Initiatives for Gifted and Talented Learners
From the Minister
The Government recognises that, like all learners, gifted and talented
students need appropriate educational opportunities. This recognition
is consistent with the Government's ongoing commitment to developing
human capability. The learning of all of our children needs to be
well supported if New Zealand as a country, and New Zealanders as
individuals, are to flourish economically, culturally, and socially.
To further develop a policy for gifted education, a working party
was established in May 2001. In November 2001, the Working Party
on Gifted Education submitted its report to me. I would like to
thank Roger Moltzen, the chair of the working party, and all of
the group's members for the quality of the report and for the pragmatic
way in which the group approached the task. This statement addresses
the recommendations of the working party and outlines the next steps
in the approach to education for gifted and talented learners. It
illustrates the Government's commitment to supporting the achievement
of gifted and talented learners and builds on the resources already
established. It is an exciting time for the education of gifted
and talented students.
Hon Trevor Mallard
Minister of Education
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"A rising tide lifts all ships"
Professor Joseph Renzulli, National Research
Center on the Gifted and Talented, University of Connecticut
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"All children have a right to an education that acknowledges
and respects their individuality and that offers them maximum
opportunities to develop their strengths and abilities. Gifted
and talented children will flourish in a society that acknowledges
and respects individual difference and recognises and celebrates
the abilities of its most able."
Working Party on Gifted Education: Report
to the Minister of Education, November 2001, p. 16.
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Who Are the Gifted and Talented?
Gifted and talented learners are those with exceptional abilities
relative to most other people. These individuals have certain learning
characteristics that give them the potential to achieve outstanding
performance. For example, some gifted and talented learners demonstrate
high levels of sensitivity and perceptiveness to the needs of others;
other learners grasp abstract concepts easily or use advanced vocabulary;
others are inquisitive, challenging individuals with unusual imaginations
and keen senses of humour.
Giftedness and talent can mean different things to different communities
and cultures in New Zealand, and there is a range of appropriate
approaches towards meeting the needs of all such students. Schools
need to develop multicategorical approaches to giftedness that are
flexible enough to include the many characteristics that are typical
of gifted and talented learners.
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For example, Māori concepts of giftedness include qualities
as well as abilities. The concepts are grounded in Māori
kaupapa, holistic in nature, and intertwined with other Māori
concepts, values, customs, and beliefs.
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Students who exhibit characteristics of giftedness or talent have
learning needs that are significantly different from those of other
children. They require different learning opportunities and may
need emotional and social support to realise their potential.
Current Initiatives
The Government's current initiatives that support the education of
gifted and talented learners include:
- the gifted and talented community on Te Kete Ipurangi (TKI),
the Ministry of Education's online learning centre (see www.tki.org.nz/e/gifted);
- Gifted and Talented Students: Meeting Their Needs in New
Zealand Schools, a handbook for schools;
- Gifted Education Advisers (School Support Services).
Core Principles
The Government believes that the following core principles provide
a solid basis for supporting the achievement and well-being of gifted
and talented learners.
Schools should aim to provide all learners, including those who
are gifted and talented, with an education matched to their individual
learning needs.
Gifted and talented learners are found in every group within
society.
Māori perspectives and values must be embodied in all aspects
of definition, identification, and provision for gifted and talented
learners.
The early childhood and school environments are powerful catalysts
for the demonstration and development of talent.
Schools and early childhood centres should provide opportunities
for parents, caregivers, and whānau to be involved in the decision
making that affects the learning of individual students.
Programmes for gifted and talented learners should be based on
sound practice, take account of the research and literature in
this field, and be regularly evaluated.
Gifted and talented learners should be offered a curriculum that
has been expanded in breadth, depth, and pace to match their learning
needs.
Schools and early childhood centres should aim to meet the specific
social and emotional needs of gifted and talented learners.
Provision for gifted and talented learners should be supported
by ongoing high-quality teacher education.
These principles highlight the need to differentiate curriculum
programmes according to the needs of these students. It is important
to note that the principles recognise that gifted children are found
amongst all of New Zealand's communities and are likely to be found
in any classroom.
A Gifted Education Policy
The Government's Gifted Education Policy includes the following
initiatives:
Clear identification in the National Administration Guidelines
(NAGs) of gifted and talented students as a group who require identification
and special provision.
The provision of appropriate learning opportunities for all
students is at the heart of what schools do. This policy statement
provides clear leadership regarding the Government's expectations
of schools in the provision of education for gifted and talented
students. To further strengthen the position of education for
gifted and talented learners, it may be appropriate, in two years'
time, to consider amending NAG 1 (iii) to include gifted and talented
students.
A new funding pool for education programmes targeted at gifted
and talented learners.
Until now, schools have not had access to targeted funding for
initiatives for gifted and talented students. This situation will
change. A new, $1.2 million-per-year, contestable funding pool
will provide set-up funding for programmes that improve outcomes
for gifted and talented learners.
While meeting students' needs is part of schools' core business,
this funding pool recognises that innovative programmes may need
extra support to get off the ground. The funding pool also recognises
the role of the community in the development of talent - application
to this pool is not restricted to schools.
Schools and organisations interested in developing virtual classrooms
are encouraged to apply. Schools and organisations that receive
funding from the pool will need to evaluate their projects and
submit reports. Information from these reports will add to our
knowledge about effective programmes for gifted and talented learners.
Schools will then have a greater knowledge base to draw on when
developing their programmes.
Professional Development Initiatives
Professional development in supporting gifted and talented learners
is one of a number of projects the Government is undertaking to
help schools meet the needs of New Zealand's diverse student population.
Gifted and talented students are just one of the groups who will
benefit from this new approach. The professional development initiatives
outlined below provide a three-pronged approach to building the
capability of schools to meet the needs of gifted and talented learners.
1. Additional gifted advisers and a national co-ordinator
At present, the demand from schools for gifted advisory services
far exceeds the capacity of the advisers. The Government has therefore
committed $1.5 million per year to fund eight extra gifted advisers
and a national co-ordinator.
The total number of advisers will increase to twelve nationwide.
The greater number of advisers will improve rural schools' access
to gifted and talented expertise, provide for differentiation between
primary and secondary specialists, and increase the time advisers
have available to assist teachers in meeting the needs of particular
groups of gifted and talented learners. The extra advisers will
also provide opportunities to improve synergy between preservice
and in-service teacher education and between gifted advisers and
advisers in other areas.
The advisers will provide schools with professional development
and support. They will help teachers to hone their skills to confidently
respond to the needs of gifted and talented students within the
classroom.
The national co-ordinator will facilitate training for the gifted
advisers and also co-ordinate and disseminate information on provisions
that meet the needs of gifted and talented learners through Te Kete
Ipurangi (TKI). The discussion forum on the gifted and talented
community of TKI will continue to provide a place where teachers
can receive support in meeting the needs of gifted and talented
students.
2. Professional development for education professionals other
than teachers
Resource teachers of learning and behaviour, school counsellors,
special education staff, and other support staff all come into contact
with gifted students.
Professional development in gifted education for these education
professionals improves schools' ability to meet the needs of gifted
and talented learners. For example, targeted professional development
will enable resource teachers of learning and behaviour to more
accurately identify gifted and talented students who have learning
difficulties or behavioural issues.
While funding for this professional development has not been allocated
in the 2002/2003 financial year, this will be a high priority in
future years.
3. Preservice training in gifted education
All teachers interact with gifted and talented learners. Preservice
training, therefore, should help teachers to identify and provide
for the gifted and talented students in their classroom.
The Government will advise the Teachers Council of its expectation
that programmes that lead to teacher registration should include
content about teacher responsiveness to the range of student needs,
including those of gifted and talented learners. This information
will also be distributed to teacher education providers so that
they can take this into account when revising their courses.
A series of hui for gifted education advisers and representatives
from each of the teacher education providers will be held to share
ideas and expectations on the year ahead. These hui will provide
opportunities for discussion about how to best provide course content
on gifted education in pre-service teacher education programmes.
A Handbook for Parents
Currently there are no resources available specifically for the
parents of gifted and talented children. These parents are often
unsure how to best meet their children's learning needs. A booklet
will be published for parents on meeting the needs of gifted and
talented children. The booklet will assist parents, schools, and
teachers to form a positive partnership to support gifted education.
It will outline the basic characteristics of giftedness, provide
answers to frequently asked questions, and recommend readings, websites,
and support agencies.
Information and Communications Technology (ICT) Initiatives for
Gifted and Talented Students
ICT has benefits for all students, including gifted and talented
students who are geographically isolated. It has the potential to
bring together students with like interests and minds. It is hoped
that the new funding pool (see page 4) for programmes will encourage
the development of virtual classrooms that meet the needs of these
students.
Other ICT initiatives also hold great promise for the education
of gifted and talented students. One of the twenty new ICT professional
development clusters will focus particularly on the needs of these
students and how to develop high-quality, differentiated programmes
in their classrooms. Classroom materials will be available for other
schools. There will also be increased opportunities for collaboration
and access to quality learning objects for gifted and talented students
and their teachers through the gifted and talented community on
Te Kete Ipurangi and through the Le@rning Federation initiative.
Research on Existing Provision for Gifted and Talented Learners
The Government will commission a research project to evaluate the
effectiveness of current provision for gifted and talented learners
in New Zealand. This project will determine key issues in gifted
education and identify gaps in the provision of services for gifted
and talented learners.
Local Ministry of Education Points of Contact
Ministry of Education regional offices regularly receive calls
from parents and whānau seeking information and guidance in relation
to gifted and talented children. At least one staff member in each
regional and local office will be designated as the point of contact
for gifted education. This designation will improve the service
the Ministry of Education offers the parents and whānau of
gifted and talented learners.
The regional office points of contact will take calls about gifted
and talented learners and education. They will refer enquiries appropriately
to the local adviser, to the TKI website, or to parent associations.
They will also send out copies of the existing handbook Gifted
and Talented Students: Meeting Their Needs in New Zealand Schools
and any future publications.
A Gifted Education Advisory Committee
The Government will continue to develop gifted education policy.
To ensure that a range of perspectives is heard, the Ministry of
Education will establish an ongoing gifted education advisory committee
to provide a sounding board of sector opinion.
Future Directions
The initiatives outlined here demonstrate the Government's commitment
to gifted and talented learners, their parents, and their schools.
They are the start of a move that will see all of New Zealand gain
from positively supporting talent.
Future areas of focus for gifted education policy development
include:
- issues specific to early childhood education;
- support for gifted and talented Māori and Pacific children;
- support for gifted and talented children from diverse cultures;
- parent support, including support for home-schoolers;
- addressing the particular needs of rural schools;
- addressing the particular needs of low-decile schools;
- addressing the particular needs of secondary schools;
- further uses of ICT to support the learning of gifted and talented
students.
Published on behalf of the Government of New Zealand by the Ministry
of Education.
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