Gifted education – specialty endorsement (2007)

Candidates understand the field as an evolving discipline based on philosophies; evidence-based principles and theories; relevant laws and policies; diverse and historical points of view; and social, emotional, and cultural issues. They recognize how foundational influences affect professional practice. Candidates will demonstrate knowledge of:

• 1.1 – Historical foundations of gifted and talented education including points of view and contributions of individuals of diverse backgrounds.
• 1.2 – Philosophies, theories, models, and research that support gifted and talented education.
• 1.3 – Local, state, and federal laws and policies related to gifted and talented education.
  • 1.3.1 – FERPA as it relates to gifted and talented learners.
• 1.4 – Definitions of giftedness and identification of individuals with gifts and talents, including those with diverse backgrounds and/or exceptional learning needs.
• 1.5 – Societal, cultural, and economic factors, including anti-intellectualism and equity vs. excellence, that may enhance or inhibit the developments of gifts and talents.
  • 1.5.1 – Ways in which groups are stereotyped and experience historical and current discrimination and implications for gifted and talented education.
• 1.6 – Issues and trends interconnecting general, special, and gifted and talented education.
• 1.7 – Organizations and publications relevant to the field of gifted and talented education.

Candidates understand development and characteristics of gifted and talented students. Candidates will demonstrate knowledge of:

• 2.1 – Cognitive and affective characteristics of gifted and talented learners, including those from diverse backgrounds, in intellectual, academic, creative, leadership, and artistic domains.
• 2.2 – Effects of culture and environment on the development of gifted and talented learners.
• 2.3 – Role of families and communities in supporting the development of gifted and talented learners.
• 2.4 – Unique academic, social, and emotional developmental milestones of gifted and talented learners from early childhood through adolescence.
• 2.5 – Similarities and differences among gifted and talented learners as well as compared to the general population.

Candidates understand the effects that gifts and talents can have on an individual’s learning in school and throughout life. Candidates will demonstrate knowledge of:

• 3.1 – Influences of diversity factors on gifted and talented learners.
• 3.2 – Academic and affective characteristics and learning needs of gifted and talented learners, including the underachieving and twice-exceptional student.
• 3.3 – Idiosyncratic learning patterns of gifted and talented learners, including those from diverse backgrounds.
• 3.4 – Influences of different beliefs, traditions, and values across and within diverse groups on relationships among gifted and talented learners, their families, schools, and communities.

Candidates possess a repertoire of evidence-based curriculum and instructional strategies to differentiate for gifted and talented learners. Candidates will demonstrate the ability to:

• 4.1 – Utilize community and school resources to support differentiated instruction.
• 4.2 – Use curricular, instructional and management strategies effective for gifted and talented learners including the underachieving and twice-exceptional student.
  • 4.2.1. – Adjust instruction for gifted and talented learners based on formative and summative assessment.
  • 4.2.2 – Pace delivery of curriculum and instruction consistent with needs of gifted and talented learners.
• 4.3 – Apply pedagogical content knowledge to instructing gifted and talented learners.
• 4.4 – Apply higher-level, critical, and creative thinking and metacognitive and problem solving models to content areas to meet the needs of gifted and talented learners.
• 4.5 – Provide opportunities for gifted and talented learners to explore, develop, or research their areas of interest or talent.
• 4.6 – Engage gifted and talented learners from all backgrounds in challenging, multicultural curricula.
• 4.7 – Use advanced oral and written communication tools, including assistive technologies, to meet the needs of individuals with exceptional learning needs.
• 4.8 – Access resources and develop strategies to enhance communication skills for gifted and talented learners, including those with advanced communication skills and/or English language learners.
• 4.9 – Use alternative assessments and technologies to evaluate academic growth of gifted and talented learners.

Candidates develop differentiated long-range plans for gifted and talented learners anchored in both general and specialized curricula. Candidates will demonstrate the ability to:

• 5.1 – Align differentiated curriculum with instructional plans to meet local, state, and national curricular standards appropriate to the assessed academic strengths of the gifted and talented learner.
• 5.2 – Design differentiated learning plans/curriculum for gifted and talented learners.
• 5.3 – Develop scope and sequence plans for gifted and talented learners.
• 5.4 – Select curriculum resources, strategies, and product options that respond to cultural, linguistic, and intellectual differences among gifted and talented learners.
• 5.5 – Integrate perspectives of diverse groups into planning instruction for gifted and talented learners.
• 5.6 – Select and adapt a variety of differentiated curricula that incorporate advanced, conceptually challenging, in-depth, distinctive and complex content.
• 5.7 – Integrate academic and career guidance experiences into the learning plan for gifted and talented learners.
• 5.8 – Develop differentiated curriculum-based assessments for use in instructional planning and delivery for gifted and talented learners.

Candidates actively create learning environments for gifted and talented learners that foster cultural understanding, safety, emotional well being, positive social interactions, active engagement, independence, motivation, and self-advocacy. Candidates will demonstrate the ability to:

• 6.1 – Design learning opportunities to create opportunities for gifted and talented learners that promote self awareness, positive peer relationships, intercultural experiences, self efficacy, lifelong learning, and leadership.
• 6.2 – Create safe learning environments for gifted and talented learners that encourage active participation and student voice in individual and group activities to enhance independence, interdependence, and positive peer relationships.
• 6.3 – Create learning environments and intercultural experiences that allow gifted and talented learners to appreciate their own and others’ language and cultural heritage.
• 6.4 – Develop social interaction and coping skills in gifted and talented learners to address personal and social issues, including discrimination and stereotyping.

Candidates use the results of assessments to identify gifted and talented learners. Candidates will demonstrate the ability to:

• 7.1 – Identify and use non-biased and equitable approaches for identifying gifted and talented learners.
• 7.2 – Identify and use technically adequate qualitative and quantitative assessments for identifying and placing gifted and talented learners.
• 7.3 – Explain uses, limitations, and interpretation of multiple assessments in different domains for identifying individuals with exceptional learning needs.
• 7.4 – Implement processes and procedures for the identification of gifted and talented learners.

Candidates of gifted and talented learners effectively collaborate with families, other educators, and related service providers. Candidates will demonstrate the ability to:

• 8.1 – Collaborate with stakeholders outside of the school setting who serve gifted and talented learners and their families.
• 8.2 – Collaborate with families, community members, and professionals in assessment and instruction of gifted and talented learners.
• 8.3 – Advocate for the benefit of gifted and talented learners and their families.
• 8.4 – Collaborate with gifted and talented learners, their families, general and special educators, and other school staff to articulate a comprehensive education program.
• 8.5 – Communicate and consult with school personnel about the characteristics and needs of gifted and talented learners.