
•Abletolessable–thelearnermaynotbeasableinanarea,andsomeonemoreskilledcanteachwhatisrequired.
Seehttp://www.tki.org.nz/r/hpe/exploring_te_ao_kori/planning/methods_e.php
Wairuatanga Spirituality.
WALTs WALTs(WeAreLearningTo…)areexpectedorintendedlearningoutcomesforstudents.
Whanaungatanga Kinship,connectingasonepeople,familyvaluesandrelationships.
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SCHOOLS’ PROvISION FOR GIFTED AND TALENTED STuDENTS: GOOD PRACTICE
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