August 2021

Australian Association for the Education of

the Gifted and Talented

AAEGT ANNUAL REPORT AUGUST 2021 2

Contents

3 Introductory Statement

4 Our Year at a Glance

5 President’s Report

10 Gifted Awareness Week Report

13 Australasian Journal of Gifted Education - Report

14 Report on Membership and Board Meetings

15 Website Committee Report

17 Advocacy Committee Report

18 Financial Reviewer’s Report

21 Treasurer’s Notes and Remarks

22 Volunteers

23 Directors 2020-2021

24 Last Page

AAEGT ANNUAL REPORT AUGUST 2021 3

Introductory Statement

The Australian Association for the Education of the Gifted and Talented

(AAEGT) is excited to share with our members the annual report for 2021.

Whilst it is impossible to share with you all our work over the past year in one

document, we hope you enjoy reading these highlights.

Directors

Melinda Gindy (President)

Jodi Brown (Vice President)

Elizabeth Singer (Secretary)

Lynne Maher (Treasurer)

Kylie Bice

Susan Nikakis

Jae Jung

Julia Bailey

Lynda Lovett

Connect with us throughout the year:

Website www.aaegt.net.au

Email info@aaegt.net.au

Facebook https://www.facebook.com/AAEGT

AAEGT ANNUAL REPORT AUGUST 2021 4

Newsletter

AAEGT ANNUAL REPORT AUGUST 2021 5

President’s Report

“You may have to fight a battle more than once to win it”- Margaret Thatcher.

Success is not something that is built overnight. Solid results, effective educational reform and

making a difference requires resilience, determination and commitment. As our nation continues

to battle with the impacts of natural disasters and the ongoing COVID-19 pandemic, ‘fighting for

the gifted cause’ is contested by basic human needs. Nevertheless, the AAEGT has remained

committed to investing in Our People, Our National Voice, Our Affiliates and Our Projects.

The outcomes detailed in this report are the fruits of resilience, determination and commitment.

Indeed the work is great, but the workers are few.

Investment in our people

Recognising the confines of travel and challenge in meeting face to face, the AAEGT has successfully

hosted virtual events for our members and community.

Commencing with our One Day Conference in September 2020, the AAEGT brought together five

outstanding speakers through a continuation of the Gifted Awareness Week theme Maintaining

Wellbeing. Representative of the diversity within our national gifted community, attendees enjoyed

presentations from: Michele Juratowich - Advocacy: In the interests of gifted students, Dr Eileen

Slater – Identification: maximum benefit with minimum resources, Dr Denise M Wood – Wellbeing:

being well. Helping gifted young people to live their best lives and Associate Professor Margaret

Plunkett – Enhancing resiliency in gifted children during difficult times: It takes a village and more!

Additionally, attendees were thrilled to hear from Professor John Munro, recipient of the AAEGT

Award for Eminence in Gifted Education with a presentation entitled A personal perspective on

giftedness.

During Gifted Awareness Week (GAW) 2021, the AAEGT hosted Professor Karen Rogers and Dr. Peta

Hay who presented Thriving not just surviving: An interactive presentation of the latest

research on grouping in gifted education. Showcasing the GAW 2021 theme Thriving, Rogers and

Hay analysed the most recent meta-analysis data on gifted and talented students, comparing their

academic, social and emotional outcomes in ability/achievement groupings with mixed-ability

groupings via effect sizes.

Looking ahead, the AAEGT continues to embrace virtual opportunities for members and our national

community. We are thrilled to host Professor Jonathan Plucker in line with the 2021 Annual General

Meeting in August. Professor Plucker will be presenting Addressing Excellence Gaps: Promoting

Advanced Achievement for the 21st Century, incorporating a brief review of the research on

excellence gaps and their causes, followed by a detailed discussion of research-supported

interventions that educators can use now.

In 2021, the AAEGT re-visioned and reinstated the AAEGT Award for Eminence in Gifted

Education. I would like to warmly congratulate Professor John Munro who was awarded with the

AAEGT Award for Eminence in Gifted Education 2020. Professor John Munro has made a significant

contribution to the Australian gifted education space across a broad career, and his professional

and volunteer efforts have been tireless. Professor John Munro was presented with the award at

the AAEGT 2020 one day virtual conference and responded with a presentation entitled A personal

perspective on giftedness. It is essential that there is an investment in the continuing recognition

of individuals who have made significant contributions to Australian gifted education and the AAEGT

seeks to present this prominent award biennially.

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Investing in Australian research continues to remain high on the AAEGT agenda with the publication

of the Australasian Journal of Education, which has gone from strength to strength. The AAEGT-

owned journal is the only peer-reviewed journal in print within the Asia-Pacific region that is solely

dedicated to gifted education. Researchers in gifted education at Australian universities can also

have their publication acknowledged by being the recipient of the biennial John Geake Outstanding

Thesis Award. Congratulations are extended to Paloma Palacios Gonzalez who was awarded the

AAEGT John Geake Outstanding Thesis Award 2020 for her Thesis titled: Predictors of Mexican

teachers attitudes toward acceleration. John Geake, who was Professor of Education – Learning and

Teaching in University of New England’s Faculty of The Professions, has been described as “one of the very

few absolute best in his field, who was held in the highest respect because of his wisdom”. The John Geake

Outstanding Thesis Award was first established by the AAEGT in 2010 and is awarded biannually to a PhD or

EdD graduate as special recognition for an outstanding thesis that contributes important knowledge to the

study of giftedness or gifted education, broadly defined. There were several high-quality nominations received

for the 2020 award; thank you to the team of 4 academic judges who adjudicated.

The AAEGT has continued quarterly meetings with executive committee members from each of the

AAEGT affiliates, an initiative that was established in 2020. Through these meetings, the AAEGT

Executive has shared the most recent work of the AAEGT with the affiliate representatives,

including our current directions and practices, along with our contributions to reviews and national

advocacy work. Each affiliate has also had the opportunity to share highlights, questions or concerns

from their own associations. These meetings have been positively received and attended by our

affiliates, reinforcing our collaborative work and direction.

Furthermore, various members of the AAEGT Board attended conferences and professional learning

opportunities to further the knowledge, work input and collaboration of the AAEGT. These

opportunities were either free or self-funded and included the 16th Asia-Pacific Conference on

Giftedness, 2021 Gifted Education Policy Symposium and Conference (Colorado) and the 2021

Virtual WCGTC World Conference.

Investment in our national voice

The AAEGT remains committed to representing the voices of gifted children at every opportunity.

Over the past year, the AAEGT has contributed to several federal education reviews. In December

2020, the AAEGT prepared a submission to the 2020 Review of the Disability Standards for

Education 2005 (the Review). The Review’s final report is now available on the Department of

Education, Skills and Employment website and the AAEGT submission is located here. The final

report makes 13 recommendations which reflect 4 reform directions: empowering and supporting

students with disability and their families; strengthening the knowledge and capability of educators

and providers ; embedding accountability for the Standards throughout the education system;

building awareness and capability in the early childhood education and care sector. The Australian

Government will work closely with state and territory governments and education authorities to

implement recommendations. However, a search for the terms ‘gifted’, ‘talented’, ‘high

potential’, ‘high ability’ in the report yields zero results. This is a very disappointing outcome and

testament that our 2E/GLD learners are not being recognised at federal level. The AAEGT

acknowledged that every child in Australia deserves, and is entitled to, equity of access to the opportunities

that education can provide for them to learn, achieve and thrive. The AAEGT purported that to enable students

who are gifted and also have a learning disability (GLD) to have equal access to diverse, rigorous and

appropriate education, it must be understood that: Giftedness and disability are not mutually exclusive; Initial

Teacher Education degrees must incorporate relevant training in both giftedness and disability; Educators

must be appropriately resourced to identify, plan for and support GLD students in accordance with the

Disability Standards for Education 2005; It is the responsibility of the Disability Standards for Education 2005

AAEGT ANNUAL REPORT AUGUST 2021 7

to ensure that rights, obligations and measures of compliance set out in the Standards (and its Guidance Notes)

are clear and appropriate for GLD students, regardless of their intellectual ability.

The AAEGT continues to work with the Australia Curriculum, Assessment and Reporting Authority

(ACARA), opening conversations, engaging in stakeholder meetings, and participating in the

Student Diversity Interest Group that was established in 2020 at the request of the AAEGT. The

central focus of our discussions has been around the review of the Australian Curriculum, and the

AAEGT is taking steps to voice that the needs of gifted students are considered throughout each

facet of the Review. This includes a number of concerns around the potential simplification of a

rigorous curriculum, and the expressed challenge of the absence of marking guides, assessments

and direction when it comes to students accessing (and being assessed against) above year level

content. We have also encouraged the process of monitoring and the timeliness of surveying

educators explicitly on how they use the Australian Curriculum to nurture gifted learners

(reference: https://www.acara.edu.au/curriculum/monitoring-reports ). Meetings have transpired

with Danielle Cavanagh, Curriculum Specialist General Capabilities, which provided a great

opportunity to carefully examine the authentic connection of the general capabilities and the

content descriptors through the gifted education lens. Additionally, a separate meeting with 3 of

the 4 ACARA team members who are spearheading the current AC Mathematics Curriculum Review:

Rachael Whitney-Smith (Lead), Anne-Marie Benson-Lidholm and Will Morony resulted in robust

discussion.

Most recently, the AAEGT contributed a submission to the AITSL Initial Teacher Education Review.

For the purpose of the submission, the AAEGT considered: ‘Does initial teacher education ensure

that graduate teachers start their teaching career with the necessary knowledge, skills and

dispositions to be successful teachers of gifted children in any Australian school?’. Beginning at

Standard 1.5.1 of the Australian Professional Standards for Teaching, it is expected that graduate

teachers will “Demonstrate knowledge and understanding of strategies for differentiating teaching

to meet the specific learning needs of students across the full range of abilities”. The AAEGT

identified that less than 10% of Australian universities that offer pre-service education degrees

include a stand-alone unit in gifted education. The AAEGT purported that initial teacher education

settings are failing to equip graduate teachers with the skills, tools and resources they rightfully

deserve to meet the educational needs of over 400 000 gifted students in Australian schools. It is

anticipated that the full AAEGT submission will be available to the public once the Review is

published.

The AAEGT has also remained committed to investing in media opportunities intent on continuing

to raise the profile of the AAEGT and highlight the voice of gifted children. Interviews included:

Teacher Chatter Podcast Let’s Chat about Gifted and Talented Students, ABC Radio Nightlife, The

Advocate How to Support Twice Exceptional Kids in a Problematic Education System,

Unfortunately, efforts to meet and collaborate with the Honourable Alan Tudge, Minister for

Education and Youth who was sworn into office late December 2020 have been unsubstantiated.

Responses from the Parliamentary Team, Department of Education, Skills and Employment have

been broad and directional in some aspects, albeit overall disappointing and dismissive.

Investment in our alliances

The AAEGT renewed our affiliation with the Australian Alliance for Associations in Education

(AAAE) and we have contributed to a series of virtual meetings throughout 2021. In addition to

input into the directing of stimulus presentations and association sharing themes, the AAEGT has

profiled the gifted voice in discussions with David de Carvalho, CEO ACARA, and representatives of

AITSL.

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The AAEGT renewed our affiliation with the World Council for Gifted and Talented Children

(WCGTC), ensuring that Australia has a presence on the international scene.

The AAEGT has now established the AAEGT International Friendship and Collaboration. The International

Friendship and Collaboration is constructed in the spirit of collaboration around common goals and vision for

gifted education with our international community. It is through this that the AAEGT seeks to

support and promote international endeavours to enhance outcomes for gifted children through

advocacy, professional learning, research and consultation. The AAEGT Board is presently in

conversation with four international gifted associations to offer this formal relationship and to open

up discussions and future opportunities. These associations are: New Zealand Association for Gifted

Children (NZAGC), New Zealand Centre for Gifted Education (NZCGE), GiftEDnz and the National

Association for Gifted and Talented Children Malaysia (NAGTCM). We look forward to furthering our

collaboration opportunities within this platform. Additionally, ongoing collaboration with New

Zealand has solidified partnerships around Gifted Awareness Week (as detailed in the Gifted

Awareness Week and Australasian Journal of Gifted Education reports) and directed early

discussions for future projects.

Investment in our projects

The work detailed in the annual reports on Gifted Awareness Week Australia and the Australasian

Journal of Gifted Education highlight the commitment and expertise of our volunteer board in

addition to the essential contributions of our national community. The AAEGT remains dedicated

to the important work of these projects.

The AAEGT Board will shortly be seeking member consultation on the AAEGT National Gifted

Policy, a major project that the Board has undertaken over the recent period. The scope of the

policy is to provide an exemplar developed by the AAEGT to support Australian schools in providing

for gifted students. The policy sets out the principles and processes that Australian schools are

recommended to follow when developing a learning plan for gifted students. In so doing, it

advocates for a uniform approach to decision-making across Australia for students who are gifted,

while allowing school-based interventions, acceleration and enrichment models to co-exist.

Furthermore, it recognises that gifted students have advanced learning capacity compared to age

peers and that specific learning needs must be met to allow high achievement, the realisation of

potential, and positive wellbeing outcomes.

The professional public face of the AAEGT has been recognised as vital to our growing work and

recognition as the premier national body for gifted education in Australia. As such the website and

AAEGT branding have undertaken a significant and long-awaited overhaul. The investment in

resources and countless volunteer hours will be well realised shortly as the unveiling occurs before

the end of 2021. Furthermore, the AAEGT has continued to invest in our social media through

freshening up our presence and activity on Facebook, Twitter and LinkedIn. As we have experienced

heightened connectivity through these platforms, the community is widely encouraged to also

interact with the AAEGT through one or more of these social media platforms.

I would like to sincerely thank the AAEGT Executive Jodi Brown (Vice President), Elizabeth Singer

(Secretary) and Lynne Maher (Treasurer) for their unwavering commitment and insight to the work

of the Board. My humble thankfulness also goes to our team of Directors: Dr Jae Yup Jung (Editor –

Australasian Journal of Gifted Education), Kylie Bice (National Facilitator – GAW), Susan Nikakis

(Sub-committee lead - National Gifted Policy), Julia Bailey (Editor – Australian Gifted Voices) and

Lynda Lovett. Their collective expertise, resilience and drive mean that we have a cohesive,

resilient and dedicated Board who have achieved so much despite the tumultuous year that 2021

has delivered. Furthermore, I would like to thank our members who continue to support the AAEGT

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in various ways, particularly through such a challenging period and the ongoing impact of COVID-

19.

I look forward with anticipation as the AAEGT strives to advocate for the national gifted agenda

into the coming term.

Melinda Gindy

President

AAEGT ANNUAL REPORT AUGUST 2021 10

Gifted Awareness Week Report

The theme for Gifted Awareness Week (GAW) 2021 was Thriving As Gifted, and this was shared with our

New Zealand counterparts. The theme was jointly launched by Kylie Bice and Deb Walker on behalf of

the Australian and New Zealand associations, at the 2020 Maintaining Wellbeing online Conference in

September 2020. The committee maintained its 2020 structure, and so Kylie Bice continued as

Coordinator and organised sub-committee meetings and was the contact person for all events, Jodi Brown

kept the website and GAW Facebook page up-to-date, Susan Nikakis coordinated the Blog Tour, and

Melinda Gindy coordinated media and promotion of the GAW message. For the first time, GAW Australia

2021 was held in May rather than March, and this change of date seemed to work well. The later date

allowed the committee more time plan after the beginning of the school year, including more time to

make contact with schools and allow schools to plan events. This later date also meant that GAW Australia

was held only a few weeks before GAW NZ, allowing more cross-support of this initiative and joint

awareness-raising.

Events

This year we had 31 official events registered across all states and territories except one, and several of

these ‘events’ actually comprised multiple events across the week. This is an increase on 2020, and it

was great to see the enthusiasm of many new schools and organisation getting involved! Event organisers

included AAEGT state Affiliates, schools, private businesses, universities and parent groups. Everyone who

registered an event received an email outlining the structure, purpose and theme of GAW, encouraging

them to access our social media, and with a link to event resources. This process is an established one

now and went very smoothly. We are aware of several events that did not register with us, and while it

is great that they are raising awareness, we want to continue to encourage registration by having

resources only available to organisers once events have been registered.

This year, the AAEGT formed a separate conference committee to organise a national online event as

part of GAW, with speakers Professor Karen Rogers and Dr Peta Hay. This was well attended and a great

way for the AAEGT to contribute to the events happening during GAW.

Blog Tour

We had only one blog post submitted this year, and this was impacted by invitations to potential blog

authors going out too close to the deadline, and some blog authors who agreed to contribute later deciding

AAEGT ANNUAL REPORT AUGUST 2021 11

they were too busy. The process for inviting authors was new this year, and we decided to share the

process of inviting people. This was then impacted by the difficulty the GAW Committee had with finding

times to meet, and it is likely in future that this process is better managed by just one person.

Social media

2021 saw a significant increase in engagement with social media through the GAW Facebook page. We

continued our 2020 process of scheduling posts in the lead up to GAW and during the week itself. We also

used our new suite of social media memes we commissioned through YBCreative (see further explanation

in ‘Website’ section below) to boost engagement. We had many more people, schools and organisations

tag our Facebook page during GAW when they were posting about their own events and this allowed us

to repost and thank everyone running events through our own Facebook page. This resulted in a significant

increase in likes, shares, and engagement. It is also worth noting that our NZ GAW Colleagues were very

proactive in liking and sharing our social media posts during GAW Australia.

Website

This continued this year with information about GAW, including the 2021 launch video on the home page,

and the existing hidden resources page for people who registered an event. This year, we added two

significant resources:

▪ Letter template to Federal MP – the GAW Committee worked on this together and this was uploaded to the website as a downloadable resource that people can add their own personal story to. A link was also uploaded to allow people to easily find their Federal MP.

▪ Digital thankyou cards and certificates – the GAW Committee used the funding received from the NT this year to pay for and work with a graphic designer (YBCreative) to design a range of digital thankyou cards and certificates that can be downloaded and personalised. These used the current GAW colours, included the GAW and AAEGT logos and had various quotes and designs for people to choose from. The GAW committee originally intended to sell these, but without an online shop, and with the new AAEGT website around the corner, we decided to offer them for free as an awareness-raising strategy with a view to including them in the future AAEGT website Shop at a small cost with funds going towards future promotion of GAW. These products were extremely well received and while we were not able to track the number of downloads, we received many comments through emails and social media about these, including from schools and affiliates who gave one to every member of their committee or teaching staff.

AAEGT ANNUAL REPORT AUGUST 2021 12

Patron

One of the GAW Committee goals this year was to have a high-profile patron for GAW 2021 and the

Committee worked hard on letters of invitation and patron guidelines. Despite persistent and ongoing

efforts, including invitations sent to a number of candidates, we were not able to finalise a patron before

May. This was disappointing as a significant amount of effort and thought was put into approaching

candidates, but they were either hard to reach, not interested, or difficult to follow up with. The GAW

Committee intends to pursue this option again for GAW 2022.

Overall impact

It is difficult to quantify the impact of GAW. This year we had more registered events, significantly more

social media engagement and fewer blog post submissions. It is encouraging to see increased engagement

across Australia, however there is certainly room for further improvement in order to have an even greater

impact in future years.

Moving forward

In planning for GAW 2022, the GAW Committee will need to consider the following:

▪ Migrating the GAW website to be part of the new AAEGT website that is currently being designed.

This will mean all links (in emails and promotional material) will need to be updated after the new

AAEGT website is live.

▪ Rebranding all GAW resources (logo, digital products, resources etc) with the new AAEGT logo

when it is announced. NOTE: There was money left over in the GAW budget after working with

YBCreative this year, and the GAW Committee intends this to be spent on updating all the digital

resources through YBCreative.

▪ The GAW letter template to National MPs is likely to be taken over by the AAEGT Advocacy

Committee, and these committees will need to liaise to ensure a GAW focus in the approach to

May 2022.

Kylie Bice

Committee Chair

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Australasian Journal of Gifted Education - Report

This year has been another outstanding year for the

Australasian Journal of Gifted Education. Of the more than

32 articles that were submitted to the journal from January

2020, 9 articles were published, resulting in an acceptance

rate of 28%. We have also had an opportunity to publish

interviews with three of the most outstanding scholars in

gifted education in Australasia (Wilma Vialle, Margaret

Plunkett and Tracy Riley).

The latest journal rankings confirm the high quality of the

journal. Specifically, the journal achieved the following ranking outcomes:

• CiteScore of 1.00: The CiteScore for the journal is more than double the previous

CiteScore for the journal

• Source Normalized Impact per Paper (SNIP) of 0.617 (which is only 0.41 below the

number three journal in the international field of gifted education)

• SCImago Journal Rank (SJR) of 0.193 (which is only 0.41 below the number three

journal in the international field of gifted education)

The published articles of the last three issues of the journal covered a multitude of

cutting edge research in gifted education including a meta-analysis of research on the

underachievement of gifted boys, an assessment tool for twice exceptionality, the

understanding and practice of gifted education in New Zealand, provisions for gifted

students in Queensland, prevalence estimates for twice exceptionality, moral education

in the English curriculum, an Australian Aboriginal approach to talent development,

homeschooling, and the supports and hindrances to the learning of academically talented

junior secondary boys. All of the published studies have allowed for a better

understanding of gifted education and/or gifted education practices, and have offered

very useful directions to move forward in gifted education.

I would like to take this opportunity to thank all of the supporters of the journal,

including subscribers, reviewers and supporting editors, not only in Australia and New

Zealand, but also around the world.

Jae Jung, Journal Editor

AAEGT ANNUAL REPORT AUGUST 2021 14

Report on Membership and Board Meetings

Membership

The Australian Association for the Education of the Gifted and Talented has continued to

have strong membership numbers. We have sustained membership numbers even though

COVID-19 has had a significant impact on our traditional activities, in particular the lack

of a face to face conference. Everyone is missing those chats around morning tea and

lunch. However, with the addition of some online events, our membership numbers have

remained strong.

Membership of the AAEGT is comprised of members of state and territory affiliate

associations or in a state and territory where there is no affiliate association through

direct membership.

Our state and territory affiliates are:

Gifted WA

Gifted NSW

ACT Gifted Families Support Group

Victorian Association for Gifted and

Talented Children

Association for Gifted and Talented

Education Victoria

Gifted and Talented Children’s Association of South Australia

Tasmanian Association for the Gifted

Board Meetings

The Board first met for an afternoon of planning following the 2020 Annual General

Meeting. It has continued to meet at least once a month using Zoom to review the

previous month’s actions, plan upcoming events, obtain updates from sub committees

and explore new ideas and opportunities as they have arisen across the last year.

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Website Committee Report

The need to replace the AAEGT website has been identified for some time, as the current site is

aged, unstable, unable to be expanded and does not meet the needs of our current users.

The Website Committee commenced work in October 2020 with Lynne Maher as chair, ably

assisted by Kylie Bice, Elizabeth Singer, Jodi Brown and Lynda Lovett.

Our first tasks included defining needs with respect to the new website, including content,

features and functionality, and in doing this we incorporated information previously collected

from AAEGT Board members. The needs analysis included identifying that rebranding and a

change of web hosting arrangements were needed and that a change of domain name might be

explored.

After an unsuccessful submission through Benevity for Atlassian to undertake our website

development (unsuccessful due to AAEGT’s lack of DGR status) the committee undertook

considerable discussion and investigation, then requested “That the AAEGT Board approve the

spending of up to $15,000 for the website.” The request was approved with delegation of

authority to the Website Committee to manage relevant processes.

Two website developers were approached for quotes, based on a prepared outline of our need,

and their responses carefully considered and clarified before entering into a contract with the

company Captovate in May.

The initial meeting with Captovate took the committee through a branding exercise, utilising

some information we had been asked to provide previously, with an aim of helping Captovate to

understand how the brand might be visually represented. This rather challenged the non-visual

thinkers amongst us.

At that meeting we also identified the overall web navigation and main areas and pages of the

website.

A number of variations on possible logos were provided for us, and after extensive discussion and

negotiation regarding the colour palate, the committee selected a logo that we believe

represents our values and core activities (including: inclusivity, connection, belonging, diversity,

consultation, sharing, leading, advocating, collaborating, growth) with a colour palate that

reflect our considered and mature approach to what we do, as well as linking to the colours

currently in the GAW logo.

AAEGT ANNUAL REPORT AUGUST 2021 16

We provided considered feedback on the first draft of the home page for the website; with a

focus on it reflecting the AAEGT’s goals and values as well as ensuring accessibility for any user

with visual issues, and undertook work on preparing content for the website – a massive task as it

required more than just transferring material from the old website.

There has also been extensive time and thought around how journal subscriptions and affiliation

fees might be better managed. While subscriptions directly to the AAEGT for the journal will be

easily managed using the website, along with individual memberships offered to those who reside

in states in which AAEGT has no affiliate, the complexities of AAEGT membership and journal

subscriptions of affiliate members is not easily automated.

A first draft of most of the webpages has been presented by Captovate to the committee, with

feedback being compiled and we look forward to seeing refining of these and development of the

remainder of the pages. After that we will receive training on how to edit and maintain the site

ourselves before the site goes live.

Lynne Maher

Website Subcommittee Chair

Our new logo will be:

AAEGT ANNUAL REPORT AUGUST 2021 17

Advocacy Committee Report

The advocacy committee was formed in 2019 and until recently has not be very high on

the AAEGT’s priority list. But things have started to change.

To raise the profile of gifted learners and their needs, and to raise the profile of the

AAEGT with politicians and other key education officials we have commenced sending a

short letter accompanied by the latest edition of the journal, twice yearly.

The advocacy committee has also started working with some volunteers to design and

write information sheets on various key topics in gifted education. These sheets will be

available for parents, teachers, researchers, media personnel, and politicians who are

keen to learn more about gifted education. The information sheet project will continue

next year.

At the national level the advocacy committee has been designing a plan:

• to have gifted and the needs of gifted learners mentioned in all key

education documents; and,

• for the establishment of a funded National Strategic Plan to improve the

learning and social and emotional outcomes for gifted students.

Main theme: Gifted students need talent development to thrive

With 3 sub-themes:

Name me: the aim is to have the Minister, politicians and

educators include the words gifted students when and where appropriate. They

should be more regularly spoken of by these people in speeches and plans.

Reference me: make sure all key and foundation education

documents include appropriate statements for gifted learners and all key bodies

support gifted education in their areas.eg Australian Professional Standards for

Teachers.

Plan for me: create a national strategic plan to implement the

changes in documents and consider the addition of a document called

“Standards for Gifted Education” so that the government continues to support

the needs of gifted learners into the future.

AAEGT ANNUAL REPORT AUGUST 2021 18

Financial Reviewer’s Report

AAEGT ANNUAL REPORT AUGUST 2021 19

AAEGT ANNUAL REPORT AUGUST 2021 20

AAEGT ANNUAL REPORT AUGUST 2021 21

Notes and Remarks for the Treasurer’s Report

to the AAEGT Annual General Meeting 29 August 2021

I am pleased to report that the term deposits, established in December 2016, have returned $684.93 during

the reporting period. While this is approximately half that reported in the previous reporting period, due to

plummeting interest rates, this interest on funds held is a source of income for the AAEGT that had not been

utilized prior to late 2016.

Conference income, from the 2020 virtual one day conference in conjunction with the Annual General

Meeting and the webinar during Gifted Awareness Week returned $6201.31, with costs of $954.

Copyright fees and journal subscriptions both showed a slight increase compared to the past financial year.

Expenditure on Journal production and printing was increased, partly due to payment of a late invoice for

layout from the previous financial year.

Individual membership income, from members residing in a state with no AAEGT affiliate rose notably from

the last financial year; the category of “institutional membership” was introduced as a result of an inquiry.

The increase partly reflects that some new members during the financial year, renewed their membership for

the coming year before the end of the financial year.

The winding up of the NTAEGT provided an income of $1612.85, allocated, at their request, to Gifted

Awareness Week. The full amount was not spent and the balance will be allocated to the GAW2022 budget.

Regular meeting costs continue to be minimal, utilizing the online meeting tool, Zoom.

Affiliation fees appear marginally lower than in the previous year and this is partly due to an overlap of late

payment and timely payments for some affiliates during the financial year. Payment of affiliation fees for

the current financial year for Gifted NSW and VAGTC have been received but will be reported for the 2021-22

financial year.

Internet expenditure was slightly higher due to payment of the biennial domain registration.

Commencement on the new website has seen expenditure as the first 2 stages in the development process are

completed; along with “repairs” to the existing website, the expenditure has totalled $3596 for the reporting

period.

In accordance with the current AAEGT constitution, and exceeding the legislated requirements for an

organization the size of the AAEGT, a qualified accountant has undertaken a review of the financial

statements.

Lynne Maher

Treasurer

AAEGT ANNUAL REPORT AUGUST 2021 22

Volunteers

The work of the AAEGT has continued to expand.

Apart from a very hard-working board of directors, the AAEGT has been very grateful this year for

the hard work of some volunteers who have helped with short term projects.

The AAEGT would like to thank:

Amanda Rogers

Amanda Harper

Chrissy Gamble

Jenny Noble

The AAEGT would also like to thank the people who volunteered to be part of the Information

Sheet Writing project who were not able to meet due to re-introduction of CoVID-19 restrictions

in various parts of Australia.

The AAEGT looks forward to working with many more volunteers in the coming year.

THANK YOU!

AAEGT ANNUAL REPORT AUGUST 2021 23

The Directors of the AAEGT

In 2021

The Australian Association for

the Education of the Gifted and

Talented

Looks forward to working with

you throughout the next year

As we work together to improve

the outcomes of gifted learners