To inform and educate teachers about:
- Definitions of G and T
- The importance of defining G and T at your school (policy)
- Identifying a G and T learner
- Catering for the Needs of a Gifted Child
- Creating a G and T register
- Adapting a Response to Intervention Model in your school (Differentiated Model of Learning)
- Models of Giftedness
Of relevance to many teachers
Dr Gregor Cameron
Three decades educational experience in three global contexts (New Zealand x 18 years, UAE x 8 years, Australia x 5 years)
Position prior to SPEA: Senior Advisor of Teaching and Learning (Independent Schools Queensland, Australia – 215 schools)
Leadership experience as education advisor, Principal, Vice Principal, and Senior Teacher.
Curriculum Interest and Expertise: Predominantly Primary and Middle Schooling. Core curriculum experience in Numeracy/Literacy/Science and Social Studies, Learning Enrichment (special education, gifted and talented education and learning support), Health and Physical Education (specialist advisor).
Advisory Experience and Specialization in: Research-based practice, Coaching and Mentoring, Middle Leadership, Data-Informed Pedagogy and Teacher Performance and Development Systems.
Doctorate of Education: Curtin University in Perth, Australia (Inter-cultural Coaching and Capacity Building). Awarded Walter D Neale outstanding doctorate award (School of Education)
Masters (1st Class Honours) (NZ). Bachelors in Geography and Education (NZ), Post-Grad Diploma - Primary (NZ)