Section 27.470 Gifted Education Teacher

Section 27.470

Gifted Education Teacher

By October 1, 2024, all candidates for an endorsement in

Gifted Education will be required to complete a program aligned to the NAGC-CEC

(Council for Exceptional Children) Teacher Preparation Standards in Gifted

Education (2013), published by the National Association for Gifted Children,

1331 H Street NW, Suite 1001, Washington DC 20005, and available at

https://www.nagc.org/resources-publications/resources/national-standards-gifted-and-talented-education/nagc-cec-teacher.

(No later amendments to or editions of these guidelines are incorporated.)  The

standards effective until September 30, 2024 are as follows:

a)         The competent

gifted education teacher, recognizing the learning and developmental

differences of gifted and talented students, promotes ongoing

self-understanding, awareness of his or her students' needs, and cognitive and

affective growth of these students in school, home and community settings to

ensure specific student outcomes.  The competent gifted education teacher:

1)         collects and

develops tools and techniques to engage the full range of profiles of gifted

and talented students, including students with special needs (e.g., students

with disabilities (twice exceptional), English language learners, creatively

gifted, visual-spatial learners, profoundly gifted) in identifying their

interests, strengths and gifts;

2)         assists gifted

and talented students in developing pride in their gifts and growing their

passion for their areas of interest;

3)         develops

activities that can be tailored easily to match each student's developmental

level and culture-based learning needs or to compensate for areas of deficit;

4)         provides a

variety of research-based grouping practices for use with gifted and talented

students that allow them to interact with individuals of various gifts,

talents, abilities and strengths;

5)         models respect

for individuals with diverse abilities, strengths and goals, including t

evelopmental

level and culture-based learning needs or to compensate for areas of deficit;

4)         provides a

variety of research-based grouping practices for use with gifted and talented

students that allow them to interact with individuals of various gifts,

talents, abilities and strengths;

5)         models respect

for individuals with diverse abilities, strengths and goals, including those

students with atypical gifted profiles;

6)         provides role

models (e.g., through mentors, bibliotherapy) for gifted and talented students

that match their abilities and interests (i.e., students with special needs);

7)         identifies

extracurricular learning opportunities that match students' abilities and

interests, and works to remove barriers to their taking advantage of these

opportunities;

8)         collaborates

with families in accessing resources to develop their child's gifts and

talents;

9)         provides

interventions for students to develop cognitive and affective growth that is

based on research of effective practices;

10)         develops

specialized intervention services for underachieving gifted and talented

students to accommodate their deficits, remediate their barriers to

achievement, leverage their gifts and build their community with other gifted

students;

11)         enables

students to identify their preferred approaches to learning, accommodates the

students' preferences and expands them;

12)         provides

students with college and career guidance that is consistent with their

strengths; and

13)         implements a

scope and sequence of the curriculum that contains personal and social

awareness and adjustment, academic planning, and vocational and career

awareness.

b)       The competent

gifted education teacher has a deep understanding of assessment and its ability

to provide information about identification, learning progress and outcomes,

and evaluation of programming for gifted and talented students in all domains

nce of the curriculum that contains personal and social

awareness and adjustment, academic planning, and vocational and career

awareness.

b)       The competent

gifted education teacher has a deep understanding of assessment and its ability

to provide information about identification, learning progress and outcomes,

and evaluation of programming for gifted and talented students in all domains.

The competent gifted education teacher:

1)           identifies

gifted and talented students, including those students with special needs who

may be underserved;

2)           develops

environments and instructional activities that accommodate the full range of

learning and performing among gifted populations, and encourages students to

express diverse characteristics and behaviors that are associated with

giftedness;

3)           possesses

current knowledge of student exceptionalities and collects assessment data

while adjusting curriculum and instruction to address each student's

developmental level and aptitude for learning;

4)           provides

parents and guardians with information in their native language regarding

diverse behaviors and characteristics that are associated with giftedness,

including unique characteristics that are associated with gifted students with

special needs;

5)           provides

parents and guardians with information in their native language that explains

the nature and purpose of gifted programming options;

6)           uses current,

research-based assessment strategies that accurately measure the progress of

all gifted and talented students, including students with special needs;

7)           uses

differentiated pre- and post-performance-based assessments to measure the

progress of gifted and talented students;

8)           uses

differentiated product-based assessments to measure the progress of students

with gifts and talents;

9)           uses and

interprets qualitative and quantitative assessment information to develop a

profile of the strengths and weaknesses

ds;

7)           uses

differentiated pre- and post-performance-based assessments to measure the

progress of gifted and talented students;

8)           uses

differentiated product-based assessments to measure the progress of students

with gifts and talents;

9)           uses and

interprets qualitative and quantitative assessment information to develop a

profile of the strengths and weaknesses of each student to plan appropriate

intervention;

10)          communicates

and interprets assessment information to students and their parents or

guardians;

11)          possesses an

understanding of the emotional and attitudinal profiles of gifted and talented

students and identifies when a child is in crisis and in need of additional

supports; and

12)          possesses an

understanding of the difference between high-achieving students and gifted and

talented students, and is able to address the needs of both within a single,

unified program.

c)         The competent

gifted education teacher applies the theory and research-based models of

curriculum and instruction for gifted and talented students and responds to the

needs of his or her students by planning, selecting, adapting and creating

culturally relevant curriculum materials or curricula and by using a repertoire

of evidence-based instructional strategies to ensure specific student

outcomes.  The competent gifted education teacher:

1)         uses local, State

and national standards to align and expand curriculum and instructional plans;

2)         adapts, modifies

or replaces the core or standard curriculum to meet the needs of gifted and

talented students, including those students with special needs;

3)         designs

differentiated curricula that incorporate advanced, conceptually challenging,

in-depth, distinctive and complex content that can be modified to meet the

needs of all gifted and talented students, including those students with

special needs;

4)         uses a balanced

assessment system, including pre-assessment and formati

udents, including those students with special needs;

3)         designs

differentiated curricula that incorporate advanced, conceptually challenging,

in-depth, distinctive and complex content that can be modified to meet the

needs of all gifted and talented students, including those students with

special needs;

4)         uses a balanced

assessment system, including pre-assessment and formative assessment, to

identify students' needs, develop differentiated education plans and adjust

plans based on continual progress monitoring;

5)         ensures that

assessment measures are sensitive to the needs of students with special needs;

6)         uses pre-assessments

and paces and differentiates instruction based on the learning rates and needs

of each gifted and talented student, including those with special needs,

accelerating and compacting learning, as appropriate;

7)         uses information

and technologies, including assistive technologies, to individualize

instruction for gifted and talented students, including those who are twice

exceptional;

8)         collaborates

with school support personnel and special educators to design and deliver

curricula in cognitive, affective, aesthetic, social and leadership domains

that are challenging and effective for gifted and talented students, including

those students with special needs;

9)         uses

meta-cognitive models to meet the needs of gifted and talented students;

10)         selects, adapts

and uses a repertoire of instructional strategies and materials that

differentiate instruction for gifted and talented students and respond to

diversity;

11)         uses school and

community resources that support differentiation;

12)         provides

opportunities for gifted and talented students to explore, develop or research

their areas of interest and/or talent;

13)         uses

critical-thinking strategies to meet the needs of gifted and talented students;

14)         uses open-ended

creative-thinking strategies to meet the needs of gifted a

uses school and

community resources that support differentiation;

12)         provides

opportunities for gifted and talented students to explore, develop or research

their areas of interest and/or talent;

13)         uses

critical-thinking strategies to meet the needs of gifted and talented students;

14)         uses open-ended

creative-thinking strategies to meet the needs of gifted and talented students;

15)         uses

problem-solving model strategies to meet the needs of gifted and talented

students;

16)         uses inquiry

models to meet the needs of gifted and talented students;

17)         develops and

uses challenging, culturally responsive curriculum materials or curricula to

engage all gifted and talented students;

18)         integrates

career exploration experiences into learning opportunities for gifted and

talented students (e.g., biography study, speakers);

19)         uses curriculum

materials or curricula for deep explorations of cultures, languages and social

issues related to diversity; and

20)         demonstrates

the ability to identify and leverage sources for high-quality resources and

materials that are appropriate for gifted and talented students.

d)         The competent

gifted education teacher creates learning environments that foster personal and

social responsibility, multicultural competence, and interpersonal and

technical communication skills for leadership in the 21

st

century to

ensure specific student outcomes

and leverage sources for high-quality resources and

materials that are appropriate for gifted and talented students.

d)         The competent

gifted education teacher creates learning environments that foster personal and

social responsibility, multicultural competence, and interpersonal and

technical communication skills for leadership in the 21

st

century to

ensure specific student outcomes.  The competent gifted education teacher:

1)         maintains high

expectations for all gifted and talented students as evidenced by meaningful

cognitively and creatively challenging activities;

2)         recognizes,

accommodates and helps to remediate the limitations of gifted students with

special needs in meeting production demands;

3)         provides

opportunities for self-exploration, development and pursuit of interests, and

development of identities supportive of achievement (e.g., through mentors and

role models);

4)         creates environments that support

trust among diverse learners;

5)         provides

feedback that focuses on effort, evidence of potential to meet high standards

and mistakes as learning opportunities;

6)         provides

examples of positive coping skills and opportunities to apply them;

7)         understands the

needs of gifted and talented students for both solitude and social interaction;

8)         provides

opportunities for gifted and talented students to interact with intellectual

and artistic and creative peers, as well as with chronological-age peers;

9)         provides

students with special needs with opportunities to interact with both

intellectual and emotional-age peers and with other gifted and talented

students with special needs;

10)         assesses and

provides instruction on social skills needed for school, community and the

world of work;

11)         establishes a

safe and welcoming climate for addressing social issues and developing personal

responsibility;

12)         provides

environments for developing many forms of leadership and leadership

eers and with other gifted and talented

students with special needs;

10)         assesses and

provides instruction on social skills needed for school, community and the

world of work;

11)         establishes a

safe and welcoming climate for addressing social issues and developing personal

responsibility;

12)         provides

environments for developing many forms of leadership and leadership skills;

13)         promotes

opportunities for leadership in community settings to effect positive change;

14)         models

appreciation for and sensitivity to students' diverse backgrounds and

languages;

15)         censures

discriminatory language and behavior and models appropriate strategies;

16)         provides

structured opportunities to collaborate with diverse peers on a common goal;

17)         provides

opportunities for advanced development and maintenance of first and second

languages;

18)         provides

resources to enhance oral, written and artistic forms of communication,

recognizing students' cultural context; and

19)         ensures access

to advanced communication tools, including assistive technologies, and use of

these tools for expressing higher-level thinking and creative productivity.

e)         The competent

gifted education teacher is aware of empirical evidence regarding the

cognitive, creative and affective development of gifted and talented students,

and programming that meets their concomitant needs.  Competent teachers use

this expertise systematically and collaboratively to develop, implement and

effectively manage comprehensive services for students with a variety of gifts

and talents to ensure specific student outcomes

e of empirical evidence regarding the

cognitive, creative and affective development of gifted and talented students,

and programming that meets their concomitant needs.  Competent teachers use

this expertise systematically and collaboratively to develop, implement and

effectively manage comprehensive services for students with a variety of gifts

and talents to ensure specific student outcomes.  The competent gifted

education teacher:

1)         regularly uses multiple alternative

approaches to accelerate learning;

2)         regularly uses

enrichment options to extend and deepen learning opportunities within and outside

of the school setting;

3)         regularly uses

multiple forms of grouping, including clusters, resource rooms, special classes

or special schools;

4)         regularly uses

individualized learning options, such as mentorships, internships, online

courses and independent study;

5)         regularly uses

current technologies, including online learning options and assistive

technologies, to enhance access to high-level programming;

6)         collaborates

with educators in gifted, general and special education programs, as well as those

in specialized areas, to collaboratively plan, develop and implement services

for gifted and talented students;

7)         regularly

engages families and community members for purposes of planning, programming,

evaluating and advocating;

8)         provides professional

guidance and counseling for individual students' strengths, interests and

values; and

9)         facilitates

mentorships, internships and vocational programming experiences that match

student interests and aptitudes.

f)         The competent

gifted education teacher formally assesses professional development needs

related to standards, develops and monitors development plans, systematically

engages in training to meet identified needs, and demonstrates mastery of

standards through the assessment of relevant student outcomes

and vocational programming experiences that match

student interests and aptitudes.

f)         The competent

gifted education teacher formally assesses professional development needs

related to standards, develops and monitors development plans, systematically

engages in training to meet identified needs, and demonstrates mastery of

standards through the assessment of relevant student outcomes.  The competent

gifted education teacher:

1)         participates in

ongoing, research-supported professional development that addresses the

foundations of gifted education, education of gifted students with special

needs, characteristics of students with gifts and talents, assessment,

curriculum planning and instruction, learning environments and programming;

2)         stays current

regarding key issues affecting gifted and talented students, such as

anti-intellectualism, and trends in gifted education, such as equity and

access;

3)         expands the

support system for gifted and talented students and their families by

connecting them to organizations and publications relevant to gifted education;

4)         participates in

ongoing professional development to support the social and emotional needs of

gifted and talented students, and shares resources and perspective with

students and their families;

5)         assesses his or

her instructional practices on an ongoing basis and, based on these

assessments, continues his or her professional development related to gifted

education through the school district's staff development, professional

organizations and higher education settings;

6)         assesses

evidence of the impact of new instructional approaches both on teacher practice

and student learning;

7)         leverages

multiple modes of delivering professional development, including online

courses, online gifted-related communities, workshops, professional learning

communities and book "talks";

8)         identifies and

addresses areas in his or her professional development plans for perso

dence of the impact of new instructional approaches both on teacher practice

and student learning;

7)         leverages

multiple modes of delivering professional development, including online

courses, online gifted-related communities, workshops, professional learning

communities and book "talks";

8)         identifies and

addresses areas in his or her professional development plans for personal

growth in the teaching of gifted and talented students;

9)         responds to

cultural and personal frames of reference when teaching gifted and talented

students; and

10)         complies with rules,

policies and standards of ethical practice.