Leading teachers for gifted and talented education

1
Leading teachers for gifted and talented
education

• National training programme

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What do we want for our more able pupils?

• Independence
• Confidence/self esteem
• Cognitively challenging/conflicting situations
• The development of potential
• Is this different from what we want for all our
  children?

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Why focus on gifted and talented?

• Because
• raising the challenge for more able pupils can
  help raise standards overall
• education should meet the needs of all pupils
• of the tragic loss of opportunity if we dont

Slide 0.1
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Key principles

• Making classroom teaching and learning central
• Personalising learning for all pupils, including
  gifted and talented pupils
• Preventing underachievement countering
  disadvantage
• Recognising that all schools have gifted and
  talented learners
• Building on local expertise, knowledge and
  partnerships

Slide 0.2
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Key messages

• The dual aspects of the leadingteacher role
  pedagogy and school improvement
• Mainstreaming gifted and talented provision the
  responsibility of all teachers
• Preventing underachievement through personalised
  learning and a focus on the five outcomes of
  Every Child Matters
• Building capacity through distributed leadership,
  collective responsibility and continuing
  professional development

Slide 0.3
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Structure of the training

• Blended learning CPD
• face-to-face sessions each half term, including
  e-modules core and additional
• gap task - cluster meeting, eventually leading to
  action planning with support from SES

Slide 0.4
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The leading teachertraining will

• explore the role of the leading teacher
• consider definitions of ability and talent and
  how to recognise the characteristics of gifted
  and talented pupils
• identify forms of provision appropriate for
  gifted and talented students
• consider how to manage change within a
  school/cluster

Slide 0.5
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Expectations for Schools

• Release for teacher each half term
• Teacher to attend cluster staff meeting each half
  term
• Senior leadership of the school will fully
  embrace the initiative through dialogue and
  monitoring impact
• The development of leadership skills

9
Expectations for Teachers

• Attend training
• Trial strategies within the classroom
• Share learning within school
• Aim to work within your cluster and share the
  learning there
• Be involved in joint cluster planning

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Expectation for L.A.

• 1000 funding for each school originally
  envisaged to include two primaries and the
  secondary from each cluster
• Provision of training without charge
• Support within school and the cluster
• Facilitation of opportunities for accreditation

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Cluster Evaluation

• 3 Positives your cluster will take from today
• 1 Action point your cluster would like to
  implement
• Any individual thoughts actions

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Expectations for Schools

• Release for teacher each half term
• Teacher to attend cluster staff meeting each half
  term
• Senior leadership of the school will fully
  embrace the initiative through dialogue and
  monitoring impact
• The development of leadership potential

13
Expectations for Teachers

• Attend training
• Trial strategies within the classroom
• Share learning within school
• Aim to work within your cluster and share the
  learning there
• Be involved in joint cluster planning

14
Expectation for L.A.

• 1000 funding for each school two primaries (at
  least) and the secondary from each cluster
• Provision of training without charge
• Support within school and the cluster
• Facilitation of opportunities for accreditation

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Date of next training day

• Tuesday December 4th 2007
• Rockingham Professional Development Centre
• Time 1215 buffet for a 100 start