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

School H’s JourneyThe gifted and talented education programme at this intermediate school began 12 years ago and wasbased on an initial philosophy of high academic performance. The school at this time used limitedidentification procedures and catered for a narrow band of students in two ‘accelerate classes.’ Theseclasses were placed in two different syndicates. Students were able to stay in these classes if theymaintained high performance levels and displayed satisfactory work habits. It was deemed to be an elitistapproach, a “sort of special education for the top children.”The teacher who presently co-ordinates gifted and talented education joined the staff five years ago. Thisteacher became aware of students around the school whom she felt were gifted but not being catered for.With the resignation of two teachers in the accelerate programme (as it was called) the present leadteacher became involved and the concept broadened so that students with potential could be included inthe programme, even though they were not performing at high levels of academic achievement.In 2002, the number of classes for gifted and talented students doubled (to four) to reflect the school’sbroadened concept and identification processes and significant growth in student numbers. The schoolbelieves that they now have the ‘right’ number of classes. Within these classes is a real mix of studentsincluding underachieving gifted students and those with learning difficulties such as dyslexia and ADHD.Students’ problems and issues are now dealt with within these classes instead of removing them. Incomparison to classes from previous years, reported levels of academic achievement reflect the differentblend of students now selected for these classes. The classes are now clustered together in one syndicate.This has provided opportunities for students to more easily spend time with like-minded peers, althoughthere are differing views among the wider staff about the strengths and weaknesses of this approach.Once the school had established the need for four classes (two at Year 7 and two at Year 8), the nextdilemma was to find suitable teachers. The new teachers are committed to gifted education and have alsohad the opportunity for professional development and advisory support. The lead teacher has a strongpersonal philosophy, based on sound knowledge and experience, which she believes she has imposed onthe others. They now have what they perceive to be a good blend of teachers, a gender mix andcomplementary strengths and a common philosophy developed through discussion and collaborativeproblem solving. This common philosophy has developed despite the teachers having different teachingstyles.The school has recently formulated a policy with a defined rationale and purpose aimed at identifyingthose who are academically gifted. The school provides a two-year specialised programme for gifted andtalented students based on a broader identification process (quantitative and qualitative data) and a policythat recognises consideration of students based on academic potential rather than performance. Theprogramme has become more formalised to identify specific skills and knowledge that are to bedeveloped over the two-year period. With four classes there is a recognised need for greater co-ordinationand clarity of direction. A student register has been recently devised to help identify and track students.Teachers will be encouraged to contribute information from various subject areas so that the coordinatorcan use the register to “identify kids that may have slipped through the net.” However, the register is arelatively new development and has yet to be used effectively by all staff.As a large intermediate school attempting to address the academic, social and emotional needs of giftedand talented students there are still challenges to be faced. Within the school there needs to be a commonunderstanding among staff of the definition of gifted and talented students (children with specialabilities), processes for identification, use of the student register and of the programme. The timetable andtime itself can limit students’ opportunity for in-depth study. With a greater focus on the emotional needsof students and the less well-adjusted gifted student the challenge is to be able to access help from outsideexperts to help teachers support these students. Other challenges are to ensure that students outside theschool’s zone have access to gifted education programmes and the bridging of gaps between schools.There is a concern that the programme has come “to look like a sandwich”; what happens to the studentsbefore they reach their programme and what happens to them when they move on to college? However,the lead teacher explains: “I’m happy where we’re at now, at this stage…it’s not the end, the journey’snot finished!”225