Select Entry Accelerated Learning Program

Implementing the SEAL program

During the year preceding the first Year 7 SEAL student intake it is essential that schools undertake the following process.

SEAL accreditation and the consultation process
Advertising and student selection
Professional learning during the year of preparation

SEAL accreditation and the consultation process

Consultation is critical and is the acknowledged starting point.

For information on consultation see Preparing to introduce a SEAL program

Structured consultation with key stakeholder groups will continue over the first twelve month period. Once the application to become an accredited SEAL program school has been approved consultation will become more focussed targeting local issues and a range of implementation decisions. An established process for decision making about the SEAL program in the whole schools context should be in place.

Issues to be addressed by the school include:

selection of the SEAL Program Coordinator
selection process to be adopted
advertising strategy
protocols for communication with feeder schools
school timetabling implications
Staff allocation to the SEAL program
staff professional learning
SEAL program curriculum design
arrangements for meeting any additional costs
possible expert or SEAL program representation on School Council
additional time release for the SEAL Program Coordinator
grievance procedures.

Advertising and student selection

Usually, SEAL program schools advertise for the following year’s Year 7 intake in February/March of the previous year with student assessment usually completed by the end of May.

The advertising and selection process should occur early so that students who are unsuccessful in gaining a place in the SEAL program are not disadvantaged when applying through the normal secondary school intake process.

Each school will need to decide on the selection process to be adopted. Decisions of ‘clearly in’ and ‘clearly out’ will be relatively easy. Protocols for decisions around borderline cases need to be thought out in advance. A panel of teachers is often used to select from a short list of students for inclusion in the program. At this point the SEAL Program Coordinator may choose to investigate some students further. The SEAL program school needs to decide who makes the final decision prior to commencement of the process.

Schools establishing a new SEAL program are strongly advised to discuss this issue with at least two existing SEAL schools.

More information about:

Professional learning during the year of preparation

SEAL Coordinator

Appointment of a SEAL coordinator is highly recommended early in the preparation year. The coordinator will need to have knowledge of gifted and high potential students and their learning needs during this time. Specific professional learning opportunities should be arranged. Attendance at the SEAL schools network meetings should commence in first term. The coordinator, with the support of the leadership team should facilitate consultation sessions, advertising and student selection and professional learning opportunities.

Teachers

The coordinator should facilitate professional opportunities for all staff with additional sessions for interested staff. Teachers who are interested in taking SEAL classes may need to have some additional training particularly in curriculum differentiation and pedagogy. Understanding the total student and the potential impact of such a program on their well being should be addressed. Accurate information regarding the social and emotional development of this cohort should be shared the staff.

Parents/wider school community

Information sessions for the broader school community will be required. Experts can provide reassurance around a number of issues that may be of concern. The SEAL Coordinator will be able to provide progress reports to this group.

Curriculum differentiation

Current teaching practices may need to be differentiated for the SEAL cohort. Teachers may require additional support as they move toward the provision of more rigorous, open ended, higher order, research and problem based learning. Curriculum compaction needs to be understood and addressed. Professional development on effective curriculum differentiation is vital.