New Zealand’s gifted and talented education policy

Emily McDonough, Ministry of Education
Justine Rutherford, Ministry of Education

Since the early 1990s, education policy in New Zealand has shifted from a focus on school administration and management, to developing a system which focuses on all students achieving positive outcomes as a result of their education. The focus on student outcomes is reflected clearly in New Zealand’s national curriculum, which articulates expectations of student achievement which are not ‘locked’ to age or year of schooling. Thus, the policy is flexible enough for teachers to be able to differentiate their teaching and learning programmes. Significant, large scale material support for teachers to do this, however, was not provided by the government in the early 1990s. ‘Market forces’ was the preferred mechanism for schools to meet professional development and student support needs. Towards the end op the decade, the Ministry of Education had taken a more active role in supporting schools, rather than purely setting policy direction.

Research suggests that up to 60 percent of student achievement is attributable to teaching quality (Alton-Lee, 2003). Enhancing the professional role of the teacher in contributing to positive learning outcomes for all students is therefore the key intervention in current national education policy. For example, the current curriculum review’s outcomes include a strong focus on supporting quality teaching and the strengthening of school curriculum development. The intention is that teachers can better use the revised curriculum to develop teaching and learning programmes which promote learning for all their students. The role of teaching, and the enhancing of student learning outcomes for the benefit of both the individual and society are at the core of the Government’s gifted and talented education policy.

After many years of limited government attention to the education of gifted learners, there has been a recent flurry of activity in gifted education in New Zealand. Greater government involvement first occurred in 1997 with the establishment of an advisory group to consider possible government directions in gifted and talented education. In 2000, on the recommendation of the advisory group, the Ministry of Education published Gifted and Talented Students: Meeting their Needs in New Zealand Schools. The handbook provides guidance for schools as they improve their policies and programmes for gifted and talented students. It has been sent to all schools. In 2000, the Ministry also launched an online resource for teachers: www.tki.org.nz/gifted. This site provides theory, conference papers and case studies to support the Ministry publication.

In 2001, the Minister of Education commissioned a working party on gifted education. The working party consisted of academics in the field of gifted education, teacher educators, a representative from private providers of gifted education services, and teachers, parents, and school principals of gifted learners. The working party presented its report ( Working Party on Gifted Education, 2001, www.executive.govt.nz/minister/mallard/gifted_education/) to the Minister of Education in November 2001, and in June 2002 the Government published its gifted and talented education policy: Initiatives for gifted and talented learners (Office of the Minister of Education, 2002. www.tki.org.nz/r/gifted/initiatives_e.php) The consultative policy development process (advisory groups, the working party and public submissions), and Government’s acceptance of the working party’s recommendations, has produced strong public ownership of New Zealand’s gifted and talented education policy from the diverse sections of the gifted education community.

NEW ZEALAND’S GIFTED AND TALENTED EDUCATION POLICY - PHILOSOPHICAL UNDERPINNINGS
New Zealand’s gifted education policy is based on the recognition that gifted learners are found in every classroom and across all cultures and socio-economic groups. In line with broader education policy directions, the gifted and talented education policy emphasises teaching practices that meet the learning needs of these students within their regular classroom.

Principles

1. Schools should aim to provide all learners, including those who are gifted and talented, with an education matched to their individual learning needs.
2. Gifted and talented learners are found in every group within society.
3. Mäori perspectives and values must be embodied in all aspects of definition, identification, and provision for gifted and talented learners.
4. The early childhood and school environments are powerful catalysts for the demonstration and development of talent.
5. Schools and early childhood centres should provide opportunities for parents, caregivers, and whànau to be involved in the decision making that affects the learning of individual students.
6. 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.
7. Gifted and talented learners should be offered a curriculum that has been expanded in breadth, depth, and pace to match their learning needs.
8. Schools and early childhood centres should aim to meet the specific social and emotional needs of gifted and talented learners.
9. Provision for gifted and talented learners should be supported by ongoing high-quality teacher education

(Office of the Minister of Education, p.3, 2002)

Unlike many other countries, New Zealand does not have a national definition of giftedness and talent, nor does the Government distinguish between ‘gifts’ and ‘talents.’ Instead, the policy states that:

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… 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 (Office of the Minister of Education, 2002).

The policy also recognises that the valuing and nurturing of specific gifts and talents is culturally relative. "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" (Office of the Minister of Education, 2002).

In line with supporting locally developed definitions of giftedness and talent, the national policy supports and promotes broad and multicategorical identification processes, relevant to the gifts and talents the school has chosen to develop in their 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" (Office of the Minister of Education, 2002).

FROM PHILOSOPHY TO REALITY: CURRENT MINISTRY OF EDUCATION INITIATIVES

Since the launch of the Government’s gifted and talented education policy in June 2002, a raft of initiatives have been established in order to promote wider understanding of the Government’s approach to gifted and talented education, and develop New Zealand’s knowledge base in the area. Most recently, the Minister announced that from Term 1, 2005 it will be mandatory for all state and state-integrated schools to demonstrate how they are meeting the needs of their gifted and talented learners, as they are currently required to do for students who are not achieving, who are at risk of not achieving, and who have special needs. (www.tki.org.nz/r/governance/sharpening/issue9_e.php).[ This requirement is included within National Administration Guideline 1, which is gazetted through section 60a of the Education Act, 1989.]

To support schools in their ability to achieve this, funding has been provided to employ 12 (full time equivalent) specialist advisors through School Support Services. The role of the advisors is to support schools in developing their G & T policies and practices through professional development programmes. A National Co-ordination Team facilitates training for the gifted education advisors and coordinates and disseminates information on provisions that meet the needs of gifted and talented learners.

A contestable funding pool has been established to fund innovative programmes in gifted education. The pool funds individual schools, school clusters, and private providers of programmes for gifted and talented learners. Each of the 17 currently funded programmes are now in their second year of a three year contract. At the end of the three years they will submit their ‘story’ for sharing with the wider education community. In this way the lessons and success gained from their experiences will be used to inform both practice and policy.

The funding pool will be open again for application in mid-2005. The focus for the next round of funding will be meeting the social and emotional needs of gifted children, strengthening links with regular classroom practice, and the specific needs of secondary schools, rural schools, and of under-represented groups. This next round of funded groups will be closely linked to an evaluation and research project designed to enhance the current knowledge base on the effectiveness of provisions for gifted and talented students.

Massey University has recently completed research into the extent, nature and effectiveness of New Zealand schools in providing for gifted and talented students (Riley, T., Bevan-Brown, J., Bicknell, B., Carroll-Lind J., & A. Kearney, 2004. www.minedu.govt.nz/goto/gifted). The research, contracted by the Ministry of Education, reviewed the national and international literature on approaches for identifying and providing for gifted and talented learners to improve their achievement and social outcomes. It also reported on current identification and provisions for gifted and talented students in New Zealand and presented case studies of such practice. The research was designed to identify strengths and gaps in provision and will be used to inform future directions in gifted and talented education. A summary of the research findings has been sent to all schools.

In line with the Ministry’s vital outcome relating to engaging families and communities, a publication for parents is currently being developed. Consultation meetings have been held with parent support groups’ representatives, including people representing Mäori, Pasifika and Asian communities, early childhood educators and other educational professionals, to ensure the diversity of perspectives is reflected and to identify the most effective media for presenting information to families. Writing on the parent publication is due to begin early 2005, with the date for publication set for January 2006.

A pamphlet giving brief information on characteristics of gifted children and key contacts for further information has been distributed widely throughout the community. The aim of the pamphlet is to promote a broad concept of giftedness and talented and to provide key points of contacts for parents wishing to seek further information. At least one staff member in each of the Ministry of Education’s regional and local offices has been designated as a point of contact for parents and family of gifted learners. A parent section of the TKI Gifted and Talented Community (www.tki.org.nz/e/gifted) has been established and provides links to key references and resources as well as a forum for parents to ask specific questions of ‘experts’ in the field.

An advisory committee has been established to provide a sounding board of sector opinion, consider the effectiveness of implementation of the policy and make recommendations from the research findings.

REFLECTING ON THE JOURNEY: CELEBRATIONS AND ISSUES

A strength of New Zealand’s approach to gifted education is the commitment to the regular classroom as the predominant site in which the learning needs of gifted students should be met. Government’s commitment to this ideal can be seen through the recent change to the education regulations to specifically include gifted and talented students. In the classroom, this means that every teacher will be required to differentiate their teaching and learning programmes so that all of their students, including the gifted and talented, experience an education matched to their learning needs. Successful implementation relies on teachers knowing about the specific needs of gifted and talented students.

Government’s recent interest in gifted and talented education has promoted the growth of a national gifted education community. Annual meetings, funded by the Ministry of Education, for advisors, advisors and teacher educators and contestable funding recipients have helped to develop understandings and relationships across and between academic institutions, private providers, schools, teachers, advisors and the Ministry of Education. New Zealand’s small population has been an enabler in this process. The relatively small number of players has created close, dynamic working relationships and positive synergies. In this role the Ministry is one participant in the national picture.

THE FUTURE OF GIFTED EDUCATION IN NEW ZEALAND

As New Zealand’s gifted and talented education policy states, "it is an exciting time in gifted education" (Office of the Minister of Education, 2002). New Zealand’s gifted education policy is an example of community developed and community driven policy, facilitated by Ministerial commitment and Ministry of Education support. Successes include the growing size and knowledge base of the national gifted education community and acceptance of the Ministry of Education as part of this community. Despite some differences, the community continues to work together to constructively address the issues in gifted education. As a result, a distinctly New Zealand approach to gifted education is developing. This includes a commitment to meeting the needs of gifted and talented learners in the regular classroom, a broad definition of giftedness and talent and the corresponding promotion of a wide range of appropriate identification procedures.

The Ministry’s approach will continue to be cognisant of different cultural perspectives of giftedness and talent, and the need to cater for gifted and talented students in culturally appropriate ways. The next round of contestable funding, due to begin in 2006, will provide further opportunity for research into student outcomes and will help build capability in schools. This will coincide with the publication of the parent publication, offering a chance to strengthen school and whanau partnerships. Such initiatives are sure to sustain the momentum and excitement whilst strengthening New Zealand’s gifted and talented community.

REFERENCES:
Alton-Lee, A, (2003). Best Evidence Synthesis: Quality Teaching for Diverse Learners. Wellington: Ministry of Education
Office of the Minister of Education, 2002. Initiatives for gifted and talented learners. Wellington:. p.2. Retrieved 20 May 2004 from www.tki.org.nz/r/gifted/initiatives_e.php
Riley, T., Bevan-Brown, J., Bicknell, B., Carroll-Lind J., and A. Kearney, 2004. The extent, nature and effectiveness of planned approaches in New Zealand schools for providing for gifted and talented students. Report to the Ministry of Education. Retrieved 20 May 2004 from www.minedu.govt.nz/goto/gifted
Working Party on Gifted Education, November 2001. Report to the Minister of Education. Retrieved 20 May 2004 from www.executive.govt.nz/minister/mallard/gifted_education/.