Whanganui+Gifted+and+Talented+RSG+home+page

Welcome to the Whanganui Gifted and Talented Regional Strategy Group wiki
This is where you are able to add to your network map, add to the draft action plan, plan for your second RSG meeting on Thursday 23 June and prepare for the Regional Symposium on Wednesday 14 September. You can also discuss with your group by clicking on the top menu Discussion tab.

How to use these pages
Use the left hand menu to navigate to the other pages and make any changes. The EDIT button is at the top right hand side of this page -when you want to add something to a document, click on the EDIT button and start writing. When you have finished editing you need to save. If you want to receive email notifications of when someone in your group has made changes, click on the NOTIFY ME tab and follow the instructions. this is really easy to do.

=Regional Strategy Group - Terms of reference 2011 =

**__Background__**:
The Government’s commitment to raising student achievement is reflected in the three main policy initiatives in the schooling sector: To support achieving Government priorities, gifted and talented professional services are clearly focussed on building the internal capability of schools to meet their requirements under the National Administration Guideline 1 (iii)c (NAG 1 (iii)c). With the aim of schools becoming self-managing of gifted and talented support, capability building is grounded in the improvement of identification and assessment techniques to drive the effective development and implementation of whole school and classroom level teaching and learning strategies.
 * The implementation of National Standards in reading, writing and mathematics.
 * Students achieving worthwhile qualifications to enable them to contribute to their and New Zealand’s future.
 * Māori enjoying education success as Māori . The Government is committed to improving the performance and equity in the education system to ensure the success of Māori learners to achieve their own unique potential and succeed in their lives as Māori.

Gifted and talented service providers have a key role in challenging entrenched patterns and thinking to enable a positive school environment for effective teaching and learning.
 * Schools should aim to provide all learners, including those who are gifted and talented, with an education matched to their individual learning needs.
 * Gifted and talented learners are found in every group within society.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Māori perspectives and values must be embodied in all aspects of definition, identification, and provision for gifted and talented learners.
 * The early childhood and school environments are powerful catalysts for the demonstration and development to talent.
 * Schools and early childhood centres should provide opportunities for parents, caregivers, and whanau to be involved in the decision making that effects the learning of individual; students
 * Programmes for gifted and talented learners should be based on sound practice, take account of the research and literature in this field, and be regularly evaluated
 * Gifted and talented learners should be offered a curriculum that has been expanded in breadth, depth, and pace to match their learning needs.
 * Schools and early childhood centres should aim to meet the specific social and emotional needs of gifted and talented learners.
 * Provision for gifted and talented learners should be supported by ongoing high-quality teacher education.

<span style="display: block; font-family: Tahoma,Geneva,sans-serif; margin: 0cm 0cm 8pt; text-align: left;">**__Purpose__**
<span style="display: block; font-family: Tahoma,Geneva,sans-serif; text-align: left;">The purpose of the Regional Strategy Group (RSG) is to develop and implement gifted and talented strategies that work toward the core principles as outlined above and are specific to the region. The focus will be on ensuring that achieveable, sustainable, purposeful and culturally appropriate strategies and approaches that focus on building regional capability is at the forefront of any such strategy. <span style="font-family: Tahoma,Geneva,sans-serif;">It is our intention to eventually have up to 8 representatives on a Regional Strategy Group (RSG) during the first phase of this project, although initial meetings may involve a smaller group. Representatives will comprise community and sector personnel with expertise in culturally responsive pedagogy, effective teaching and learning and gifted education. RSG participants will represent:
 * __Composition__**
 * <span style="color: black; font-family: Tahoma,Geneva,sans-serif; margin: 0cm 0cm 0pt; tabstops: list 36.0pt;">Primary/Intermediate schooling sector
 * <span style="color: black; font-family: Tahoma,Geneva,sans-serif; margin: 0cm 0cm 0pt; tabstops: list 36.0pt;">Secondary schooling sector
 * <span style="color: black; font-family: Tahoma,Geneva,sans-serif; margin: 0cm 0cm 0pt; tabstops: list 36.0pt;">giftEDnz members
 * <span style="color: black; font-family: Tahoma,Geneva,sans-serif; margin: 0cm 0cm 0pt; tabstops: list 36.0pt;">NZAGC members
 * <span style="color: black; font-family: Tahoma,Geneva,sans-serif; margin: 0cm 0cm 0pt; tabstops: list 36.0pt;">Ministry of Education personnel

<span style="display: block; font-family: Tahoma,Geneva,sans-serif; margin: 0cm 0cm 8pt; text-align: left;">Once fully operational it is our intention to work towards having representation that includes relevant sector participates e.g. PLD providers in assessment and leadership and e-learning, research leaders/mentors, NZEI, PPTA, private providers and other local organisations, including businesses. <span style="font-family: Tahoma,Geneva,sans-serif;">Where a representative may be able to speak from the perspective of a number of sectors, Cognition will try to ensure that fair representation of each sector is represented. If a representative leaves or is unable to commit appropriate time to the group, the decision to replace a leaving member will be at the discretion of the Cognition project team. However Cognition will seek input from the group to find a suitable replacement if a decision to replace is in the best interests of the regional strategy group.

<span style="font-family: Tahoma,Geneva,sans-serif;">Module 1 – Website
<span style="font-family: Tahoma,Geneva,sans-serif;"> T o manage the ongoing development of the GATE website; to refine existing elements; identify gaps and develop a plan for 2011for Ministry approval; to establish a student space within the website; populating the website with new resources, information and projects identified as being of greatest need, with a particular focus on Maori and Pasifika parent and student needs. ===<span style="font-family: Tahoma,Geneva,sans-serif;">Module 2 – Communities of practice === ===<span style="display: block; font-family: Tahoma,Geneva,sans-serif; margin: 0cm 0cm 0pt 21pt; tabstops: 36.0pt; tabstops: 36.0pt; text-align: left; text-indent: -18pt;">Module 3 – Regional Strategy Group === ===<span style="font-family: Tahoma,Geneva,sans-serif;">Module 4 – Targeted GAT Initiative ===
 * <span style="font-family: Tahoma,Geneva,sans-serif;">To establish and grow a sustainable, moderated, online community of practice for those involved in GATE, with a focus on supporting teachers and school leaders.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">To establish regional strategy groups (RSGs) for GAT in 12 regions, comprised of representatives from the schooling sector, the Ministry, PLD providers, private providers and other local organisations including business.
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif; text-align: left;">To work with a group of identified schools in areas of high Maori and Pasifika populations to support the development of models of support for GAT students, including a tailored mentoring programme; providing ongoing facilitation, including access to NZ and international experts.

=
<span style="display: block; font-family: Tahoma,Geneva,sans-serif; margin: 0cm 0cm 8pt; text-align: left;">**__Responsibility of Cognition:__** ===== <span style="font-family: Tahoma,Geneva,sans-serif;">Cognition will:
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Respect the views and opinions of the regional strategy group members
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Carefully consider the feedback from the regional strategy group in relation to the contractual obligations
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Convene up to 2 face to face regional strategy group meetings over the contract period
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Work closely with the RSG to develop a regional plan to guide and focus our work within the region
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Set the agenda and facilitate the meetings
 * <span style="font-family: Tahoma,Geneva,sans-serif;">provide professional learning and development (PLD) release funding for schools;
 * <span style="font-family: Tahoma,Geneva,sans-serif;">facilitate and support the RSG to implement the action plan;
 * <span style="font-family: Tahoma,Geneva,sans-serif;">communicate regularly with the RSG; and
 * <span style="font-family: Tahoma,Geneva,sans-serif;">provide management and administrative support.

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">**__Responsibility of members:__**

 * <span style="font-family: Tahoma,Geneva,sans-serif;">attend 2 regional strategy group meetings: Maximum 2.5 hours each meeting
 * <span style="font-family: Tahoma,Geneva,sans-serif;">work collaboratively with RSG members
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Provide constructive feedback and considerations at the meetings
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Work productively with Cognition to develop Key Performance Indicators to guide and focus the work within the region
 * <span style="font-family: Tahoma,Geneva,sans-serif;">develop an action plan that promotes focus areas (outlined above)
 * <span style="font-family: Tahoma,Geneva,sans-serif;">support the development and implementation of a GATE regional symposium, to be held in term 3, 2011