1 - The effectiveness of current policies and programs for gifted and talented students, with particular consideration of, but not limited to:
(a) Identification of gifted and talented students;
Teachers need to be aware of particular traits of gifted children and be aware of appropriate strategies to deal with them. More support needed for the students so that they understand their giftedness. Some students in SEAL don’t know they are or don’t consider themselves to be gifted (eg expressed surprise when teacher told them he was studying gifted ed to be able to teach them better). Extraverted, bright students are frequently misidentified as gifted by untrained teachers, while introverted, gifted or atypical or underachieving student may be overlooked in identification. Identification can be done in many ways – checklists, student profiles, parent nomination etc. Often don’t need formal IQ testing. Teacher training in all schools to aid identification. Many people, even experts in field, are afraid to use the word gifted, this is detrimental to the cause. Affordability of testing. Accountability of testing – still hear of psych reports being ignored or belittled by teachers, some reports are not worded strongly enough to make the magnitude of giftedness obvious. SEAL schools select own testing procedure – should it be standardised like NSW selective schools. Are select entry schools selecting the most appropriate students? – seem to be slecting proven performers. In fully selective schools, why does giftedness start in year 9? Broader definitions of giftedness Policies are broad, lack detail.
Effectiveness. Are all schools running programs for gifted students genuinely catering for the needs of gifted students, or is it a marketing tool? Social & emotional needs of gifted need to be appropriately resourced with appropriate welfare support provided. There is no understanding currently that gifted students think and feel differently and therefore not appropriately resourced. Standardised testing tool that can be used by all schools. Teachers need Masters level training in Gifted Ed before being offered gifted classes.
(b) Equity of access to quality educational choices for gifted and talented students and their families;
A marketing strategy without knowledge of the needs of gifted students. Their needs are quite unique. Teachers have vastly different knowledge and experience with gifted. There is a difference between gifted and high achieving. Normal distribution curve with education often aimed at the middle and either end is less understood. Schools tend to cater for the lower end of the scale. The public perception is that students in the top small section of bell curve will be successful anyway. User pays at the top end and is very expensive. PSD funding is available to students in the equal section of the bell curve at the other end of the scale. There are lots of types of giftedness, great diversity. Gifted are “old souls”. Schools should be better equipped to identify and cater for the needs of the more divergently gifted students. Gifted students are equally distributed between the sexes but there is a lack of equity with regard to identification and taking into programs. Schools need to have facilities to cater for the divergent social and emotional as well as learning needs of gifted students. Gifted students with learning difficulties should have the facilities in place to make it possible for them to stay in accelerated programs. Equal opportunity should be emphasised in providing education to gifted children. Should not let private schools get the upper hand. Quality education should be equal to both wealthy and poor families who have gifted children. All education resources should be equally accessed by students for their development whether they are classified as gifted or not. Gifted children may do better based on their abilities and training.
(c) Impact on the learning, development and wellbeing of gifted and talented students;
Current policies, - what are they? Selective schools policies disadvantage genuine SEAL schools (from Y7). There is little knowledge of policies. How is Box Hill HS supported or held back with current policies? What does the research say? Policies should – cater for gifted kids from all socio-economic backgrounds; - fund programs aimed specifically at gifted kids; - inform parents of primary school children regarding the special needs of this group before it is too late. Given gifted children have very different methods of learning, they are most often not catered for, as well as special needs students, as opposed to the average learners on the distribution curve. Education for teachers and resources for schools to meet the welfare services needs re the social and emotional needs of gifted students. Need a well-balanced education on –academic; -physical; -emotional; -ethical/moral, citizenship, Australian spirit. Need a global horizon. Happy with the current programs provided by BHHS, balanced assignment and homework; more practical, hands on assignment, especially in Science. The SEAL program provides- conducive learning environment; Child is more relaxed and is able to be him/herself, does not have to put on a fake face; The group of children with like-minded peers; There is no need to dumb down; More opportunity to be extended to full capacity. Research has shown that gifted children are frustrated and bored in the mainstream curriculum and hence causes problems in the classroom.
Questions for research. What are the perceptions of occupations associated with SEAL school students? What stats about the tertiary choices of BHHS SEAL students? What stats about girls taking up opportunities to be a gifted programs?
2 - The scope, coverage and effectiveness of current policies and programs for students from both metropolitan and regional school communities, school leaders, teachers and parents and carers to support gifted and talented students;
34 SEAL schools throughout Victoria catering extremely well for gifted students in regional & metro vic. Increase of SEAL –awareness among parents/ teachers/ principals, many are completely unaware of needs of gifted students and how SEAL accommodates them. To increase the number of SEAL schools dilutes the pool & the gifted students again become diluted. Each region or area needs only one SEAL school, so identify areas without SEAL school and then introduce them there. This should be a criterion for becoming a SEAL school. Teachers need PD in gifted students & education. Recognition of multipotentiality of gifted students and then how best to cater for them. Need accessibility of programs, geographically and socio-economically. Improve identification of giftedness in primary schools to better inform parents as to their children’s needs and subsequent options.
Benefits. -need to be reinforced to the gov’t. -like-minded children being taught together. In a mixed program there is an option for differentiating the curriculum to suit different programs. Children get the ooportunity to socialise with all children at sport and in the playground.
Obstacles. -students who are successful in Y7 & 8 are enticed to other schools. -far more demand.
Guidance for parents. -where are the programs in primary schools? -inadequate recognition of the needs of gifted students, eg perfectionism; girls doing Maths / Science; understanding for boys that it’s ok to be smart, not just getting leaders through being a sportsperson. Recognition that regular curriculum cannot meet the needs of gifted students Suggestion – a policy document about what makes a SEAL school. (If the gov’t imposed this what would you want on it?)
3 - Opportunities and strategies for enhancing support for gifted and talented students, their parents and carers, teachers and school leaders; and Students:
Ensuring there are enough places in SEAL schools for gifted students (10% of population); -more opportunity to be involved in school-based projects in their interest areas Teachers: -primary teachers need greater training in identifying gifted students and then how to support students and their parents; -more training for all teachers on special needs of gifted students. Parents: -getting better information to parents eg NAPLAN if child is well above certain level, direct parents to more information. -greater support for parents dealing with special issues of gifted children. -need much more clarity around formal SEAL schools and opportunities for their gifted children. Government/schools: Semi-centralised repository of information, research, policies about gifted issues and the SEAL system including stuff from “behind the curtain”. Loosen the unhelpful tax laws (FBT) for teacher professional development.
Research wanted. Distance between student home and their SEAL school /nearest SEAL school, including gifted students who don’t attend SEAL. Purpose is to assess accessibility of SEAL.
4 - Opportunities for improved educational offerings for gifted and talented students through collaboration across all school sectors and with community, business and industry.
Opportunities needed for students to present their work to a wider audience; -business; -universities /TAFE; - Gov’t departments; -NGO’s. Issues and subjects understudy; -usually originate from teachers, but could originate from business /unis /Gov’t /NGO’s. Schools should share their innovations eg Creative Commons licensed documents as output. Raising awareness of SEAL programs; -some parents don’t even know; -we have plenty of NAPLAN data to do targeted communications. Parents as first teachers, applies to entire ability spectrum. Collaboration will be a good idea to further develop the gifted children’s education to higher level. All schools share their corporate facility for the well-being and goals of developing our gifted children for the common good of society and country. Children will learn the beauty of sharing facilities among schools.
