K-8 Gifted Program Quality Review - Pennsbury School District

esponsibilities of all involved in the dissemination and implementation of the program
should be clearly delineated.
3. Ensure that there is vertical articulation of curriculum, program objectives, and the GIEP
outcomes. These need to be directly related to the District’s gifted program plan and
goals, and serve as integral parts of both curriculum development and challenging
instructional implementation.
Need #2:
To provide district-wide leadership and coordination for all aspects of programming for
the gifted.
Recommendations:
1. Consider designating a gifted leadership position at the district level dedicated to
directing and overseeing the gifted program, its staff, and its functions. This position
would establish methods and procedures for continued review and renewal of the
program, use and implementation of the plan vertically and horizontally, and ensure
coordination through curriculum, instruction, and evaluation. The person in the
leadership role for programming for gifted should be knowledgeable about
curriculum and instruction for the gifted, have interpersonal and leadership skills,
be informed about special and regular education curriculum and instruction
initiatives, and know how to hold both teachers and students accountable.
This person should be responsible for:
• Developing criteria for selecting and employing teachers of the gifted.
• Developing gifted support teacher job responsibilities. These descriptions should state
the role and responsibilities for gifted support teachers at each of the different grade
or building levels. These expectations will not only assist when selecting and hiring
teachers of the gifted, but will also be invaluable when letting regular education
teachers know the role these support people play, vis-à-vis regular education and
differentiation for the gifted. In addition, once the role and responsibilities of the
gifted support teachers are defined, they, supervisors, and principals will have some
standards for accountability.
• Overseeing an articulated K-12 gifted program with a clear mission statement, goals,
and objectives; ensuring the continued program review and revision over time;
working with regular and gifted education staff to assure delivery of differentiated
instruction.
• Planning, organizing, directing and evaluating staff development opportunities for all
staff involved in gifted education.
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