The Extent, Nature and Effectiveness of Planned Approaches in ...

• Is there evidence that this approach is more effective than other options?• Is there evidence that this approach is appropriate for gifted and talented students, or is it goodfor all students?Gallagher (2002) provides a matrix to assist schools in the decision-making process. He suggests thatschools evaluate the various options based on factors of cost, personnel needs, track record, publicacceptance, support, and other issues important to the school.The Ministry of Education (2000) recommends that schools develop a policy for gifted and talentededucation; however, anecdotal evidence indicates that schools are abandoning policies and nowworking towards the development of procedural documents, action plans, and development plans. Thepoint is: by getting some guidelines for the programme in writing, provision may prove morecomprehensive and enduring (Ministry of Education, 2000). Additionally, the process of policydevelopment may help clarify a school’s aims and rationale, while concurrently giving direction andguidance (Cathcart, 1996). Taylor (1996) describes the preparation of a policy as a ‘thinking throughprocess.’ Taylor (2001) suggests that some New Zealand schools develop a separate policy andprocedural documentation. Whatever decision a school may make, it is vitally important to rememberthat a policy does not guarantee appropriate identification and provision (Ministry of Education,2000), but it does go some way toward showing a school’s commitment to gifted and talented students(Cathcart, 1996). As Taylor (1996) points out, once a policy is written, the Board of Trustees isaccountable for its implementation, and this increases the likelihood of the development of acoordinated approach to gifted education. Gallagher (2002) views gifted education as a ‘cool’ problemwhich may be overlooked, as opposed to ‘hot’ problems such as bullying, special needs education,drugs or violence, which take the forefront. Therefore, he strongly recommends that the only waygifted education will be addressed is if it is mandated via policies.Several New Zealand writers describe the components of a school’s written documentation for giftedand talented students (Cathcart, 1996; Riley, 2000c; Taylor, 1996, 2001). In summary, these includethe rationale, purposes, and guidelines regarding the school-based definition of giftedness and talent,identification methods, programme design and structure, professional involvement and development,community and parental involvement, resourcing, and programme evaluation. The Quality andCurriculum Authority in the United Kingdom (2003) add to this the importance of describing theschool’s plans for facilitating student transfer and transitions through their schooling. Theyrecommend that information regarding individual student’s abilities, programmes, and progress becommunicated through discussion or documentation. Chessman (2003) outlines the nature of state andterritorial policies in Australia, all of which include the aforementioned components, but also have alist of resources and contact people. As she states, the policies vary greatly in the level of detail. Riley(2003) provides a checklist for schools, with questions to consider in developing these writtenprocedures.As with all school policies, Riley (2000c) suggests that these be made available as discussiondocuments for the entire school community. Consultation and collaboration are one reason for this, butit is also important to understand that this should occur in order to increase levels of communityawareness about gifted and talented education (Chessman, 2003). Chessman also believes that thedevelopment of stronger home-school partnerships ultimately optimises student development.Conversely, Holz, Deismann, and Watters (1998/99) describe the development of the GATE Wayprogramme in Queensland which intentionally did not include parents. They explain that this was adeliberate policy. “The school believes that the programme needs to be well grounded and a commonvision adopted. Strategies to acquire evidence that a child is gifted or talented must be in place beforeparents’ expectation or hopes are addressed” (p. 35).Taylor (2001) reminds educators that school policies are a continually evolving process – therefore itis important to remember to evaluate and revise the policy as part of the programme evaluation (Riley,2000c).150