From 2013-2016, I held several roles for the Gifted and Talented PLD run by Te Toi Tupu. This included being an “on the ground” facilitator for over 20 in-depth schools, moderating the TKI GaTE mailing list, running local network meetings as the Northern regional coordinator and Project Leader of the GaTE PLD team.
I assist leadership to have a shift in approach to data analysis, for example, moving from maintaining progress to “value added” as a goal and basis for subsequent planning of PLD for building teacher practice.
By working collaboratively to plan the PLD around teacher strengths, I have lead GaTE teams to enhance provision for gifted and talented students in class and ensure progress for all learners across all levels (ECE-Year 13).
I have worked collaboratively with schools to develop comprehensive and personalised GaTE identification processes, which is inclusive of parent and whānau voice and agency. This includes tracking and transitions procedures to assist in a seamless educational experience for gifted and talented students.
My practice and work translates national and international research into practical applications in the everyday classroom.
One of the key areas of my focus is twice-exceptional students – those that are gifted but have a learning issue that impacts on their performance e.g. intellectually gifted + dyslexia. I work with teachers to understand educational psychologist reports and translate them into practical application within the regular classroom. I use a strengths based approach to ensure that the student is building resilience and self-efficacy.
"Really useful and practical ideas that can be applied to [our school], as opposed to just theoretical content"
(Secondary school teacher)