Summary
Contents
Subject index
Awards:
2006 Texas Association for the Gifted and Talented Legacy Book Award
THE comprehensive guide to establishing or strengthening a gifted program!
Whether you are developing a new program from the ground up or need to restructure an existing one, Designing Services and Programs for High-Ability Learners will help you every step of the way with detailed guidelines, practical tips, templates, action plans, and suggestions for strategic planning teams as well as for the sole practitioner.
Consolidating the sage advice and up-to-date research of 29 leaders in the field, this comprehensive and highly practical guide takes the guesswork out of providing appropriate services and programming for high-ability students from elementary through high school.
Each chapter addresses a key feature of gifted programming, from identification to evaluation and advocacy, and includes
Definition, Rationale, and Guiding Principles of the key feature; Attributes That Define High Quality for assessing effectiveness; Flawed Example of the key feature and strategies to improve the example; Revised Example, illustrating implementation of high-quality attributes; Strategic Plan for Designing or Remodeling the key feature, delineating the steps involved; Template for Getting Started, helping you take the first steps of a complex process; Must-Read Resources
Informed planning allows you to tailor services to the specific needs of your students, whether you're in a rural, urban, or suburban community. Superintendents, administrators, teachers, and advocates will find Designing Services and Programs for High-Ability Learners invaluable in defending, developing, and monitoring high quality gifted services and programs.
Managing a Communication Initiative in Gifted Education
Managing a Communication Initiative in Gifted Education
Seek first to understand, then to be understood.
Stephen Covey's powerful quotation and his book The Seven Habits of Highly Effective People (Covey 1990) serve to remind us about the very powerful role that communication plays in our media-dominated world. Many would argue that teachers, including those who are involved in gifted education programs, are engaged in one form of communication or another more than 70% of their waking moments. It is not surprising, then, that the vast majority of competencies designed to measure teacher effectiveness contain criteria by which to measure a teacher's ability to communicate with a wide variety of constituencies (Danielson, 1996).
This chapter considers a critical ...
- Loading...