Schools’ Provision for Gifted and Talented Students: Good ... · GATE in a classroom setting 9...

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


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.



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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);





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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.



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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.





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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


11 See emotional intelligence in 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;





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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




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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.



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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:




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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:



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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,


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.



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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.



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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;


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.



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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.



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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.



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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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lSCHOOLS’ PROvISION FOR GIFTED AND TALENTED STuDENTS: GOOD PRACTICE

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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.

aPP

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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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