examining teacher attitudes and perceptions of teacher

The Australasian Journal of Gifted Education, 21 (2) 33 T 33

Examining teacher attitudes and perceptions of teacher competencies required in a new selective high school Leonie Kronborg & Margaret Plunkett Monash University, Australia

Abstract This paper reports on an innovative partnership developed between researchers at an Australian university and a new select entry secondary school. The university-school partnership aimed at assisting the development and growth of the school, through providing expertise in the field of gifted education to teachers, most of whom had limited experience teaching highly able students. Teachers were introduced to relevant research and literature and provided with opportunities to examine their attitudes and understandings. Through a case study utilising qualitative and quantitative methods, teachers participated in surveys and semi-structured interviews. The resultant data formed the basis for the development of a responsive program of on-site professional learning, providing invaluable assistance to the school while also affording teachers the opportunity to develop deeper understandings about teacher knowledge, skills and associated educational needs required in a selective educational environment. Background to the study In Australian higher education, there is an increasing recognition of the need to critically investigate and evaluate current programs, pedagogies and assumptions related to educational programs. The development of the new select entry high school at the Berwick campus of Monash University, created in conjunction with the Department of Education and Early Childhood Development (DEECD), presented a unique research opportunity to investigate and monitor initial and developing teaching and learning approaches used by teachers with the academically able students who were selected to enter Year 9 in 2010. The school was conceived as a future centre of excellence for high ability Year 9-12 students within the Victorian public school system. It was designed to support collaborative, enriched and extended learning experiences delivered via innovative teaching and learning methods within a student-centred environment. Objectives This project aimed to develop mutually beneficial ongoing links between the new select entry school and the Faculty of Education at Monash University. The main purpose of this research was to examine teacher attitudes and perceptions of teacher competencies required in the first year of a new select entry high school. An important component of the project involved assisting new teachers at the school to understand the educational and social needs of

their new student cohort and to provide assistance for teachers in meeting those needs. The following were specific objectives: 1. To assist teachers coming into this new

educational setting to better understand the learning characteristics and potential of their unique student body.

2. To introduce opportunities for teachers to examine their beliefs, attitudes and competencies towards teaching high ability students in high ability settings and to understand the impact that these can have on how they respond to the concomitant opportunities and challenges.

3. To raise teachers’ awareness of the complexity of high ability settings, particularly in relation to the social and emotional aspects.

4. To provide specific professional learning experiences (both face to face and online) in relation to curriculum differentiation aimed at assisting teachers to develop programs that are both relevant and challenging to highly able students.

Theoretical framework Education today faces a daunting task in providing for the diversity of students in its care. The range of abilities and needs of students generally, and especially of the highly able, are ever-increasing and complex. Indeed, Australia, like the United States, has been no different in its love-hate relationship with giftedness, talent and gifted education (Colangelo & Davis, 2003;

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34 The Australasian Journal of Gifted Education, 21 (2) 3 The Australasian Journal of Gifted Education, 21(2)

Davis & Rimm, 2004; Lassig, 2009; Plunkett & Kronborg, 2007). The definition of the highly able learner prescribed to by most of the Australian state and territory education departments is based on Gagné’s (2009) model, which describes giftedness as an innate quality that develops into talent only when the environment is supportive. Giftedness, alone, does not ensure the realisation of potential — this is achieved through a talent development process that transforms natural abilities. Among the critical catalysts in this process are teachers, peers and the learning environment. Research illustrates that gifted students are generally cognitively and affectively more advanced than their peers (Knopfelmacher & Kronborg, 2002; Maker & Schiever, 2010; Reis, 2001; VanTassel-Baska, 1996). As their learning needs differ from those of mainstream students they require substantially differentiated learning environments, curriculum and teaching (Adams & Pierce, 2004; Knopfelmacher & Kronborg, 2002; Kronborg & Plunkett, 2008; Maker & Schiever, 2010; Reis, 2001; VanTassel-Baska, 1997, 2003, 2005). Gifted students need the appropriate pace, depth and breadth in their learning, as well as like-minded peers with whom they can learn. Teachers also play an important role, with gifted students particularly affected by their teacher’s attitudes and actions (Croft, 2003; Roberts, 2006). According, to Davis and Rimm (2004, p. 55) the first question that should be asked within the field, is “What is our attitude towards gifted children?” as the attitudes of teachers should be a significant consideration when developing programs for gifted students. Attitudes and behaviours inform a teacher’s philosophy and ultimately their curriculum and instruction (Adams & Pierce, 2004; Hargreaves & Fullan, 1992; Hativa, Barak & Simi, 2001; Kane, Sandretto & Heath, 2002). Yet many teachers, especially those with little background in gifted education, do not understand the needs of highly able students (Geake & Gross, 2008; Goodnough, 2001; Gross, 1994; Lassig, 2009; Plunkett, 2002). Undertaking professional learning for teachers in gifted education [pre- or in-service] can result in improving attitudes toward the gifted and the ability to meet these students’ needs (Bangel, Moon & Capobianco, 2010; Cashion & Sullenger, 2000; Dixon, 2006; Geake & Gross, 2008; Lassig, 2009; Plunkett, 2002: Plunkett & Kronborg, 2011). In fact, “one constant finding in the research literature is that notable improvements almost never take place in the absence of

professional development” (Guskey, 2000, cited in Gubbins, 2008, p. 4). It has been suggested that the role of the teacher of the gifted goes beyond the role of a mainstream teacher and that more than any other resource, investments in well qualified teachers are more highly correlated with improvements in student achievement; differences in teacher qualifications can account for more than 90% of the variance in student math and reading achievement (Cohen & Hill, 2000; Darling-Hammond, 2000). Additionally, studies have shown that specific teacher education relating to giftedness resulted in higher student achievement with math and science students outperforming peers by 40% of a grade level (Cohen & Hill, 2000, Darling-Hammond, 2000). Similarly, Rayneri, Gerber and Wiley (2006) found that high performance was most often correlated in classes where gifted students had teachers with specific qualifications in gifted education. Professional Learning Approach The approach utilised for the professional learning was a consultative one where in conjunction with the leadership team of the school, opportunities were developed to meet the emerging needs of the teachers. During the initial days of planning and professional learning at the beginning of the 2010 school year (late January), a range of interactive learning sessions were provided by the researchers, who are also educators with expertise in gifted education, to all staff in the school with the aim of helping them understand the learning characteristics and potential of high ability students. Additionally the leadership team in the school managed to offer a weekly professional learning program for teachers, emphasising relevant curriculum knowledge from informed and experienced leading educators of the gifted, within the school and external to the school. Finally, a number of opportunities were offered to teachers incorporating expert international visiting scholars who were participating in the teaching of the Masters Program in Gifted Education at Monash University. These sessions focused on assisting teachers in understanding the social and emotional needs of highly able students and the development of appropriate curricula. A particular focus of the professional learning program was on characteristics and competencies in regard to extending teachers’ understanding of the needs of highly able students within a philosophical, professional and


personal framework of effective pedagogical practices. The professional learning experiences incorporated a number of visiting scholars with expertise in a range of related areas who aimed to raise awareness of consciousness, social and emotional needs of highly able students in selective environments and appropriate metacognitive teaching practices. Method A mixture of methods was utilised to collect and analyse data although the small sample size restricted quantitative analysis to a descriptive level. The large array of qualitative data was subjected to rigorous scrutiny through the use of both inductive analysis (Lincoln & Guba, 1985; Denzin & Lincoln, 2005) and constant comparison (Patton, 1990) to develop and consider emergent themes. From identified themes, representative quotes were highlighted by a process of descriptive coding followed by further inferential coding. Credibility, transferability, dependability, and conformability (Lincoln & Guba, 1985) were assisted through a series of processes including regular peer debriefing and triangulation. This case study was conducted with leadership and teaching staff during 2010, the initial year of the co-educational selective high school opening to a selected group of 200 academically able Year 9 students. Surveys were completed at the beginning and end of the school year while interviews were conducted late in the year. The surveys were based on a number of validated instruments including Gagné and Nadeau’s (1985) Opinionnaire and Chan’s (2001) Characteristics and Competencies of Effective Teachers. Results & Discussion Altogether there were 15 participants who completed surveys and interviews, including the Principal, Assistant Principal and the 13 foundation teaching staff members. Opinions about gifted students and their education An aim of this project was to introduce opportunities for teachers to examine their attitudes and perceptions towards high ability students and high ability settings and to understand the impact these can have on responses to the concomitant opportunities and challenges. The aim of asking teachers to complete the Opinionnaire was to provide an opportunity for them to examine their beliefs and attitudes

towards high ability students and high ability settings. Through completing the Opinionnaire at the start of the year and subsequently after working with the students over the school year, it was possible to determine whether there had been any substantive change in beliefs and attitudes towards teaching highly able students. A section of the initial survey required staff to think about teacher beliefs and competencies in relation to teaching highly able students. It is well recognised within the body of literature relating to gifted education, that educators need to have positive attitudes towards gifted students in order to be effective educators of them. When there has been little previous experience of working with such students, it is important to have teachers examine their belief structure and to perhaps challenge some of the misconceptions they may hold due to not having specifically studied this area of education. The survey instrument utilised was developed by Gagné and Nadeau (1985), entitled “Opinions about the Gifted and their Education” and aims to gain insight into opinions concerning the gifted and their education in six areas:

1. Needs and Support - needs of gifted children and support for special services

2. Resistance to objections - objections based on ideology and priorities

3. Social Value - social usefulness of gifted persons in society.

4. Rejection - isolation of gifted persons by others in the immediate environment

5. Ability Grouping - attitudes toward special homogeneous groups, classes, schools

6. School Acceleration - attitudes toward accelerative enrichment

A 5-point Likert scale was used with responses ranging from 1 for totally disagree to 5 for totally agree. The following six charts illustrate the change in opinions over the course of the year. As illustrated in Figure 1, most of the responses to the statements in the section relating to Needs and Support, were very high initially with all except three rating over 4 indicating a high level of agreement with the statments and therefore a positive set of opinions about the needs of gifted students. Post-survey responses indicated small changes, with all moving in a positive direction except the statement relating to gifted students experiencing boredom in school. This could be the result of teachers thinking about the students in relation to this selective high school rather than in a mainstream school environment, where boredom is often reported by high ability students.


Overall responses were very positive with staff generally at the higher end of the spectrum for empathising with the need for a supportive environment for highly able students, which would be consistent with these teachers choosing to teach in a selective school environment. As Figure 2 illustrates, all of the statements in the section relating to Resistance to objections were negatively oriented, therefore a lower response is indicative of a more positive opinion as it represents disagreement with the negatively oriented statement.

In all except one of the items in Figure 2, responses made the second time indicated a higher level of disagreement. This illustrates that over the year, opinions relating to specific gifted provisioning generally became more positive, particularly in relation to moral responsibility and whether special attention leads to vanity. Only one statement had a higher response in the post survey and that was in relation to parental responsibility but the difference was very slight.

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In Figure 5, three of the four items in the section on Ability grouping (not the first one) were negatively oriented and in each instance there was a significant positive movement in opinion about the value of gifted students being given opportunities to be in classes specifically focused on ability. In light of the nature of the selective environment which underpins the school, it would be expected that staff would have positive opinions about ability grouping, so it is surprising

that the ratings were not more definitive in relation to each of these items. In the final section of the survey dealing with School acceleration (Figure 6), three of the statements were negatively oriented (not the second or fifth one). Most of the opinions in this section sit quite close to the centre, indicating that there is not strong opinion one way or the other.

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It was particularly interesting that there was very little movement in opinions about acceleration between the beginning and end of the school year, considering that every teacher was actively involved in some form of accelerative practice in their teaching. This is obviously an area where uncertainty still exists and may require particular attention in future Professional Development with teachers. However, the terminology in items associated with students skipping a grade may have caused teachers some concern. Although, students are advanced by one or more year levels, depending on individual educational need, teachers in Australia tend to think of accelerated learning in terms of compacting curriculum and providing advanced content in specific subjects, as success in final high school exams is based on achievement or performance testing. Additionally, there is an expectation that teachers will modify curriculum for high achieving students in a selective school environment. Summarising the change in teacher opinions, it was evident that they were aware of the students’ need for a supportive environment from the beginning of the year and these opinions remained strong. They were conscious of the need for specific gifted education provisioning and this became more positive. At the beginning of the year teachers were unsure about gifted students and their social relationships, but by the end of the year teachers observed that students had developed strong social bonds with their peers and this was reflected in the teachers’ more positive responses in regard to gifted students’ social acceptance of peers and their relationships in this schooling environment. Throughout the year, the teachers became more positive towards ability grouping, but this was not as strong a response as expected, and some reticence was indicated in scores compared to other responses. Furthermore, considering this is a school where students are selected on their high ability and/or high achievement, in which teachers have chosen to teach, one would have expected stronger support for ability grouping (also in light of other findings evident in this study). Ability grouping research with highly able students may need to be explored and discussed with the teachers. However, flexible grouping provision does take place in this school and it is evident from observations that a growth mindset is encouraged in all groupings of students (Dweck, 2009). Teacher responses in regard to acceleration stayed much the same across the year, indicating a degree of ambivalence. Considering there were a number of accelerated classes in the school

during the year, this finding was a little surprising and is not consistent with the general research findings on accelerated learning for gifted students. This is another area where teachers appear to be somewhat apprehensive, and may benefit from exposure and discussion regarding their understandings of accelerative practices and acceleration research literature in regard to gifted students, which is highly positive (Colangelo, Assouline & Gross, 2004; Steenbergen-Hu & Moon, 2010). Characteristics and competencies of effective teachers The next section of the survey asked for ratings about the importance of particular characteristics and competencies in teachers of highly able students. The aim was to investigate teachers’ initial perceptions about the nature of teaching responses and strategies commonly utilised to meet the needs of highly able learners, and to determine whether there was any change after teaching the students for the year. Once again a 5-point Likert scale was used to signify the level of agreement ranging from 1 (strongly disagree) to 5 (strongly agree). These results are detailed in Table 1. As outlined in Table 1, the mean ratings changed slightly over the course of the year but overall there were many characteristics and competencies that were viewed as being highly important. In fact only five of the 37 items received mean ratings below 4 at the start of the year and by the end of the year, there were only three. Of those, two related to competencies in providing professional development and career advice, which many of these teachers would not be thinking about yet, as students were still three years away from completing high school. The third characteristic related to aligning more closely with students than a formal teacher, which may have been a reflection on the role that teachers had within the school when the student body comprised only Year 9s. Often a slightly different relationship develops with students as they study for their Victorian Certificate of Education (VCE qualification awarded after completing Years 11 and 12) and this may change when students progress to VCE. Overall, there was a rank-order change of perception amongst teachers, of characteristics and competencies that were considered as most important from the beginning of the year to the end, after experiencing teaching the students for the year. Yet, scores for each item indicated a relatively high valuing overall, of all the characteristics and competencies perceived to be required in teachers of highly able students. However, it was interesting to note that teachers rated as most important for teachers “to be


enthusiastic about students with high abilities” after teaching highly able students for the year.

Table 1. Characteristics and competencies of effective teachers of highly able students

I think a teacher of highly able students needs to: Mean at Start

Mean at End

Be enthusiastic about students with high ability 4.71 4.93 Respect individuality, personal self- images, and personal integrity 4.86 4.86 Strive for excellence, high achievement 4.79 4.86 Be able to work with culturally different high ability students 4.57 4.79 Recognise individual differences 4.57 4.79 Be able to develop (or select) methods/materials for use with highly able

5.00 4.73

Be able to work closely with members of staff, students, parents, professionals

4.86 4.71

Be able to create warm, safe, democratic environments 4.79 4.71 Be imaginative, flexible, open to change, stimulating. 4.71 4.71 Be adept at questioning techniques 4.64 4.71 Have knowledge of the nature and needs of high ability students 4.64 4.71 Be able to teach students to evaluate for themselves 4.57 4.71

Be able to see the need to develop students’ self- concepts 4.64 4.64 Be able to direct individualized learning and teaching 4.64 4.64

Be able to seek new solutions through continued learning 4.64 4.64 Be skilled in teaching higher thinking, including creativity/problem solving

4.64 4.64

Be able to see things from the student’s point of view 4.43 4.64

Guide rather than coerce 4.50 4.57 Be skilled in facilitating independent research 4.29 4.57

Be able to lead young people to successful accomplishments 4.57 4.50 Have a broad general knowledge 4.50 4.50 Be able to focus on process as well as product 4.64 4.43 Be innovative and experimental, rather than conforming 4.50 4.43 Accept responsibility for individual differences 4.29 4.43 Be able to identify students with high ability 4.29 4.36 Have cultural and intellectual interests 4.36 4.29 Be skilled in group processes, teaching groups 4.21 4.29 Be highly intelligent 4.0 4.14

Facilitate learning; but do not direct 4.29 4.00 Be well- organized, systematic, orderly 4.29 4.00

Be less judgmental or critical 4.14 4.0

Have control over his/ her personal life 4.07 4.0 Be mature, experienced, self- confident 3.93 4.0

Be skilled in counseling high ability students 3.79 4.0

Be able to conduct professional development with other teachers regarding effective teaching of students with high ability.

3.71 3.93

Be able to present career education and professional options. 3.5 3.57

Align more closely with students than a formal teacher 3.43 3.5


Interview Data The aim of the semi-structured interviews was to assist teachers coming into this new educational setting to better understand the learning characteristics and potential of the unique student body, in addition to the teaching and learning environment that they were providing for their students, by reflecting on these aspects. Six main themes emerged from the interviews as illustrated in Table 2, which is followed by representative quotes and further analysis highlighting the main ideas within each theme.

Theme 1: Learning needs/characteristics of highly able students In the interview transcripts taken late in the year, it emerged that teachers had developed diverse perceptions of the learning needs of highly able students. These teachers were able to identify and prioritise a range of general learning characteristics of highly able students when planning curriculum. Additionally, it emerged that the spread of teacher responses indicated that teachers viewed student characteristics from differing perspectives. Most teachers were aware students were fast or rapid learners (10) and that they were advanced conceptual learners (9) as well as being interested in learning (8). Less well known were other aspects.

Table 2. Interview themes Theme Aspects within theme No of times

mentioned 1. Learning needs/ characteristics of highly able

Fast learners 11

Advanced [conceptual] learners 9

Interested/motivated to learn 8

Different learning styles 6

Highly competent, need for breadth & depth 4

2. Teacher responses to learning needs of highly able

Need for challenging learning experiences 10

Importance of teacher-student relationship /support & communication/teacher feedback

7

Accelerate learning experiences/provide choice 5 Independent learning experiences

4

3. Specific teaching strategies for highly able students

Ability to differentiate curriculum 4 Inquiry-based learning 4

Knowledge of information technology 4

Extension activities using advanced concepts in Teaching

3

4. Fostering student engagement

Motivated to learn/have personal goals/engaged in the learning process

6

Interest in/enjoyment of learning 5

5. Teacher qualities required for teaching highly able

Content knowledge / domain expertise 12

Good communicator/able to provide effective feedback/good at listening

8

Passion for subject domains 7

Ability to be flexible 5 Previous studies and professional learning experiences in gifted education

4

6. Good match between teachers and school

Environment of school and student needs match with teachers’ expectations and needs

12


Some of the key learning characteristics highlighted in teachers’ comments (using pseudonyms) included the following. One aspect of fast learning noted by teachers, was being able to synthesise information and transfer knowledge readily, hence making connections.

I think the learning needs of highly able students are different... They actually make connections and are able to transfer knowledge at a higher level. They're able to synthesise. So they're more rapid in their learning and they're able to take learning to deeper levels… They also can be really advanced in one area, and not so in another area. So they have different learning needs in that way. They need to be understood. (John) At times, (students display) the ability to make connections with what they’re learning and to piece together more advanced concepts and to make connections between things, and also, to be more perceptive about where this could lead; so where does this line of reasoning take us… and constantly asking them to extend their line of reasoning is something they can do much better. (Matt)

As one teacher succinctly explained, “They understand. They’re operating at a deeper level.” Further descriptors of highly able student learning included: “more engaged on a deeper level”, “make links”, “recognise patterns at high levels”, “make connections”, “run with concepts”, “and get things quicker”. Theme 2: Teacher responses to learning needs of highly able students Interview transcripts revealed that teachers acknowledged specific responses in relation to perceived learning needs of highly able students in the school. One participant summed up what many of the teachers viewed as the most important educational strategy for meeting the needs of these highly able students — providing challenging learning experiences.

You need to challenge them, you give them that opportunity to be challenged, give them a problem that you can't just solve, like “What's the square root of 9? Well that's 3. Well here's a problem, how would I

solve it, how do I go about solving, what are the different ways of solving problems?” That's what I was doing in my Maths … class. I did lots and lots of problem solving, what are the ways of solving a problem — looking backwards, looking for patterns, just different ways of solving a mathematical problem. (Melissa)

Providing “honest, accurate feedback” was another response considered to be important when teaching these students:

So not just issuing them their ‘A’ because they're bright and I'm just looking at this giving it a glance and it's going to be good — really giving them honest accurate feedback, this is good because of this, this is poor, you can do better, high expectations all that sort of stuff, that's really important. (Sue)

Theme 3: Specific teaching strategies for highly able students Specific teaching strategies identified as most important for extending learning for students with high abilities included: “pre-testing/post-testing, extension and differentiating curriculum”, “encourage investigation, deeper open-ended questions and inquiry-based learning”, “Use open-ended tasks, be flexible, tap into student interests and differentiate curriculum using advanced concepts”, “go for the big ideas, use inquiry based-learning individual project work and IT to extend the students’ learning”. “Knowledge of information technology” was identified also, as a key strategy within this theme. Theme 4: Fostering student engagement Interview transcripts also revealed the importance of teachers fostering authentic student engagement in the learning process. Teachers commented on why they believed highly able students tended to engage authentically in the learning process. Perspectives identified by teachers included: “students work hard, they are stimulated to learn”, “they are focused learners” and “these students have a need to communicate” (Jane). One teacher elaborated on what she considered was learner engagement for these students:

I think learners engage if they see relevance. And it's a visceral hook that the teacher gives them to engage. Sometimes students will sit


back, if they're not invited in. It's the teacher’s role to invite them in to learning at whatever age, whether they're 6, 12, 14. It's a teacher’s role to actually provide that stimulation, that visceral hook to get them in and then to support them at that level—and so—we’re looking at the zone of proximal development here. We’re looking at teachers pitching at, just above, their level of ability so it's challenging, so you've got that high motivation, you don’t have that anxiety and stress if it's pitched too high, or you don’t have that boredom if it's pitched too low. (Sue)

Additionally, it was evident that part of fostering engagement was to focus on students’ interests:

I take pride in the ability to take questions as they come, and if we end up on a tangent that seems to be striking a chord and creating a great deal of interest with them, well then, it’s obviously, best if you can engage them on that, because their attention is somewhat shifting, as it is for all of us, I suppose. But particularly at that age it sort of shifts and you just want to try and capture them with something that’s interesting. So, interest, I think is the key factor, as far as teaching them, and to engage them with something that is going to take their interest. (Tim)

There also appeared to be a growing awareness amongst teachers on how to engage disengaged students with ten teachers articulating the importance of talking with students and giving choices to students about their learning if they are disengaged. Theme 5: Teacher qualities required for teaching highly able students Participant comments indicated that “Content knowledge/domain expertise”, passion for subject domains, as well as “being a good communicator to be able to provide effective feedback and to be good at listening” were seen as the most important qualities required for teaching highly able students. The “ability to be flexible” was identified as an important teacher competency.

One teacher’s comment that summed up a key quality required of teachers was to flex in response to students’ thinking:

Be prepared to be flexible with what you’re doing and what you’re delivering. I had a chemistry lesson recently, where a couple of great questions came out of left field that were showing that the students were really thinking about what we were talking about and I… ended up abandoning what I’d sort of planned to do for the remainder. (Matt)

One teacher stated:

I think it’s pretty useful if you’re an expert in your subject area and have a pretty good grasp of where you’re going. But, I think you’ve got to be confident enough to be able to say I don’t know. Because I’ve had a couple of those already where I’ve had to say you and I will have to research that together, I’m sorry, I don’t quite know the answer to that one at this stage, let’s see where we can find that out. (James)

Another teacher highlighted passion for their subject domain and domain expertise:

I think an enthusiasm for what I’m teaching goes a lot further than anything else… Having a captive audience of bright kids is what makes my job enjoyable. They do respond to that enthusiasm though, and I am very enthusiastic about the things that I teach, and I try to be as well informed about the things that I teach, as possible, so that I can answer those extension questions and can lead the discussion into any realm that sort of takes their interest… A passion and dedication to your own learning, and your own subject knowledge, and I think that sometimes gets a bit neglected. (John)

Teachers’ communication skills and love of humour were also noted:

These teachers love a sense of humour in their own witty way. (Name of teacher) will talk much about wit and how it’s enjoyable … there’s a banter that is unique,


so that it’s a lot of fun; the qualities of staff members… They’re not your average bunch of staff. (Tim)

Theme 6: A good match between the teachers and the school In the interview transcripts, twelve of the teachers explicitly stated that teaching at this selective school had met their expectations — but this was described in various forms of elaboration. These teachers appeared to have achieved a very good fit between their goals as teachers and teaching highly able students with their learning needs at this school. Teachers’ comments included the following: “Met expectations totally: a challenging, learning experience”, “met expectations as it is fantastic, love it, good staff support” “Been brilliant, administration is brilliant” “met expectations definitely”, “superseded my expectations in terms of quality of students”, “Met expectations of being challenged and a huge workload”. Teachers focused on the positive aspects of teaching in this environment and for some

finding their niche: “If there’s a fishpond I have finally sort of jumped into where I should be, but I am talking about me” (James).

It’s met my personal expectations in terms of enjoyment in the workplace. It’s met my expectations from the students’ perspective in the sense that I was hoping that when I was in the classroom the main focus would be on the teaching and learning that’s happening, and that’s very much been the case. (Tim)

Furthermore, it was evident that these teachers were highly motivated to teach at this school, as they ranked the characteristic most important for effective teachers of highly able students in the survey at the end of the year as “being enthusiastic about highly able students” (mean 4.86/5). As an overall indication of teachers’ satisfaction with their experience of their initial year in this new school, responses were very positive as Figure 7 illustrates.

Figure 7. Staff ratings for their initial year at the school

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Conclusion After one year of participating in a new selective school environment, teachers’ attitudes and perceptions of competencies required to teach highly able students were in evidence of developing, with a core group of teachers leading the way with their more advanced understandings of teacher competencies and skills required. The professional learning experiences were viewed as effective in preparing teachers for the learning environment they needed to create for their students. The focus within the professional learning experiences on providing for the social and emotional needs of students, as well as the importance of differentiating curriculum, appeared to be particularly beneficial. Overall the staff displayed attitudes, and a perceptive awareness and understanding of teacher qualities such as content knowledge, communication skills, passion for their subject domain and ability to be flexible, that enabled them to deal effectively with the challenging experiences that were placed before them in a school where learning was valued for highly able individuals, both teachers and students. References Adams, C. M. & Pierce, R. L. (2004). Attitudes of

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Contact Details Dr Leonie Kronborg Faculty of Education Monash University Clayton Campus Victoria 3800 Ph: (+613) 9905 5690 Fax: (+613) 9905 5127 Email: [email protected] Biographical Details Dr Leonie Kronborg is a Senior Lecturer/Co-ordinator of Postgraduate Studies in Gifted Education in the Faculty of Education, Monash University where she teaches in the Master of Education (gifted education) program and supervises Masters and PhD students who are interested in researching giftedness, education of the gifted and talent development. Additionally, she coordinates an advisory service for gifted children at the Krongold Centre. She is the elected Australian Representative as the Executive Member of the World Council for Gifted and Talented Children, 2009-2013. Her own research interests focus on female talent development and education of gifted students. Dr Margaret Plunkett began her career as a secondary school teacher before moving into teacher education at Monash University, where she is a senior lecturer in the Faculty of Education. Margaret is coordinator of gifted education at the undergraduate level, teaching an elective unit which attracts more than 150 students per year. Her research interests include programming for gifted students, rural gifted and professional learning for teachers of the gifted. She has presented and published her findings from this research both nationally and internationally. Margaret is also an elected Australian delegate on the World Council for Gifted Children.

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