Overview

""This is a highly useable guide to align inservice training coursework with the new national standards. The latest thinking on high-quality gifted education is invaluable; I can be sure that I am teaching what my teachers need!"" —Christine Nobbe, Gifted Education Specialist Rockwood School District, MO ""The great leveler for new and veteran teachers of gifted and talented learners begins with an understanding of the foundation for the field and current best practice. This guide helps professional development specialists bring their programs in line with the same national standards that are being used in teacher candidate preparation programs."" —Cindy Sheets, Gifted Facilitator Shawnee Mission School District, KS Reshape the professional development of teachers in gifted education! The ten NAGC, CEC, and TAG knowledge and skills standards represent the best research-based practices in gifted education and identify what teachers of the gifted should know and be able to do. To ensure that students with gifts and talents realize their full potential, it is crucial that gifted education teachers receive ongoing professional development that reflects standards-based practices. This unique resource shows PreK–12 education leaders how to plan and implement inservice training programs or realign existing programs based on the newly approved gifted education standards. Authored by the organizations that developed the standards, this volume features a wealth of helpful material for developing objectives, activities, and assessments of professional development, including four different observation instruments, a sample needs assessment survey, a sample individual professional development plan, a checklist for meeting the knowledge and skills standards, and a CD-ROM with an annotated bibliography of the research base used to develop the standards. Staff developers will be able to: Determine professional development objectives based on standards Understand and assess teacher needs Design and evaluate the effectiveness of activities and onsite programs Implement standards for addressing diversity Using the National Gifted Education Standards for PreK–12 Professional Development is an essential companion for staff developers and administrators faced with the challenge of giving classroom teachers the necessary training to provide exceptional instruction.

Full Product Details

Author:   Margie Kitano ,  Diane Montgomery ,  Joyce VanTassel-Baska ,  Susan K. Johnsen
Publisher:   SAGE Publications Inc
Imprint:   Corwin Press Inc
Edition:   Annotated edition
Dimensions:   Width: 21.50cm , Height: 1.20cm , Length: 27.90cm
Weight:   0.480kg
ISBN:  

9781412965231

ISBN 10:   1412965233
Pages:   160
Publication Date:   04 June 2008
Recommended Age:   0 years
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   To order  
Stock availability from the supplier is unknown. We will order it for you and ship this item to you once it is received by us.

Table of Contents

Introduction 1. National Standards for Preparation of Teachers of the Gifted: History and Implications for PreK-12 Schools (Margie Kitano) 2. Professional Standards for Teachers of Students With Gifts and Talents (Susan Johnsen) 3. Aligning Teacher Preparation Standards and NAGC PreK-12 Gifted Program Standards (Joyce VanTassel-Baska) 4. Sensing and Assessing Teacher Needs (Margie Kitano) 5. Identifying Expected Outcomes for Professional Development Through Standards Alignment (Margie Kitano) 6. An Effective, Standards-Based Professional Development Model for Gifted Education (Joyce VanTassel-Baska) 7. Designing Professional Development Activities at Teacher and School Levels (Diane Montgomery) 8. Assessment of Professional Development Activities (Diane Montgomery) 9. Professional Development for the Diversity Standards (Margie Kitano) 10. Challenges and Prospects (Susan Johnson, Joyce VanTassel-Baska, Diane Montgomery, Margie Kitano) Appendices References Index

Reviews

This is a highly useable guide to align inservice training coursework with the new national standards. The latest thinking on high-quality gifted education is invaluable; I can be sure that I am teaching what my teachers need! -- Christine Nobbe, Gifted Education Specialist 20080128 The great leveler for new and veteran teachers of gifted and talented learners begins with an understanding of the foundation for the field and current best practice. This guide helps professional development specialists bring their programs in line with the same national standards that are being used in teacher candidate preparation programs. -- Cindy Sheets, Gifted Facilitator 20080128

This is a highly useable guide to align inservice training coursework with the new national standards. The latest thinking on high-quality gifted education is invaluable; I can be sure that I am teaching what my teachers need! -- Christine Nobbe, Gifted Education Specialist 20080128 The great leveler for new and veteran teachers of gifted and talented learners begins with an understanding of the foundation for the field and current best practice. This guide helps professional development specialists bring their programs in line with the same national standards that are being used in teacher candidate preparation programs. -- Cindy Sheets, Gifted Facilitator 20080128

Author Information

Diane Montgomery is regents professor emerita of educational psychology at Oklahoma State University. She continues to teach Q methodology and works with researchers who find Q appropriate for their inquiry efforts.   Joyce VanTassel-Baska is The Jody and Layton Smith Professor of Education and Executive Director of the Center for Gifted Education at the College of William and Mary in Virginia where she has developed a graduate program and a research and development center in gifted education. Formerly she initiated and directed the Center for Talent Development at Northwestern University. She has also served as the state director of gifted programs for Illinois, as a regional director of a gifted service center in the Chicago area, as coordinator of gifted programs for the Toledo, Ohio, public school system, and as a teacher of gifted high school students in English and Latin. She has worked as a consultant on gifted educa-tion in all 50 states and for key national groups, including the U.S. Department of Education, National Association of Secondary School Principals, and American Association of School Administrators. She has consulted internation-ally in Australia, New Zealand, Hungary, Jordan, Singapore, and the United Arab Emirates. She is past president of The Association for the Gifted of the Council for Exceptional Children, and the Northwestern University Chapter of Phi Delta Kappa. She is currently president-elect of the National Association for Gifted Children. Dr. VanTassel-Baska has published widely including 15 books and over 275 refereed journal articles, book chapters, and scholarly reports. Recent books include: Designing and Utilizing Evaluation for Gifted Program Improvement (in press) (with Annie Feng), Content-based Curriculum for Gifted Learners (2003) (with Catherine Little) and Curriculum Planning and Instructional Design for Gifted Learners (2003). She also serves as the editor of Gifted and Talented International, a publication of the World Council on Gifted and Talented. Dr. VanTassel-Baska has received numerous awards for her work, including the National Association for Gifted Children’s Early Leader Award in 1986, the State Council of Higher Education in Virginia Outstanding Faculty Award in 1993, the Phi Beta Kappa faculty award in 1995, and the National Association of Gifted Children’s Distinguished Scholar Award in 1997. She has received awards from five states – Ohio, Virginia, Colorado, South Carolina, and Illinois – for her contribution to the field of gifted education in those states. She was selected as a Fulbright Scholar to New Zealand in 2000 and a visiting scholar to Cambridge University in England in 1993. Her major research interests are on the talent development process and effective curricular interventions with the gifted. She holds B.A., M.A., M. Ed., and Ed.D. degrees from the University of Toledo.

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