Preparing to Introduce a SEAL Program

Schools should undertake extensive consultation and planning before introducing a SEAL program. This should include design of courses, together with assessment procedures that are appropriate for SEAL - that is to say procedures that are at once rigorous and in harmony with the school’s Strategic Plan and the school community.

• Consultation and decision making processes
• School community consultation
• Consultation with neighbouring schools
• Whole school organisation issues
• SEAL program coordinator
• Curriculum considerations

Consultation and decision making processes

If a school is considering the introduction of a SEAL program the first step in the process should be thorough consultation with neighbouring schools on the need for a program in the area. The regional contact officer for Gifted Education may be able to facilitate discussions at the local level. Approval from the Regional Director is required for a school to establish a SEAL program.

A significant amount of time is required to set up a successful SEAL program. Preparation should commence at least twelve months prior to the planned intake of a SEAL student cohort.

Existing SEAL program schools have used a range of different techniques in establishing their programs including:

• setting up staff working parties to explore issues and to seek the support of the school community
• the development of a questionnaire to gain school community feedback on the proposal
• information evenings for the school community
• a series of professional development sessions for all staff
• guest speakers for staff and parents, speakers may include experts in the education of gifted and high potential students, teachers, coordinators, parents and principals from schools already running a SEAL Program.

It is most important to listen to all perspectives and interest group considerations, and to take from them the ideas that will suit the needs of the particular school. The whole school community should be involved in extensive consultation. During this process it is critical that the specific needs of gifted and high potential students are both the motivation and the focus.

School community consultation

The introduction of a SEAL program will have an impact on many areas of the school operation, personnel, students and the community; therefore schools should involve the whole school community when working towards establishing a SEAL program.

Current parents, for instance, will want to know how the new program might impact on students already enrolled at the school, and whether there will be opportunities for them to become involved. Some parents may also need to be reassured that the introduction of the SEAL program will not prevent local students from attending the school. There are many beliefs/conventional wisdoms that community members will bring to a discussion regarding gifted and high potential students. Emotion and inaccurate perceptions should not influence decision making. It is important that informed people provide clear and accurate information to assist schools in establishing programs.

Not all gifted and high potential students will be in the SEAL program. Parents may need to be reassured that the needs of high intellectual potential students who remain in mainstream classes will also need to be addressed.

Where appropriate, schools should ensure that all information about the SEAL program is translated, or that interpreters are used in information sessions, as appropriate.

Consultation with neighbouring schools

While a decision to work towards introducing a SEAL program will have been taken in the context of network discussions and planning processes, it is still possible that the perception of some neighbouring schools might be that the program is going to pirate their ‘best’ students. It is therefore important to make it clear to schools in the area that a SEAL Program option will not suit all gifted and high potential students and the intention is to cater for the learning needs of a small proportion of students who are not readily accommodated in regular programs.

The establishment of a SEAL Program is one option available to schools. The provision of other programs for gifted and high potential students in nearby secondary schools will therefore still be required.

Whole school organisation issues

Schools considering introducing a SEAL program will need to incorporate the following arrangements into their planning:

• a staff member needs to be designated as the SEAL Program Coordinator
• flexibility with students’ programs is important, and different pathways must be anticipated and catered for. An Individual Learning Plan needs to be developed for each student so that specific needs can be addressed. A SEAL cohort, will still be a mixed ability group, therefore there will still be individual requirements that will need attention. Some students in the SEAL cohort will require additional extension to remain engaged in learning
• provision needs to be made for students to join the program at levels other than Year 7 and to leave the program. The school should outline procedures and guidelines to cover when students can join a program other than at Year 7
• ongoing review of both student progress and cohort progress is essential to inform planning.

SEAL program coordinator

Typical duties of a SEAL program coordinator are to:

• oversee the program and monitor and evaluate its effectiveness
• support teachers in curriculum planning
• monitor student development and progress
• explore a range of post compulsory options for students
• facilitate professional development for staff
• ensure effective ongoing communication with the school community
• represent the school at the quarterly SEAL network meetings
• plan ahead, to facilitate student placement into VCE Extension Studies and university where appropriate
• provide information about the program to other schools in the network.

Curriculum considerations

When planning learning and teaching experiences teachers should:

• implement programs that are consistent with the Victorian Essential Learning Standards, the Principles of Learning and Teaching and Assessment and Reporting Guidelines
• eliminate repetition
• limit practice of already mastered skills
• accelerate the pace of learning
• ensure higher order thinking is an integral process in student learning
• make provision for in-depth study
• be culturally inclusive, and affirm students’ cultural and linguistic backgrounds
• include provision for the continuation of appropriate ESL and other support, where required
• ensure that accelerated learning leaves no significant gaps in a student’s knowledge, skills, behaviours and understandings.

More information about:

• Victorian Essential Learning Standards
• Principles of Learning and Teaching
• Assessment and Reporting