![]() Others assume functions outside the classroom: moving into specializations, administering gifted education programs, or moving into teacher preparation and research roles. For some, this means deepening their expertise and adding new responsibilities for leadership within the classroom. Many gifted and talented specialists continue their growth by mastering professional standards to help prepare them for leadership roles. They are also used as part of the national accreditation process through the Council for the Accreditation of Educator Preparation (CAEP).Īdvanced Standards in Gifted Education Teacher Training The NAGC-CEC Teacher Preparation Standards in Gifted Education provide a foundation for the knowledge and skills necessary in gifted education. ![]() In collaboration with the Council for Exceptional Children (CEC) and other leaders in the field, NAGC developed national standards for teacher preparation programs in gifted and talented education. Teacher Preparation Standards in Gifted Education select, adapt, and use a repertoire of evidence-based instructional strategies to advance the learning of gifted and talented students.design appropriate learning and performance modifications for individuals with gifts and talents that enhance creativity, acceleration, depth, and complexity in academic subject matter and specialized domains and.recognize the learning differences, developmental milestones, and cognitive/affective characteristics of gifted and talented students, including those from diverse cultural and linguistic backgrounds, and identify their related academic and social-emotional needs.The standards were drawn from the larger set of 2013 NAGC-CEC Gifted Education Teacher Preparation Standards. NAGC developed standards for use in general educator preparation programs, as well as for the training of existing teachers. These knowledge and skill standards foster an awareness of the issues endemic to gifted education, as well as the strategies that all teachers should possess. But few general teacher preparation programs provide instruction on the needs of gifted and talented kids, and the majority of American teachers today have consequently not been trained to address them. It is critical that all teachers recognize the needs of their high-ability students. ![]() Knowledge and Skill Standards in Gifted and Talented Education for All Teachers Because these standards are grounded in theory, research, and practice paradigms, they provide an important base for efforts on behalf of gifted learners at all stages of development. The standards have been endorsed by the Association for the Gifted of the Council for Exceptional Children (CEC-TAG) and were developed with input from a variety of stakeholders. They increase the focus on diversity and collaboration-two powerful principles that guide excellent services. Districts use the program standards both as mileposts for improving programs and as rubrics for evaluation. Recognizing that the ongoing evaluation and re-tooling of a successful gifted program is an evolutionary process, “ NAGC Pre-K–Grade 12 Gifted Programming Standards: A Blueprint for Quality Gifted Education Programs” detail a framework that focuses on student outcomes rather than teacher practices. National programming standards assist school districts in examining the quality of their programs and services for gifted learners. Pre-K–12 Gifted Education Programming Standards To help improve teaching for the nation’s estimated 3–5 million gifted and talented students, the National Association for Gifted Children (NAGC) has created national standards in gifted education programming and services, as well as teacher preparation. All teachers must be able to recognize a high-ability student who needs more depth and complexity in instruction or a referral for further assessment and services. Teachers in specialized programs for gifted learners, or those who coordinate gifted and talented programs, should be familiar with the theory, research, curriculum strategies, and educational practices necessary to sustain high-quality, classroom-based opportunities for advanced student learning. Ensuring that highly able learners are recognized through systematic programming is of the highest importance.
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