1.  Independent Network Gifted Program Thinking Outside The Box proposal for the Dandenong Ranges Network 1

2. About Thinking Outside The Box Programs  Believes that as educators we have the responsibility to give gifted students the same opportunity as other children to reach their potential.  Develops uniquely engaging programs for gifted students  Provides comprehensive approaches for:  Identifying and developing gifted students  Supporting and developing teachers  Building a supportive school culture  Managing parent expectations and needs 2

3. TOTB Track-record and Feedback  Since Term 1 of 2008, TOTB has developed and run universally acclaimed gifted programs in two pioneering groups of schools  Principals say that parents are choosing their school because they’ve heard about the great gifted program  Teachers say they love the reporting, they experience new-found success as a result of professional development – and that Penny’s expertise is invaluable  Children say the programs are “awesome, fun and challenging”. They say they have to think really hard and they wish the programs could go for longer.  Parents are delighted their kids are excited about learning and thinking. They love the challenge TOTB provides for their kids, and the opportunity to learn more about giftedness themselves. 3

4. Proposed Offer for the Network  Participating schools receive:  Access to the existing and newly developed TOTB program library  Training and support for staff to identify students, run TOTB programs and develop a supportive school culture  Professional development for staff, including classroom differentiation (incorporating e 5 practices)  Both the schools and the Network benefit by:  Each school developing independent expertise, knowledge and capability in Gifted Education  Improved academic results for students  Innovative, referenceable outcomes for parents 4

5. Guiding Structure for the Network  Quality educational programs for top 10%  Focus on higher-order thinking, problem solving skills, confidence, meta- cognition and performing to potential  Local venues and building teacher/student/parent relationships  Identifying and developing suitable students including underachievers  Small class sizes (maximum of 12)  Direct reporting to schools and parents  Support and professional development for staff  Both proactive and passive parent support  Initial priority on primary schools – natural progression to secondary level 5

6. Cost and Funding Options Cost Element TOTB Licensing & Development Fee Provision of coordinators PerNetworkSchool Covers Access to TOTB programs Train-the-trainer training Courseware Ongoing Professional Development for staff Organised parent forums Coordination Training time of staff Teacher-delivery of TOTB programs to students Options for funding (include) Network Pro-rata amongst participating schools Combination Discrete by Network Schools from budget/s Combination/supplementatio n 6

7. Suggested Actions and Timeline Expression of interest by Principals Agreement of terms & timing with Network Development of courseware Nomination & structuring of Coordinators Train the Trainers Assessment of potential students Delivery of programs to students Ongoing Professional Development 1. Designing 2. Building 3. Delivering 4. Embedding Must be by: End Term 3, 2009Mid Term 4, 2009 Start of Term 1, 2010Target: Start Term 3, 2010 7