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Applying to Become a SEAL Program School

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Selection criteria

Detailed criteria have been developed against which schools’ applications can be assessed by Regions. The criteria cover three areas:

  • quality of the proposed program
  • demographic and access issues
  • evidence of community support and consultation with neighbouring schools.

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Quality of program

School applications should demonstrate evidence of capacity in detailed curriculum planning that addresses:

  • a rationale for the program
  • issues of pacing, depth and complexity in differentiating the curriculum and assessment
  • communication and implementation strategies
  • a student support strategy
  • professional development in high intellectual potential education
  • integration of the program with mainstream programs and activities
  • efficient and effective selection processes to ensure entry of appropriate students.

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Demographic and access issues

Decisions on the location of new SEAL programs will be guided by an analysis of demographic and infrastructure data. Accessibility is closely tied to the existence of transport networks, mediated by population and demographic distribution.

Applications will be assessed on whether:

  • there is access to a catchment of sufficient size to enable a viable and sustainable program to operate
  • the location is appropriately placed in relation to schools with existing SEAL programs
  • appropriate access to transport is available
  • there are no viability issues for existing schools from the creation of the program.

Zoned schools that offer SEAL programs will be required to ensure that the conduct of the SEAL program does not displace local students from either the SEAL program or the school itself. SEAL classes will be filled with eligible local students first, before places are offered to students living outside the zone. Regional Offices will monitor the implementation of this criterion.

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Community support and cooperative planning

Applications for SEAL programs will need to demonstrate:

  • strong community support for the proposal including evidence of consultation with the school community (such as school council, parents, local agencies)
  • evidence of consultation with neighbouring primary and secondary schools.

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Additional questions to consider in developing a school’s application and implementation plan

  • What research has been undertaken in support of this application?
  • Why do we want to establish a SEAL program in our school? What do we want to achieve?
  • What evidence is there that students will achieve at a higher level in a SEAL program than in other programs we offer/have planned?
  • What are the expectations about the level of learning participating students should achieve?
  • Who is the intended target group and how will students be selected? How will we promote the program to this group of students and their parents?
  • What issues do we need to consider– internal and external? eg. Do we have the support of neighbouring schools? How will they support the program?
  • What do we need to do to get staff fully committed to the program?
  • How will we select the staff who will be involved in teaching the SEAL program?
  • Will teaching the SEAL cohort require changes to the pedagogy?
  • Will teaching the SEAL cohort require changes to assessment practices?
  • What reporting processes will we use for participating students? Are these different from those for other students? Are they consistent with current assessment and reporting advice?
  • What do we intend to do to support and develop the staff involved?
  • How will the school ensure that the SEAL program reflects the VELS in its curriculum structure?
  • How will we ensure that the curriculum is sufficiently rigorous and challenging?
  • How does the SEAL program fit into and support school priorities and goals?
  • How do we intend to monitor and support the SEAL program on an ongoing basis?

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Requirements of SEAL program schools

A SEAL Program school requires the following:

  • approval of the Regional Director is required to become a SEAL Program school (refer to Circular 2005-356 - secure site, requires password)
  • quality assurance of new and ongoing programs will be monitored by peers. All participating SEAL program schools are required to send the SEAL coordinator and/or a representative to each quarterly meeting of the SEAL schools network
  • current policy requires that students access to the nearest neighbouring school is assured. The criterion for assessment of new SEAL programs includes a requirement that zoned schools ensure that local students are not displaced by the conduct of a SEAL program
  • in zoned schools, SEAL classes must be filled with eligible local students first, before places are offered to students living outside the zone
  • it is expected that SEAL schools become learning centres for the system and share this knowledge with other practitioners through the Knowledge Bank and other forums
  • existing SEAL programs are required to comply with the quality provisions within these guidelines
  • new SEAL schools must attend an orientation program.

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Effective SEAL programs

Effective SEAL programs will have:

  • Curriculum that has been designed to ensure it is aligned to the Victorian Essential Learning Standards, with curriculum designed at an appropriately challenging level
  • Incorporated the Principles of Learning and Teaching to ensure that teachers can review and develop their teaching practices and that teaching meets the diverse needs of students
  • Rigorous, authentic and diverse assessment processes including assessment for, as and of learning that will inform curriculum planning and development.

Based on current programs and research, schools with an effective SEAL program will have:

  • Significant lead time prior to first intake of students to enable thorough consultation, planning and teacher professional learning to occur. (For example, planning for a 2009 student intake would commence early in 2008)
  • A range of student selection criteria informed by rich quantitative and qualitative data. In addition to academic ability, organisational skills and motivation are important prerequisites for students participating in accelerated curriculum groups. These may be difficult to determine however anecdotal evidence from primary teachers, parents and in some cases psychologists will be helpful
  • A coordination position
  • Support in place for teachers in SEAL and mainstream programs, through ongoing professional learning opportunities. This will encourage all teachers to see themselves as part of the learning culture around SEAL. This in turn will promote cohesion, identify issues, refine the program, and disseminate knowledge and skills; and in so doing maximise the transference of pedagogical insights and strategies to the mainstream. Teachers need specific and ongoing professional learning opportunities that will support reflective teaching practices in line with the Principles of Learning and Teaching
  • Representation on the SEAL Program schools’ network
  • Systematic data collection and analysis processes in place to monitor student progress, and destination data to inform provision options
  • Initially allocated teachers to the SEAL program with particular interest or expertise in the area however over time will have provided all teachers in the school with the professional learning to teach SEAL classes with normal allotment processes applying
  • Individual student learning programs that map pathways, particularly toward the end of the first three years and beyond
  • Provision for staff teaching in the SEAL Program to communicate and share their best practice, concerns and issues within the school and beyond
  • Contributing primary schools understanding the program. They provide the majority of nominations, and information obtainable from this source is important in determining the suitability of applicants.