Watch this video to see how data is considered and used at a secondary college in Melbourne. While watching, consider the following questions. Does our whole school approach to data collection and analysis for high-ability:

• value numerical data more than qualitative data?
• promote an understanding of the whole student?
• inform the teaching of high-ability students?
• include a process for ongoing data collection?
• include a process for ongoing and collaborative data analysis?

In this video, teachers at Tarneit Rise describe the way this large metro primary school responds to high-ability for their diverse cohort.

There is an emphasis in this video on instructional leadership and a Professional Learning Community (PLC) culture that is designed to support and celebrate the growth of all students, including those who have high-ability in the intellectual domain. This video also delves into the way the school caters for high-ability across domains, with a particular focus on the physical and social domains.

In this video, teachers and students at Brauer College showcase the many ways in which high-ability is supported at their school. The way in which data is used to evaluate student readiness is described, as is the way in which the FISO improvement cycle and HITs are harnessed to meet the needs of high-ability students in the intellectual domain.

This case study also highlights the value that the College places on student passion and extra-curricular activities, including competitions, to support high-ability across the different domains. There is an emphasis in this case study on the College’s connection to the community, and how this is used to support the high-ability student at school.