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Gifted and talented 2015

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Gifted and Talented Education (GATE)
When professional learning makes a difference
Te Toi Tupu - English/Māori Medium Impact Statements 2015
www.tetoitupu.org
Leadership shift
Student shift
Teacher shift
Schools working together
Leaders who were effective or highly effective, were a noticeably visible part of PLD with a clear vision of where they wanted the PLD programme to lead the school.
Increase from
Facilitators ensured alignment between school wide strategic planning and implementation of the GATE PLD which resulted in GATE being seen as a high priority.
One key factor for this shift was:
** Data gathered between Time A and Time B - beginning of PLD and end of 2015. All information displayed has been accessed from formal milestone reports to the Ministry of Education (2015).
Increase from
Facilitators supported teaching as inquiry in teams to meet the needs of gifted students.
Students were provided with greater choice, challenge and complexity in their learning.
0
32
Increase from
Effective or highly effective teachers have developed greater knowledge about characteristics of gifted and talented students and were conscious of the need to provide high levels of choice, challenge and complexity in their classroom programmes.
One key factor for this shift was:
One key factor for this shift was:
The TKI gifted and talented online community has grown and is a recognised and well-used resource for teachers, students, parents and whānau.
Facilitators supported schools to realise provisions for gifted and talented students' needs to be the responsibility of leaders, teachers, students, whānau.
830
80
%
%
4
Members
32
8
%
%
Increase from
%
%
to
to
to