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Roles and responsibilities: Gifted and talented coordinators
Excellence in Cities (EiC) expects that secondary schools will appoint a gifted and talented coordinator (preferably not the special educational needs coordinator). Some non-EiC schools have already established similar structures.
A similar pattern is emerging in some colleges and sixth-form centres. Although in many cases the responsibility is carried by a senior manager.
Whatever the arrangement, it is important that teachers know where to get advice on meeting the needs of gifted and talented learners. The gifted and talented coordinator will have some answers and will know where to go for more information. However, an effective system grows from shared expertise and focused discussions. Regular meetings between the gifted and talented coordinator, named representatives of departments or curriculum areas, and the assessment coordinator, are an effective way to ensure progress.
Job descriptions for curriculum leaders (including the gifted and talented coordinator) and clear subject policies should specify an appropriate distribution of responsibilities for meeting the needs of gifted and talented learners. Roles and their relationship to curriculum and pastoral leadership should be explicitly set down and made known to all staff, parents and students.
The role of the gifted and talented coordinator
3. Enhancing own knowledge, skills and understanding
4. Professional development and raising awareness
5. Liaison to broaden the curriculum
The gifted and talented coordinator's role may cover the following areas.
1 Audit, planning and review
The gifted and talented coordinator should make a significant contribution to audit, planning and review cycles. Audits can usefully cover:
system effectiveness, in terms of provision of pace, breadth and depth within the curriculum that will support the full development of the individual and allow recognition of talents beyond the academic;
(See Case study 4: Sharing training between schools, Case study 17: Challenging young engineers and Case study 21: Enrichment activities for PE.)
professional development facilitated by subject leaders. It is their responsibility to maintain team members' knowledge, skills and understanding at an appropriate level of 'expertise and scholarship' (Ofsted evaluation) to teach the most able students;
communication between departments and faculties on provision for the gifted and talented, with specific consideration of the effects 'inter-departmental politics' may have;
the effectiveness of transfer and transition from previous school(s);
the quality of support for staff and students, including mentoring systems and support for independent learning;
assessment policy and, in particular, the policy on entry to external qualifications;
equal opportunities, particularly where grouping and selection is involved.
2 Leadership and management
Monitoring, evaluating and refining an institutional policy for meeting the needs of gifted and talented young people, in conjunction with the headteacher/principal and governors.
Taking a leading role in implementing the whole-institution policy, supported by senior and middle management.
Reporting regularly to the senior management team and governing body.
3 Enhancing own knowledge, skills and understanding
Becoming familiar with the range of strategies for identifying and providing for different types of ability.
Keeping up to date with developments and thinking in the teaching of gifted and talented learners.
Keeping in touch with key national organisations and with other coordinators through national networks, eg National Association for Able Children in Education (NACE), National Association for Gifted Children (NAGC), Children of High Intelligence (CHI) and the National Academy for Gifted and Talented Youth (AGTY) and the Brunel Able Children's Education (BACE) centre
4 Professional development and raising awareness
Supporting colleagues in applying a range of strategies for identifying different types of ability in their own areas (not forgetting social and leadership abilities).
(See Case study 17:Challenging young engineers and Case study 21: Enrichment activities for PE.)
Increasing colleagues' awareness of the needs of gifted and talented learners.
Liaising with those with responsibility for continuing professional development (CPD) to ensure that staff have appropriate training and development opportunities in the identification of, and provision for, gifted and talented learners.
Ensuring (through liaison with appropriate members of staff) that newly qualified teachers are supported in their work with gifted and talented learners. This can be done through in-house support, visits to other schools and colleges to observe good practice, and training courses on meeting the needs of the gifted and talented.
Taking part in, organising and leading relevant continuing professional development and evaluating its impact.
Encouraging colleagues to make the most of training opportunities and to take part in working or task groups.
Giving teachers and support staff resources that build their understanding of gifted and talented issues.
(See Case study 13: Offering extra GCSEs from year 9, Case study 3: Training on teaching and learning styles and Case study 4: Sharing training between schools)
Gifted and talented coordinators can change the emphasis of development work once it is clear that colleagues have understood and implemented basic strategies. They may always need to be involved in the induction of new staff, whether they are NQTs or experienced, and when staff change roles.
5 Liaison to broaden the curriculum
Encouraging the use of resources from the wider community and collaborating with local institutions, employers and the LEA/LSC or EiC partnership to make the full range of desirable learning opportunities available to all the gifted and talented.
Working with curriculum coordinators, heads of department/pastoral heads and heads of year to ensure that appropriate curriculum support systems are in place.
(See Case study 7: Sixth formers and primary schools, Case study 8: Sixth formers and younger pupils, Case study 15: Extension activities for GCSE mathematics, Case study 16: Stretching sixth-form scientists, Case study 17: Challenging young engineers, Case study 20: Stretching gifted linguists and Case study 21: Enrichment activities for PE)
6 Sharing information
Gathering information from staff at all levels and ensuring its efficient exchange, both within the institution and with other schools or colleges.
Training providers and employers, particularly where a student is learning in different settings.
Establishing and developing links with feeder and receiving schools or colleges, and ensuring the easy transfer and effective use of relevant information.
7 Support and monitoring
Liaising with others involved in supporting individuals' learning (eg learning support and classroom assistants, pastoral team leaders, learning mentors, workplace supervisors, Connexions personal advisers and support staff).
Ensuring the development of effective systems to monitor the progress and welfare of gifted and talented learners, and working closely with tutors and teachers to support their social and emotional needs. (See Case study 11: Using mentors from universities)
Fostering good relationships and liaison with parents and carers.
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8 Good practice
The Ofsted evaluation is clear about good practice in schools (paragraph 115). It says, that in the best practice seen, coordinators:
led the development of the school's policy for identifying gifted and talented pupils, linking it with policies on assessment, homework, examination entry and parental involvement;
supported departments in revising schemes of work, with particular reference to provision for gifted and talented pupils; (See Case study 15: Extension activities for GCSE mathematics and Case study 16: Stretching sixth-form scientists)
liaised with coordinators from other cluster schools to develop, implement and monitor complementary study programmes for these pupils;
worked with learning mentors to identify and address the needs of underachieving able pupils; (See Case study 11: Using mentors from universities)
identified staff development needs and used the cluster group and network to help meet them. (See Case study 3: Training on teaching and learning styles)