TY - CHAP
T1 - More than passion
T2 - The role of the gifted education coordinator in Australasian schools
AU - Henderson, Lesley
AU - Jarvis, Jane
PY - 2019/5/30
Y1 - 2019/5/30
N2 - Many schools in Australia and New Zealand appoint a dedicated coordinator to take responsibility for the education of gifted or academically advanced students, although the exact number is unknown and may represent a minority of all schools. This coordination role can be complex, with potential responsibilities including educating and supporting teachers about gifted students; designing and implementing provisions for gifted students; and negotiating with school leaders, parents and others. However, very little research has examined the role of the gifted education coordinator in mainstream schools or explored its specific opportunities and challenges. In this chapter, findings from survey research in 1 Australian state that examined the experiences of 40 gifted education coordinators across government, independent and Catholic schools are presented. While the context and generalisability of this research may be limited, the discussion is framed in relation to the broader literature about educational leadership, gifted programs and professional learning to improve outcomes for gifted students. Findings suggest that gifted education coordinators may be passionate and derive satisfaction from their engagement with gifted students, but they may also be challenged by a lack of perceived time, resources and recognition for their work and can struggle to define their role and balance a broad range of responsibilities. Implications are highlighted for professional learning and further research.
AB - Many schools in Australia and New Zealand appoint a dedicated coordinator to take responsibility for the education of gifted or academically advanced students, although the exact number is unknown and may represent a minority of all schools. This coordination role can be complex, with potential responsibilities including educating and supporting teachers about gifted students; designing and implementing provisions for gifted students; and negotiating with school leaders, parents and others. However, very little research has examined the role of the gifted education coordinator in mainstream schools or explored its specific opportunities and challenges. In this chapter, findings from survey research in 1 Australian state that examined the experiences of 40 gifted education coordinators across government, independent and Catholic schools are presented. While the context and generalisability of this research may be limited, the discussion is framed in relation to the broader literature about educational leadership, gifted programs and professional learning to improve outcomes for gifted students. Findings suggest that gifted education coordinators may be passionate and derive satisfaction from their engagement with gifted students, but they may also be challenged by a lack of perceived time, resources and recognition for their work and can struggle to define their role and balance a broad range of responsibilities. Implications are highlighted for professional learning and further research.
KW - gifted education coordinator
KW - educational leadership
KW - professional learning
U2 - 10.1007/978-981-13-3021-6_60-1
DO - 10.1007/978-981-13-3021-6_60-1
M3 - Chapter
T3 - Springer International Handbooks of Education
SP - 1
EP - 23
BT - Handbook of giftedness and talent development in the Asia-Pacific
A2 - Smith, Susen
PB - Springer
CY - Singapore
ER -