2010 Pre-K-Grade 12 Gifted Programming Standards - NAGC

1.6. Cognitive and Affective Growth.Students with gifts and talents benefitfrom meaningful and challenging learningactivities addressing their uniquecharacteristics and needs.1.7. Cognitive and Affective Growth.Students with gifts and talents recognizetheir preferred approaches to learning andexpand their repertoire.1.8. Cognitive and Affective Growth.Students with gifts and talents identifyfuture career goals that match theirtalents and abilities and resourcesneeded to meet those goals (e.g., highereducation opportunities, mentors,financial support).1.6.1. Educators design interventions for students to developcognitive and affective growth that is based on research ofeffective practices.1.6.2. Educators develop specialized intervention services forstudents with gifts and talents who are underachieving and arenow learning and developing their talents.1.7.1. Teachers enable students to identify their preferredapproaches to learning, accommodate these preferences, andexpand them.1.8.1. Educators provide students with college and careerguidance that is consistent with their strengths.1.8.2. Teachers and counselors implement a curriculum scopeand sequence that contains person/social awareness andadjustment, academic planning, and vocational and careerawareness.Kolitch & Brody, 1992.Diaz, 1998; Hébert, 1998.Rogoff, 2003; Shade, 1997; Shade, Kelly, &Oberg, 1997.Greene, 2003; Kerr & Kurpius, 2004;Maxwell, 2007; Pirto, 1991; Subotnik &Olszewski-Kubilius, 1997.Greene, 2003; Jackson, 2009; Silverman,1993.National Association for Gifted Children • 1331 H Street, NW, Suite 1001 • Washington, DC 20005 • 202.785.4268 • www.nagc.org3

Gifted Education Programming Standard 2: AssessmentIntroductionKnowledge about all forms of assessment is essential for educators of students with gifts and talents. It is integral to identification, assessing eachstudent’s learning progress, and evaluation of programming. Educators need to establish a challenging environment and collect multiple types ofassessment information so that all students are able to demonstrate their gifts and talents. Educators’ understanding of non-biased, technically adequate,and equitable approaches enables them to identify students who represent diverse backgrounds. They also differentiate their curriculum and instruction byusing pre- and post-, performance-based, product-based, and out-of-level assessments. As a result of each educator’s use of ongoing assessments,students with gifts and talents demonstrate advanced and complex learning. Using these student progress data, educators then evaluate services andmake adjustments to one or more of the school’s programming components so that student performance is improved.This standard combines Standard 8, Assessment, of the NAGC-CEC Teacher Preparation Standards with the Student Identification and ProgramEvaluation Standards from the 1998 Gifted Program Standards. This combination emphasizes the cyclical role that assessment assumes in the educator’sdecision-making process—beginning with identifying the needs of students with gifts and talents, then providing services, monitoring student progress,improving the programming components to ensure continued student progress, then returning to the identification of more students with gifts and talentswho need services and beginning the process again. Educators who use varied types of assessments need to be well-informed about measurementtheory, legal policies, ethical principles, practices, and interpretation of results related to identification, progress monitoring, and evaluation, particularly asthese types of assessments relate to students with gifts and talents from culturally and linguistically diverse backgrounds.Standard 2: AssessmentDescription: Assessments provide information about identification, learning progress and outcomes, and evaluation of programming for students withgifts and talents in all domains.Student Outcomes Evidence-Based Practices Research Support2.1. Identification. All students in gradesPK-12 have equal access to acomprehensive assessment system thatallows them to demonstrate diversecharacteristics and behaviors that areassociated with giftedness.2.2. Identification. Each student revealshis or her exceptionalities or potentialthrough assessment evidence so thatappropriate instructional accommodationsand modifications can be provided.2.1.1. Educators develop environments and instructionalactivities that encourage students to express diversecharacteristics and behaviors that are associated withgiftedness.2.1.2. Educators provide parents/guardians with informationregarding diverse characteristics and behaviors that areassociated with giftedness.2.2.1. Educators establish comprehensive, cohesive, andongoing procedures for identifying and serving students withgifts and talents. These provisions include informed consent,committee review, student retention, student reassessment,student exiting, and appeals procedures for both entry and exitfrom gifted program services.National Association for Gifted Children • 1331 H Street, NW, Suite 1001 • Washington, DC 20005 • 202.785.4268 • www.nagc.orgBorland & Wright, 1994; Gentry & Owen,1999; Hertzog, 2005; Johnsen,1997;Matthews & Foster, 2005; Mills, Stork, &Krug, 1992.Grantham, 2003; Kitano & Espinosa,1995; Morrison & Rizza, 2007; Scott,Deuel, Jean-Francois, & Urbano, 1996;Stephens, 1999.Indiana Department of Education,Division of Exceptional Learners, HighAbility, 2007; Johnsen, 2004b; NationalAssociation for Gifted Children & TheCouncil of State Directors of Programs forthe Gifted, 2009; Simon, Penix, &Biggers, 1999; Texas Education Agency,Division of Advanced Academic Services,4

programming design, management, and delivery.2.6.3. Educators disseminate the results of the evaluation,orally and in written form, and explain how they will use theresults.Avery, VanTassel-Baska, & O’Neill, 1997;Johnsen, 2000; Moon, 1996; Silky &Readling, 1992; Tomlinson, Bland, &Moon, 1993.National Association for Gifted Children • 1331 H Street, NW, Suite 1001 • Washington, DC 20005 • 202.785.4268 • www.nagc.org7

Gifted Education Programming Standard 3: Curriculum Planning and InstructionIntroductionAssessment is an integral component of the curriculum planning process. The information obtained from multiple types of assessments informsdecisions about curriculum content, instructional strategies, and resources that will support the growth of students with gifts and talents. Educatorsdevelop and use a comprehensive and sequenced core curriculum that is aligned with local, state, and national standards, then differentiate and expand it.In order to meet the unique needs of students with gifts and talents, this curriculum must emphasize advanced, conceptually challenging, in-depth,distinctive, and complex content within cognitive, affective, aesthetic, social, and leadership domains. Educators must possess a repertoire of evidencebasedinstructional strategies in delivering the curriculum (a) to develop talent, enhance learning, and provide students with the knowledge and skills tobecome independent, self-aware learners, and (b) to give students the tools to contribute to a multicultural, diverse society. The curriculum, instructionalstrategies, and materials and resources must engage a variety of learners using culturally responsive practices.This standard combines Standard 4, Instructional Strategies, and Standard 7, Instructional Planning, from the NAGC-CEC Teacher PreparationStandards with the Curriculum and Instruction Standard from the 1998 Gifted Program Standards. This combination acknowledges the interrelationshipamong assessment, content, and instruction. Educators must understand theories and research-based models that form the basis of curriculumdevelopment and instructional practice for students with gifts and talents. They must also be adept at responding to individual abilities and needs,including cultural and linguistic factors, to select, adapt, and create appropriate materials and select appropriate instructional strategies and resources.Standard 3: Curriculum Planning and InstructionDescription: Educators apply the theory and research-based models of curriculum and instruction related to students with gifts and talents and respond totheir needs by planning, selecting, adapting, and creating culturally relevant curriculum and by using a repertoire of evidence-based instructional strategies toensure specific student outcomes.Student Outcomes Evidence-Based Practices Research Support3.1. Curriculum Planning. Students with giftsand talents demonstrate growthcommensurate with aptitude during the schoolyear.3.1.1. Educators use local, state, and national standards to alignand expand curriculum and instructional plans.3.1.2. Educators design and use a comprehensive and continuousscope and sequence to develop differentiated plans for PK-12students with gifts and talents.3.1.3. Educators adapt, modify, or replace the core or standardcurriculum to meet the needs of students with gifts and talents andthose with special needs such as twice-exceptional, highly gifted,and English language learners.Kitano, Montgomery, VanTassel-Baska,& Johnsen, 2008; Tomlinson, 2000;Tomlinson, & Allan, 2000; VanTassel-Baska, 1998, 2003; VanTassel-Baska &Stambaugh, 2006a.Davis & Rimm, 2004; Maker, 2004;VanTassel-Baska, 2004; VanTassel-Baska & Stambaugh, 2006b.Castellano, 2002; Cline & Schwartz,2000; Coleman & Hughes, 2009;Cornell, Delcourt, Goldberg, & Bland,1995; Gross, 1992, 2000; Ogbu, 1994;Reis, Neu, & McGuire, 1995; Rollins,Mursky, Shah-Coltrane, & Johnsen,National Association for Gifted Children • 1331 H Street, NW, Suite 1001 • Washington, DC 20005 • 202.785.4268 • www.nagc.org8

3.2. Talent Development. Students with giftsand talents become more competent inmultiple talent areas and across dimensionsof learning.3.3. Talent Development. Students with giftsand talents develop their abilities in theirdomain of talent and/or area of interest.3.1.4. Educators design differentiated curricula that incorporateadvanced, conceptually challenging, in-depth, distinctive, andcomplex content for students with gifts and talents.3.1.5. Educators use a balanced assessment system, includingpre-assessment and formative assessment, to identify students’needs, develop differentiated education plans, and adjust plansbased on continual progress monitoring.3.1.6. Educators use pre-assessments and pace instruction basedon the learning rates of students with gifts and talents andaccelerate and compact learning as appropriate.3.1.7. Educators use information and technologies, includingassistive technologies, to individualize for students with gifts andtalents, including those who are twice-exceptional.3.2.1. Educators design curricula in cognitive, affective, aesthetic,social, and leadership domains that are challenging and effectivefor students with gifts and talents.3.2.2. Educators use metacognitive models to meet the needs ofstudents with gifts and talents.3.3.1. Educators select, adapt, and use a repertoire of instructionalstrategies and materials that differentiate for students with giftsand talents and that respond to diversity.3.3.2. Educators use school and community resources thatsupport differentiation.2009; Vespi & Yewchuk, 1992;Whitmore & Maker, 1985.Gavin, Casa, Adelson, Carroll, Sheffield,& Spinelli, 2007; Kaplan, 2005; Little,Feng, VanTassel-Baska, Rogers, &Avery, 2007; VanTassel-Baska, Bass,Ries, Poland, & Avery, 1998;VanTassel-Baska, Zuo, Avery, & Little,2002.Chappuis & Chappuis, 2007/2008;Kirschenbaum, 1998; Reis, Westberg,Kulikowich, & Purcell, 1998; Rogers,2002; Stiggins, 2008; Stiggins, Arter,Chappuis, & Chappuis, 2006;Winebrenner, 2003.Colangeo, Assouline, & Gross, 2004;Gross, 1992; Reis, Westberg,Kulikowich, & Purcell, 1998; Stamps,2004; Winebrenner, 2003.Berger, 2003; Pyryt, 2003; Ravaglia,Suppes, Stillinger, & Alper, 1995; Siegle,2004; VanTassel-Baska & Stambaugh,2006c.Dai, Moon, & Feldhusen, 1998; Davalos& Griffin, 1999; Freeman, & Walberg,1999; Johnson, 2001; Nugent, 2005;Piechowski, 1998; Tomlinson, Kaplan,Renzulli, Purcell, Burns, Strickland, &Imbeau, 2008.Carr, Alexander, & Schwanenflugel,1996; Hartman, 2001; Heritage, 2007;Paul & Elder, 2002; VanTassel-Baska,Avery, Little, & Hughes, 2000.Gentry & Owen, 1999; Karnes & Bean,2005; Kitano & Espinosa, 1995;Tomlinson, 2004; Tomlinson & Allan,2000, Uresti, Goertz, & Bernal, 2002;Weinstein, Gregory, & Strambler, 2004.Landrum, 2002; Siegle & McCoach,2005; Tomlinson & Allan, 2000.3.3.3. Educators provide opportunities for students with gifts and Betts & Neihart, 1986; Hébert, 1993;National Association for Gifted Children • 1331 H Street, NW, Suite 1001 • Washington, DC 20005 • 202.785.4268 • www.nagc.org9

3.4. Instructional Strategies. Students withgifts and talents become independentinvestigators.3.5. Culturally Relevant Curriculum. Studentswith gifts and talents develop knowledge andskills for living and being productive in amulticultural, diverse, and global society.3.6. Resources. Students with gifts andtalents benefit from gifted educationprogramming that provides a variety of highquality resources and materials.talents to explore, develop, or research their areas of interestand/or talent.3.4.1. Educators use critical-thinking strategies to meet the needsof students with gifts and talents.3.4.2. Educators use creative-thinking strategies to meet theneeds of students with gifts and talents.3.4.3. Educators use problem-solving model strategies to meet theneeds of students with gifts and talents.3.4.4. Educators use inquiry models to meet the needs of studentswith gifts and talents.3.5.1. Educators develop and use challenging, culturallyresponsive curriculum to engage all students with gifts and talents.3.5.2. Educators integrate career exploration experiences intolearning opportunities for students with gifts and talents, e.g.biography study or speakers.3.5.3. Educators use curriculum for deep explorations of cultures,languages, and social issues related to diversity.3.6.1. Teachers and administrators demonstrate familiarity withsources for high quality resources and materials that areappropriate for learners with gifts and talents.Johnsen & Johnson, 2007; Renzulli &Reis, 2003; Sternberg, 2000;Winebrenner, 2003.Anderson & Krathwohl, 2001; Elder &Paul, 2004; Friedman & Lee, 1996;Hertzog, 2003; Paul & Elder, 2002;VanTassel-Baska, Johnson, Hughes, &Boyce (1996).Anderson & Krathwohl, 2001; Karnes &Bean, 2005; Renzulli & Reis, 2003;Treffinger, Isaksen,& Stead-Dorval,2006; Winner & Martino, 2003;Zimmerman, 1998.Friedman & Lee, 1996; Gallagher &Stepien, 1996; Karnes & Bean, 2005;Treffinger, Isaksen, Stead-Dorval, 2006.Halkitis, 1990; Karnes & Bean, 2005;Paul & Elder, 2002; VanTassel-Baska,Johnson, Hughes & Boyce, 1996.Diaz, 1998; Ford, 2003; Gay, 2002;Shade, Kelly, & Oberg, 1997.Berger, 1989; Davalos & Haensly, 1997;Kerr & Sodano, 2003; Stormont,Stebbins, & Holliday, 2001; Wessel,1999.Ford & Harris, 2000; Kolloff, 1996;Pedersen & Kitano, 2006; Uresti,Goertz, & Bernal, 2002.Avery & Zuo, 2003; Riley, 2005;VanTassel-Baska, 2003; VanTassel-Baska & Brown 2007; VanTassel-Baska& Stambaugh, 2006a.National Association for Gifted Children • 1331 H Street, NW, Suite 1001 • Washington, DC 20005 • 202.785.4268 • www.nagc.org10

Gifted Education Programming Standard 4: Learning EnvironmentsIntroductionEffective educators of students with gifts and talents create safe learning environments that foster emotional well-being, positive social interaction,leadership for social change, and cultural understanding for success in a diverse society. Knowledge of the impact of giftedness and diversity on socialemotionaldevelopment enables educators of students with gifts and talents to design environments that encourage independence, motivation, and selfefficacyof individuals from all backgrounds. They understand the role of language and communication in talent development and the ways in which cultureaffects communication and behavior. They use relevant strategies and technologies to enhance oral, written, and artistic communication of learners whoseneeds vary based on exceptionality, language proficiency, and cultural and linguistic differences. They recognize the value of multilingualism in today’sglobal community.This standard addresses NAGC-CEC Teacher Preparation Standards 5 (Learning Environment and Social Interactions) and 6 (Language andCommunication). The 1998 Gifted Program Standards have no similar content. Educators of students with gifts and talents require knowledge and skills tocreate learning environments that support the affective, social, and communicative needs of these learners, including those from diverse backgrounds,defined to include differences based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, andgeographical area.Standard 4: Learning EnvironmentsDescription: Learning environments foster personal and social responsibility, multicultural competence, and interpersonal and technical communicationskills for leadership in the 21 st century to ensure specific student outcomes.Student Outcomes Evidence-Based Practices Research Support4.1. Personal Competence. Students withgifts and talents demonstrate growth inpersonal competence and dispositions forexceptional academic and creativeproductivity. These include self-awareness,self-advocacy, self-efficacy, confidence,motivation, resilience, independence,curiosity, and risk taking.4.1.1. Educators maintain high expectations for all students withgifts and talents as evidenced in meaningful and challengingactivities.4.1.2. Educators provide opportunities for self-exploration,development and pursuit of interests, and development of identitiessupportive of achievement, e.g., through mentors and role models.4.1.3. Educators create environments that support trust amongdiverse learners.4.1.4. Educators provide feedback that focuses on effort, onevidence of potential to meet high standards, and on mistakes aslearning opportunities.Cross, Stewart, & Coleman, 2003;Kyburg, Hertberg-Davis, & Callahan,2007; McKown & Weinstein, 2008.Brody, 1999; Davalos & Haensly,1997; Frey, 1998; Grybe, 1997;Hughes, 1999; Johnsen & Goree,2005; Kanevsky & Keighley, 2003;Pleiss & Feldhusen, 1995; Torrance,1984.Betts, 2004; Lockwood, 2007;McKown & Weinstein, 2008; Purdie-Vaughns, Steele, Davies, Crosby, &Ditlmann, 2008; Williams & Baber,2007.Dweck, 2007a, b; Dweck & Kamins,1999.National Association for Gifted Children • 1331 H Street, NW, Suite 1001 • Washington, DC 20005 • 202.785.4268 • www.nagc.org11

4.2. Social Competence. Students with giftsand talents develop social competencemanifested in positive peer relationships andsocial interactions.4.3. Leadership. Students with gifts andtalents demonstrate personal and socialresponsibility and leadership skills.4.4. Cultural Competence. Students withgifts and talents value their own and others’language, heritage, and circumstance. Theypossess skills in communicating, teaming,and collaborating with diverse individualsand across diverse groups 1 . They usepositive strategies to address social issues,including discrimination and stereotyping.4.1.5. Educators provide examples of positive coping skills andopportunities to apply them.4.2.1. Educators understand the needs of students with gifts andtalents for both solitude and social interaction.4.2.2. Educators provide opportunities for interaction withintellectual and artistic/creative peers as well as with chronologicalagepeers.4.2.3. Educators assess and provide instruction on social skillsneeded for school, community, and the world of work.4.3.1. Educators establish a safe and welcoming climate foraddressing social issues and developing personal responsibility.4.3.2. Educators provide environments for developing many formsof leadership and leadership skills.4.3.3. Educators promote opportunities for leadership incommunity settings to effect positive change.4.4.1. Educators model appreciation for and sensitivity to students’diverse backgrounds and languages.4.4.2. Educators censure discriminatory language and behaviorand model appropriate strategies.4.4.3. Educators provide structured opportunities to collaboratewith diverse peers on a common goal.Callahan, Sowa, May, Tomchin,Plucker, Cunningham, & Taylor,2004; Kitano & Lewis, 2005; Neihart,2002.Bain & Bell, 2004; Coleman & Cross,1988; Coleman & Sanders, 1993;Csikszentmihalyi, Rathunde, &Whalen, 1993; Robinson, Shore, &Enersen, 2007; Roeper, 1992;Swiatek & Cross, 2007.Enersen, 1993; Manor-Bullock, Look,& Dixon, 1995; Olszewski-Kubilius &Grant, 1994; Robinson, Shore, &Enersen, 2007.Coleman, 2001; Hollingworth, 1942;Lovecky, 1995; Robinson, Shore, &Enersen, 2007; Swiatek & Dorr,1998.Cooper, 1998; Renzulli, 1992.Feldhusen & Kennedy, 1988; Myers,Slavin, & Southern, 1990; Oakland,Falkenberg, & Oakland, 1996; Ross& Smyth, 1995; Simonton, 1994,1999; Smyth & Ross, 1999.Lee, Olszewski-Kubilius, Donahue, &Weimbolt, 2007; Merriman, 1999;Pleasants, Stephens, Selph, &Pfeiffer, 2004; Terry, 2000, 2003;Terry & Bohnenberger, 2003;Webster & Worrell, 2008.den Brok, Levy, Rodriguez, &Wubbels, 2002; Ingram, 2003; Soto,Smrekar, & Nekcovei, 1999.Ford & Trotman, 2001; Ford, Tyson,Howard, & Harris, 2000; Harmon,2002; Peterson & Ray 2006a, b;Tookey, 1999/2000; Wolfgang, 1991.Harper & Antonio, 2008; Milem,Chang, & Antonio, 2005; Zirkel, 2008.1 Differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area.National Association for Gifted Children • 1331 H Street, NW, Suite 1001 • Washington, DC 20005 • 202.785.4268 • www.nagc.org12

4.5. Communication Competence. Studentswith gifts and talents develop competence ininterpersonal and technical communicationskills. They demonstrate advanced oral andwritten skills, balanced biliteracy ormultiliteracy, and creative expression. Theydisplay fluency with technologies thatsupport effective communication4.5.1. Educators provide opportunities for advanced developmentand maintenance of first and second language(s).4.5.2. Educators provide resources to enhance oral, written, andartistic forms of communication, recognizing students’ culturalcontext.4.5.3. Educators ensure access to advanced communication tools,including assistive technologies, and use of these tools forexpressing higher-level thinking and creative productivity.Kettler, Shiu, & Johnsen, 2006;Kolesinski & Leroux, 1992; Robinson,Shore, & Enersen, 2007; Thompson& Thompson, 1996; Valdes, 2002,2003; van Stekelenburg, 1984;VanTassel-Baska, 1982, 2004.Choi, 1998; Daugherty, White, &Manning, 1994; Frey, 2000; Kay,2008; Schulthes & Wolosky, 1998.Berger, 2003; Cross, 2004; Pyryt,2003; Ravaglia, Suppes, Stillinger, &Alper, 1995; Rizza, 2006; Schroth,Helfer, & Dammers, 2009; Tyler-Wood, Perez Cereijo, & Holcomb,2002; VanTassel-Baska &Stambaugh, 2006.National Association for Gifted Children • 1331 H Street, NW, Suite 1001 • Washington, DC 20005 • 202.785.4268 • www.nagc.org13

Gifted Education Programming Standard 5: ProgrammingIntroductionThe term programming refers to a continuum of services that address students with gifts and talents’ needs in all settings. Educators developpolicies and procedures to guide and sustain all components of comprehensive and aligned programming and services for PreK-12 students with gifts andtalents. Educators use a variety of programming options such as acceleration and enrichment in varied grouping arrangements (cluster grouping, resourcerooms, special classes, special schools) and within individualized learning options (independent study, mentorships, online courses, internships) toenhance students’ performance in cognitive and affective areas and to assist them in identifying future career goals. They augment and integrate currenttechnologies within these learning opportunities to increase access to high level programming such as distance learning courses and to increaseconnections to resources outside of the school walls. In implementing services, educators in gifted, general, special education programs, and relatedprofessional services collaborate with one another and parents/guardians and community members to ensure that students’ diverse learning needs aremet. Administrators demonstrate their support of these programming options by allocating sufficient resources so that all students within gifts and talentsreceive appropriate educational services.This standard combines Standard 10, Collaboration, of the NAGC-CEC Teacher Preparation Standards with Program Design and ProgramAdministration and Management from the 1998 Gifted Program Standards. The combination focuses on the strong relationships among coordinated andcomprehensive services, administrative resources, and collaboration that are needed to develop the talents of all students with gifts and talents.Standard 5: ProgrammingDescription: Educators are aware of empirical evidence regarding (a) the cognitive, creative, and affective development of learners with gifts andtalents, and (b) programming that meets their concomitant needs. Educators 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.Student Outcomes Evidence-Based Practices Research Support5.1. Variety of Programming. Studentswith gifts and talents participate in avariety of evidence-based programmingoptions that enhance performance incognitive and affective areas.5.1.1. Educators regularly use multiple alternative approachesto accelerate learning.5.1.2. Educators regularly use enrichment options to extendand deepen learning opportunities within and outside of theschool setting.5.1.3. Educators regularly use multiple forms of grouping,including clusters, resource rooms, special classes, or specialschools.Ablard, Mills, & Duvall, 1994; Brody, 2004;Colangeo, Assouline, & Gross, 2004;Lubinski & Benbow, 1995; Southern &Jones, 1991; Swiatek, 1993; VanTassel-Baska, 2004.Hébert, 1993; Moon, Feldhusen, & Dillon,1994; Renzulli, 1994; Renzulli & Reis,2003.Kulik & Kulik, 1992; Rogers, 1991, 2002.5.1.4. Educators regularly use individualized learning optionssuch as mentorships, internships, online courses, andindependent study.National Association for Gifted Children • 1331 H Street, NW, Suite 1001 • Washington, DC 20005 • 202.785.4268 • www.nagc.orgBetts & Neihart, 1986; Gentry & Ferriss,1999; Hébert, 1993; Johnsen & Johnson,2007; Renzulli, 1992; Renzulli & Reis,14

5.2. Coordinated Services. Students withgifts and talents demonstrate progress asa result of the shared commitment andcoordinated services of gifted education,general education, special education, andrelated professional services, such asschool counselors, school psychologists,and social workers.5.3. Collaboration. Students with gifts andtalents’ learning is enhanced by regularcollaboration among families, community,and the school.5.4. Resources. Students with gifts andtalents participate in gifted educationprogramming that is adequately funded tomeet student needs and program goals.5.5. Comprehensiveness. Students withgifts and talents develop their potentialthrough comprehensive, alignedprogramming and services.5.6. Policies and Procedures. Studentswith gifts and talents participate in regularand gifted education programs that areguided by clear policies and proceduresthat provide for their advanced learningneeds (e.g., early entrance, acceleration,credit in lieu of enrollment).5.1.5. Educators regularly use current technologies, includingonline learning options and assistive technologies to enhanceaccess to high-level programming.5.1.6. Administrators demonstrate support for gifted programsthrough equitable allocation of resources and demonstratedwillingness to ensure that learners with gifts and talents receiveappropriate educational services.5.2.1. Educators in gifted, general, and special educationprograms, as well as those in specialized areas, collaborativelyplan, develop, and implement services for learners with giftsand talents.5.3.1. Educators regularly engage families and communitymembers for planning, programming, evaluating, andadvocating.5.4.1. Administrators track expenditures at the school level toverify appropriate and sufficient funding for gifted programmingand services.5.5.1. Educators develop thoughtful, multi-year program plansin relevant student talent areas, PK-12.5.6.1. Educators create policies and procedures to guide andsustain all components of the program, including assessment,identification, acceleration practices, and grouping practices,that is built on an evidence-based foundation in giftededucation.2008; Siegle & McCoach, 2005.Berger, 2003; Olszewski-Kubilius & Lee,2004a; Pyryt, 2003; Siegle, 2004.Callahan & Reis, 2004; NationalAssociation for Gifted Children and TheCouncil of State Directors of Programs forthe Gifted, 2009; Tomlinson, Coleman,Allan, Udall, & Landrum, 1996.Conzemius & O'Neill, 2001; Hughes &Rollins, 2009; Landrum, 2002; Purcell &Leppien, 1998.Campbell & Verna, 2007; Hertzog, 2003;Moon, Jurich, & Feldhusen, 1998;Olszewski-Kubilius & Lee, 2004b;VanTassel-Baska, Olszewski-Kubilius, &Kulieke, 1994.Baker & Friedman-Nimz, 2003; Scot,Callahan, & Urquhart, 2008; Shaunessy& Matthews, 2008.Coleman, 2006; Simonton, 1999;VanTassel-Baska & Brown, 2007.Colangelo, Assouline, & Gross, 2004;Gentry, Rizza, & Owen, 2002; Karnes &Johnson, 1991; Myers, 1993/1994;Neber, Finsterwald, & Urban, 2001;Zeidner & Schleyer, 1999.5.7. Career Pathways. Students with gifts 5.7.1. Educators provide professional guidance and counseling Achter, Benbow, & Lubinski, 1997; Kerr &and talents identify future career goals for individual student strengths, interests, and values.Kurpius, 2004; Maxwell, 2007.and the talent development pathways to 5.7.2. Educators facilitate mentorships, internships, and Brody, 1999; Davalos & Haensly, 1997;National Association for Gifted Children • 1331 H Street, NW, Suite 1001 • Washington, DC 20005 • 202.785.4268 • www.nagc.org15

each those goals.vocational programming experiences that match studentinterests and aptitudes.Greene, 2003; Siegle & McCoach, 2005;Subotnik & Olszewski-Kubilius, 1997.National Association for Gifted Children • 1331 H Street, NW, Suite 1001 • Washington, DC 20005 • 202.785.4268 • www.nagc.org16

Gifted Education Programming Standard 6: Professional DevelopmentIntroductionProfessional development is essential for all educators involved in the development and implementation of gifted programs and services.Professional development is the intentional development of professional expertise as outlined by the NAGC-CEC teacher preparation standards and is anongoing part of gifted educators’ professional and ethical practice. Professional development may take many forms ranging from district-sponsoredworkshops and courses, university courses, professional conferences, independent studies, and presentations by external consultants and should bebased on systematic needs assessments and professional reflection. Students participating in gifted education programs and services are taught byteachers with developed expertise in gifted education. Gifted education program services are developed and supported by administrators, coordinators,curriculum specialists, general education, special education, and gifted education teachers who have developed expertise in gifted education. Sincestudents with gifts and talents spend much of their time within general education classrooms, general education teachers need to receive professionaldevelopment in gifted education that enables them to recognize the characteristics of giftedness in diverse populations, understand the school or districtreferral and identification process, and possess an array of high quality, research-based differentiation strategies that challenge students. Services forstudents with gifts and talents are enhanced by guidance and counseling professionals with expertise in gifted education.This standard combines Standards 9 and 10 of the NAGC-CEC Teacher Preparation Standards with Professional Development from the1998 Gifted Program Standards. This combination emphasizes the foundational role of ongoing professional development guided by the establishedstandards of the field and supporting evidence-based practices in all aspects of gifted programs and services.Standard 6: Professional DevelopmentDescription: All educators (administrators, teachers, counselors, and other instructional support staff) build their knowledge and skills using the NAGC-CECTeacher Standards for Gifted and Talented Education and the National Staff Development Standards. They formally assess professional development needsrelated to the standards, develop and monitor plans, systematically engage in training to meet the identified needs, and demonstrate mastery of standard.They access resources to provide for release time, funding for continuing education, and substitute support. These practices are judged through theassessment of relevant student outcomes.Student Outcomes Evidence-Based Practices Research Support6.1. Talent Development. Studentsdevelop their talents and gifts as a result ofinteracting with educators who meet thenational teacher preparation standards ingifted education.6.1.1. Educators systematically participate in ongoing, researchsupportedprofessional development that addresses thefoundations of gifted education, characteristics of students withgifts and talents, assessment, curriculum planning and instruction,learning environments, and programming.6.1.2. The school district provides professional development forteachers that models how to develop environments andinstructional activities that encourage students to express diversecharacteristics and behaviors that are associated with giftedness.6.1.3. Educators participate in ongoing professional developmentaddressing key issues such as anti-intellectualism and trends ingifted education such as equity and access.National Association for Gifted Children • 1331 H Street, NW, Suite 1001 • Washington, DC 20005 • 202.785.4268 • www.nagc.orgCallahan, Cooper, & Glascock, 2003;Garet, Porter, Desimone, Birman, Yoon,2001; Hansen & Feldhusen, 1994.Bain, Bourgeois, & Pappas, 2003; Han &Marvin, 2000; Hanninen, 1988; Hansen &Feldhusen, 1994; Johnsen, Haensly,Ryser, & Ford, 2002; Kitano, Montgomery,VanTassel-Baska, & Johnsen, 2008;Masten & Plata, 2000.Boothe & Stanley, 2004; Castellano &Diaz, 2002; Howley, Howley, & Pendarvis,1995; Plucker & Callahan, 2008.17

6.2. Socio-emotional Development.Students with gifts and talents developsocially and emotionally as a result ofeducators who have participated inprofessional development aligned withnational standards in gifted education andNational Staff Development Standards.6.3. Lifelong Learners. Students developtheir gifts and talents as a result ofeducators who are life-long learners,participating in ongoing professionaldevelopment and continuing educationopportunities.6.4. Ethics. Students develop their giftsand talents as a result of educators whoare ethical in their practices.6.1.4. Administrators provide human and material resourcesneeded for professional development in gifted education (e.g.release time, funding for continuing education, substitute support,webinars, or mentors).6.1.5. Educators use their awareness of organizations andpublications relevant to gifted education to promote learning forstudents with gifts and talents.6.2.1. Educators participate in ongoing professional developmentto support the social and emotional needs of students with giftsand talents.6.3.1. Educators assess their instructional practices and continuetheir education in school district staff development, professionalorganizations, and higher education settings based on theseassessments.6.3.2. Educators participate in professional development that issustained over time, that includes regular follow-up, and thatseeks evidence of impact on teacher practice and on studentlearning.6.3.3. Educators use multiple modes of professional developmentdelivery including online courses, online and electroniccommunities, face-to-face workshops, professional learningcommunities, and book talks.6.3.4. Educators identify and address areas for personal growthfor teaching students with gifts and talents in their professionaldevelopment plans.6.4.1. Educators respond to cultural and personal frames ofreference when teaching students with gifts and talents.6.4.2. Educators comply with rules, policies, and standards ofethical practice.Dettmer & Landrum, 1998; Garet, Porter,Desimone, Birman, & Yoon, 2001; Guskey,2000.Higgins, 2006; Landrum, Callahan, &Shaklee, 2000; Lave, 1991; Wenger, 1998.Grantham & Ford, 2003; Harris, 1998;Neihart, Reis, Robinson, & Moon, 2002;Vespi & Yewchuk, 1992.Bain, Bourgeois, & Pappas, 2003; Hansen& Feldhusen, 1994; Heath, 1997.Ancess, 2001; Clarke & Hollingworth,2002; Joyce & Showers, 2002.Barab, Kling, & Gray, 2004; Clark, 2001;Falk & Drayton, 2009.Dettmer & Landrum, 1998; Gubbins,Westberg, Reis, Dinnocenti, Tieso, &Muller, et al., 2002; Guskey, 1986.Bernal, 2000; Ford & Trotman, 2001;Frasier, Hunsaker, Lee, Finley, Frank, &Garcia, et al., 1995.Copenhaver, 2002; Klein & Lugg, 2002.National Association for Gifted Children • 1331 H Street, NW, Suite 1001 • Washington, DC 20005 • 202.785.4268 • www.nagc.org18