Gifted and Talented Program Self-Audit/Reflection - Aea 267
Gifted and Talented Program Self-Audit/Reflection - Aea 267
Gifted and Talented Program Self-Audit/Reflection - Aea 267
You also want an ePaper? Increase the reach of your titles
YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.
<strong>Gifted</strong> <strong>and</strong> <strong>Talented</strong> <strong>Program</strong> <strong>Self</strong>-<strong>Audit</strong>/<strong>Reflection</strong>--Revised Heartl<strong>and</strong> AEA 11<strong>Talented</strong> <strong>and</strong> <strong>Gifted</strong> Support:Linda Moehring, Mary SchmidtPersonnelInserviceIdeal Acceptable Needs AttentionProfessional development isavailable on a frequent <strong>and</strong> ongoingbasis to all generaleducation teachers <strong>and</strong> counselors<strong>and</strong> includes opportunities tofurther knowledge regarding thenature <strong>and</strong> needs of giftedchildren, structure <strong>and</strong> proceduresof district g/t programming, g/tlinkages to district professionaldevelopment focus, <strong>and</strong>collaboration with the g/tspecialist(s).Some general education teachers<strong>and</strong> counselors attendprofessional development targetedtoward increasing knowledge <strong>and</strong>improving skills. Participation ismainly voluntary.A commitment is needed to focuson continuous professionaldevelopment <strong>and</strong> growth forgeneral education teachers <strong>and</strong>counselors. An inservice designneeds to be developed.K–2 3–5 6–8 9–12 Please mark the box that reflects your current program status.What do we do well?What do we need to improve?Reprinted with permission: <strong>Gifted</strong> <strong>and</strong> <strong>Talented</strong> <strong>Program</strong> Assessment Rubric, Karen Garvin, 1994.Adapted by Mary Schmidt <strong>and</strong> Linda Moehring, 2006IN-SERVICE DESIGN--2
<strong>Gifted</strong> <strong>and</strong> <strong>Talented</strong> <strong>Program</strong> <strong>Self</strong>-<strong>Audit</strong>/<strong>Reflection</strong>--Revised Heartl<strong>and</strong> AEA 11<strong>Talented</strong> <strong>and</strong> <strong>Gifted</strong> Support:Linda Moehring, Mary SchmidtPersonnelInserviceIdeal Acceptable Needs AttentionAdministrators are informedabout the g/t program on a regularbasis <strong>and</strong> feel qualified to discussit with parents, community, <strong>and</strong>general education teachers.Administrators have access to <strong>and</strong>participate in professionaldevelopment regarding the nature<strong>and</strong> needs of gifted children,structure <strong>and</strong> procedures ofdistrict g/t programming, g/tlinkages to district professionaldevelopment focus, <strong>and</strong>collaboration with the g/tspecialist(s).The administrator assuresadequate time for g/t professionaldevelopment <strong>and</strong> conveys theimportance of gifted <strong>and</strong> talentedPD as part of the whole schoolplan.Administrators generally haveadequate knowledge about the g/tprogram to discuss it withinterested constituents.Administrators occasionallyparticipate in g/t professionaldevelopment activities.Administrators feel somefrustration at not having adequateinformation to discuss the g/tprogram intelligently.Administrators need to be presentat g/t professional development<strong>and</strong> need to ensure that time isprovided for delivery of g/tprofessional development.K–2 3–5 6–8 9–12 Please mark the box that reflects your current program status.What do we do well?What do we need to improve?Reprinted with permission: <strong>Gifted</strong> <strong>and</strong> <strong>Talented</strong> <strong>Program</strong> Assessment Rubric, Karen Garvin, 1994.Adapted by Mary Schmidt <strong>and</strong> Linda Moehring, 2006IN-SERVICE DESIGN--3
<strong>Gifted</strong> <strong>and</strong> <strong>Talented</strong> <strong>Self</strong>-<strong>Audit</strong>/<strong>Reflection</strong> ToolAction Planning SheetLong Term Goal(s):In-service DesignThere is an in-service design 281—IAC 12.5(12)Short Term GoalStatement(s)to meetlong term goal(s)Specific Outcomes(Success Criteria)Success will have beenachieved when…Data GatheringAssessmentTechniquesTimeline &ResponsibilityAction Steps(“to do”)Support NeedsItems CostsAdapted from the work of Peter Holly/New Iowa Schools Development CorpConstant Conversation Questions Heartl<strong>and</strong> AEA 11, 2006 (LM/MS)1. What do data tell us about our student learning needs?2. What do/will we do to meet student learning needs?3. How do/will we know student learning has changed?4. How will we evaluate our programs <strong>and</strong> services to ensure improved student learning?
Change language