Schools’ Provision for Gifted and Talented Students June 2008 · SCHOOLS’ PROVISION FOR GIFTED...

Schools’ Provision for Gifted and Talented Students

June 2008

Published 2008© Crown copyrightEducation Evaluation ReportsISBN 978-0-478-32875-2 (MS Word) ISBN 978-0-478-32876-9 (PDF) ISBN 978-0-478-32877-6 (HTML) ISBN 978-0-478-32878-3 (pbk.)

ERO reports are published on the ERO web site – www.ero.govt.nz – and are available from

the Manager Public Affairs, Education Review Office Corporate Office, Box 2799, Wellington 6140.

We welcome your comments and suggestions on the issues raised in these reports.

Ko te Tamaiti te Putake o te Kaupapa The Child – the Heart of the Matter

Foreword

The New Zealand Government has grouped its priorities and activities under three themes:•Economictransformation•Families,youngandold•Nationalidentity.

TheEducationReviewOffice(ERO)contributestothesethemesthroughitsroleofreviewingandreportingonthequalityofeducationinschoolsandearlychildhoodeducationservices.

ERO’swhakataukıdemonstratestheimportanceweplaceontheeducationalachievementofourchildrenandyoungpeople:

Ko te Tamaiti te Putake o te Kaupapa The Child – the Heart of the Matter

Inourdailyworkwehavetheprivilegeofgoingintoschoolsandearlychildhoodservices,andthisgivesusacurrentpictureofwhatishappeningthroughoutthecountry.Wearethenabletocollateandanalysethisinformationsothatitcanbeusedtobenefittheeducationsectorand,therefore,thechildreninoureducationsystem.ERO’sreportscontributesoundinformationforworkundertakentosupporttheGovernment’sthemes.

ApriorityfortheGovernmentisthatyoungpeopleinNewZealandachievetotheirfullpotential.Thisreportontheeducationprovidedforstudentswithparticulargiftsandtalentsdiscusseshowwellschoolsprovideforthisparticulargroupofstudents,andthecompanionreportongoodpracticeinthisareawaswrittentohelpschoolboardsoftrustees,principalsandstaffthinkabouthowtheymightapplytheideasintheirownschools.

Thesuccessfuldeliveryofeducationreliesonmanypeopleandorganisationsacrossthecommunityworkingtogether.Wehopetheinformationinthisbookletwillhelpthemintheirtask.

Graham Stoop ChiefReviewOfficer

June 2008

SCHOOLS’ PROVISION FOR GIFTED AND TALENTED STUDENTS

Contents

ExEcutivE summary 1

Recommendations for improvement 2

introduction 3

Strategic links 3

ERO’s previous evaluation of provision for gifted and talented students 4

Background to Gifted and Talented Education in New Zealand 4

Characteristics of effective provision 6

ERO’s evaluation framework 7

Findings 9

School leadership 9

Defining and identifying giftedness and talent 16

Schools’ programmes and provision for gifted and talented students 24

Schools’ review of their provision for gifted and talented students 34

Promoting positive outcomes for gifted and talented students 39

Schools’ overall provision for gifted and talented students 46

conclusion 49

Shared understanding about gifted and talented 49

Good quality provision for gifted and talented 50

Positive outcomes for gifted and talented 52

rEcommEndations 54

appEndix onE: methodology 55

Sample 55

Data collection 56

appEndix two: glossary 57

appEndix thrEE: self-review questions and indicators for your school 63

appEndix Four: Evaluation statistics 66


EXEC

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Executive summary

ThisreportpresentstheEducationReviewOffice’sfindingsfromanevaluationofschools’provisionforgiftedandtalentedstudents.

EROevaluatedtheprovisionforgiftedandtalentedstudentsin315schoolsreviewedinTerms3and4,2007.Oftheschoolsreviewed,261wereprimaryschools,and54weresecondaryschools.

NationalAdministrationGuideline(NAG)1(iii)(c)requiresboardsoftrustees,throughtheirprincipalsandstaff,tousegoodqualityassessmentinformationtoidentifystudentswhohavespecialneeds(includinggiftedandtalented),andtodevelopandimplementteachingandlearningstrategiestomeettheneedsofthesestudents.SchoolswerenotifiedabouttheinclusionofgiftedandtalentedstudentsinthisNAGin December2003,andhavebeenrequiredtoimplementprovisionforgiftedand talentedstudentssinceTerm1,2005.

Althoughtheschoolsinthisevaluationwereatvariousstagesindevelopingthequalityoftheirprovision,manyhadestablishedasharedunderstandingofwhatitwastobegiftedandtalentedintheirschool.Theseschoolshadimplementedprogrammesthatwerebeneficialtogiftedandtalentedstudents.Afewschoolswerejustbeginningtomakespecialprovisionforgiftedandtalentedstudents.

Schoolleaderswereenthusiasticaboutsupportingtheachievementofgiftedandtalentedstudentsinjustoverhalftheschools.Thisfoundationwasparticularlybeneficialforthequalityoftheprogrammestheychosetoprovideforgiftedandtalentedstudents.Almosthalftheschoolshaddevelopedinclusiveandappropriatedefinitionsandidentificationprocesses,andimplementedresponsiveandappropriateprogrammesforgiftedandtalentedstudents.Almostaquarterhaddevelopedprocessesforreviewingtheeffectivenessoftheirprovision.Nearlyhalftheschoolswerepromotingpositiveoutcomesforidentifiedgiftedandtalentedstudents.

Thefindingsfromthisevaluationhighlightthreemainstagesinaschool’sprogresstowardseffectiveprovisionforgiftedandtalentedstudents.Thethreestagesinvolve:•developingasharedunderstandingofgiftedandtalentededucation;•implementinggoodqualityprovisionforgiftedandtalentedstudents;and•ensuringpositiveoutcomesforgiftedandtalentedstudents.


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RECOMMENDATIONS FOR IMPROVEMENTEROrecommendsthatteachers:•communicate,consult,andcollaboratewithparents,wha-nau,andtheschoolcommunitytodevelopasharedunderstandingaboutgiftedandtalentededucation;•providechallenginganddifferentiatedprogrammesforgiftedandtalentedstudentsintheregularclassroom;•provideappropriatefeedbackandsupportforgiftedandtalentedstudentstoachieveinandmakeprogresswiththeirgiftsortalents;•developanunderstandingthateveryteacherhasresponsibilitytoteachthegiftedandtalented;and•developawarenessoftheparticularsocialandemotionalcharacteristicsofgiftedandtalentedstudents,andpromotetheirholisticwellbeing.

EROrecommendsthatschoolleaders:•designateapersonorteamtoleadtheschool’sprovisionforgiftedandtalentedstudentsandgivethemsupport;•developandfosteraschool-wideunderstandingofgiftedandtalentededucation;•promoteongoingparticipationinschool-wideprofessionaldevelopment,andspecialisttraininganddevelopmentforpeoplespecificallyresponsibleforgiftedandtalentededucation;•developinclusiveandappropriatedefinitionsandidentificationprocessesforgiftedandtalentedstudentsthatreflectstudentdiversityandencompassavarietyofgiftsandtalents;and•instituteappropriateself-reviewprocessestodeterminetheeffectivenessofprovisionforgiftedandtalentedstudents.

EROrecommendsthattheMinistryofEducationconsiderhowbestto:•encourageschoolstodevelopimprovedassessmentstrategiesconsistentwiththe NewZealandCurriculum,todemonstratetherangeofabilitiesandtheachievementofgiftedandtalentedstudents;•providetargeted,highqualityprofessionaldevelopmenttoruralandlowdecileschoolsonprovidingforgiftedandtalentedstudents;and•developlinksandnetworksbetweenclustersofearlychildhoodservicesandschoolssothatthereisongoingsupportforgiftedandtalentedstudentsattransitionpointsintheeducation.


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Introduction

ThisreportpresentsERO’sfindingsfromanevaluationofthequalityofschools’provisionforgiftedandtalentedstudents.Itincludesinformationabouthowwellschoolssupportgiftedandtalentedstudentsinachievingtotheirpotential.Thereportalsodiscussesschools’areasofstrengthandthechallengestheyfaceinprovidingforgiftedandtalentedstudents.

STRATEGIC LINkSNationalAdministrationGuideline(NAG)1(iii)(c)requiresboardsoftrustees,throughtheirprincipalsandstaff,tousegoodqualityassessmentinformationtoidentifystudentswhohavespecialneeds(includinggiftedandtalented),andtodevelopandimplementteachingandlearningstrategiestomeettheneedsofthesestudents.SchoolswerenotifiedabouttheinclusionofgiftedandtalentedstudentsinthisNAGinDecember2003,andhavebeenrequiredtoimplementprovisionforgiftedandtalentedstudentssinceTerm1,2005.

TheGovernmenthasestablishednationalprioritiesunderthefollowingthemes:•economictransformation;•families,youngandold;and•nationalidentity.1

Theprovisionofprogrammesforgiftedandtalentedstudentscontributestotheseprioritiesandgoals.Effectivegiftedandtalentedprogrammeshelpstudentstobehealthy,innovative,creativeandconfidentlearnerswhoachievetotheirpotential.Theseprogrammesrecognisegiftednessandtalentinspecificacademicsubjects,thinking,arts,sports,culture,creativity,spirituality,andleadership.Throughtheseprogrammesstudentsareencouragedtotakeprideinwhotheyareandintheirabilities,andtousetheseattributesincontributingtoNewZealandsociety.

TheMinistryofEducation’sStatement of Intent 2008–20132notes,amongstitspriorities,theimportanceofembeddingtheprinciplesofpersonalisinglearningintotheeducationsystem.Personalisedlearningisaboutmakinglearningrelevantandmeaningfultothelearnerandhasastrongfocusonstudentsachievingtotheirpotentialandbeingsuccessful.Inparticular,threefactorsinfluenceprovisionforgiftedandtalented students:•studentswillknowhowtotakecontroloftheirownlearning;•parentsandwha-nauwillbepartnersintheirchildren’slearning;and•teacherswillhavehighexpectationsforeachstudent,knowhowtheylearn,andadjusttheirteachingtomeetlearningneeds.3

INTR

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1 See http://www.dpmc.govt.nz/dpmc/publications/government-priorities.html

2 Ministry of Education. (2008) Statement of Intent, 2008–2013. Wellington: Ministry of Education.

3 See http://www.tki.org.nz/r/personalising_learning/


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ERO’S PREVIOUS EVALUATION OF PROVISION FOR GIFTED AND TALENTED

STUDENTSIn1998,EROpublishedWorking with Students with Special Abilities.Thisreportgaveteachersandparentsexamplesofgoodpracticeandschoolinitiativesforgiftedandtalentededucation(GATE).Thereportalsooutlinedfactorsandissuescriticalforsuccessfulprovisionforthesestudents.

Critical factors•School-wideunderstandingandacceptanceofindividualdifference.•Commitmentandleadershipfromseniormanagement.•Boardoftrustees’support.•Knowledgeableandskilledteachingstaff.•Writtenandimplementedpolicy,processes,andprocedures.•Rangeofprovisiontomeetindividualstudentneeds.•Sensitivitytoculturaldifferences.•Selfreviewofprovision.

Issues •Identificationmethods.•Teachingapproachtobetaken,forexampleextension,enrichment,acceleration,withdrawal.•Resourcingofprovision.•Continuityofprovision.•Culturalconsiderations.•Teacherprofessionaldevelopment.

Thesefactorsandissuesremainasimportantfeaturesinthesuccessfulprovisionforgiftedandtalentedstudents.

BACkGROUND TO GIFTED AND TALENTED EDUCATION IN NEW ZEALANDTheMinistryofEducation(theMinistry)hasinstigatedseveralinitiativestoprovideforgiftedandtalentedstudents.

•In1998,followingthepublicationofERO’sevaluationreportWorking with Students with Special Abilities,theMinistryestablishedtheAdvisoryGrouponGiftedEducation toidentifyneedsandinvestigatewaysofaddressingthese.•Thisresultedinthe2000publicationGifted and Talented Students: Meeting Their

Needs in New Zealand Schools.4Thisbookletgaveschoolsandteachersinformationtohelpthemidentifyandsupportgiftedandtalentedstudentstoachievetotheirfullpotential.

4 Ministry of Education. (2000) Gifted and Talented Students: Meeting their Needs in New Zealand Schools. Wellington: Ministry of Education.


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•AgiftedandtalentedcommunitywasaddedtoTeKeteIpurangi(TKI)5 in 2000 with casestudiesandonlineresourcesforschools,teachers,andparents.•SchoolSupportServices6establishedanadvisorygroupin2001toprovideprofessionaldevelopmenttoschools.Thisgrouphassincebeenexpanded.•In2001,theMinistryestablishedtheWorking Party on Gifted Education to provide adviceonapolicyandfundingframeworkforgiftededucation,andrecommendedthespecificinclusionofgiftedandtalentedstudentsinNAG1(iii)[subsequentlyNAG1(iii)(c)].•In2002,theMinisterofEducationreleasedInitiativesforGifted and Talented

Learners,7whichaddressedtherecommendationoftheWorking Party on Gifted Education.Theseinitiativesincluded: − theclearidentificationofgiftedandtalentedstudentsintheNAGs; − acontestablefundingpoolforthedevelopmentofinnovativeeducational

programmestargetedatgiftedandtalentedstudents; − professionaldevelopmentinitiatives,includingadditionalGiftedEducationAdvisors

andaNationalCoordinator,professionaldevelopmentforeducationalprofessionalsotherthanteachers,andpre-servicegiftededucationtraining;

− ahandbookforparents; − InformationandCommunicationTechnologies(ICT)initiativestosupportgifted

education;and − researchonexistingprovisionforgiftedandtalentedstudents.•AftertheinclusionofgiftedandtalentedstudentsinNAG1(iii)(c)inDecember2003,theMinistryproducedGifted and Talented Education in New Zealand Schoolsin2004.8ThiswasasummaryofthecurrentstatusofidentificationofandprovisionforgiftedandtalentedstudentsinNewZealandschools.Thereportconcludedthattherewas: − agrowingawarenessoftheneedforprovisionforgiftedandtalentedstudents; − aneedforprofessionaldevelopment,betteraccesstoresourcesandsupport,

funding,timeandculturalunderstanding; − aheavyrelianceonteacheridentificationandstandardisedtesting; − alackofplannedculturallyappropriateprogrammes;and − minimalinvolvementbyparents,caregivers,andwha-nau.•InApril2008theMinistrypublishedNurturing Gifted and Talented Children, A

Parent-Teacher Partnership,9whichgivesparentshelpfulinformationaboutgiftednessandtalent,andsuggestswaysparentsandteacherscanworkinpartnershiptosupportthelearningofgiftedandtalentedchildren.

5 Te Kete Ipurangi is a bilingual portal-plus web community that provides quality assured educational material for New Zealand teachers, school managers, and the wider education community. It is an initiative of the Ministry of Education. See http://www.tki.org.nz/e/community/gifted/

6 See http://www.tki.org.nz/r/gifted/pedagogy/providers_e.php

7 Office of the Minister of Education. (2002) Initiatives for Gifted and Talented Learners. Wellington: Office of the Minister of Education.

8 Riley T. et al. (2004) Gifted and Talented Education in New Zealand Schools. Wellington: Ministry of Education. See http://www.educationcounts.govt.nz/publications/assessment/5451 for the full research report.

9 Ministry of Education. (2008) Nurturing Gifted and Talented Children, A Parent-Teacher Partnership.Wellington: Ministry of Education.


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CHARACTERISTICS OF EFFECTIVE PROVISIONThecurrentstartingpointformanyNewZealandschoolsintheirprovisionforgiftedandtalentedstudentsistheMinistryofEducation’spublication, Gifted and Talented Students: Meeting Their Needs in New Zealand Schools.Thisresourceprovidesguidanceondevelopingaschool-wideapproachfordefiningandidentifyinggiftedandtalentedstudents,aswellasdevelopingprogrammesandevaluatingthem.

Policy developmentAneffectiveGATEpolicyisdevelopedinconsultationwiththeschoolcommunity,identifyingtherationale,definitions,acoordinator/teamresponsible,goalsandobjectives,professionaldevelopment,styleofprovisionanddelivery,andanactionplantocoordinatedevelopment.

Professional developmentInaneffectivegiftedandtalentedprogramme,teachersareawareof:•conceptsofgiftednessandtalentandtheassociatedbehaviours;•identificationmethods;•programmeoptionsandcurriculumdifferentiation;•teachingmethodsandresources;and•specialpopulationswithingiftedandtalented,forexampleclass,culture/ethnicity,anddisability.

Definitions and characteristicsEffectivegiftedandtalentedprogrammedefinitions:•aremulti-categorical;•aremulti-cultural;•recognisemultipleintelligences;and•recognisepotentialanddemonstratedgiftednessandtalent.

Teachersareabletoappropriatelyidentifygiftedandtalentedstudents.Theyareawareofandrecognisethediversityofcharacteristicsandbehavioursforgiftedandtalentedstudents,includingwaysoflearning,creativethinking,motivation,socialleadership,andself-determination.

Identification processesAneffectiveidentificationprocesshasthefollowingcharacteristics:•itisconsistentwiththeschool’sdefinitionandprogrammes;•itisschool-wide,undertakenearly,andongoing;


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•itiscommunicatedopenlybetweenparents,students,teachersandtheboardoftrustees;•ithasamulti-methodapproach;and•itmakesprovisionstoidentifyspecialgroups,includingMa-ori,studentsfromothercultures/ethnicities,studentswithlearningdifficultiesordisabilities,underachievers,andthosefromlowsocio-economicbackgrounds.

Programme development Effectiveteachingmethodsandpracticeaimtosupportgiftedandtalentedstudentstoachievetheirpotential.Therearefourprimaryareasofdifferentiation:•content–concepts,information,ideasandfacts;•process–presentation,activities,teachingmethods;•product–tangibleandintangibleresultsoflearning;•environment–mobility,creativity,risktaking,challenge.

Effectiveschoolsandteachersconsidertheappropriatenessandvalueof:•thelearningenvironment;•enrichmentandacceleration;•theregularclassroomprogrammeandexternalprogrammes;•culturalconsiderations;and•thedevelopmentofthecurriculum.

EvaluationEffectiveevaluationofgiftedandtalentedprogrammesissystematicandcomprehensive.Itisbothformativeandsummativeandfindingsareusedtoinformtheongoingnatureoftheprogramme.

ERO’S EVALUATION FRAMEWORkEROevaluatedthequalityofprovisionforgiftedandtalentedstudentsin315schoolsreviewedinTerms3and4,2007.Oftheschoolsreviewed,261wereprimaryschools,and54weresecondaryschools.

EROgatheredandanalysedinformationfromschoolsinresponsetothefollowingevaluation questions:10

•Howwelldoestheschoolleadershipsupporttheachievementofgiftedandtalentedstudents?•Howinclusiveandappropriatearetheschool’sprocessesfordefiningandidentifyinggiftednessandtalent?•Howeffectiveistheschool’sprovisionforgiftedandtalentedstudents?

10 See Appendix Three: Self-review questions and indicators for your school for the indicators of high quality practice used by review officers.


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•Howwelldoestheschoolreviewtheeffectivenessoftheirprovisionforgiftedandtalented students?•Towhatextentdogiftedandtalentedprogrammespromotepositiveoutcomesforgiftedandtalentedstudents?

Reviewofficersmadeevaluativejudgementsbasedontheevidencefoundforindicatorsofgoodqualityprovisionforgiftedandtalentedstudentsforeachofthesekeyevaluationquestions.


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Findings

ThissectionpresentsERO’sfindingsbasedonthekeyevaluativequestionsandfromschools’self-reporting.Foreachevaluativequestion,thefindingspresentinformationaboutthestrengthsandchallengesforschoolsinprovidingforgiftedandtalentedstudents.Examplesofevaluativecommentsfromreviewofficersareincludedtogivefurtherinformationaboutthesestrengthsandchallenges,asissomeschoolself-reportedinformation.Thesecommentsareitalicisedandshaded.ThestatisticsforeachquestionandindicatorofgoodpracticeareincludedinAppendix Four: Evaluation Statistics.

SCHOOL LEADERSHIP

What did ERO ask?Howwelldoestheschoolleadershipsupporttheachievementofgiftedandtalented students?

Why did ERO ask this question?Giftedandtalentedstudents’achievementandprogressislikelytobeenhancedifschoolsmakeeffectivedecisions,andorganisepeopleandresourcestoimplementappropriateeducationalprogrammes.Embeddingtheprovisionforgiftedandtalentedstudentsinschoolpoliciesandpracticemakesitsustainableratherthantenuous.

Indicators of good practiceToevaluatehowwellschoolleadershipsupportedtheachievementofgiftedandtalentedstudentsEROlookedforevidencethat:•theprovisionofgiftedandtalentededucationwasembeddedinschoolcultureandpractice;•therewasaschool-widesharedunderstandingaboutgiftedandtalentededucation;•therewasregularcommunication,consultation,andcollaborationamongstallmembersoftheschoolcommunity,includingstaff,parents,wha-nau,students,andthewidercommunity;11 •theschoolhadgoodqualitypolicies,proceduresorplansforgiftedandtalentededucation;•therewasleadershipfortheprovisionofgiftedandtalentededucation,forexampleprincipal,designatedcoordinatororteam;•theschoolwasbuildingcapabilitythroughaplannedapproachtoschool-wideandongoingprofessionaldevelopmentandperformancemanagement;and•giftedandtalentededucationwaswellresourcedthroughinformeddecision-makingaboutstaffing,funding,andprogrammes.

11 A school’s community may include: school personnel including teachers and support staff, parents, students, whanau, the Maori community, other ethnic communities represented on the school roll, health/cultural/sport/arts/business groups, local iwi, and local and regional government. Schools should consider who it is appropriate to consult.

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What ERO foundFigure1showsthatschoolleadershipfortheprovisionofGATEwashighlysupportiveorsupportiveinoverhalftheschools(58percent).In42percentofschools,leadershipwaseithersomewhatornotsupportiveoftheprovisionofGATE.

Figure 1: Support from school leadership

100

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Highly supportive Supportive Somewhat supportive Not supportive

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Discussion Thefollowingsectionsdiscussthestrengthsandchallengesforschoolsinsupportingtheachievementofgiftedandtalentedinformation,inrelationtoeachoftheindicatorsofgoodpractice.

Leadership of provision for gifted and talented studentsOverhalftheschoolshadgoodleadershipfortheprovisionofgiftedandtalentededucation(GATE).EitheraGATEcoordinatororaGATEteamwasresponsibleforleadingthisprovisioninmostoftheseschools.Intheremainingschools,theprincipalordeputyprincipalusuallytookontheresponsibility.

Successfulleadershipwascharacterisedbyenthusiasmandgoodorganisationalabilities.Leadershadsupportfromtheschool’sboardoftrustees,andseniormanagementteam.TherewerealsogoodstrategiesforimplementingGATEandadequateresourcingsuchasstaffing,funding,space,andtime.WhereEROfoundverygoodpractice,designatedcoordinatorsandteamsworkedextensivelywithotherstaff.Theseleadershadstrongknowledgeof,andinterest,skill,andpassionforprovidingforgiftedandtalentedstudents.

Twoteachersworkedasateam,coordinatingandleadingtheschoolinprovidingforgiftedandtalentedstudents.Theyhadconsiderableexperienceworkingwithgiftedandtalentedstudentsaswellasparticipationinprofessionaldevelopmentinitiativesovertheyears.Theyworkedtogetherinthepastinanorganisationcateringforgiftedandtalentedstudents.Oneofthecoordinatorswasthedeputyprincipaland,inthatrole,workedalongsideindividualteacherssupportingthem–includingstrategiesandresourcestocaterforgiftedandtalentedstudents.


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Themainchallengeforthisgroupofschoolswassustainingmomentum.SomeschoolshadhadexperiencedGATEleadersleavingtheschool,eitherpermanentlyortemporarily.Evenwhengoodpoliciesandprocedureswereinplace,ifastrongschool-wideunderstandingwasmissingintheschoolanditscommunityitwashardfortheleaderstomaintaingoodpractices.

SchoolsvariedinhoweffectivelyGATEwasled.SomeschoolshadaspecificGATEcoordinatororaGATEteamresponsibleforleadingthisprovision,andtheremainingschoolshadnooneresponsibleforGATE.

InsomeschoolstheGATEleaderhadbeendesignatedonlyrecently,andtheknowledgeandskillsofthatpersonwerenotyetdeveloped,ortheschoollackedwell-conceivedpoliciesandproceduresforthepersontoimplement.ThismeantthatanyactiontakenwaslimitedandtherewasinadequatesupportforotherteacherswishingtoimplementGATEprogrammes.Insomeoftheseschoolsthedepartureofkeystaffhadmeantthelossofvitalknowledgeandskills.

Sevenstaffmadeupthegiftedandtalentedteamfortheschool.Ofthoseseven,onlytworemain,withonebeingtheprincipal.ThechallengewastogrowthiscapacityagainandforthisteamtoassumeresponsibilitiesforGATE.

Shared understanding and school cultureInsomeschools,theprovisionofGATEwasembeddedinschoolculture,andtherewasaschool-wide,sharedunderstandingofGATE.Goodqualitypoliciesandstrongexpectationsofteacherswereestablished.Theprovisionforgiftedandtalentedstudentswasincludedintheschool’sstrategicdirection.EROfoundatangiblecommitmentamongststaff,andGATEwasanintrinsicpartoftheschool’sculture.MostteachershadafullunderstandingofGATEandthiswasfosteredthroughprofessionaldevelopmentandinternalreviewoftheirprovision.

Thestudentcentrednatureoftheschoolmeantthattheprovisionforgiftedandtalentedstudentswasintrinsictotheculture,andthelearningandteachingpracticeintheschool.

Inmostschools,theprovisionofGATEwasnotyetwellembeddedandschool-wideunderstandingofGATEwaslimited.Teacherswerejuststartingtothinkabouttheimplicationsfortheirschool.Providingforgiftedandtalentedstudentshadeithernotbeenapriorityattheschool,ortherewasafragmentedapproach,evidentonlyinsomeclassroomsorlearningareas.


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Inmostoftheseschools,therewasaneedtobuildagreaterconceptualunderstandingandcommonphilosophyaboutGATEanditsplaceintheregularclassroom.Inafewschools,therewasaneedtochallengeteachers’predeterminedexpectations,forexample,whenstudentbehaviourdidnotalwaysmatchcharacteristicsofgiftedandtalentedstudents,ortherewasamuchgreaterfocusonstudentswithspecialeducationalneeds.

Policies, procedures and plansAbouthalftheschoolshadgoodqualitypolicies,procedures,orplansforGATE.Theseincludedaclearlydocumentedphilosophy,guidelinesforteachers,aclearrationaleandstrategiesforprovidingdifferentiatedlearning,appropriateemotionalandsocialsupport,andactionplansforimplementingprovision.TherewereprinciplesandconceptsguidingGATE,aswellasdocumentedschoolplanningthatwasreviewedandimplemented.

Therewereseveralchallengesfortheseschools.Teachersneededongoingsupporttoimplementstrategiesoutlinesinpoliciesandprocedures,particularlydifferentiatedteachingintheclassroom.Schoolpolicieslackedafocusonpersonalisinglearningforindividualgiftedandtalentedstudentspreferringtomatchthemtoexistingprogrammes.

Theotherhalfoftheschoolslackedgoodqualitypolicies,procedures,orplansforGATE.Manyhadnopolicyforprovidingforgiftedandtalentedstudents,orpolicywaseitheroutdatedornotused.Therewasoftenalackofcommitmentfromtheschoolleadershiptoimplementpolicies.Someschoolsthathadapolicyreliedononethathadbeendevelopedbyalocalclustergroup,andthisdidnotreflecttheirparticularschoolsituation.OtherpoliciesweresimplyanactofcompliancewiththeNAG,andtheschool’spoliciesdidnotmatchwhatwasactuallyhappeninginpractice.

Professional developmentSomeschoolswerebuildingcapabilitythroughaplannedapproachtoprofessionaldevelopmentaboutGATE.Professionaldevelopmentincludedtopicsonidentification,differentiation,pedagogy,inquiry-basedandcooperativelearning,socialandemotionalneeds,andhowlearningdifficultiesmaymaskgiftedness.Giftedandtalentedcoordinatorsand/orteamsparticipatedinongoingprofessionaldevelopment,oftenworkingcloselywithexternaladvisers,andundertakingtertiarylevelcoursesspecialisinginGATE.Theydisseminatedthisadditionallearningtotheircolleagues.Teachersatalmosttwo-thirdsoftheseschoolshadparticipatedinschool-wideprofessionaldevelopment,andmanynewstaffbenefitedfrompromptinductionabouttheschool’sGATEexpectations.AtschoolswhereEROfoundverygoodpractice,theschoolleadershipsetacleardirectionaboutbuildingteachercapabilitytomeettheneedsofgiftedandtalentedstudentsintheclassroomprogramme.


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Teachershavebeeninvolvedinprofessionaldevelopmentinitiativesthathavethepotentialtobenefitgiftedandtalentedstudents:traininginICT;giftedandtalentededucation;thinkingskills;integratedcurriculum;learningpathwaymodel;andhigherorderquestioning.Thegiftedandtalentedcontractwaswithanexternalfacilitator,fundedbytheboard,whoworkedwithstafftoincreasetheirunderstandingofthenatureofwhatbeinggiftedandtalentedentailedandbuildtheircapabilitytoidentifygiftedandtalentedstudents.Thisprofessionaldevelopmentalsohelpedseniormanagerstocompilethegiftedandtalentedpolicyandguidelines.LeadteachersfromthisMinistryofEducationtrainingcontractreceivedongoingprofessionaldevelopment.

Themainchallengefacingtheseschoolswasstaffturnoverandkeepingallteachers’skillsupdated.ThishighlightedtheneedforongoingprofessionaldevelopmentinGATEinthefaceofcompetingprofessionaldevelopmentpriorities.Evenwithprofessionaldevelopment,staffneededtohaveconfidenceandguidancetoimplementnewstrategiesintheclassroom,andtotakerisksinidentifyinggiftedstudentswithlearningdifficultiesorwhowerenotdemonstratingtheirpotential.

Manyschoolsdidnottakeaplannedapproachtobuildingcapabilitythroughprofessionaldevelopmentingiftedandtalentededucation.Mostoftheseschoolshadprioritisedotherprofessionaldevelopmentthatusedteacherreleasetimeandfunding.Athirdhadnotundertakenanygiftedandtalentedprofessionaldevelopment,andsaidthattoprovideschool-wideprofessionaldevelopmentwasahugechallenge.WhileaveryfewoftheseschoolshadofferedprofessionaldevelopmentinGATEtoallteachers,theyhadfounditachallengetomaintainanyongoingtraining.Whenteacherswithexpertiselefttheschoolthiscreatedaknowledgegap.

GATEcoordinatorsorteamsinsomeoftheseschoolshadundertakenrelevantprofessionaldevelopment,butoftenthiswasnotdisseminatedtotherestoftheteachers,andconsequentlynotembeddedinteachingpractice.

Provisionsforgiftedandtalentedstudentswerelargelyinformal.Thenextstepwastoformalisethisprocessbydevelopingaplanforschool-wideandongoingprofessionaldevelopment.Thisparticularlyneededtobedonetoincreaseteacherskillsandknowledgetoprovideforstudents’diverselearningneedswiththeirclassprogrammes.

Informed decision-makingAtsomeschools,GATEwaswellresourcedthroughinformeddecision-makingaboutstaffing,funding,andprogrammes.Provisionforgiftedandtalentedstudentswasprioritisedinschoolplanning,andtheboardtaggedfundingforresourcing.Some


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oftheseschoolsalsomadegooduseofMinistryofEducationfundingsuchastheEducationDevelopmentInitiative,ExtendingHighStandardsAcrossSchools,andGATEcontracts.Aswellasprovidingspaceforout-of-classroomprovision,fundingwasusedtoreleaseteachersforprofessionaldevelopment,toresourcespecialistprogrammes,andtoemployspecialistteachersandteacheraides.DecisionstodirectresourcestoGATEweremadeonthebasisofwell-informeddebateanddiscussion.

Inthepast,specialiststaffranwithdrawalprogrammes.However,asaresultofprofessionaldevelopmentanddiscussionwithstaffwerearrangedthetimetableandmadeprovisionthroughreleasetimeandcoverforotherstaffmemberswithparticularstrengthstoruntheseout-of-classprogrammes.Thecurriculumareasinvolvedcoveredanybudgetrequirements. (Selfreported)

Specialistteachers,whowerenottimetabledtoteachtheirspecialistprogramme,releasedclassteacherssotheycouldfacilitatewithdrawalprogrammes.ClassteacherswerealsoreleasedtocoachatsporteventsandSuperArtevents.Thecoordinatorheldanon-teachingposition.Spacewasusedasitwasavailablewhenaspecialistorclassteacherwasnotinaparticularteachingspace,staffroom,orlearningsupportroom.Aspecificbudgetsupportedgiftedandtalentedlearningprogrammes:thepurchaseofequipment,materials,paymentoffees,registrationsandentryfees,andbookstosupportteachers. (Selfreported)

However,theongoingresourcingofgiftedandtalentedprovisionwasaconstantchallengefortheseschools.Forsmallorruralschoolstherewasthechallengeoffindingspecialiststorunout-of-classprogrammes.ThechallengeforschoolswhohadbenefitedfromMinistryofEducationfundingwastosustaintheirprogrammesthroughtheiroperationalfundingorthroughsponsorship.

Inmostschools,decisionsmadeonGATEresourcing(staffing,funding,andprogrammes)werenotwellinformed.Atmanyoftheseschoolstherewasnospecificbudgetforgiftedandtalentedprovision,andonlyafewschoolsallocatedmanagementunitsandtimeallowancesspecificallyforGATE.Somefundingwasdirectedtowardsprovidingforthosegiftedinsportsorforstudentstoattendoff-siteprogrammes.Forotherschools,therewasatensionintermsoftheavailabilityoftimetoinstigateeffectiveprogrammes,particularlywhereteacherreleasetimewasnecessary.However,someschoolssawnoneedtoresourcegiftedandtalentedprovision,reflectinglittleunderstandingoftheirresponsibilitiestoNAG1(iii)(c).


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Communication, consultation and collaborationSomeschoolsregularlycommunicated,consulted,andcollaboratedwithallmembersoftheschoolcommunity,includingstaff,parents,wha-nau,students,andthewidercommunityabouttheirprovisionsforgiftedandtalentedstudents.Giftedandtalentedcoordinatorsandteamsdisseminatedinformationnotonlytoteachingstaff,butalsototheirwiderschoolcommunity.Theyheldindividualconversationswithparentsofgiftedandtalentedstudents,publishednewslettersandpanuitoallparents,reportedregularlytotheboardoftrustees,andmadegooduseofparentsandexpertsinthecommunity.WhereEROfoundverygoodpractice,staffresponsibleforgiftedandtalentededucationwerecommittedtoeducatingparentsaboutGATE,forexample,byholdingparentinformationevenings.

Consultationwasmulti-faceted.Parentshadhadtheopportunitytoparticipateinareviewofthegiftedandtalentedpolicy.Theschoolcommunicatedthroughportfolioentries,displaysaroundtheschool,letterstoparents,interviewbetweenparentsandthegiftedandtalentedcoordinator.Otheropportunitiesforsharingwhat was happening around the school included parent involvement with programmes,regularshowsandpresentations,andcelebratingachievementandsuccessthroughnewslettersandtheschoolwebsite.

Thereweretwomainchallengesfortheseschoolswhenitcametocommunicatingwiththeirparentcommunity:communicatingtheschool’sparticularphilosophyaboutGATE;andconsultingparentsfromdiversecultures.

Thechallengesforschoolleadershiprevolvedaroundthetensionbetweenprovidingin-classsupportandout-of-classroomextensionprogrammes.

Thechallengewasconsultationwithparents/wha-nauaboutGATEinthisgrowingmulti-culturalschoolsothatrelevantaspectsofstudents’culturesandthinkingwerevaluedandreflectedinprovisionsforgiftedandtalentedstudents.

Themajorityofschoolsdidnotcommunicate,consult,orcollaborateonGATEwithallmembersoftheirschoolcommunity.Atmanyoftheseschools,consultationwaslimitedtotheteachersandparentsofidentifiedgiftedandtalentedstudents.However,eventheparentsconsultedwantedtobemoreactivelyinvolved,anditwasclearthattherewasalackofconsultationwithdifferentgroupsinthecommunity,forexample,Ma-ori wha-nau and/orPacificparents,todiscoverandincorporatetheirconceptsofgiftedness.Atotherschoolstherewasnocommunicationwithparentsorothersintheschoolcommunity.Schoolleadersandboardmemberslackedtheskillsordesiretoconsultorelicit


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responsesfromavarietyofparents.Atschoolswheregiftedandtalentedprovisionwasinplace,studentswerenotconsultedaboutprogrammesthatwerebeingimplemented.

Thedeputyprincipaldidnotseethevalueinwidercommunityconsultationwhenreviewingpolicy,practiceorproceduresforGATE.

Althoughtherewasasharedstaffviewofwhatgiftedandtalentedmeant,therehadn’tbeenconsultationwiththeschoolcommunityaboutwhatgiftedandtalented meant to parents and wha-nau.

key findingsSchoolswithsupportiveschoolleadershipforGATE:•hadadesignatedGATEcoordinatororteam,supportedbyadedicatedprincipal,seniormanagementteam,andboardoftrustees;and•haddevelopedaschool-wideunderstandingofGATEthroughwell-developedpoliciesandprocedures,andrelevantstaffprofessionaldevelopment.

Themajorityofschools:•didnothaveasharedunderstandingofGATE;•hadnotparticipatedinappropriateprofessionaldevelopment;and•resourcingforGATEwasnotwellinformedorplanned.

Foralmostallschools,themainchallengeswere:•regularlycommunicating,consulting,andcollaboratingwithallmembersoftheschoolcommunity;and•competingprioritiesforprofessionaldevelopment,resourcing,andteacherreleasetime.

DEFINING AND IDENTIFyING GIFTEDNESS AND TALENT

What did ERO ask?Howinclusiveandappropriatearetheschool’sprocessesfordefiningandidentifyinggiftednessandtalent?

Why did ERO ask this question?Giftedandtalentedstudentsrepresentdiverseethnicbackgroundsandages,withamultiplicityofgiftsandtalents.Conceptsofgiftednessandtalentvaryacrosscultures.Schools’definitionsandwaysofidentifyingshouldreflectthebeliefs,values,attitudes,andcustomsoftheschoolcommunity.


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Indicators of good practiceToevaluatehowinclusiveandappropriateschools’processeswerefordefiningandidentifyinggiftednessEROlookedforevidencethat:•theschool’sdefinitionofgiftednessandtalent: − reflectedthecontextandvaluesoftheschoolcommunity; − wasmulti-categorical; − incorporatedMa-oriconcepts; − incorporatedmulticulturalconcepts;and − wasgroundedinsoundresearchandtheories.•theschool’sidentificationprocess: − wasmulti-categorical;. − includedMa-oritheoriesandknowledge; − includedmulti-culturallyappropriatemethods; − includedbothinformalandformalidentification; − includedtriangulation; − wasearlyandtimely; − wasongoing,coveredtransitionpointsandensuredcontinuity;and − includedpotentialandactual/demonstratedperformance.•studentsidentifiedasgiftedandtalentedreflectedthediversityoftheschoolpopulation;•policiesandprocedureshadbeendevelopedinconsultationwiththewiderschoolcommunity;and•therewasregularcommunication,consultationandcollaborationamongstallmembersoftheschoolcommunity.

What ERO foundFigure2showsthatthedefinitionof,andidentificationprocessfor,giftedandtalentedstudentswerehighlyinclusiveandappropriateinonlyfivepercentofschools,withafurther40percentbeinginclusiveandappropriate.In55percentofschools,theirdefinitionandidentificationprocesswaseithersomewhat,ornot,inclusiveandappropriate.


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Figure 2: Inclusive and appropriate definition and identification

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DiscussionThefollowingsectionsdiscussthestrengthsandchallengesforschoolsindefiningandidentifyinggiftedandtalentedstudents,inrelationtoeachoftheindicatorsofgoodpractice.

Definition

Context and values of school communityDefinitionsofgiftednessandtalentsreflectedthecontextandvaluesoftheschoolcommunityinjustunderhalftheschools.Thedefinitionreflectedthespecialcharacterorphilosophyoftheschool,andfocusedonprovidinganholisticeducation;onethatreflectedgiftedandtalentedstudents’spiritual,physicalandintellectualcapabilities.

Intheremainingschools,thecontextandvaluesoftheschoolcommunitywerenotreflectedintheirdefinitionofgiftednessandtalent.Someoftheseschoolsdidnothaveadefinition,butforthosethatdid,therewasoftenonlyareferencetoaconceptortheoryandnopracticalapplicationtotheirownschoolcommunity.Teachersattheseschoolshadyettoconsidertheory-baseddefinitionsinlightofwhatthesemeantfortheirownschoolphilosophyandcommunity.

Multi-categorical definitionsDefinitionsinhalftheschoolsincludedrecognitionofthemulti-categoricalnatureofgiftednessandtalent.Thesedefinitionswerebroadandinclusive,andreflectedtheschools’values.Behaviouralandspiritualaspectswereacknowledged,aswasthepossibilityofgiftedandtalentedstudentsunderachieving.InschoolswhereEROfoundverygoodpractice,culturally-basedgiftsandtalentswerewelldefined.


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Intheremaininghalfoftheschools,therewaslittleornorecognitionofmultiplecategoriesofgiftednessandtalent.Whilesomerecogniseddifferenttypesofgiftsandtalents,therewaslittleacknowledgementofattributes,characteristics,ordomainssuchasleadershiporculturalabilities.Staffatmanyoftheseschoolshadnotparticipatedinprofessionaldevelopmentaboutgiftedandtalentededucation,andthislimitedtheirunderstandingoftheneedtobeinclusive,andhencereflectthisintheirdefinition.

Incorporates Ma-ori and multi-cultural conceptsSomeschoolsincorporatedMa-oriormulti-culturalconceptsofgiftednessandtalentsintheirdefinition.ManyoftheseschoolshadhighproportionsofMa-oriand/ornon-Pa-keha-studentsontheirroll,andtheirdefinitionreflectedthemulti-culturalcontextoftheschoolpopulation.Theyhadconsultedthedifferentethnicgroupsintheschoolcommunityaboutwhattheyconsideredgiftednessandtalentsmeantinthiscontext.Inparticular,tomakesuretheirdefinitionwasinclusiveandvaluedMa-ori andothergroups’conceptsofgiftedness,theyhaddrawnontheworkofacademicresearcherssuchasJillBevan-BrownandCecyliaRymarczykHyde.12

ThemajorityofschoolsdidnotadequatelytakeintoaccountMa-ori or multi-cultural conceptsintheirdefinitionofgiftednessandtalent.MostoftheseschoolshadnotconsideredMa-oriormulti-culturalconceptsofgiftednessandhadnotestablishedschool-wha-naunetworkstohelpthemunderstandandincorporatetheseconcepts.Insomeschools,Ma-oribeliefsandperspectiveswereincludedindefinitions,buttherewaslittlepracticalapplicationoftheseinprogrammesorinstrategiesfordelivery.

ThepolicyincludedmentionofMa-oriconcepts,buttheactiontomeetthiswastohavekapahakaattheschool,whichwasforallstudentsandanexpectedpartofschoollife.

Therapidlyincreasingmulti-culturalnatureoftheschool’sstudentsandcommunitywasnotreflectedinwhatlaybehindtheirdefinition.Theteacherslackedanawarenessofculturaldiversitywhenidentifyingandprovidingforgiftedandtalentedstudents.

Grounded in research and theoriesSomeschoolsgroundedtheirdefinitioninsoundresearchandcurrenttheoriesaboutgiftedandtalentededucation.ThestartingpointformanyoftheseschoolswasMinistryofEducationpublications.However,theyhadmovedfurtherafield,exploringtheories,forexample,Gardner’stheoryofMultipleIntelligences,Renzulli’sThree-Ring

12 See http://www.tki.org.nz/r/gifted/reading/theory/maori-students_e.php for Rymarczyk Hyde’s essay “Maori children with special abilities” and http://education.massey.ac.nz/massey/depart/education/staff/cp/bevan-brown-jill.cfm for Bevan-Brown’s recent publications.


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ConceptionofGiftedness,andGagné’sDifferentiatedModelofGiftedandTalent.13Forsomeoftheseschools,itwasstillachallengetoensurethatallteacherswereawareof,andunderstood,thesetheoriesandtheirpracticalimplications.

Mostschoolsdidnotbasetheirdefinitiononsoundresearchandtheoriesaboutgiftednessandtalent.Teachersattheseschoolsdidnothaveabroadunderstandingofcurrenttheories,andmanyhadnotmovedbeyondconsideringMinistryofEducationpublications.Oftentherehadbeenlittleornorelevantprofessionaldevelopment,anddefinitionshadbeenborrowedfromanotherschoolwithlittlerecognitionofhowthesemayormaynothavereflectedtheirownschools.

Identification

Multi-categorical processJustunderhalftheschoolshadanidentificationprocessthatwasmulti-categorical.Intheseschoolsproceduresweresetuptoidentifyawiderangeofgiftsandtalentsacrossmultipledomainsanddimensions–includingsporting,leadership,creativity,visualandperformingarts,academic,language,intellectual,thinking,ICT,spirituality,culturalspecific,andsocial.Staffwereopen-mindedaboutwhatconstitutedgiftedandtalented,andactualpracticereflectedthisbelief,forexample,writtenprocedureshadbeendevelopedforidentifyinggiftedandtalentedstudents.

Theremainingschoolswerenotabletoidentifystudentsacrossmultiplecategoriesofgiftednessandtalent.Iftheseschoolshadanidentificationprocess,itwasoftenlimitedtoonecategorysuchasacademic,sporting,orarts.Therewasoftenalackofunderlyingcriteriatoidentifygiftedandtalentedstudents,andiftherewerecriteria,thesewereoftennotputintopracticebyteachers.

Inclusiveness of Ma-ori and multi-cultural theories and methodsAfewschoolsincludedMa-oritheoriesandknowledge(15percent)ormulti-culturallyappropriatemethods(12percent)intheiridentificationprocess.Inmostoftheseschools,staffhadsoughttoincreasetheirknowledgeofwhatMa-oriandnon-Pa-keha- ethnicgroupsintheirschoolcommunityperceivedgiftednessandtalenttomean.WhereEROfoundverygoodpractice,giftedandtalentedidentificationprocedureswerestronglyinclusiveofMa-oriandotherculturaldimensions.Staffhadconsultedparents,wha-nauandthewiderMa-oriandnon-Pa-keha-community,usinginterpreterswhereappropriate,toactivelyinvolvethesegroups.

Theidentificationprocesswasdevelopedtoidentifystudentsthathadavarietyofabilities.MorequalitiesofgiftednesswereidentifiedasaresultofmeetingswithMa-ori,TonganandSamoanparents.

13 For example: Gardner H. (1993) Multiple Intelligence: The Theory in Practice New York: Basic Books. Renzulli J.S. (1978). What makes giftedness? Re-examining a definition Phi Delta Kappa, 60, 180–181. Gagné F. (1996). A thoughtful look at the concept of talent development. Tempo: The Journal of the Texas Association for Gifted and Talented. 5–10.

See http://www.tki.org.nz/r/gifted/reading/theory/index_e.php for further gifted and talented related reading.


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AlmostalloftheschoolsdidnotincludeMa-oritheoriesandknowledgeormulti-culturallyappropriatemethodsintheiridentificationprocess.ThechallengefortheseschoolswastoacknowledgeandincludeMa-oriandmulti-culturalthemes,knowledge,understandingandvaluesrelatingtogiftednessandtalentintheirschoolpractices.Manyoftheseschoolshadnotmetwithparentsandwha-nauoftheirMa-ori andothernon-Pa-keha-studentstodevelopabroaderunderstandingofconceptsaboutgiftsandtalentsbeyond,forexample,kapahaka,dance,andmusic.Aconsequenceofthislackofactionwasanunder-representationofMa-oriandothernon-Pa-keha- students ontheirschool-widegiftedandtalentedregisters.

Formal and informal identification, triangulation, potential and demonstratedSomeschoolsdrewonbothformalandinformalmethodsofidentification,madedecisionsbasedonmultiplesources(triangulation),ratherthanjustoneortwomethods,andincludedbothpotentialandactualordemonstratedperformanceinagiftortalent.

Formalandinformalmethodsincluded:•teacherchecklistsofcharacteristics;•observationbyteachers;•standardisedtestingandotherteacher-madeassessment;•useofportfolios;•useofpreviousschoolinformation;•parentnomination;•peernomination;and•selfnomination(forexampleusingselfawarenessforms).

Thesemethodswerewrittenintoproceduresforallteacherstofollow.Staffusedavarietyofwaysofidentifyingstudentstocreateanholisticpictureofastudent’spossiblegiftsandtalents.Thismultiple-methodapproachalsohelpedteacherstoidentifybothpotentialanddemonstratedgiftsandtalents.Teacherswereencouragedtolookbeyondtheobviousandconsiderstudentswithlearningdifficultiesorthosewhowerenotachievingtoexpectedlevels.However,responsivenesstoparentandstudentinputremainedachallengefortheseschools.

Mostschoolsdidnotuseeitherformalorinformalmethods,failedtotriangulatefindings,anddidnotconsiderbothpotentialanddemonstratedperformancewhenmakingadecisionaboutgiftednessandtalents.Manyofthisgroupofschoolshadnotestablishedanyformalschool-wideprocessestoidentifygiftedandtalentedstudents.Otherswerebeginningtoformaliseprocesses,butlackedconsistencyacrossteacherpractice.


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Themainmethodsofidentificationusedwerestandardisedtestinginliteracyandmathematics,andteachers’ownprofessionaljudgement.Adependenceontestingasameansofidentificationdidnotallowfortherecognitionofpotential,particularlyforESL,14uncooperative,uninterested,orunderachievingstudents.Teachers’professionaljudgementwasoftenhinderedbyalackofprofessionaldevelopmenttofurthertheirunderstandingofgiftednessandtalent.Therewaslittleparentorstudentinputintoidentificationand,atschoolswherethiswasapparent,itwasveryinformalandnotpractisedacrosstheschool.

Theschoolwasincreasingopportunitiesforparent/wha-naureferral.Howevertheinputfromparentswaslimited.Otherthanadiscussionatthetimestudentsenrolled,parentnominationswerenotsought.Includingstudentreferralhadnotbeenconsidered.

Early and ongoing identificationSomeschoolshadaprocessthatenabledgiftedandtalentedstudentstobeidentifiedearlyintheirtimeattheschoolthatensuredcontinuityandcoverageattransitionpoints,suchasentryintoandexitfromtheschool.Teachersfollowedprocesses,whichhelpedmakesurethattheythoughtabouttheidentificationofgiftedandtalentedstudentsthroughouttheschoolyear,andinallyearlevelsattheschool.Giftedandtalentedcoordinatorsatprimaryschoolsworked,inparticular,withteachersofYear1and2studentstomakesuretheywereknowledgeableaboutidentifyinggiftedandtalentedstudents.Trackingofgiftedandtalentedstudentsonregistersfromoneyeartothenextandduringtransitionsbetweenearlychildhoodservicesandschoolsensuredacontinuityofunderstandingaboutindividualstudentneedsandstrategiestosupportthem.However,EROfoundthatmanyoftheseschoolswerestillreluctanttovalueothereducationalinstitutions’knowledgeandjudgement.

InTerm1eachteachercompletedagiftedandtalentedidentificationformusinganinitialchecklist,andthensixweekslateramoreindepthcheckofthosestudentswhofeaturedstronglyontheinitialchecklist.Thistimelagwassoteachersweremorefamiliarwiththeirstudents’capabilities,theirpersonalitiesandattitudestoworkandsocialinteractions.

Mostschoolswerenotidentifyinggiftedandtalentedstudentsearlyenoughintheirtimeattheschool,norweretheydoingsoonanongoingbasis.Similarly,theseschoolswerealsonotensuringcontinuityandcoverageoftransitionpoints.Themainchallengeswerehavingprocessestoidentifygiftedandtalentedstudentsearlyonintheirtimeatthe

14 Students for who English is a second language.


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schooland,inprimaryschools,toidentifygiftedandtalentedstudentsinYears1 and2.Manyoftheseschoolslackedlinkswithearlychildhoodservicesandotherschoolstogather(andpasson)existingknowledgeaboutgiftedandtalentedstudents. AlackofprofessionaldevelopmenthinderedteachersofYear1and2studentsfrombeingabletoidentifytheirstudentsasgiftedandtalented–theschoolreliedonstandardisedtestingratherthanmultiplemethodssuchasalsousingteacherobservationandchecklistsofbehaviouralcharacteristics.

Reflecting diversity in identificationIdentifiedgiftedandtalentedstudentsreflectedthediversityoftheschoolpopulationatjustunderhalftheschools.Thisdiversityincludedethnicity,yearlevels,gender,andcurriculumareas.Evenwhereschoolswerelargelymono-cultural,Ma-ori,PacificandAsianstudents,forexample,wereidentifiedasgiftedandtalented.InschoolswhereEROfoundverygoodpractice,therewasalsoagoodmixofidentifiedstudentswhowereunderachieving,excelling,orwithlearningorbehaviouraldifficulties.

Injustoverhalftheschools,studentsidentifiedasgiftedandtalenteddidnotreflectthediversityoftheschoolpopulation.Attheseschoolsdefinitionswerelimitedtoacademicdomains,forexample,orwerenotdevelopedinconsultationwithallpartsoftheschoolcommunity.

Policies and procedures, and communication, consultation, and collaborationAfewschoolsregularlycommunicated,consulted,andcollaboratedwithallmembersoftheschoolcommunityaboutidentificationandthedevelopmentofpoliciesandproceduresoutliningtheseprocesses.Fortheseschools,policiesandproceduresreflectedtheattributesvaluedbytheircommunity,andtherewasasharedunderstandingaboutprovisionforgiftedandtalentedstudents.Schoolleadershipwasstrongandstaffwereinvolvedinongoingdiscussionsanddevelopment.WhereEROfoundverygoodpractice,schoolshadhelpedparentsandwha-naubuildtheirknowledgeaboutwhatgiftedandtalentededucationmeant.Somehadusedinterpretersfromthecommunitytocommunicatebetterwithparentsfromnon-Englishspeakingbackgrounds.

Therewasgoodprovisionforconsultingthecommunityandthiswasbeingsuccessfullyextended.ForexampletherewassignificantprovisionfordifferentethnicgroupswithinterpretersandsupportforattendingmeetingstofacilitatecommunicationwithSamoanandAfghaniparents.

Mostschoolsdidnotregularlycommunicate,consult,orcollaboratewithallmembersoftheschoolcommunityaboutidentificationandthedevelopmentofpoliciesandproceduresoutliningtheseprocesses.Asaresult,anydefinitionoridentificationprocessesdidnotreflecttheperspectives,aspirationsandvaluesofthecommunity.


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Parentsandwha-nauofgiftedandtalentedstudentswereunawareofhowtheschoolmightbeprovidingfortheirchildren,andtherewerenoopportunitiesforthemtoincreasetheirunderstandingofwhatitmeanttobegiftedandtalented.

Atsomeoftheseschools,communicationandconsultationwithparents,wha-nau andthewiderschoolcommunityneededtobestrengthened,particularlywithearlychildhoodservicesandotherschools’studentsweretransitioningtoandfrom.Ofparticular concern was the need to strengthen communication with the parents and wha-nauofMa-ori,Pacific,andotherethnicgroups.Therewaslittleformalisingorrecordingofanycommunicationwithparents,andschoolswereunsureofthenatureandimpactofconsultation.

key findingsSchoolswithinclusiveandappropriatedefinitionsandidentificationprocesses:•hadmulti-categoricaldefinitionsthatreflectedthediversityoftheircommunity;•hadavarietyofwaysofidentifyinggiftedandtalentedstudents;and•soughtandincludedinformationfrompreviouseducationalinstitutions.

Foralmostallschools,themainchallengeswere:•developingandputtingintopracticeinclusiveandappropriatedefinitionsandidentificationprocessesforgiftedandtalentedstudents;•communicatingwithallmembersoftheschoolcommunitytodeveloppoliciesandprocedures;and•reflectingMa-oriandmulti-culturalconceptsintheirdefinitionsandidentificationsprocesses.

SCHOOLS’ PROGRAMMES AND PROVISION FOR GIFTED AND TALENTED

STUDENTS

What did ERO ask?Howeffectiveistheschool’sprovisionforgiftedandtalentedstudents?

Why did ERO ask this?Thedevelopmentofprogrammesandprovisionforgiftedandtalentedstudentsthataretailoredtoindividualstudents’giftsandtalentsiscrucial.Differentiationintheclassroom,andprovisionbeyondtheregularclassroom,mustincludecontent,process,andproductchangestobemeaningful.


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Indicators of good practiceInevaluatinghoweffectivelyschoolsprovidedforgiftedandtalentedstudentsEROlookedforevidencethat:•therewasschool-widecoordinationofprogrammesandprovision;•programmesandprovisionhadbeendevelopedinconsultationwiththewiderschoolcommunityasappropriate;•programmesandprovisionwereprovidedacrossthecurriculumasappropriate;•programmesandprovisionwereprovidedacrossallareasofgiftednessandtalentasappropriate;•regularclassroomprogrammesweredifferentiatedforcontent,process,andproduct;15 •beyondtheregularclassroomprogrammeswereplanned,monitored,evaluated,andreported;•off-siteprogrammeswereplanned,monitored,evaluated,andreported;•programmesbeyondtheregularclassroomandoff-sitehadlinkstotheregularclassroomprogramme;•arangeofassessmentinformationdemonstratedtheachievementandprogressofgiftedandtalentedstudents;•programmeswereinclusiveofMa-orivalues,tikanga,andpedagogy;and•theprovisionofgiftedandtalentededucationwasschool-wide.

What ERO foundFigure3showsthatprogrammesandprovisionforgiftedandtalentedstudentswerehighlyresponsiveandappropriateinonlyfivepercentofschools,withafurther37percentbeingresponsiveandappropriate.In58percentofschools,programmesandprovisionwereeithersomewhat,ornot,responsiveandappropriate.

Figure 3: Responsive and appropriate programmes and provision

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15 See pp 36–37 of the Ministry of Education’s Gifted and Talented Students, Meeting Their Needs in New Zealand Schools for an explanation of these concepts.


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School-wide coordination and provisionAtalmosthalftheschoolstherewasschool-widecoordinationandprovisionofgiftedandtalentededucation.Attheseschools,therewasacapablecoordinatororteamwhoensuredthatpolicieswereimplementedacrossallyearlevelsoftheschool.Thesestaffmetregularlyasateam,orwithallstafftodiscusstheneedsofgiftedandtalentedstudentsandtheirprogress.Goodpracticewascharacterisedbystrongcoordinationofin-classandout-of-classprogrammes.Schoolleadershippromotedasharedunderstandingof,andresponsibilityfor,giftedandtalentededucation,particularlythroughprofessionaldevelopment.Coordinatorsprovidedusefulexamplesofpracticetoteachingstaff,bymodellingandobservingdifferentiatedteachingprogrammes.

Thecoordinatorwasactiveinpromotinggoodpracticeacrosstheschool.Shecommunicatedeffectivelywithclassteachersabouttheirchildren,andaboutstudentscomingintoandoutoftheprogrammes.Shelinkedherwithdrawalprogrammestotheconcept-basedcurriculumplanningthestaffusethroughouttheschool.

Justoverhalftheschoolswereyettodevelopasystematicshared,andcoordinatedapproachtotheirprovision.Someschoolsdidnothaveapersonresponsibleforgiftedandtalentedstudents,andotherslackedpoliciesandprocedurestoguideteachers’work.Atmanyoftheseschoolstherehadeitherbeennoprofessionaldevelopmentrelatedtogiftedandtalentededucation,orwheretherehadbeen,teachershadnotdevelopedasharedunderstandingofGATE.

Classroomteacherslackedacoordinatedapproachtoprovidingforgiftedandtalentedstudents.Whilesomeschoolswereadoptinganapproachtoclassroomprogrammesbasedoninquirylearningandthinkingskills,thiswasnotenoughtomeettheneedsofgiftedandtalentedstudentsthroughouttheschool.Wheretherewasprovisionforgiftedandtalentedstudents,thiswasoftenlimitedtoparticularyearlevels(usuallyYears4 to10)orparticulardepartmentsinsecondaryschools.

Consultation with wider school communitySome schools had developed programmes and provision in consultation with their wider schoolcommunity.Therewasopencommunicationwithparents,wha-nau,andthecommunityasappropriate.Thismeanttheopportunitiesforgiftedandtalentedstudentsreflectedtheaspirationsoftheschoolcommunityandresourcesandexpertiseavailableinthecommunity.


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Opportunitiesforgiftedandtalentedstudentsreflectedcommunityaspirations.Forexample,agroupofstudentsworkedwithafilmcompanytomakeaneducationalmovieforschoolsonsavingdolphins.AlsoagroupofstudentsworkedcloselywiththeDepartmentofConservationontheLearnzprojectansweringquestionsonlinefromotherschoolsaboutalocalmarinereserve.

Therewerechallengesforthisgroupofschools.Students’contributiontotheirownlearningprogrammeswasanareaforimprovement,aswasestablishingbetterlinkswithothereducationalinstitutions,suchasearlychildhoodservicesandotherschools.Someschoolshaddifficultyinfindingexpertsinthecommunitytohelpwiththeirout-of-classprovisionforgiftedandtalentedstudents.

Mostschoolshadnotconsultedtheirschoolcommunityaboutgiftedandtalentedprogrammesandprovision.Whilesomeoftheseschoolshadrespondedtoindividualparentrequests,therewasnocoordinatedapproachtoconsultingthewiderschoolcommunity,andthereforeschoolpersonnelwerenotmakingthebestuseofexpertiseinthecommunity,norweretheyawareofparents’aspirationssotheycoulddevelopappropriateprogrammes.Atmostoftheseschools,consultationwasinhibitedbyalackofschool-wideteacherknowledgeaboutgiftedandtalentededucation.Thismadeitdifficultforteacherstoconsultwithparentsinawell-informedmanner.

Cross-curriculum and gifts and talentsSomeschoolsprovidedgiftedandtalentedprogrammesacrossthecurriculum,oracrossmostorallareasofgiftednessandtalent,asappropriatefortheirstudents.Theseschoolshadprovisionbothin-andout-of-class,basedonidentifiedneedsofgiftedandtalentedstudents.Theexpectationsforthiswereclearandteachersactedonplanningtomeettheneedsofgiftedandtalentedstudentsacrossthecurriculum.WhereEROfoundverygoodpractice,programmesweredesignedtomeettheneedsofallyearlevelsattheschool.Anextensiveregisterwaskepttoensurethatappropriateprogrammeswereoffered.

Thisgroupofschoolsfacedchallengesinprovidingforalltypesofgiftsandtalents,andacrosscurriculumareas.Thecurriculumareascoveredbytheseschoolsincluded,butwas not limited to:•performingandvisualarts;•English–literacy,writing;•ICT;•thinking;•creativity;•languages;


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•leadership;•mathematics/numeracy;•science;•physicaleducation;and•socialintra-andinter-personalskills.

Theruralcollegewasaninitiativethatwasintroduced,fundedandrunbycommunitymembers.StudentsofallabilitiescouldapplytoenterthecollegeatYear11.Theystudiedlevel2unitandachievementstandardsandengagedinpracticalcomponentsattheagriculturaltrainingcentre.Giftedstudentscouldgoonandstudyathigherlevelsandatuniversity.Thelocalfarmersendorsedthisprogrammeasitprovidedagoodsourceoffarmers’labourandexpertise.

Thegiftedandtalentededucationteamidentifiedstudentswithwritinggiftednessthroughtheuseoftheschool’sidentificationtool.Therehadbeensomediscussionfromaparentmeetingthathighlightedaninterestinprovidingforstudentswithparticularliteracyskills.

Agroupofstudentswasbroughttogetherweeklyfromacrosstheregularclassestoprepare,contribute,andpresentaschoolnewspaper.Thiswascirculatedacrosstheschoolandinthelocalcommunity.Publicationwasvaluedasaskillworthpursuingsoquality,notquantitydeterminedthenumberofcompletedpublications.Eachpublicationprovidednewchallengesforthestudentsasrolesregularlychanged.Itwasexpectedthatstudentsunderstood,insomedetail,therolesandresponsibilitiesofreporters,photographers,graphicartistsandothersinpreparinganewspaper.Sustainabilitywasbuiltintotheprogrammewithstaffprofessionaldevelopmentoneffectivequestioning.Allstaffwereencouragedtoasksearching,challengingquestionsusingaschool-widethinkingtool.

Theprincipalinitiatedtheestablishmentofculturalambassadorsintheschool(forexample,Ma-ori,Samoan,Afghanistudents).Nominatedstudentstookakeyroleinwelcomingvisitorsintheirfirstlanguageandinsupportingstudentsfromtheircultureintheschool.Thisprovidedgoodopportunitiesforextendingleadershipskillsandfor‘culturalaffirmation.’

Mostschoolsdidnotprovideprogrammesthatmatchedthegiftsandtalentsoftheirstudentsor,whereappropriate,acrossavarietyofcurriculumareas.Mostoftheseschoolswereonlyprovidingforacademicallygiftedstudents.Asmallnumberofschoolshadnoprovisionatall.


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Inprimaryschools,provisionwaspredominantlyinreading,writingandmathematics,andatsecondarylevel,inEnglish,mathematicsandscience.Atprimarylevel,therewasoftencrossgroupinginoracrossclassesbasedonability.Thispartiallymettheneedsofthosegiftedinliteracyandnumeracy.Atsecondarylevel,coresubjectswereoftenstreamedorbandedandthiswentsomewaytomeetingtheneedsofacademicallygiftedstudents.Someschoolsalsohadanartsorsportsfocusthat,althoughnottargetedspecificallyatgiftedandtalentedstudents,waspartiallymeetingtheneedsofthesestudents.

Thechallengefortheseschoolswastomovebeyondaccelerationandtoundertakeassessmentearly.Moreimportantly,schoolsneededtobroadenthescopeoftheirprovisiontoacknowledgeandprovidefornon-academicgiftedandtalentedstudents.Anadditionalchallengeforsecondaryschoolswastomovefromadepartmentalapproachtocross-curricularprovisiontosuitmulti-talentedstudents.Alackofsystematicwaystodefineandidentifygiftedandtalentedstudentsandalackofstaffknowledgeaboutgiftedandtalentededucationoftenhinderedtheseschools.

Differentiation for content, process, and productDifferentiatingclassroomprogrammesforcontent,process,productincludes:•whatistaughtorlearned–theconcepts,information,ideas,andfactswithinthecurriculum;•howthecontentistaughtorlearnt–hownewmaterialispresented,whatactivitiesstudentsareinvolvedin,andwhatteachingmethodsareused;and•howlearningisshownbygiftedandtalentedstudents–tangibleorintangibleresultsoflearning,realsolutionstorealproblems.16

Almosthalftheschoolsdifferentiatedregularclassroomprogrammesforcontent,process,andproduct.Teachersusedarangeofstrategiestodifferentiateprogrammesincluding:•problemsolving;•thinkingandquestioningskills;•inquirylearning;•abilitygrouping;•multi-leveltasks;•useofICT;•individualchallengesorprojectsforsocialstudies,science,healthandtechnology;•open-endedlearningcentresandinvestigations;•criticalandcreativethinking;

16 Ministry of Education. (2000) Gifted and Talented Students: Meeting their Needs in New Zealand Schools, p36. Wellington: Ministry of Education.


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•increasingthepaceoflearning;•clearlyexpressedexpectationsforoutcomes;and•opportunitiesforleadershipandresponsibility.

Teachersparticipatedinprofessionaldevelopmentaboutdifferentiatedprogrammes,andinsyndicateordepartmentaldiscussionsonhowtoprovideforgiftedandtalentedstudentsintheclassroom.Therewasanunderstandingthateveryteacherwasateacherofthegiftedandtalented,andthattheneedsofthesestudentshadtobemetinitiallyintheregularclassroom.

Therewaslittleornodifferentiationofclassroomprogrammesinoverhalftheschools.Whileatsomeoftheseschools,professionaldevelopmentinAToL17andinquirylearningwashelpingteacherstobegintodifferentiateprogrammes,theoutcomeswerevariableand/orlimited,andtherewaslittleinprogrammestochallengeorprovokestudentthinking.Insomeprimaryschools,therewasabeliefthatcross-groupingforliteracyandmathematicswassufficienttomeettheneedsofgiftedandtalentedstudents.Similarly,giftedandtalentedstudentswereprovidedwith“moreofthesame”ratherthandifferentiatedcontent,processandproduct.Giftedandtalentedstudentsexpresseddissatisfaction,boredomandfrustrationatthelackofchallengeintheirclassroomprogrammes.

Beyond the regular classroom programmesSomeoftheschoolsprovidedprogrammesforgiftedandtalentedstudentsbeyondtheregularclassroomandoff-site,andplanned,monitored,evaluated,andreportedonthis.Asimilarnumberofschoolslinkedtheseprogrammesbacktotheregularclassroomprogramme.

Effectiveschool-basedprogrammesbeyondtheregularclassroomwereplannedinsuchawayastomeetidentifiedneeds,andhadclearrationaleandsuccesscriteriaforstudentlearningandprogress.Theplannedlearningandsuccesscriteriawerereportedtoclassroomteacherstohelpensurecontinuity.Theseprogrammesincludedlunchtimesessionsorspecialcoursessuchasfutureproblemsolving,technologychallenges,ICT,enviro-schools,andjournalism.

17 The Assess to Learn (AToL) programme offers in-depth professional learning for teachers and school managers in the use of assessment for learning principles.


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Alearningconferenceonlocalsustainabilitywasinitiated,plannedandmanagedbyYear9and10giftedandtalentedstudents.Studentsinvitedandthankedguestspeakersandparents.Paneldiscussionswereheldtodebateissues.Therewereverypositiveoutcomesintermsofinformationandprocessing.Theone-dayconferenceprovidedopportunitiesforplanningandmanagingthatreallychallengedstudents–manydescribeditasthebestthingtheyhaddoneatschool.

TheschoolranaPhilosophyforChildren(P4C)criticalthinkingandproblemsolvingprogrammethatbuiltchildren’scompetencies,skills,andattitudesinalearningcommunity.Childrenwereformallyreflectingontheskillstheylearntintheprogramme.

Off-siteprogrammesavailabletogiftedandtalentedstudentsattheseschoolswereforthemostpartwellplanned,monitoredandevaluated,andprovidedopportunitiesforstudentstopursuetheirindividualinterestsandpassions.TheseincludedprovisionssuchasTeManuAuteprogrammeinperformingandvisualarts,theGiftedKidsProgramme(GKP)andOneDaySchools(ODS),regional,nationalandinternationalcompetitionsandchallenges,coursesavailablethroughTheCorrespondenceSchool,leadershipconferences,danceandartfestivals,andspecialtrainingortuition.

Generally,intheseschools,thereweregoodlinksbetweentheprogrammesandwhatwashappeningintheregularclassroom.Thiswasstronglyassociatedwithteachersparticipatingingiftedandtalentedprofessionaldevelopmentthatraisedtheirawarenessoftheongoingneedsofgiftedandtalentedstudents.However,someoftheseschoolsstillneededtodevelopstrongerlinksandimprovecommunication,particularlywithODSandtheGKP,toensurethatlearningexperiencesweremoremeaningfulforgiftedandtalentedstudents.

Twootherareasofchallengefortheseschoolswerereportingtotheboardandthecommunityaboutthevalueofoff-siteprogrammes,andthesourcingofexpertsfromthecommunitytomeettheneedsofstudentswithculturally-basedgiftssuchasvisualandperformingarts.

Mostschoolsthathadprovisionforgiftedandtalentedstudents,beyondtheregularclassroomandoff-site,didnotplan,monitor,evaluate,orreportappropriatelyonthisprovision.Nordidtheylinkitbacktotheregularclassroomprogramme.Inmostcases,wherestudentswereparticipatinginprogrammesbeyondtheregularclassroom,fewlinksweremadewithclassroomprogrammesand,backintheregularenvironment,


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skillslearntwerenotusedorenhanced.TherewasasensethatstudentswhoattendedODSandtheGKPweregiftedandtalentedforonedayonly.Therewaslittleornoplanningtomeettheirneedsatanyothertime.Oftenthesestudentswereexpectedtodofivedays’worthofclassworkinfourdays.

Assessment informationSomeschoolsusedavarietyofassessmentinformationtodemonstratetheachievementandprogressofgiftedandtalentedstudents.Teachersmadegooduseofachievementinformationacrossthecurriculumaswellastheirprofessionaljudgement.Thisachievementinformationwascomprehensiveandusedtoidentifynextstepsforlearningforstudents,improveprogrammes,andreportgiftedandtalentedstudentachievementandprogresstotheboardandcommunity.

Challengesfortheseschoolsincludedfindingwaystomeasuretheimpactofnon-academicprogrammesongiftedandtalentedstudentachievementandprogress,andimprovingtheinformationreceivedfromODSandtheGKPsoteacherscoulddetermineprogressandtheinfluenceofattendanceontheregularclassroomprogramme.

Mostschoolsdidnotuse,orusedonlypartially,avarietyofassessmentinformationtodemonstrategiftedandtalentedstudents’achievementandprogress.Therewaslittleuseoflearningintentionsandsuccesscriteriatodetermineachievementandprogress.Atprimarylevel,therewaslittlecollectionofassessmentinformationbeyondliteracyandnumeracy,andatsecondarylevel,theachievementofgiftedandtalentedstudentswhowerenotsittingNCEA18standardswasnotwellmonitored.Inadditiontothistherewaslittleornoreportingofoutcomesforgiftedandtalentedstudentsinvolvedinprogrammesbeyondtheregularclassroom.

Ma-ori values, tikanga and pedagogyIn Gifted and Talented: New Zealand Perspectives,JillBevan-BrownoutlinessixfactorspertinenttoincorporatingMa-orivalues,tikangaandpedagogyintogiftedandtalentedprovision.19 These include:•beingopentogrouptalent“kotahitanga”andprovidingopportunitiesforthistalenttobenurturedanddeveloped;•providingbroadopportunitiesforgiftedandtalentedMa-ori students and considering abilitiesfromaMa-oriperspective,forexample,leadershipbyexampleorsupport;•takinganholisticapproachthatisintertwinedwithMa-oriconceptsof manaakitanga(kindness,hospitalityandrespect),aroha-ki-te-tangata(loveoffellowperson),whanaungatanga(familiness),wairua(spirituality),anda-whinatanga (helping,assisting);•providingopportunitiesforgiftsandtalentstobeusedtobenefitothers;

18 National Certificates in Educational Achievement.

19 Bevan-Brown, J (2004).Gifted and talented Maori learners. In McAlpine D. & Moltzen R. (Eds.), Gifted and Talented: New Zealand Perspectives 2nd Ed. (pp171–198). Palmerston North: Kanuka Grove Press.


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•providingopportunitiestodeveloptalentsinaMa-orirelevantcontext;and•usingpedagogysuchascooperative,group,holistic,activeandexperientialteachingandlearning,byprovidingmentorsandrolemodels,andmeetingneedsintheregularclassroomsoMa-origiftedandtalentedarenotisolatedfromtheirpeers.

ProgrammesatonlyafewschoolswereinclusiveofMa-orivalues,tikanga,andpedagogy.AttheseschoolstherewasstrongsupportforstudentswithgiftsandtalentsinaspectsofMa-oriculture.TherewasastrongfocusonMa-oritikanga,suchaswhanaungatanga,manaakitanga,andtuakana-teina.Opportunitieswereprovidedatschoolandmaraeforthosewithgiftsandtalentsintereo,nga-mahi-a-rehia,20andtaiaha.21

OnalternateThursdaysthestudentsinthebilingualunitworkedatthemaraeforthewholeday.Giftedandtalentedstudentswerepromoted,valued,andgivenopportunitiestouseandgrowtheirskillsandtalentsinanauthenticcontext,andtolearnfromeldersthathadgoodknowledge.

Theschoolhadculturallyappropriateprogrammesinaculturallysupportiveenvironment.Abroadrangeoftalentwasvalued:academic,thearts,leadership,sportingprowess,Ma-oriknowledgeandunderstanding,servicetothecommunity,spiritualqualities,mana,prideinMa-oriidentity,plustherewasrecognitionthatagroupmaybegifted.

Atalmostallschools,programmesforgiftedandtalentedstudentsdidnotincludeMa-orivalues,tikanga,andpedagogy.TeachersattheseschoolslackedappropriateknowledgetoidentifygiftedandtalentedMa-ori students or to provide programmes to meettheirneeds,particularlyinareasvaluedbyMa-ori.Manythoughtthattheyweremeetingtheirparticularneedsbyprovidingkapahakaandtereo,andbyincorporatingsomeaspectsoftuakana-teinaintheirclassroomprogrammes.

20 Nga mahi-a-rehia refers to Maori performing arts.

21 A taiaha is a wooden weapon designed to be used as a close quarters weapon for short sharp strikes or stabbing thrusts.


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key indicatorsSchoolswitheffectiveprovisionandprogrammes:•begantheirprovisionintheregularclassroom;•providedchallengeintheregularclassroom;and•developednextlearningstepsforgiftedandtalentedstudentstopromoteanddemonstrateachievementandprogress.

Themajorityofschools:•didnotdevelopprovisionandprogrammesinconsultationwiththeschoolcommunity.

Foralmostallschoolsthemainchallengeswere:•includingMa-orivalues,tikanga,andpedagogyintheirprovision;•planning,monitoring,evaluating,andreportingonprogrammesthatwerebeyondtheregularclassroomandoff-site;and•linkingprogrammesthatwerebeyondtheregularclassroomandoff-sitebacktotheregularclassroomprogramme.

SCHOOLS’ REVIEW OF THEIR PROVISION FOR GIFTED AND TALENTED STUDENTS

What did ERO ask?Howwelldoestheschoolreviewtheeffectivenessoftheirprovisionforgiftedandtalented students?

Why did ERO ask this question?Effectiveselfreviewallowsschoolstoreviewhowwelltheirprovisionforgiftedandtalentedstudentsfitswiththeirstrengths,interests,andneeds,andtomakewell-informeddecisionsaboutpolicy,resources,andteacherprofessionaldevelopment.


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Indicators of good practiceInevaluatinghowwellschoolsreviewedtheeffectivenessoftheirprovisionforgiftedandtalentedstudentsEROlookedforevidencethat:•therewasasystematicandongoingprocessforevaluatingtheoutcomesforstudents;•theschoolsharedandconsultedaboutevaluationfindingswithstaff, parents/wha-nau,students,andthecommunity;•theschoolactedonrecommendationsarisingfromevaluation;and•theimpactofprogrammesandprovisions,bothinternalandexternaltotheschool,wasevaluated.

What ERO foundFigure4showsthatselfreviewoftheeffectivenessofprovisionsforgiftedandtalentedstudentswashighlydevelopedordevelopedinonly23percentofschools.Selfreviewpracticesweresomewhatdevelopedinalmostathirdofschools(31percent),andnotdevelopedinnearlyhalfofschools(46percent).

Figure 4: Development of self review

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Systematic and ongoing processSomeschoolshadasystematicandongoingprocessforevaluatingoutcomesforgiftedandtalentedstudents.Studentparticipationingiftedandtalentedprogrammeswasmonitored,andoutcomeswerereviewedagainsttheschools’intendedoutcomesforindividualgiftedandtalentedstudents.Thismonitoringnotonlyincludedinformationaboutstudents’achievementandprogress,butalsoattitudinalinformationobtainedthroughsurveysofstudents.Animportantpartofthisprocesswastheuseofreviewinformationtoinformtheschool’sstrategicdirection,inparticular,desiredoutcomes


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andresourcingofgiftedandtalentedprogrammes.InschoolswhereEROfoundverygoodpractice,therewasatieredsystemofreview,ofteninvolvingthecurriculumteam,thegiftedandtalentedteam,andtheteachers.

Teachersengagedinongoingassessment,reflection,andevaluationabouttheprogressofeachstudentintheclassroom.Individualstudentoutcomesweresystematicallyconsidered.Teachersinchargeofdeliveringspecialprogrammestargetedforgiftedandtalentedstudentsevaluatetheeffectivenessofindividualprogrammes.

Mostschoolsdidnothaveawell-developedprocessforevaluatingoutcomesforgiftedandtalentedstudents.Themajorityoftheseschoolslackedpoliciesandprocedurestoundertakeasystematicschool-widereviewofgiftedandtalentedprovision.Therewasnoorlittlefocusonoutcomesforgiftedandtalentedstudentssuchasachievement,attitudesorbehaviour.Insomecases,individualteacherswerelefttoevaluateoutcomes,andmanydidnothavetheknowledgeandskillstoknowhowtodothiswell.Inothercases,wheretherewassomeschool-widereviewofassessmentdata,anyanalysisofgiftedandtalentedstudentsasasub-groupwaslacking.

Intheotherschoolsinthisgroup,therewassomeinformaldiscussionamongstsyndicateorgiftedandtalentedteamsabouttheachievementandprogressofgiftedandtalentedstudents.However,thiswasmostlyliteracyandnumeracybasedinprimaryschools, andonlyinacademicsubjectsinsecondaryschools.Thechallengefortheseschools wastofindwaystoevaluateoutcomesforstudentswhoweregiftedortalentedin non-academicareas,tomovebeyondanecdotalinformation,andtocollectbaselinedatasotheywereabletomakecomparisonsandshowprogress.

Consultation about evaluationAfewschoolsconsultedstaff,parents,wha-nau,studentsandthecommunityaboutevaluationfindings.Attheseschoolstherewasanexpectationthatteacherswouldreviewtheirprovisionforgiftedandtalentedstudents,intheclassroomandotherout-of-classprogrammes.Theseevaluations,andthoseataschool-widelevel,includedand/orwerereportedtostudents,parents,otherteachers,theseniormanagementteamandtheboard.Manyoftheseschoolssurveyedparentsofgiftedandtalentedstudentsaboutprovision,ormetwiththemtoreviewprogrammes,andusedthisinformationtoinformfutureplanning.Forsomeoftheseschools,formalisingstudentandparentinputintoevaluationanddoingsoonaregularbasisremainedachallenge.


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Parentsandstudentsweregiventheopportunitytocommentattheendofgiftedandtalentededucationprogrammesthuscontributingtotheschool’soverallevaluationofthatspecificprogramme.Thisprocesswaswellestablishedandwasusedforeachprogramme.

Theboardwaspositiveaboutthegiftedandtalentedprogrammesandknewthattheparentsvaluedthem.Untilrecentlytheboardhadnotthoughtthatitwouldbeworthwhileforthemtoshareevaluationsoftheseprogrammeswithparents.However,theyrealisedthattofurtherresourcetheprogrammesparentsneededtoknowtheprogrammes’worthandvalue.

Veryfewschoolswereeffectiveinsharingorconsultingaboutanyevaluationfindingswithstaff,parents,wha-nau,studentsandthecommunity.Therewassomeannualreportingtotheboardbyheadsofdepartmentorgiftedandtalentedteams,butthislackedafocusonstudentoutcomesand,whileinformative,wasnotevaluative.Anyreportingtoparentsandthecommunitywasoftenlimitedtopublishingsuccessesincompetitionsandevents.

Studentsandparentswerenotgenerallyinvolvedinanyreviewprocess.Whilesomestudentsparticipatedinself-assessmentprocesses,thiswasnotfocusedonanevaluationofgiftedandtalentedprovision.Somestudentsreportedthattheywouldfeeluncomfortableaboutcommentingnegativelyonprogrammes,indicatingthatstudentevaluationwasnotanormalandintegralpartofevaluationintheschool.EROfoundthatinmanyoftheseschools,theseniormanagementteamandboarddidnotshareanyevaluationwithparents.

Whileparentsmaybepleasedthattheirchildisparticipatingingiftedandtalentedprogrammes,theywillalsobeabletohelppromotepositiveoutcomesfortheirchildreniftheyareinformedaboutthevalueoftheirevaluativecontribution,andparticipateinevaluationofgiftedandtalentedprovision.

Acting on recommendationsSomeschoolsactedonrecommendationsarisingfromevaluationofgiftedandtalentedprogrammesandprovision.Theseschoolsusedevaluationfindingstoidentifywhatworkedwell,areasforfurtherdevelopment,andtoidentifyfociforthenextyearbasedonstudentneed.Theneedsofeachupcomingyear’scohortofgiftedandtalentedstudentswerereviewedtodevelopnewopportunitiesandadaptcurrentprovisions.Boardsusedrecommendationsfromevaluationasabasisfordecision-makingaboutresourcingandfunding.


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Mostschoolsdidnotactonanyrecommendationsthatarosefromevaluatinggiftedandtalentedprogrammes.Theseprogrammeswererepeatedfromyeartoyearwithlittleuseofstudentachievementandprogressinformationtodetermineanychangesneeded.Decisionstocontinueprogrammeswerebasedsolelyonstudentenjoyment.Thechallengefortheseschoolswastousefindingsfromselfreviewtoinformthedevelopmentandenhancementofgiftedandtalentedprogrammesataclassroomandschool-widelevel.

Evaluation of impact of programmes and provisionAfewschoolsevaluatedtheimpactofprogrammesandprovisions,bothinternalandexternaltotheschool.Aswellasreviewofclassroomprogrammes,teachersand/orgiftedandtalentedcoordinatorsevaluatedout-of-classprovisionssuchasworkshops,withdrawalprogrammes,andprogrammessuchasODSandtheGKP.Theylookedatthesuccessofstudentsandfeedbackreceivedfromparticipatingstudents,aswellasfromthoseresponsiblefortheprogrammes,andcomparedthiswithexpectedoutcomesforstudents.Inthisway,theywereabletomakesurethatoutcomesofprogrammesmatchedtheneedsofindividualgiftedandtalentedstudents,andcouldmakerecommendationsaboutfutureprovision.Achallengefortheseschoolswastodifferentiatebetweentheimpactofout-of-classprogrammesandregularclassroomprogrammes.Thismeanttheywereunabletodeterminethevalueofcontinuingout-of-classprogrammesortheneedtoadaptbothtypesofprogrammestosuittheirstudents.

Mostschoolsdidnotevaluateeffectivelytheimpactofprogrammesandprovisionsforgiftedandtalentedstudents,bothinternalandexternaltotheschool.Mostoftheseschoolswereyettoreviewtheimpactofgiftedandtalentedprovision,ortoextendselfreviewbeyondanecdotalinformationonly.EROfoundthatanyreviewwaslimitedtoclassroomprogrammesinreading,writing,andmathematics,oranecdotalinformationaboutculturalandsportinggiftsandtalents.Someschoolshadinformationaboutout-of-classprogrammes,butthiswaslimitedandcouldnotbecomparedtoanymeasurableoutcomes.Thechallengeforthisgroupofschoolswastodevelopmeasurableoutcomeindicatorsfornon-academicgiftsandtalentsandwithpeopleresponsibleforout-of-classprogrammes.

Correlation between effective self review and responsive and appropriate programmesEROfoundastrongcorrelationbetweenselfreviewandtheprogrammesandprovisionforgiftedandtalentedstudents.Themoredevelopedaschool’sself-reviewprocess,themoreresponsiveandappropriateprogrammesandprovisions.Thisrelationshipwasstatisticallysignificant.22However,usingschools’self-reportedinformation,EROalso

22 The correlation between the effectiveness of self review and the responsiveness and appropriateness of programmes and provision was tested using a Spearman’s rho test.


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foundthatregardlessofhoweffectiveself-reviewprocesswere,overthree-quartersofschoolsthoughtthemajorityoftheirprogrammesandprovisionforgiftedandtalentedstudentswerecontributingsignificantly,orwerecontributing(butcouldbestrengthened)tomeetingtheneedsofgiftedandtalentedstudents.

key findingsSchoolsthathadwelldevelopedselfreviewoftheeffectivenessoftheirprovision:•couldshowthatgiftedandtalentedstudentsweremakingprogressandexperiencingpositiveoutcomes;and

•weremorelikelytogetthesupportoftheboardandparentsforongoingprovision.

Veryfewschools:•hadwelldevelopedselfreviewoftheeffectivenessoftheirprovision.

PROMOTING POSITIVE OUTCOMES FOR GIFTED AND TALENTED STUDENTS

What did ERO ask?Towhatextentdogiftedandtalentedprogrammespromotepositiveoutcomesforgiftedandtalentedstudents?

Why did ERO ask this question?Beinggiftedandtalentedextendsbeyondtheregularschoolday,andschoolsplayanimportantpartinworkingwithstudentsandtheirparentsandwha-nau to ensure and supporttheirsocialandemotionalwellbeing,aswellascelebratetheirachievementandprogress.


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Indicators of good practiceInevaluatingtheextenttowhichgiftedandtalentedprogrammespromotedpositiveoutcomesforgiftedandtalentedstudentsEROlookedforevidencethat:•giftedandtalentedstudentsenjoyedschool;•giftedandtalentedstudentsreceivedregularfeedbackontheirachievementandprogress;•giftedandtalentedstudentswerewellsupported;•giftedandtalentedstudents’socialandemotionalwellbeingwasnurturedthroughpastoralcare;•giftedandtalentedstudentsweregivenopportunitiesandchoicetousetheirgiftsandtalentstobenefitotherstudentsandthewidercommunity;•giftedandtalentedstudentsfelttheirgiftsandtalentswerevalued;•focusedcommunicationbetweenschool,parentsandwha-nausupportedgiftedandtalentedstudents’holisticwellbeing(cultural,spiritual,emotional,andsocial);and•parentsofgiftedandtalentedstudentswereinformedandconsultedbyteachersabouttheirchild’sachievementandprogress.

What ERO foundFigure5showsthatEROfoundthat48percentofschoolswerehighlyeffectiveoreffectiveinpromotingpositiveoutcomesfortheirgiftedandtalentedstudents.Thepromotionofpositiveoutcomeswasonlysomewhateffectiveornoteffectiveinjustoverhalfofschools(52percent).

Figure 5: Promoting positive outcomes for gifted and talented students

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Enjoyment of schoolGiftedandtalentedstudentsatabouthalftheschoolsenjoyedschool.Thesestudentsenjoyedtheopportunitiesgiventothemforleadershipandresponsibility,workingwithotherlike-mindedstudents,andtheabilitytofocusonaspecialtalent.Studentswhoparticipatedinprogrammessuchasclusterprogrammes,ODS,ortheGKP,enjoyedgettingtoknowandworkwithstudentsfromotherschoolswhohadsimilarstrengthsandinterests.

Studentsspokentoinclusterclassroomswereexcitedabouttheprogrammestheywereinvolvedinandfeltthattheywerebeingchallenged.Theirteachersmadelearninginterestingandfun.

Intheremainingschools,giftedandtalentedstudentsdidnotenjoyschool.Somestudentssaidtheywereboredandnotinterestedinschool.Otherstudents,identifiedasgiftedandtalented,whileenjoyingtheopportunitiestheyweregiven,feltthattheprogrammesdidnotreallymeettheirneeds.Atmanyoftheseschools,identificationprocedureswerelimitedandtherewasatendencytoidentify‘brightandcompliant’students.Giftedandtalentedstudentswithlearningorbehaviouraldifficultieswerenotidentified,sometimesleadingtoincreasedoff-taskanddisruptivebehaviouramongthem.

Pastoral careJustoverhalftheschoolsnurturedsocialandemotionalwellbeingofgiftedandtalentedstudentsthroughpastoralcare.Theseschoolshadgoodsystemsinplaceforprovidingthese students with mentors to promote personal growth and to develop social and emotionalskills.Giftedandtalentedstudentsweregivenopportunitiestodeveloptheirselfesteemandconfidencethroughleadership,buddying,andtuakana-teinaopportunities.

Mentoringwasasignificantfeatureofthegiftedandtalentededucationprogramme.Thegiftedandtalentededucationcoordinatorconsideredmentoringofstudentstobeanimportantpartofherrole.Shealsodevelopedanextensiveregisterofpotentialexternalmentorstoassiststudents.Studentsexpressedtheirappreciationofthecontributionstheirmentorshadmade.GiftedandtalentedstudentstoldEROthattheyenjoyedmentoringtheirpeerswhentheyweregivenopportunitiestodothisthroughleadershiproles,rolemodelling,andclassroomsupport.


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InschoolswhereEROfoundverygoodpractice,teachershadhadextensiveprofessionaldevelopmenttodeveloptheirawarenessofthespecificsocialandemotionalneedsofgiftedandtalentedstudents.

Manyoftheschoolshadimplementedeffectiveprogrammestopreventbullying.However,makingsurethatgiftedandtalentedstudentswerenotsingledoutandsubjectedto‘tallpoppysyndrome’remainedachallengeforsomeoftheseschools.Someschoolswerealsoconcernedthattheiremphasisonbuildingselfesteemandconfidencewasneglectedwhengiftedandtalentedstudentsmovedontothelocalsecondaryschools,astherewasmuchlessemphasisontheseaspectsofgiftedandtalentedstudents’needs.

Atjustunderhalftheschools,giftedandtalentedstudents’socialandemotionalwellbeingwasnotbeingnurturedthroughpastoralcare.Therewaslittlerecognitionofthespecificsocialandemotionalneedsofthesestudents,andpastoralcarewasasforallstudentsattheschool.Forexample,therewaslittleconsiderationofspecifictypesofbullyingofthesestudents,orofbalancinglearningneedswithsocialneedswhenstudentsweremovedintoolderagegroupclassesforextensionoracceleration.

Feedback and support to achieveAbouthalftheschoolsweregivinggiftedandtalentedstudentsregularfeedbackabouttheirachievementandprogress,andweresupportingtheirachievements.

Thisfeedbackincludedtimelyin-classformativefeedback,theuseoflearningjournalsandportfolios,andconferencinginvolvingteachers,students,andparents.Studentsknewandunderstoodteachers’expectationsandthenextstepsfortheirlearning.However,thiswasmorelikelytohappenforspecificlearningareas,ratherthanforco-curricularprogrammessuchasleadershiporculturalprogrammes.

Teachershadhighexpectationsforstudentachievementandtheyusedeffectiveteachingstrategiestoencouragegiftedandtalentedstudentstobecollaborativeandsupporteachother.Learningenvironmentswerewellresourcedandconducivetolearning.Boardsprovidedspecialistteachersandpaidforregistrationfeesandtransportcostsifrequired.

Thereisanextensiverangeofeffectiveteachingstrategiesandopportunitiesforgiftedandtalentedstudentstorealisetheirpotential.Theleadershipteamhasaclearunderstandingoftheory,researchandpracticearoundprovisionforgiftedandtalentededucation.


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InschoolswhereEROfoundverygoodpractice,giftedandtalentedstudentshadindividuallearninggoalsandweregivenfeedbackabouttheirachievementandprogressregardingthesegoals,oraboutoutcomesincludedinIndividualEducationPlans.Atsomeoftheseschools,studentswereveryinvolvedinsettingtheirowngoals,aswellasregularlyreviewingprogresstowardsachievingthesegoalsandsettingnewones.

Giftedandtalentedstudentswerechallengedintheirclassroomcontext,andwereabletotakerisks,makemistakes,participateinhigherthinkingskillsandinfriendlycompetition.Theywereabletoexpressadifferentviewpointwithoutfearofcriticism.Intheseclassrooms,learningandachievementwerecelebrated.

Studentstalkedaboutthechangesthathadinfluencedtheirownattitudetoschools.Forexample,knowingthatworkinghardergivesbetterresults,havingconfidenceintheirownabilities,andtakingopportunitiestoshareandlead.

Intheremainingschools,giftedandtalentedstudentswerenotwellsupported,nordidtheygetregularfeedbackabouttheirachievementandprogress.

Giftedandtalentedstudentsattheseschoolsreceivedfeedbacksimilartootherstudents,butatsomeoftheseschools,processesforstudentfeedbackwerepooroverall.Inadditiontothis,anyfeedbackwaslimitedtoregularclassroomprogrammesonly,andnotaboutanyout-of-classprovision.Somestudentswhohadbeenidentifiedasgiftedandtalentedwereunsureofwhattheirstrengthswere,norweretheygivenfeedbackabouttheirachievementandprogress.Otherstudentssaidthatiftheirgiftsandtalentswerenotacademicthentheywerelesslikelytoreceivefeedbackabouttheirprogress.

Whilemanygiftedandtalentedstudentsattheseschoolswereinapositiveclassroomlearningenvironmentandtheirteachersusedgoodteachingstrategies,therewaslittlespecificsupportforthestudents.Giftedandtalentedstudentsweregivenadditionalworkratherthanworkthatwasdifferentiatedforcontent,process,andproduct.Somestudentsreportedthattheirteacherswereunawareofsomeoftheirgiftsandtalents.Otherssaidtheywereboredandswitchedoffinclass,claimingthatmuchhadbeenpromisedbytheschoolinthewayofsupport,buthadnotbeendelivered.

Using and valuing gifts and talentsGiftedandtalentedstudentsatjustunderhalftheschoolsfeltthattheirgiftsandtalentswerevalued,andatathirdofschoolstherewereopportunitiesandchoiceforstudentstousetheirgiftsandtalentstobenefitotherstudentsandthewidercommunity.


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Studentsfeltthattheirgiftsandtalentswerevalued,fostered,anddeveloped,andmostimportantly,theywerenotembarrassedabouttheirachievementsandsuccessesbeingacknowledgedpubliclyinassemblies,newsletters,shows,presentations,anddemonstrations.Theschoolshaddevelopedaculturewhereitwasacceptabletocelebratesuccessandtosharegiftsandtalentswithothers.Someofthewaysthatstudentssharedtheirgiftsandtalentsforthebenefitofothersincluded:•environmentalactivities;•peerteachingofICT;•leadershipinkapahakaandpo-whiri;•choreographyforshows;•newspaper,yearbookandvideoproductionsshowcasingtheschool;•designingfitnesstrailsandplaygrounds;and•organisingcultural,sporting,academic,andcommunityactivitiesforotherstudentstoparticipatein.

Year13kapahakastudentstutoredstudentsintheSouthIslandthroughvideoconferencelearning,aswellasperformingatwidercommunityevents.

Theopportunitiesforstudentstousetheirgiftsandtalentstobenefitotherswereadefinitestrength.GiftedandtalentedstudentsorganisedandranaPetDayattheschool,andorganisedtheschool’sbuddyreadingprogrammes.Years5and6studentspreparede-foliosandpresentedthesetotheirparents.

StudentsinYears7and8coachedminiball–developingleadershipskills. Year8studentsmodelledleadershipfortheYear7students.Thestudentsusedtheirtalentsinthewidercommunity.TheywereinvolvedinWorldVisionandDaffodilDayandthemusicgroupandchoirperformedinthecommunity,forexample,atthelocalresthome.

AnotherparticularchallengethatsomeschoolsfacedwastoidentifywaysinwhichtoencouragegiftedandtalentedMa-oristudentstoaccepttheirgiftsandtalentsaspartoftheiridentity,tobeconfident,andtoraisetheirselfesteem.

Manyschoolsdidnotgivegiftedandtalentedstudentsopportunitiestousetheirgiftsandtalentstobenefitotherstudentsandthewidercommunity;andgiftedandtalentedstudentsathalftheschoolsfeltthattheirgiftsandtalentswerenotvalued.

Atmostoftheseschoolstherewaslittleornoevidenceofgiftedandtalentedstudentsbeingencouragedtousetheirgiftsandtalentstobenefitotherstudentsandthecommunity,andstudentsfeltthatthisledtotheirgiftsandtalentsbeingvaluedbysometeachersbutnotbytheirfellowstudents.While,atsomeschools,somegiftsandtalents


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werevaluedandshared,thiswasusuallylimitedtosport,performingandvisualarts,andsomeleadershipopportunitiessuchasstudentcouncilandbuddyingsystems.Manyschoolleadershadnotdevelopedaschoolculturewhereitwasacceptabletocelebrateandsharegiftsandtalentsandsomestudentswerenotcomfortableatbeingsingledout,statingthattheattitudesofotherstudentswasoff-putting,andthattheywereoftenbulliedasaresultofhavingtheirgiftsandtalentscelebrated.

Communication between school and parents and wha-nau Someschoolsundertookfocusedcommunicationwithparentsandwha-nau to support giftedandtalentedstudents’holisticwellbeing.23Lessthanhalfinformedparentsabouttheirgiftedandtalentedchild’sachievementandprogress.

Schoolleadershipandteachersimplementedavarietyofpracticestofosterholisticwellbeingandtopromotelearningpartnershipsbetweenteachers,parents,wha-nau,andstudents.Thesepracticeshelpedparentsandteacherstobeknowledgeableaboutchildren’soverallwellbeingandnotjusttheirachievementandprogress.Parentsandwha-nauwerewellinformedaboutprovisionsforgiftedandtalentedstudents,andabouttheirchild’sinvolvementinprogrammes.Teachersandparentsmetasagrouporindividuallytodiscussandreviewprovision.Teachersaskedparentstoprovideinformationabouttheirchild,andtobeinvolvedindetermininggoalsfortheirlearningandholisticwellbeing.

Parentsofgiftedandtalentedstudentswerewellinformedintheirchildren’slearning.Theyhadongoingopportunitiesforinformationandconsultationthroughtheirparticipationinformulatingandmonitoringtheirchildren’sindividualeducationplans.Therewasstrongfocusoninterestareas,achievementsinandoutofschool,possiblecareergoals,co-curricularinvolvement,progressingenerallearningskillsandgoalsettingacrossthecurriculum.

Therewerehoweversomechallengesfortheseschools.Parentsstillexpressedadesireforgreaterinvolvement,ofthemselvesandtheirchild,bothintheidentificationprocessandinevaluatingprovision,andfortheirchildtohavemorechoiceabouttheirlearningintheclassroom.Someparentsalsowantedtheschooltotalktothemabouthowtheycouldnurturetheirchild’sgiftsandtalentsathome.

Atmostschools,therewaslittleornocommunicationwithparentsabouttheholisticwellbeingofgiftedandtalentedstudents,andoverhalfdidnotinformparentsabouttheachievementandprogressoftheirchild.Atmostoftheseschools,leadersandteachershadnotcommunicatedorengagedwithparents,wha-nau,andtheschoolcommunityaboutgiftedandtalentedstudentsinparticular.Rather,anycommunicationabout

23 Holistic wellbeing incorporates cultural, spiritual, emotional, and social wellbeing.


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achievement,progress,orwellbeingwasreportedaswithstandardschoolpractices,ignoringtheparticularchallengesfacingthesestudentsandtheirfamilies.Themainchallengesfortheseschoolsweretofosterdiscussionsbetweenschoolpersonnel,parents,andwha-nauaboutthecultural,spiritual,emotional,andsocialwellbeingofgiftedandtalentedstudents;andforstudentstohavemoreinputintothedirectionorfocusoftheirlearning.EROalsofoundthatparentsattheseschoolsoftenhadnegativeperceptionsaboutgiftedandtalentedstudents(forexample,tallpoppysyndromeandthinkingofgiftedandtalentedstudentsas‘nerds’).

key findingsSchoolsthatpromotedpositiveoutcomesforgiftedandtalentedstudents:•valued,fosteredanddevelopedstudents’giftsandtalents;•nurturedthesocialandemotionalwellbeingofgiftedandtalentedstudentsthroughgoodqualitypastoralcare;and

• fosteredholisticwellbeingthroughinvolvingparents,wha-nau and the community.

Themajorityofschools:•werenotabletodemonstrateachievementandprogressformanygiftedandtalentedstudents;

•didnotrecognisethespecialsocialandemotionalneedsofgiftedandtalentedstudents;and

•didnotfosterdiscussionsbetweenschoolpersonnel,parentsandwha-nauaboutholisticwellbeing.

SCHOOLS’ OVERALL PROVISION FOR GIFTED AND TALENTED STUDENTSSchools’provisionforgiftedandtalentedstudentswasreviewedagainstfivekeyevaluationareas.

EROfoundthat17percentofschoolshadgoodprovisionacrossallfivekeyevaluativeareas.Thisincluded18percentofprimaryschoolsand13percentofsecondaryschools.

Forty-eightpercentofschoolshadgoodprovisioninsomeareas,butnotinothers.Thisincluded46percentofprimaryschools,and56percentofsecondaryschools.Mostoftheschoolsinthisgroupdidnothavewell-developedselfreviewoftheirgiftedandtalentedprovision.

Thirty-fivepercentofschoolsdidnothavegoodprovisionforgiftedandtalentedstudentsinanyofthefiveevaluativeareas.Thisincluded36percentofprimaryschoolsand31percentofsecondaryschools.


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School differences Foreachofthefiveevaluativequestions,EROcomparedoveralleffectivenessbyschooltype,locality,anddecilegrouping.EROalsocomparedtheprovisioninprimaryschoolswiththatofsecondaryschools.Wheretherewasastatisticaldifferenceineachofthesegroupingsthisisincludedbelow.24

WhileEROfoundnostatisticallysignificantdifferencesbetweentypesofschools,thereweredifferencesbydecileandlocality.Ingeneral,highdecileschoolsweremorelikelytohavegoodqualityprovisionfortheirgiftedandtalentedstudentsthanlowdecileschools.Similarly,urbanschoolsweremorelikelytohavegoodqualityprovisionfortheirgiftedandtalentedstudentsthanruralschools.Thefollowingfindingswerestatisticallysignificant:•Highandmediumdecileschoolsweremorelikelythanlowdecileschoolstohavesupportiveschoolleadershipfortheprovisionofgiftedandtalentededucation.•Urbanschoolsweremorelikelythanruralschoolstohavesupportiveschoolleadershipfortheprovisionofgiftedandtalentededucation.•Highdecileschoolsweremorelikelythanmediumandlowdecileschoolstohaveappropriateandinclusivedefinitionsandidentificationofgiftedandtalentedstudents.•Urbanschoolsweremorelikelythanruralschoolstohaveappropriateandinclusivedefinitionsandidentificationofgiftedandtalentedstudents.•Highandmediumdecileschoolsweremorelikelythanlowdecileschoolstohaveresponsiveandappropriateprovisionandprogrammesforgiftedandtalentedstudents.•Urbanschoolsweremorelikelythanruralschoolstohaveresponsiveandappropriateprovisionandprogrammesforgiftedandtalentedstudents.•Highdecileschoolsweremorelikelythanlowdecileschoolstohavedevelopedselfreviewoftheirprovisionforgiftedandtalentedstudents.•Urbanschoolsweremorelikelythanruralschoolstohavedevelopedselfreviewoftheirprovisionforgiftedandtalentedstudents.•Primaryschoolsweremorelikelythansecondaryschoolstohavedevelopedselfreviewoftheirprovisionforgiftedandtalentedstudents.•Highdecileschoolsweremorelikelythanlowdecileschoolstohaveeffectivelypromotedpositiveoutcomesforgiftedandtalentedstudents.•Urbanschoolsweremorelikelythanruralschoolstohaveeffectivelypromotedpositiveoutcomesforgiftedandtalentedstudents.

Themostsignificantdifferencesbetweenhighandlowdecileschoolswerein:•allaspectsofasupportiveschoolleadershipforGATE;•allaspectsofdefininggiftedandtalentedstudents,apartfromincorporatingMa-ori andmulti-culturalconceptsofgiftednessandtalent;

24 Differences in ratings between the types of schools were checked for statistical significance using a Kruskal-Wallis H test, as were differences in ratings between decile groupings. The differences in ratings between urban and rural schools (locality) were checked for statistical significance using a Mann Whitney U test, as were differences in ratings between primary and secondary schools. The level of statistical significance for all statistical tests in this report was p<0.05.


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•manyaspectsofidentifyinggiftedandtalentedstudentssuchasidentificationbeingmulti-categorical,earlyandtimely,ongoingandcontinuousacrosstransitionpoints,andincorporatinginformalandformalmethodsthataretriangulated;•school-widecoordinationof,andprovisionfor,giftedandtalentedprogrammes;and•positiveoutcomesforgiftedandtalentedstudents,suchasenjoyingschool,beingwellsupportedtoachieve,pastoralcareofsocialandemotionalwellbeing,andinformingandconsultingwithparentsaboutachievementandprogress.

Theparticularaspectswheretherewasthemostsignificantdifferencebetweenurbanand rural schools were:•havingadesignatedpersonorteamresponsibleforgiftedandtalentededucation;•buildingcapabilitythroughschool-wideandongoingprofessionaldevelopment;•providinggiftedandtalentededucationthatisschool-wideandacross-curriculum;and•actingonrecommendationsfromselfreviewofgiftedandtalentededucation.


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Conclusion

Theschoolsinthisevaluationwereatvariousstagesintheirprovision.Manyhadestablishedasharedunderstandingofgiftedandtalentededucation(GATE),andhadimplementedprogrammesthatwerebeneficialtogiftedandtalentedstudents.Afewschoolswerejustbeginningtomakespecialprovisionforgiftedandtalentedstudents.

Schoolleaderswereenthusiasticaboutsupportingtheachievementofgiftedandtalentedstudentsinjustoverhalftheschools.ThisfoundationwasbeneficialtotheGATEprovisionintheirschools.Almosthalfoftheschoolshadinclusiveandappropriatedefinitionsandidentificationprocesses,andresponsiveandappropriateprovisionandprogrammesforgiftedandtalentedstudents.Almostaquarterofschoolshaddevelopedprocessesforreviewingtheeffectivenessoftheirprovision.Nearlyhalftheschoolspromotedpositiveoutcomesforidentifiedgiftedandtalentedstudents.

Thefindingsfromthisevaluationhighlightthreemainstagesforschoolsinprovidinggoodqualityprogrammesforgiftedandtalentedstudents.Theseare:•asharedunderstandingaboutgiftedandtalented;•goodqualityprovisionforgiftedandtalented;and•positiveoutcomesforgiftedandtalented.

SHARED UNDERSTANDING ABOUT GIFTED AND TALENTEDEROfoundthatfivefactorscontributedtotheestablishmentofasharedunderstandingaboutgiftedandtalentedinaschoolanditscommunity.Thesefactorswere:•leadership;•policiesandprocedures;•professionaldevelopment;•resourcing;and•communityinvolvement.

Threeoftheseareaspresentedparticularchallengestoschoolswhenitcametodevelopingasharedunderstanding:sustainingleadership,school-wideprofessionaldevelopment,andcommunityinvolvement.

LeadershipInschoolswhereEROfoundgoodpractice,therewasstrongleadershipforgiftedandtalentededucation,eitherbyadesignatedcoordinatororateamknowledgeableandenthusiasticaboutgiftedandtalentededucation.

However,strongleadershipforgiftedandtalentededucationremainedachallengeformanyschools.Manyschoolsdidnothaveapersonwhoknewaboutgiftedandtalentededucationandwaspreparedtodriveit.Thereremainedachallengeofsustainingmomentumintheirprovisionifadedicatedpersonlefttheschool.

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Policies and proceduresPoliciesandprocedures,developedinconjunctionwiththeschoolcommunity,thatoutlinedtheschool’sunderstandingofprovisionforgiftedandtalentedstudentsgaveusefulguidanceforallmembersoftheschoolcommunityaboutthedefinitionandidentificationofgiftedandtalentedstudentsandprogrammesandprovisionforthem.

Professional developmentInschoolswhereEROfoundgoodpractice,schoolpersonnelhadparticipatedinschool-wideprofessionaldevelopmentaboutgiftedandtalentededucationandrelevantteachingandlearningstrategiestoprovideappropriatedifferentiationintheclassroom.However,inmostschoolstherewaslittleornoparticipationinprofessionaldevelopmentaboutgiftedandtalentededucation.

ResourcingPartofembeddingprovisionforgiftedandtalentedstudentsinaschoolwasthedesignationofaspecificbudgetforgiftedandtalentededucation.Itisimportantfortheboardtobeawareofthebenefitsofprovidingthisbudget,andschoolleadershipcanpromotethisawarenessthroughtheirself-reviewprocessesandinhowtheyshowachievementandprogressofgiftedandtalentedstudents.

Community involvementCommunicating,consultingandcollaboratingwithparents,wha-nau and the school communitywasanimportantpartofdevelopingpoliciesandprocedures,anddefiningandidentifyinggiftedandtalentedstudents.Itwasintegraltocreatingasharedunderstandingaboutwhatgiftednessandtalentmeant,reflectingcommunitydiversity.

Howeverinvolvingparents,wha-nauandtheschoolcommunitywasachallengeformostschools.Whenparents,wha-nau,andthecommunitydidnothaveanappropriateunderstandingofthecharacteristicsofgiftedandtalentedstudentstherewaslittlesupportforprovisionforthemintheschoolandthewidercommunity.

GOOD qUALITy PROVISION FOR GIFTED AND TALENTEDEROfoundfivefactorsthatcontributedtogoodqualityprovisionforgiftedandtalented students:•identifyingandmeetingneeds;•reflectingdiversity;•providingchallengingin-classprovision;•assessment;and•selfreview.


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Threeoftheseareaswereaparticularchallengeforschools:reflectingdiversity,providingchallengingin-classprovision,andselfreview.

Identifying and meeting needsGoodproceduresforidentifyinggiftedandtalentedstudentsincludedmultiplesourcesandmethods.Theseweremulti-categorical,incorporatedMa-oriandotherculturalwaysofidentifyinggiftednessandtalent,andidentifiedstudentsatallyearlevelsandfromarangeofgiftsandtalents.Goodqualityprovisionbeganintheregularclassroom,andout-of-classprovisionwaslinkedbacktotheregularclassroomprogramme.

InschoolswhereEROfoundverygoodpractice,schoolssoughtandincludedinformationfrom,andprovidedinformationto,educationinstitutionssuchasearlychildhoodservices,primary,intermediate,andsecondaryschoolsandbeyond.Whenclustersofeducationalinstitutionsworkedtogethertoshareknowledgeandtoprovideconsistencyinprovision,schoolswerebetterinformedaboutthegiftsandtalentsoftheirstudents.

Reflecting diversityGiftedandtalentedstudentsrepresentadiverserangeofethnicbackgroundsandages,andamultiplicityofgiftsandtalents.Schools’definitionsandidentificationprocesses,aswelltheirprovision,shouldreflectthisdiversity.Communityconsultationandpromotingunderstandingandparticipationwerepartofensuringthattheschoolwasprovidingforallitsgiftedandtalentedstudents.

However,EROfoundformostschoolsprovidingforthisdiversitywasachallenge.Someschoolsdidnotrecognisegiftsandtalentsbeyondthetraditionalacademicandsporting,andoftenprovisionwaslimitedtoYears4to10.Manyschoolshadnotmetwith parents and wha-nauoftheirMa-oriandothernon-Pa-keha- students to develop a broaderunderstandingofconceptsaboutgiftedandtalented.

Providing challenging in-class provisionProvidingchallengeintheregularclassroomwasanimportantfeatureofgoodqualityprovision.StudentsatschoolswhereEROfoundgoodpracticereportedthattheirteacherschallengedthemtothink,question,andsolveproblems,andtochallengethemselvesandtheirbeliefsabouttheirabilities.However,manyclassroomteachersdidnothaveagoodunderstandingaboutprovidingforgiftedandtalentedstudentsintheregularclassroomortheteachingstrategyneededforthesestudents.


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AssessmentDevelopingachievableandmeasurableoutcomesforallareasofgiftednessandtalentallowedteacherstoshowappropriateachievementandprogress.Thiswasparticularlyimportantfordevelopingnextstepsandmaintainingchallengesforstudents.Todoso,teachers,parentsandstudentsworkedtogethertoidentifyandsetgoalsforstudents’developmentoftheirgiftsandtalents.Thesegoalsweremeasurableintests,performances,ordevelopmentofskillsandability.

Self reviewByreviewingtheeffectivenessoftheirprovision,schoolscouldmakesurethattheirprogrammesforgiftedandtalentedstudentswereappropriateandeffective.Whenteacherscouldshowthatstudentsweremakingprogressandachievingpositiveoutcomestheyweremorelikelytogetthesupportoftheboardandparentsfortheongoingprovisionforgiftedandtalentedstudents.

Self-reviewprocessesweredevelopedonlysomewhatornotatallinalmostallschools.Mostoftheseschoolslackedanysortofsystemofselfreview,oranyreviewwasbasedonanecdotalevidenceonly,andwasmostlyaboutstudents’enjoymentratherthanotheroutcomesforthestudents.Thelackofaschoolself-reviewculturehinderedschools’abilitytoascertainhowwelltheywereprovidingforgiftedandtalentedstudents.

POSITIVE OUTCOMES FOR GIFTED AND TALENTEDEROfoundfourfactorsthatcontributedtopositiveoutcomesforgiftedandtalentedstudents:•valuingofgiftsandtalentsandusingthemtobenefitothers;•achievementandprogress;•pastoralcareandsocialandemotionalwellbeing;and•involvingparents,wha-nauandcommunity.

Threeoftheseareaswereaparticularchallengeforschoolswhenitcametopromotingpositiveoutcomesforgiftedandtalentedstudents:achievementandprogress,socialandemotionalwellbeing,andinvolvingparents,wha-nauandcommunity.

Valuing of gifts and talents and using them to benefit othersInschoolswhereEROfoundgoodpractice,studentsfeltthattheirgiftsandtalentswerevalued,fostered,anddevelopedbytheirteachers.Attheseschools,therewasacultureofcelebratingsuccessandsharinggiftsandtalentswithothers.Indoingso,however,schoolsdidfacethechallengeofensuringstudents’giftsandtalentswerenotusedinsuchawayastodisadvantagethestudentthemselvesattheexpenseofbenefitingothers.


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Achievement and progressTheuseofbothsummativeandformativeassessmenttoencourageanddemonstratestudents’achievementandprogresswasanimportantaspectinpromotingpositiveoutcomesforgiftedandtalentedstudents.Teachers’useofgoodassessmentpracticesandachievementinformationacrossthevarietyofgiftsandtalents,aswellastheteacher’sownprofessionaljudgement,helpedidentifystudents’nextstepsforlearning.Thisinformationwasusedtoimproveprogrammes,andtoreporttotheboardandcommunity.

However,onlysomeschoolswereabletodemonstrategiftedandtalentedstudents’achievementandprogressfromarangeofassessmentinformation.Manystudentswerenotgivenfeedbackthatallowedthemtodeveloptheirgiftsortalents.

Pastoral care and social and emotional wellbeingManyschoolshadgoodpastoralcaresystemstonurturethesocialandemotionalneedsofgiftedandtalentedstudents.Atsomeschools,teachershadparticipatedinprofessionaldevelopmenttodeveloptheirawarenessofthesespecificsocialandemotionalneeds.

Inotherschools,EROfoundlittlerecognitionofthespecificsocialandemotionalneedsofthesestudents,andtheirpastoralcarewasasforallstudentsattheschool.Oftenstudentswerenotgivenclassworkthatwasdifferentiatedforcontent,process,andproduct,andthismeanttheywerenotengaged,andcouldbebored,frustrated,ordisruptive.

Involving parents, wha-nau and communitySchoolleadershipandteachersatsomeschoolshadmeaningfulcommunicationwiththeparents and wha-nauofgiftedandtalentedstudents,andthewiderschoolcommunity.WhereEROfoundgoodpractice,schoolshadimplementedavarietyofpracticestofosterholisticwellbeingandtopromoteongoinglearningpartnershipsbetweenteachers,parents,wha-nau,andstudents.

Themainchallengesformanyschoolsweretofosterdiscussionsbetweentheschoolpersonnel,parentsandwha-nauaboutthecultural,spiritual,emotional,andsocialwellbeingofgiftedandtalentedstudents;andforstudentstohavemoreinputintothedirectionorfocusoftheirlearning.


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Recommendations

EROrecommendsthatteachers:•communicate,consult,andcollaboratewithparents,wha-nau,andtheschoolcommunitytodevelopasharedunderstandingofgiftedandtalentededucation;•providechallenginganddifferentiatedprogrammesforgiftedandtalentedstudentsintheregularclassroom;•provideappropriatefeedbackandsupportforgiftedandtalentedstudentstoachieveinandmakeprogresswiththeirgiftsortalents;•developanunderstandingthateveryteacherhasresponsibilitytoteachthegiftedandtalented;and•developawarenessoftheparticularsocialandemotionalcharacteristicsofgiftedandtalentedstudents,andpromotetheirholisticwellbeing.

EROrecommendsthatschoolleaders:•designateapersonorteamtoleadtheschool’sprovisionforgiftedandtalentedstudentsandgivethemsupport;•developandfosteraschool-wideunderstandingofgiftedandtalentededucation;•promoteongoingparticipationinschool-wideprofessionaldevelopment,andspecialisttraininganddevelopmentforpeoplespecificallyresponsibleforgiftedandtalentededucation;•developinclusiveandappropriatedefinitionsandidentificationprocessesforgiftedandtalentedstudentsthatreflectstudentdiversityandencompassavarietyofgiftsandtalents;and•instituteappropriateself-reviewprocessestodeterminetheeffectivenessofprovisionforgiftedandtalentedstudents.

EROrecommendsthattheMinistryofEducationconsiderhowbestto:•encourageschoolstodevelopimprovedassessmentstrategiesconsistentwiththe NewZealandCurriculum,todemonstratetherangeofabilitiesandtheachievementofgiftedandtalentedstudents;•providetargeted,highqualityprofessionaldevelopmenttoruralandlowdecileschoolsonprovidingforgiftedandtalentedstudents;and•developlinksandnetworksbetweenclustersofearlychildhoodservicesandschoolssothatthereisongoingsupportforgiftedandtalentedstudentsattransitionpointsintheeducation.

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Appendix One: Methodology

SAMPLEEROevaluatedtheprovisionforgiftedandtalentedstudentsinallschoolswhereEROcarriedoutaneducationreviewinTerm3andTerm4,2007.Thetypesofschools,schoollocality(urbanorrural)anddecilerangesoftheschoolsareshowninTables1 to3below.

Table 1: School types

school type number percentage of sample

national percentage25

FullPrimary(Y1–8) 131 42 44

Contributing(Y1–6) 112 36 32

Intermediate(Y7–8) 16 5 5

Special(Y1–15) 2 <1 2

Secondary(Y7–15) 10 3 4

Composite(Y1–15) 7 2 4

RestrictedComposite(Y7–10) 2 <1 <1

Secondary(Y9–15) 35 11 9

Total 315 100 100

Table1showsthatthetypesofschoolsinthissamplearerepresentativeofnationalfigures.

Table 2: School locality

locality number percentage of sample

national percentage

Urban 229 73 70

Rural 86 27 30

Total 315 100 100

Table2showsthatthenumbersofurbanandruralschoolsinthesampleisrepresentativeofnationalfigures.

25 The national percentage of each school type is based on the total population of schools as at 1 July 2007. For this study it excludes kura kaupapa Maori and The Correspondence School. This applies to locality and decile in Tables 2 and 3.

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26 A school’s decile indicates the extent to which a school draws its students from low socio-economic communities. Decile 1 schools are the 10 percent of schools with the highest proportion of students from low socio-economic communities, whereas decile 10 schools are the 10 percent of schools with the lowest proportion of these students.

27 The differences between observed and expected values were tested using a Chi square test.


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Table 3: School decile ranges

decile26 number percentage of sample

national percentage

Lowdecile(1–3) 72 23 30

Middledecile(4–7) 138 44 40

Highdecile(8–10) 105 33 30

Total 315 100 100

Table3showsthatlowdecileschoolsinthesamplewereslightlyunder-represented,incomparisontonationalfigures,butthisdifferencewasnotstatisticallysignificant.27

DATA COLLECTION

Data collected by ERO during on-site evaluationsDuringaneducationreview,EROcollectsinformationfromavarietyofsourcesincluding:•self-reviewinformationprovidedbytheschool;•schoolstrategicplans;•schoolannualreports;•theboardoftrustees’assuranceoflegalcompliance(BoardAssuranceStatementandSelf-AuditChecklist);•otherdocumentationincludinginformationheldbyERO;and•ERO’sinstitutionaldatabase.

DuringaneducationreviewEROhasdiscussionswith:•membersoftheboard;•theprincipal;•schoolmanagers;•schoolstaff;•students;•theFriendoftheSchool(ifinvolved);and•membersofthecommunity(ifappropriate).

ForthisevaluationEROalsoconsideredinformationandobservationsfromthefollowingsources,gatheredduringtheon-sitepartoftheeducationreview:•teachers’workplansandassessmentdocuments;•classroomandplaygroundobservations;•classroomandplaygroundenvironmentsanddisplays;•samplesofstudents’work;and•teachingandlearningresourcesforgiftedandtalentededucation.

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Appendix Two: Glossary

Ability grouping Studentsareplacedingroupsbasedontheirabilityintherelevantlearningarea.Thisgroupingmaybewithstudentsfromtheirownclassorfromanumberofclasses.

Acceleration Curriculumactivitiesthatmatchthereadinessandneedsofthegiftedstudent.Inpractice,studentsareexposedtonewcontentatanearlieragethanotherchildren,orcoverthesamecontentinlesstime.SeeChapter11ofGiftedandTalented:NewZealandPerspectiveseditedbyMcAlpineD.andMoltzenR.

Cluster group programmes

Someschoolshaveformedgeographicalclusterstoprovideprogrammesforgiftedandtalentedstudentsfromanumberofschools.Oftentheseclustershaveappliedfor,andreceived,MinistryofEducationfunding,forexamplethe Talent DevelopmentInitiativesFundingPool,whichispartoftheNewZealandGovernment’sgiftededucationpolicy.

Cooperative learning

Acooperativelearningprogrammeincludesthefollowingcomponents:

Positiveinterdependence–studentsworkingroupswithassignedrolestoachievecommongoals;

Individualaccountability–studentsareequallyresponsibleforthegroup’ssuccessandcanthereforebeheldaccountable;

Groupprocessing–studentsreflectonhowwelltheirgroupfunctionedinworkingtowardsthegroup’slearninggoals;

Socialskillsareincorporatedinwaysthatstudentscanidentifytheiruseandpurpose.

Cooperativelearninginvolvesadeliberateintentionoftransformingindividualsintocommittedandproductivemembersofacohesiveteam.

Differentiated teaching and learning

Differentiatedteachingandlearninginvolvescreatingmultiplepathssothatstudentsofdifferentabilities,interestorlearningneedsexperienceequallyappropriatewaystoabsorb,use,developandpresentconceptsasapartofthedailylearningprocess.Itallowsstudentstotakegreaterresponsibilityandownershipfortheirownlearning,andprovidesopportunitiesforpeerteachingandcooperativelearning.


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Enrichment and extension

Providingqualitativelydifferentiatedlearningexperiencestobroadenanddeepenstudents’conceptualunderstanding,accordingtotheirabilitiesandneeds.

Enviroschools TheEnviroschoolsFoundationisacharitabletrustthatprovidessupportandstrategicdirectionforanation-wideenvironmentaleducationprogramme.Implementationisonaregionalbasis,alongregionalcouncilboundaries.ThenationalteamworkswithEnviroschoolsRegionalCoordinatorstosupportthecreationofsustainableschoolsvia:

TheFacilitatedEnviroschoolsProgramme–whereschoolssign-uptoa3-yearprocessofenvironmentallearningandaction;asanenviro-schooltheygainaccesstoanextensiveresourcekitandatrainedfacilitator.

TheEnviroschoolsAwardsScheme–anincentiveschemeforschoolstobecomeactivelyinvolvedinenvironmentaleducationthroughachievingbronze,silverandgreen/goldlevelswiththeassistanceofanawardsbooklet.

Seehttp://www.enviroschools.org.nz/formoreinformation.

Extending High Standards Across Schools

ExtendingHighStandardsAcrossSchools(EHSAS)isdesignedtoraisestudentachievementbypromotingexcellenceamongNewZealand’sschools.Fundingismadeavailabletosuccessfulschoolstoimprovestudentoutcomesbydevelopingandextendingtheirprovenpracticeincollaborationwithotherschoolsinaself-selectedcluster.Theemphasisisondevelopingprofessionalnetworksandimprovingtheevidence-basearoundwhatworkstoimprovestudentoutcomes.

TheprinciplesbehindEHSASaretoraisestudentachievementbypromotingexcellenceintheschoolsystemandsupportinghighstandards.EHSASprojectscanrunforuptofouryearsandschoolscanonlybeinvolvedinoneEHSASprojectatatime.

Future Problem Solving

FutureProblemSolvingisayear-longprogrammewherestudents,workinginteams,learnandapplyasix-stepproblemsolvingprocessthatprovidesthemwiththetoolstotackleproblemsthattheywillmeetthroughouttheirlife.Throughouttheyear,studentsapplytheprocesstoconsiderthechallenges


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andissuescontainedincomplexsocialandscientificproblemstobefacedinthefutureortackleexistingproblemsintheirowncommunities.Theprogrammeencouragesstudentstocarryoutin-depthresearch,tothinkcreativelyandcritically,toapplyethicalthinkingskillsandtoworkaspartofateam.Seehttp://www.fpsnz.co.nz/formoreinformation.

Individual Education Plans

AnIndividualEducationPlanisusuallydevelopedforstudentswithspecialeducationneeds.Itoutlinesthestudent’sgoalsandthetimeinwhichthosegoalsshouldbeachieved.Theplanalsodescribestheteachingstrategies,resources,monitoringandsupport,andtheevaluationrequiredtoenablethestudenttomeetthosegoals.Itisdevelopedinameetingbetweenparents/caregivers,thechild’steacher,thechild(iftheywishtoattend)andspecialistsasappropriate.Theaimistoidentifycurrentstrengths,tosetshortandlongtermgoalstogetherforthechild,andrecordtheirlearningprogress.

VisittheMinistryofEducationwebsiteformoreinformationhttp://www.minedu.govt.nz/index.cfm?layout=document&documentid=10761

Inquiry learning Inquiry-basedlearningisaconstructivistapproach,inwhichstudentshaveownershipoftheirlearning.Itstartswithexplorationandquestioningandleadstoinvestigationintoaworthyquestion,issue,problemoridea.Itinvolvesaskingquestions,gatheringandanalysinginformation,generatingsolutions,makingdecisions,justifyingconclusionsandtakingaction.Inquiry-basedlearningapproachescanhelpdevelophigher-order,informationliteracyandcriticalthinkingskills.Theycanalsodevelopproblem-solvingabilitiesanddevelopskillsforlifelonglearning.

Inter and intra personal skills (Emotional intelligence)

Non-cognitiveskillsofunderstandingandmanagingotherpeople.HowardGardner’sMultipleIntelligencesincludesbothinterpersonalintelligence(capacitytounderstandtheintentions,motivations,anddesiresofotherpeople)andintrapersonalintelligence(thecapacitytounderstandoneself,toappreciateone’sfeelings,fears,andmotivations).

Learning intentions Makinglearningexplicittostudentsbyusinglanguagetheyunderstandtoexplainwhattheyarelearning.


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Learning pathways TheNewZealandCurriculum(2007)providesguidelinesforschoolsaboutprovidinglearningpathwaysforstudentsintheirjourneyfromearlychildhoodeducationtotertiaryeducationthatpreparesthemforandconnectswellwiththenextstage.Schools’curriculumdesignshouldmaketransitionspositiveandgivestudentsaclearsenseofcontinuityanddirection(p41).

Manaakitanga Hospitality,kindness,generosity.

Multi‑categorical Giftedandtalentedstudentsrepresentstudentswithmanydifferentspecialabilities.Somemaybegiftedandtalentedinscienceormathematics,othersinvisualartsorliteracy,andothersinleadership.Giftedandtalenteddoesnotonlyincludestudentswithhighintelligence.

Multiple intelligences

HowardGardner’seightmultipleintelligencessupportapluralisticviewofintelligence,andinclude:

Bodily/Kinesthetic physicalmovementandknowledgeoftheuseofthebody

Interpersonal relationshipsandcommunication,understanding others

Intrapersonal knowledgeofownthinkingandemotions

Logical/Mathematical mathematicalandscientificreasoning

Musical/Rhythmic sensitivitytorhythm,beats,tonalpatterns;performanceandcomposition

Naturalist curiosityaboutnaturalworld,abilitytoclassifyfloraandfauna

Verbal/Linguistic concernedwithwordsandlanguage

Visual/Spatial comprehensionofthevisualworldandcreationofmentalimages

Visithttp://www.tki.org.nz/r/gifted/reading/theory/gardner_e.phpformoreinformation.


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Philosophy for Children

PhilosophyforChildrenisathinkingskillsprogrammeincriticalandcreativethinking.PhilosophyforChildrenimprovescritical,creativeandrigorousthinking.Participantsdeveloptheirhigherorderthinkingskillsandtheattitudesanddispositionsnecessaryforgoodthinking.Theyimprovetheircommunicationskillsandtheirabilitiestoworkwithothers.Seehttp://www.p4c.org.nz/formoreinformation.

Questioning skills (higher order questioning)

Skillstohelpstudentstodevelopbetterquestioningbyunderstandingthefeaturesofaneffectivequestionandtheskillsofaneffectivequestioner.Ratherthanaskclosedquestions,studentslearntoaskrelevant,openquestionsbasedonwhat,who,when,why,where,which,andhow.

Streaming or banding

Studentsareplacedinclassesbasedontheirabilities.

Success criteria Makinglearningexplicittostudentsbyprovidingthemwithcriteriatomeasuretheirsuccess.

Technology challenges

ThemostwellknownoftheseistheBPTechnologyChallenge.TheBPChallengeisaneventbetweenteams,challengingthemtodesignanddevelop‘solutions’toproblemsusingeasilyresourcedmaterialse.g.paper,string,stickytape.TheBPChallengehelpsstudentsdeveloppersonalandteamskills.TheprogrammeissponsoredbyBPOilNZLtdandadministeredbytheRoyalSocietyofNewZealand.

Seehttp://www.rsnz.org/education/bp_chall/formoreinformation.

Te Manu Aute TeManuAute,basedinNorthland,isaTDIorganisedbytheUniversityofAucklandandTeamSolutionsforstudentswithgiftsandtalentsinthearts.Seehttp://www.temanuaute.org.nz/

Thinking skills Givingstudentstheskillstobecreative,criticalandmetacognitivethinkerssotheycanmakesenseofinformation,experiences,andideas.Theseskillshelpthemtodevelopunderstanding,solveproblems,makedecisions,shapeactions,andconstructknowledge.Examplesofthinkingskillsprogrammesinclude:deBono’sThinkingHats,ThinkingMaps,Bloom’sTaxonomy,PhilosophyforChildren(P4C),FutureProblemSolving,andThinker’sKeys.

Tikanga Procedure,custom,protocolthatreinforceMa-oribeliefsandvalues.


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Tuakana‑teina Tuakana/teinareferstotherelationshipbetweenanolder(tuakana)personandayounger(teina)personandisspecifictoteachingandlearningintheMa-oricontext.Withinteachingandlearningcontexts,thiscantakeavarietyofforms:•Peertopeer–teinateachesteina,tuakanateachestuakana.•Youngertoolder–theteinahassomeskillsinanareathatthetuakanadoesnotandisabletoteachthetuakana.•Oldertoyounger–thetuakanahastheknowledgeandcontenttopassontotheteina.•Abletolessable–thelearnermaynotbeasableinanarea,andsomeonemoreskilledcanteachwhatisrequired.

Seehttp://www.tki.org.nz/r/hpe/exploring_te_ao_kori/planning/methods_e.php

Withdrawal Studentsareregularlyremovedfromtheirregularclassroomforworkwithaspecialistteacher,participationinamini-course,seminar,educationalfieldtrip,orinteractionswithaspecialguest.


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Appendix Three: Self-review questions and indicators for your school

q1. How well does our school leadership support the achievement of gifted and

talented students?

indicators

1.1Theprovisionofgiftedandtalentededucationisembeddedinourschoolcultureandpractice.

1.2Wehaveaschool-widesharedunderstandingaboutgiftedandtalentededucation.

1.3Wehaveregularcommunication,consultation,andcollaborationamongstallmembersofourschoolcommunity,includingstaff,parents,wha-nau,students,andthewidercommunity.

1.4Ourschoolhasgoodqualitypolicies,proceduresorplansforgiftedandtalentededucation.

1.5Ourschoolhasleadershipfortheprovisionofgiftedandtalentededucation egprincipal,designatedcoordinator/team.

1.6Ourschoolisbuildingcapabilitythroughaplannedapproachtoschool-wideandongoingprofessionaldevelopmentandperformancemanagement.

1.7Ourgiftedandtalentededucationiswellresourcedthroughinformed decision-makingaboutstaffing,funding,andprogrammes.

q2. How inclusive and appropriate are our school’s processes for defining and

identifying giftedness and talent?

indicators

2.1 Ourschool’sdefinitionofgiftednessandtalent:

2.1aReflectsthecontextandvaluesofourschoolcommunity.

2.1bIsmulti-categorical.

2.1cIncorporatesMa-oriconcepts.

2.1dIncorporatesmulticulturalconcepts.

2.1e Is grounded in sound research and theories

2.2 Ourschool’sidentificationprocess:

2.2aIsmulti-categorical.

2.2bIncludesMa-oritheoriesandknowledge.

APP

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28 See pp36–37 of the Ministry of Education’s Gifted and Talented Students, Meeting Their Needs in New Zealand Schools for an explanation of these concepts.


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2.2c Includesmulti-culturallyappropriatemethods.

2.2d Includesbothinformalandformalidentification.

2.2e Includestriangulation.

2.2f Isearlyandtimely.

2.2gIsongoing,coverstransitionpointsandensurescontinuity.

2.2h Includespotentialandactual/demonstratedperformance.

2.3 Ourstudentsthatwehaveidentifiedreflectthediversityoftheschoolpopulation.

2.4 Ourpoliciesandprocedureshavebeendevelopedinconsultationwithourwiderschoolcommunityasappropriate.

2.5 Wehaveregularcommunication,consultationandcollaborationamongstallmembersofourschoolcommunity.

q3. How effective is our school’s provision for gifted and talented students?

indicators

3.1Wehaveschool-widecoordinationofourprogrammesandprovision.

3.2Ourprogrammesandprovisionhavebeendevelopedinconsultationwithourwiderschoolcommunityasappropriate.

3.3Ourprogrammesandprovisionareprovidedacrossthecurriculumasappropriate.

3.4Ourprogrammesandprovisionareprovidedacrossallareasofgiftednessandtalentasappropriate.

3.5Ourregularclassroomprogrammesaredifferentiatedforcontent,process,andproduct.28

3.6Ourbeyondtheregularclassroomprogrammesareplanned,monitored,evaluated,andreported.

3.7Ouroff-siteprogrammesareplanned,monitored,evaluated,andreported.

3.8Ourbeyondtheregularclassroomandoff-siteprogrammesarelinkedbacktoourregularclassroomprogrammes.

3.9Wehavearangeofassessmentinformationthatdemonstratestheachievementandprogressofourgiftedandtalentedstudents.

3.10OurprogrammesareinclusiveofMa-orivalues,tikanga,andpedagogy.

3.11Ourprovisionofgiftedandtalentededucationisschool-wide.


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q4. How well does our school review the effectiveness of our provision for gifted

and talented students?

indicators

4.1Wehaveasystematicandongoingprocessforevaluatingtheoutcomesforourstudents.

4.2Ourschoolsharesandconsultsaboutevaluationfindingswithstaff, parents/wha-nau,students,andourcommunity.

4.3Ourschoolactsonrecommendationsarisingfromourevaluation.

4.4Weevaluatetheimpactofourprogrammesandprovisions,bothinternalandexternaltoourschool.

q5. To what extent do our gifted and talented programmes promote positive

outcomes for our gifted and talented students?

indicators

5.1Ourgiftedandtalentedstudentsenjoyschool.

5.2Ourgiftedandtalentedstudentsreceiveregularfeedbackontheirachievementandprogress.

5.3Ourgiftedandtalentedstudentsarewellsupportedtoachieve.

5.4Ourgiftedandtalentedstudents’socialandemotionalwellbeingisnurturedthroughpastoralcare.

5.5Ourgiftedandtalentedstudentsareprovidedwithopportunitiesandchoicetousetheirgiftsandtalentstobenefitourotherstudentsandourwidercommunity.

5.6Ourgiftedandtalentedstudentsfeeltheirgiftsandtalentsarevalued.

5.7Wehavefocusedcommunicationbetweenourschool,parentsandwha-nau that supportsourgiftedandtalentedstudents’holisticwellbeing(cultural,spiritual,emotional,andsocial).

5.8Parentsofourgiftedandtalentedstudentsareinformedby,andconsultwith,teachersabouttheirchild’sachievementandprogress.

APP

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Appendix Four: Evaluation Statistics

q1. How well does the school leadership support the achievement of gifted and

talented students?

indicators substantial evidence

convincing evidence

some evidence

very limited evidence

1.1Theprovisionofgiftedandtalentededucationisembeddedinschoolcultureandpractice.

10% 30% 33% 27%

1.2Thereisaschool-widesharedunderstandingaboutgiftedandtalentededucation.

7% 28% 32% 33%

1.3Thereisregularcommunication,consultation,andcollaborationamongstallmembersoftheschoolcommunity,includingstaff,parents,wha-nau,students,andthewidercommunity.

4% 21% 34% 41%

1.4Theschoolhasgoodqualitypolicies,proceduresorplansforgiftedandtalentededucation.

13% 32% 28% 27%

1.5Thereisleadershipfortheprovisionofgiftedandtalentededucationegprincipal,designatedcoordinator/team.

30% 30% 23% 17%

1.6Theschoolisbuildingcapabilitythroughaplannedapproach to school-wide and ongoingprofessionaldevelopmentandperformancemanagement.

14% 24% 25% 37%

1.7Giftedandtalentededucationiswellresourcedthroughinformeddecision-makingaboutstaffing,funding,andprogrammes.

13% 25% 29% 33%


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q2. How inclusive and appropriate are the school’s processes for defining and

identifying giftedness and talent?


convincing evidence

some evidence


2.1Theschool’sdefinitionofgiftednessandtalent:

2.1aReflectsthecontextandvaluesoftheschoolcommunity.

15% 27% 19% 39%

2.1bIsmulti-categorical. 21% 28% 16% 35%

2.1cIncorporatesMa-oriconcepts. 6% 15% 19% 60%

2.1d Incorporates multicultural concepts.

2% 12% 22% 64%

2.1e Is grounded in sound research and theories

12% 27% 23% 38%

2.2Theschool’sidentificationprocess:

2.2aIsmulti-categorical. 18% 29% 20% 33%

2.2bIncludesMa-ori theories and knowledge.

4% 11% 17% 68%

2.2c Includesmulti-culturallyappropriatemethods.

3% 9% 22% 66%

2.2d Includesbothinformalandformalidentification.

16% 27% 30% 27%

2.2e Includestriangulation. 10% 21% 23% 46%

2.2f Isearlyandtimely. 13% 23% 26% 38%

2.2gIsongoing,coverstransitionpointsandensurescontinuity.

9% 19% 29% 43%

2.2h Includespotentialandactual/demonstratedperformance.

7% 27% 32% 34%

2.3 Studentsidentifiedreflect the diversityoftheschoolpopulation.

13% 29% 19% 39%

2.4 Policiesandprocedureshavebeendevelopedinconsultationwiththewiderschoolcommunityasappropriate.

6% 12% 24% 58%


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convincing evidence

some evidence


2.5 There is regular communication,consultationandcollaborationamongstallmembersoftheschoolcommunity.

5% 18% 30% 47%

q3. How effective is the school’s provision for gifted and talented students?


convincing evidence

some evidence


3.1Thereisschool-widecoordinationofprogrammesandprovision.

20% 27% 22% 31%

3.2Programmesandprovisionhavebeendevelopedinconsultation with the wider school communityasappropriate.

4% 17% 30% 49%

3.3Programmesandprovisionareprovided across the curriculum as appropriate.

11% 30% 33% 26%

3.4Programmesandprovisionare provided across all areas ofgiftednessandtalentasappropriate.

7% 23% 32% 38%

3.5Regularclassroomprogrammesaredifferentiatedforcontent,process,andproduct.

11% 29% 33% 27%

3.6Beyondtheregularclassroomprogrammesareplanned,monitored,evaluated,andreported.(Basedon280schoolswithbeyondtheregularclassroomprogrammes)

9% 15% 33% 43%

3.7Off-siteprogrammesareplanned,monitored,evaluated,andreported.(Basedon280schoolswithoff-siteprogrammes)

6% 14% 23% 57%


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convincing evidence

some evidence


3.8Beyondtheregularclassroomandoffsiteprogrammesarelinkedbacktotheregularclassroomprogramme.(Basedon280schools)

5% 17% 25% 53%

3.9Arangeofassessmentinformationdemonstratestheachievementandprogressofgiftedandtalentedsttudents.

8% 25% 32% 35%

3.10ProgrammesareinclusiveofMa-orivalues,tikanga,andpedagogy.

5% 12% 26% 57%

3.11Theprovisionofgiftedandtalentededucationisschool-wide.

15% 27% 27% 31%

q4. How well does the school review the effectiveness of their provision for

gifted and talented students?


convincing evidence

some evidence


4.1Thereisasystematicandongoingprocessforevaluatingtheoutcomesforstudents.

9% 14% 23% 54%

4.2 The school shares and consults aboutevaluationfindingswithstaff,parents/wha-nau,students,andthecommunity.

2% 13% 27% 58%

4.3 The school acts on recommendationsarisingfromevaluation.

6% 12% 22% 60%

4.4Theimpactofprogrammesandprovisions,bothinternalandexternaltotheschool,isevaluated.

4% 9% 24% 63%


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q5. To what extent do gifted and talented programmes promote positive

outcomes for gifted and talented students?


convincing evidence

some evidence


5.1Giftedandtalentedstudentsenjoyschool.

26% 30% 19% 25%

5.2Giftedandtalentedstudentsreceiveregularfeedbackontheirachievementandprogress.

16% 29% 29% 26%

5.3Giftedandtalentedstudentsarewellsupportedtoachieve.

20% 32% 25% 23%

5.4Giftedandtalentedstudents’socialandemotionalwellbeingisnurturedthroughpastoralcare.

26% 30% 21% 23%

5.5Giftedandtalentedstudentsare provided with opportunities andchoicetousetheirgiftsandtalentstobenefitotherstudentsandthewidercommunity.

15% 25% 28% 32%

5.6Giftedandtalentedstudentsfeeltheirgiftsandtalentsarevalued.

18% 29% 24% 29%

5.7Focusedcommunicationbetweenschool,parentsandwha-nausupportgiftedandtalentedstudents’holisticwellbeing(cultural,spiritual,emotional,andsocial).

9% 25% 29% 37%

5.8Parentsofgiftedandtalentedstudentsareinformedby,andconsultwith,teachersabouttheirchild’sachievementandprogress.

18% 29% 27% 26%

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