Regional+Symposium+Agenda

=Programme: Gifted & Talented Symposium Napier=

Friday 9 September 2011, Napier War Memorial Centre
Led by **John Marshall** ||
 * ** Time ** |||| ** Details ** || ** Speaker/Facilitator if applicable ** ||
 * 9.00am-9.20am |||||| **Registration and refreshments** ||
 * 9.20am-9.30am |||| **Welcome and outline of the day** || **Maria Lute**, Gifted & Talented Project Manager ||
 * 9.30am-10.00am |||| **Speaker 1**
 * Assessment for learning with young gifted children || **Valerie Margrain** ||
 * 10.00am-10.15am |||||| Record reflecting questions on capture sheet – ongoing throughout the day ||
 * 10.15am-10.45am |||||| ** Session One Table Topics **  ||
 * || Table 1 || Futureintech || **Jenny Dee** ||
 * || Table 2 || Model for Provision of GATE || **Kate Niederer** ||
 * || Tables 3 and 4 |||| Hawkes Bay secondary schools share the identification tools and methods they use and how they provide for GAT students – relevant for secondary teachers.
 * || Table 5 || He Koru – transition to school || **Sarah Polkinghorne** & **Rachel Plymin** ||
 * || Table 6 || Gifted young children in Early Childhood Education || **Carola Sampson** ||
 * 10.45am-11.15am |||||| **Morning tea – students to join us** ||
 * 11.15am-11.45am |||||| **Tables 1,2,5 and 6 -Repeat of session one**
 * Tables 3 and 4 –** Continuation of session one – relevant for secondary teachers. ||
 * 11.45am-12.15pm |||| **Speaker 2**
 * Tour of Gifted and Talented Online || **Kate Niederer** ||
 * 12.15pm-12.30pm |||||| Record reflecting questions on capture sheet – ongoing throughout the day ||
 * 12.30pm-1.15pm |||||| **Lunch** ||
 * 1.15pm-1.45pm |||| **Speaker 3**
 * ERO: Evaluating schools’ provision for gifted and talented students – what’s next? || **Deirdre Shaw** ||
 * 1.45pm-3.00pm |||| * Capture of reflections that have been recorded throughout the day
 * Review of regional goals – group discussion at all tables
 * Next steps – national hui. || **John Marshall** ||

Speaker and table presenter information

 * ** Name ** || ** Bio ** ||  ||
 * **Carola Sampson** || * Carola is a teacher at Peterhead Kindergarten in Flaxmere, Hastings.
 * During her study to become a teacher she identified the need to recognise gifted young children and to advocate for them. Personal circumstances and curiosity made it necessary to investigate further and begin networking to increase local resources and support for parents and teachers. She is a member of NZAGC, and contributing member to giftEDnz and their interest group Early Years. ||  ||
 * **Deirdre Shaw** || * Deirdre is a Senior Education Evaluator in the Evaluation Services unit of the Education Review Office. Deirdre managed and wrote ERO’s evaluation of schools’ provision for gifted and talented students published in 2008. This evaluation also included good practice case studies of seven schools.
 * Equity and children achieving their potential are strong drivers in her evaluations. Deirdre is married to a primary school teacher, and has two boys aged 10 years and 2 years. ||  ||
 * **Jenny Dee** || * I am the local Futureintech Facilitator. Futureintech is an initiative of the Institution of Professional Engineers New Zealand (IPENZ), funded by the government to promote careers in technology, engineering and science. I borrow young graduate technologists, engineers and scientists from local companies (Ambassadors) and bring them into schools to support the maths, science and technology curriculum. Futureintech is a free service, available to primary and secondary schools.
 * This support may be a presentation about career pathways or the application of maths, sciences or technology in industry, or support for a science or technology activity – whatever the teacher requires. ||  ||
 * **John Marshall** || * John Marshall, Deputy Principal, Taradale High School ||  ||
 * **Kate Niederer** || * Kate Niederer has had over 25 years’ experience in gifted education, working with students, teachers, schools and at a Ministry level to promote and support a challenging and supportive educational environment for gifted students. She has worked with gifted children in mixed ability classrooms in New Zealand and in the UK, and understands the time constraints faced by busy classroom teachers. Her focus is on providing practical advice while promoting an understanding of the educational, social and emotional needs of gifted students. ||  ||
 * **Maria Lute**
 * PMP** || * Maria is an Education consultant with Cognition and a credentialed project manager. She currently manages Gifted Online and English, ESOL and Literacy Online. Her work on the Gifted and Talented contract for the Ministry of Education includes the facilitation of regional goals for seven regions and the co-ordination of the regional symposia. ||  ||
 * **Rachel Plymin**
 * Sarah Polkinghorne** || * Rachel Plymin and Sarah Polkinghorne, collaboratively with Karen Hyett (Assistant Principal), have introduced a new transition class to Peterhead School. This new initiative was implemented to build upon children’s strengths, interests and talents.
 * Rachel Plymin has trained in Melbourne and has taught a range of year groups throughout Australia, England and New Zealand. Her passion is working with New Entrant children.
 * Sarah Polkinghorne has a Bachelor of Education (Early Years) and her strength is in transitioning children from Early Childhood to School. ||  ||
 * **Valerie Margrain** || * Dr Valerie Margrain has taught in primary schools, early childhood settings, tertiary settings, and worked for the Ministry of Education. Valerie is a lecturer in early years education at Massey University, with a strong interest in strength-based assessment. Her PhD focused on precious readers, and her current research supports her to advocate for young gifted children, parents, and teachers. She is a member of the giftEDnz Early Years subcommittee and lives in Palmerston North with her fabulous family. ||  ||

Presentation Abstracts

 * ** Presentation Name ** || ** Abstract ** ||
 * **A Model for GATE provision**
 * (Kate Niederer)** || * Kate will talk you through the crucial components in establishing comprehensive and enduring provision for gifted and talented students and the development of a relevant school policy, via a model for GATE provision. ||
 * **Assessment for learning with young gifted children**
 * (Valerie Margrain)** || * Valerie Margrain will present a session on assessment issues for teachers of gifted students. The session will consider teachers’ approaches to assessment for learning of all students, including for gifted students. The content will highlight awareness of assessment purposes and issues of reliability, validity, authenticity and manageability. Diverse approaches to assessment to support multi-categorical concepts of giftedness will be promoted, and approaches that enable engagement of all teachers. ||
 * **Evaluating schools’ provision for gifted and talented students – what’s next?**
 * (Deirdre Shaw)** || This presentation will share the key findings from ERO’s 2008 evaluation of schools’ provision for gifted and talented students, and pose some questions about the next steps for schools. Participants will be asked to consider:
 * what support schools and their communities need to construct culturally inclusive definitions of giftedness, and establish identification processes and programmes for gifted and talented students;
 * the features of programmes that extend, enrich, and accelerate gifted students; and
 * how the Teaching as Inquiry process can be used to review the effectiveness of programmes and the outcomes for gifted and talented students. ||
 * **Gifted and Talented Online**
 * (Kate Niederer)** || * This presentation showcases the tools and resources available on Gifted Online for teachers, parents and students. It also highlights some of the developments planned for this website. ||
 * **Gifted Young Children in ECE**
 * (Carola Sampson)** || * This presentation is about giving a definition of giftedness in young children, how we might identify those gifted children in early childhood settings and why we should attempt to do so. Learning stories, for example, are a universal tool for assessment and suit not only identification of giftedness but also how we respond and extend learning. Giftedness is more often than not, paired with intensified experiences and emotions, which can cause misunderstandings and can look like misbehaviour in young children. Highly gifted children often have problems relating to age peers: we as teachers need to know about it, so we can support children in finding strategies to cope and adapt for a positive future. Inclusive and equitable practice will benefit all children. ||
 * **He Koru – Transition to School**
 * (Rachel Plymin**
 * Sarah Polkinghorne)** || This presentation will include:
 * background and overview of He Koru
 * how to build a child-centred curriculum
 * play-based and passion inquiry learning
 * connections between relationships, learning, environment and identity ||
 * **Support for secondary school students**
 * (Hawkes Bay secondary teachers)** || * A range of Hawkes Bay secondary school teachers will give a 5-6 minute presentation on the identification tools / methods they use and how they provide for GAT students. ||
 * **Support for secondary school students**
 * (Hawkes Bay secondary students)** || * Presentations from gifted students from a range of secondary schools, talking about what support has been provided and how effective they feel it has been in supporting them. ||
 * **Support from Futureintech**
 * (Jenny Dee)** || * This presentation will introduce you to the support Futureintech can provide to G&T classes in primary and secondary schools, aimed at exciting students about technology, engineering and science careers, and challenging them to apply the maths, science and technology they learn in school, to life outside school.
 * In secondary schools, this support includes Ambassadors talking about their career pathway, the application of maths, sciences or technology in their job, the challenges they face in their work, and the social science aspect of their work; visits may involve a hands-on activity.
 * For primary schools, we endeavour to support the topic you are teaching. We also have a range of science activities linked to “the four worlds”, which Ambassadors can support, and a bridge science unit and bridge building kit which schools can borrow.
 * At this presentation, you will experience some of the curriculum-related activities we have on offer. ||