Gifted & Talented Education in New Zealand Schools Sonia White

Finding your way through meeting the needs of Gifted and Talented learners…

Contents Needs Analysis Professional Development Defining Gifted & Talented Identification Resources Policies and Procedures Making it Happen:Facilitating Change Provisions

Needs Analysis Consider.. the current provisions your school has in place And after considering… Are gifted and talented students catered for in every classroom? How do you know? This needs analysis may help you decide. “Schools should aim to provide all learners with an education matched to their individual learning needs” (Core Principles of Gifted Education, MOE 2004) Return

Professional Development “The school environment is a powerful catalyst for the demonstration and development of talent… Provision for gifted and talented students should be supported by ongoing high-quality teacher education” (Core Principles of Gifted Education, MOE 2004). Consider what current expertise exists within your staff Return

Defining Giftedness & Talent OLD Giftedness is high IQ Trait-based Subgroup Elitism Innate, “In there” Test Driven NEW Many types of giftedness Qualities based Individual excellence Based on context Achievement and potential driven Collaborative, Determined by Consultation (Feldman 1991)

Your School Definition of Giftedness and Talent How does it stack up? Is it multi-categorical with an array of special ability domains? Does it: address potential as well as performance? acknowledge exceptionality in relation to their peers of similar age, culture or circumstances? recognise multi-cultural values, beliefs, attitudes and customs? recognise that a student may be gifted in one or more areas?

Gifted learners aren’t always behaving intelligently....

Definitions… Consider: “Gifted and talented learners are found in every group within society. Maori perspectives and values must be embodied in all aspects of the education of gifted learners Parents, caregivers, and whanau should be given opportunities to be involved in decision-making regarding their children’s education. (Core Principles of Gifted Education, MOE 2004) Is your definition inclusive of all groups in your community? Have the community been consulted over your definition, and taken ownership of it? Return

Policy and Procedures The Ministry of Education (2000) recommends that schools develop a policy for gifted and talented education. By putting some guidelines for the programme in writing, provisions may prove more comprehensive and enduring . Return

Resources Supporting Literature Budget Personnel Time Return

Identification of Giftedness & Talent Do your identification procedures: Rely mainly on standardised testing? Rely on identification at entry in Yr 9, or is it an ongoing process? Are your Identification procedures: Formally recorded, systemic and backed by policy statements? Clearly understood and “owned” by all teaching staff? Inclusive of parent identification? Inclusive of behavioural characteristics of gifted, not just curriculum assessment Used to develop appropriate learning programmes? Return

Provisions for Gifted &Talented Students Teacher Planning Classroom Practice School-wide Provisions Out-of-school Provisions

Teacher Planning Do ALL teachers: “Programmes for gifted and talented students should be based upon sound practice, taking into account research and literature in the field. Schools should aim to meet the specific social and emotional needs of gifted and talented learners” (Core Principles of Gifted Education, MOE 2004) Do ALL teachers: Assess learner readiness and prior knowledge as a basis for their planning? Incorporate higher order thinking into their planning? Provide differentiated learning modules based upon a differentiated curriculum model? Return

Classroom Practice Do some teachers: return “Gifted and talented students should be offered a curriculum rich in depth and breadth, and at a pace commensurate with their abilities” (Core Principles of Gifted Education, MOE 2004) Do some teachers: return Teach the same content to the whole class? Give MORE rather than DIFFERENT work to gifted? Can all teachers: Facilitate differentiated learning in their classroom? Provide authentic learning experiences? Allow gifted students to work autonomously on negotiated learning experiences with learning outcomes appropriate for that student?

School-wide Provisions Are provisions for gifted and talented wide-ranging and co-ordinated across the school? Do all or most teachers provide differentiated programmes? Are these programmes evaluated and revised? Is career advise given as early as possible to gifted and talented learners? Are appropriate pathways through and beyond school discussed with individual gifted students and their parents? return

Out-of-School Provisions Is there outreach into the wider community, e.g.: - mentoring / experts beyond the classroom - links with business & commerce - University & institutes of higher learning - online learning return

Making it happen: Facilitating Change Creating and maintaining “Buy-in”: key team Long term commitment /planning Barriers and Enablers Leadership and Co-ordination Finish

Creating and Maintaining “Buy-in” Is the development of Gifted and Talented education part of your school’s strategic plan?

Co-ordination: a Key Team approach Without a key team, a school’s gifted programme can founder. What individuals can and should contribute to orchestrating programme planning as members of a committee? “Schools are also advised to ensure that someone is responsible for leading and managing gifted and talented education” ( Ministry of Education, 2004).

Creating and Maintaining “Buy-in” Have you involved: Members of the administration and/or Board of Trustees; Teaching staff representative of various levels and/or curriculum areas; Parents, caregivers and whanau of gifted students; Community members with experience and/or interest in gifted students; and Gifted students, dependent upon age and experience” (Ministry of Education 2004) Return

Long-term commitment… “The overall coordination of gifted and talented education initiatives requires a long-term commitment of time, resources, and personnel” Ministry of Education (2004).

Develop a Long Term Action Plan “Schools' approaches to programme development and implementation should be seen as long-term commitments, rather than quick fixes” Ministry of Education (2004) Return

Barriers and Enablers to Effective Programmes Other enablers: professional support, such as school advisers; parental and community support; open communication within and outside the school; flexibility in programming and decision-making. Ministry of Education (2004). Barriers Professional development Funding Time Resources Enablers: Resources. Return

Possible Responsibilities of A Gifted & Talented Education Co-ordinator School's policy and procedures; Consultation /liaison with all staff, & community; Coordination of identification; Maintenance of a high level of awareness of gifted education pedagogy nationally and internationally, disseminating this to teachers, parents; advising /providing staff professional development Coordination and oversight of provisions; Initiation & maintenance of management systems; Regular monitoring & follow-up of progressions & developments in school-wide programmes (adapted from George, (1997). Return

“No one can arrive from being talented alone “No one can arrive from being talented alone. God gives talent; work transforms talent into genius” Anna Pavlova Have a vision… …plan change …thinking ahead has its advantages!