ERO recommends that teachers:
- communicate, consult, and collaborate with parents, whānau, and the school community to develop a shared understanding of gifted and talented education;
- provide challenging and differentiated programmes for gifted and talented students in the regular classroom;
- provide appropriate feedback and support for gifted and talented students to achieve in and make progress with their gifts or talents;
- develop an understanding that every teacher has responsibility to teach the gifted and talented; and
- develop awareness of the particular social and emotional characteristics of gifted and talented students, and promote their holistic wellbeing.
ERO recommends that school leaders:
- designate a person or team to lead the school’s provision for gifted and talented students and give them support;
- develop and foster a school-wide understanding of gifted and talented education;
- promote ongoing participation in school-wide professional development, and specialist training and development for people specifically responsible for gifted and talented education;
- develop inclusive and appropriate definitions and identification processes for gifted and talented students that reflect student diversity and encompass a variety of gifts and talents; and
- institute appropriate self-review processes to determine the effectiveness of provision for gifted and talented students.
ERO recommends that the Ministry of Education consider how best to:
- encourage schools to develop improved assessment strategies consistent with the New Zealand Curriculum, to demonstrate the range of abilities and the achievement of gifted and talented students;
- provide targeted, high quality professional development to rural and low decile schools on providing for gifted and talented students; and
- develop links and networks between clusters of early childhood services and schools so that there is ongoing support for gifted and talented students at transition points in the education.