How Do I Measure Up? Donna Walker Director of Gifted/Talented, and AP Programs, Norman Public...
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Transcript of How Do I Measure Up? Donna Walker Director of Gifted/Talented, and AP Programs, Norman Public...
![Page 1: How Do I Measure Up? Donna Walker Director of Gifted/Talented, and AP Programs, Norman Public Schools (405)366-5837 donnaw@norman.k12.ok.us donnaw.](https://reader035.fdocuments.us/reader035/viewer/2022062407/56649cfd5503460f949cd8d9/html5/thumbnails/1.jpg)
How Do I Measure Up?
Donna Walker Director of Gifted/Talented, and AP Programs, Norman Public Schools (405)[email protected]/~donnaw
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Can I Leap Tall Buildings?
Am I Faster Than A Speeding Bullet?
More Powerful Than A Locomotive?
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Where Do I Start?
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You Have Power To Affect Change
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You Create Circles of Influence
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We Can Measure Ourselves Against Professional Standards
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We Can Work Together to Work Smarter Rather Than Harder
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Let’s Get Started
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NAGC – CEC Teacher Knowledge & Skill Standards
for Gifted and Talented Education
Dr. Diane Montgomery, Ph.D., coauthor from Oklahoma State University
http://www.nagc.org www.cec.sped.org
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Standard 1: Foundations• We need to be familiar with the research
and philosophies supporting G/T education• We should be knowledgeable of the laws
and policies regarding G/T education• We need to be aware of the differences that
culture and environment have on individuals • Societal, cultural, and economic impact on
G/T• Diversity/inclusion impact schooling
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Standard 2: Development and Characteristics of Learners
• Cognitive and affective characteristics of individuals with gifts and talents
• Characteristics and impact of culture and environment on gifted and talented development
• Roles of families and community in supporting the development of gifts and talents
• Advanced milestones of gifted and talented from childhood to adolescence
• Differences of G/T compared to general population
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Standard 3: Individual Learning Differences
• Influences of diversity factors• Academic and affective characteristics and
learning needs• Idiosyncratic learning patterns• Influences of different beliefs, traditions, and
values • Integrate perspectives of diverse groups into
instructional planning
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Standard 4: Instructional Strategies
• Identify school and community resources that help support differentiation
• Develop instructional strategies that support differentiation
• Provide choice in expression of knowledge• Pace delivery of content with needs of
individuals• Utilize technology for differentiation
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Standard 5: Learning Environments and Social Interactions
• Ways in which stereotypes discriminate• Social and emotional influences impact our
students’ relationships and learning• Development of self-awareness and
leadership in our students• Safe learning environments • Create an appreciation for diversity• Develop ability to address social issues
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Standard 6: Language and Communication
• Utilize technology and other resources to break down communication barriers
• English language learners will benefit from texts or tests in their native language
• Use of nonverbal ability tests may help in the identification of gifted and talented English language learners or in students who have limited vocabulary skills
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Standard 7: Instructional Planning
• Curriculum and instruction is at the center of gifted education
• Differentiation of content is one way to serve gifted and talented students learning needs
• Differentiation of process is how students interact with the content
• Differentiation of products is also important• Integrate academic and career guidance into
curricula for gifted and talented students to make it relevant
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Standard 8: Assessment
• The use of a variety of assessments is beneficial for identification of gifted and talented students
• Qualitative as well as quantitative assessments may be used for identification of gifted and talented students in category two
• Use of self-reflective assessments in the classroom may help gifted and talented students develop an appreciation for effort and perseverance
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Standard 9: Professional and Ethical Practice
• Identification and removal of personal bias• Utilization of professional organizations and
journals, books, and resources• Improve skills by participation in gifted and
talented professional development• Reflect on personal practice and skills, revise • Respect the variety of student abilities and
preferences
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Standard 10: Collaboration
• Teachers of gifted and talented students need to work with teachers, students, and parents to help create a plan of study.
• Helping advocate for gifted and talented students and their learning needs is a responsibility of the gifted/talented teacher
• Teaching students to be in charge of their own learning and to advocate for themselves is a responsibility of gifted and talented teachers.
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Measure Your Own Professional Growth
• You can develop knowledge and skills in teaching gifted and talented students
• Standards are for self-assessment and professional growth
• We can provide what our students need and deserve…our best efforts.
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For questions/comments
Donna WalkerDirector of Gifted/Talented and AP ProgramsNorman Public Schools(405) [email protected]/~donnaw