HPGE Staff Development Day

HPGE Staff Development Day

2021

Kim O' Sullivan, Raphaelle Brown and Kelly Lightfoot

In today's presentation

• Some key terms

• Timeline to date: what has been done about the High Potential and Gifted Education Policy at FHS so far?

• Setting the scene

• What makes this policy different?

• Future directions

• Roles

• Strategy Reflection

Some key terms

• HPGE: High Potential and Gifted Education

• High potential students: those whose potential exceeds that of students of the same age in one or more domains (intellectual, creative, social-emotional and physical). 

• Gifted students: those whose potential significantly exceeds that of students of the same age in one or more domains (intellectual, creative, social-emotional, and physical).

• Highly gifted students: those whose potential vastly exceeds that of students of the same age in one or more domains (intellectual, creative, social-emotional and physical).

Timeline to date

what has been done about the High Potential and Gifted Education Policy at FHS so far?

Kim O' Sullivan

Setting the scene for the policy- the FHS focus

Raphaelle Brown and Kelly Lightfoot

Open Ended

In what ways do you think what Rita Pierson speaks about is related to the HPGE policy?

What Rita Pierson said: connecting to the policy

• "no significant learning can occur without a significant relationship"; "all learning is understanding relationships."

• "seeking first to understand as opposed to being understood."

• "You say it long enough, it starts to be a part of you."

• "How powerful would our world be if we had kids who were not afraid to take risks, who were not afraid to think..."

What does all this mean?

• Every student should be challenged, regardless of their context.

• High potential and “giftedness” can be social-emotional, intellectual, creative or physical.

• Talent development and differentiated learning practices can all serve to enhance learning outcomes and student wellbeing.

  
  

Poll

Which domain of potential do you feel is most valued in schools?

• Intellectual

• Creative

• Social-emotional

• Physical

What makes this policy different?

• The policy recognises that there is a difference between high potential and high performance.

• When we know our students and "tap in" to their natural abilities, we can develop this- this leads to high performance.

• The policy is based in wellbeing- when we differentiate for students and cater to their various learning needs, we can increase engagement and student wellbeing.

• The policy connects ALL key stakeholders in education: students, teachers, parents and community.

Future Directions- Kelly

• Working with the Enrichment Team on learning more about differentiation and adjustment strategies for HPGE students.

• Using Quality Teaching Rounds to see how these strategies are being implemented in the classroom.

• Sharing of resource guide and Google Drive with all staff to access strategies.

• Continuing to match HPGE students to programs to extend their learning.

• Further identification of HPGE students

Future Directions- Raph

• Professional learning opportunities for staff- Quality Teaching Rounds, accredited PL

• Engaging parents with the policy, including aspects of welfare (anxiety, perfectionism, etc.)

• Engaging parents with strategies.

• Working with CEO and Refugee Support Officer.

Strategy Reflection

Use of Quizziz

Differentiation of questioning techniques using Bloom's question stems.

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