Teachers of Gifted

Preparation

Teacher preparation in gifted pedagogy is essential to ensure that students are provided with appropriately challenging learning experiences. The National Association for Gifted Children (NAGC) and the Council for Exceptional Children (CEC) worked together to develop Teacher Preparation Standards in Gifted Education, which were adopted in 2006 by the National Council for Accreditation of Teacher Education (NCATE), the professional organization that accredits teacher education programs at colleges and universities. These research-based standards clarify the knowledge and skills needed to be an effective teacher of the gifted. The NAGC-CEC standards are intended as guidelines for training teachers of the gifted in teacher preparation and in district-based professional development programs. Such training is designed to extend that which is delivered in initial teacher licensure instruction. Training gives teachers an understanding of the cognitive needs of the gifted, as well as giving teachers insight into the social and emotional development of gifted students. Teachers with minimal or no training in gifted education are less likely to differentiate the curriculum and have lower expectations than do those who have received training, thereby limiting the learning opportunities for gifted youth. Students of teachers who had received training in gifted education pedagogy reported higher levels of thinking and discussion in their classrooms and, in addition, their teachers were less likely to lecture, and more likely to engage students in discussions and activities that challenge students to work at high levels of cognitive processing. Educated and experienced teachers are more likely to implement a wide variety of curricular models.

Gifted education coursework grounded in the NAGC-CEC standards encompasses a wide range of topics related to gifted education. The standards go beyond the development and delivery of appropriate curriculum to include knowledge and skills in the areas of the cognitive and affective development of gifted children, cultural diversity, and foundational knowledge. The foundational influences including key theories, philosophies, and models are the basis for Standard 1. In addition to historical influences, the importance of social, economic, and cultural factors are also stressed, as are research-based constructs. Standard 2 explains the importance of understanding the development and characteristics of gifted children, their idiosyncratic ways of thinking and learning, and the similarities and differences between gifted youth and their chronological peer group. The influence of culture and the environment on the development of individuals with gifts and talents in all domains—intellectual, academic, creative, leadership, and artistic—is underscored. Individual learning differences is the topic of Standard 3 with a special focus on diverse groups of learners. Standard 4 stresses the importance of using evidence-based curriculum and instructional strategies to differentiate for individuals with gifts and talents. Critical and creative thinking, problem solving, and performance skills are to be used in conjunction with differentiated instruction to provide properly paced activities. Learning environments and social interactions are the topics of Standard 5. Self-awareness and the development of self-advocacy skills are imbedded in instruction focused on a thorough understanding of cultural diversity. Standard 6 is centered on the role of [Page 883]language and communication in talent development. The need to develop oral and written communication skills may necessitate the use of assistive technologies for English language learners or students who have concomitant learning disabilities. Instructional planning is discussed in Standard 7. The importance of planning differentiated curricula for gifted students consisting of in-depth activities that are conceptually challenging and include complex content is stressed. The value of incorporating academic and career guidance into gifted students' educational experience is also noted. Standard 8 emphasizes the need to integrate assessment into the decision-making process when determining the appropriate placement and instructional steps for gifted children. Professional and ethical practices are the subject of Standard 9. Teachers of the gifted need to strive for continuous improvement by participating in continuing professional development as a means to remain cognizant of current evidence-based practices. Standard 10 focuses on collaboration. Teachers of the gifted should collaborate with fellow educators, as well as work with families, professionals, and community workers as they advocate for their gifted students.

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