LEADERSHIP FOR THE FUTURE IN GIFTED EDUCATION

LEADERSHIP FOR THE FUTURE IN GIFTED EDUCATION © 2011 by The Johns Hopkins University. All rights reserved.

“I am always doing that which I can not do, in order that I may learn how to do it. ” – Pablo Picasso 2

The Educational Political Landscape 3 v Standards and assessments driven nationally v Equity and excellence viewed as dichotomies v Competing values between standardization and personalization v Tensions between tradition and innovation

The Two Agendas of Gifted Education 4 How do we develop optimal opportunities for our best learners? How do we apply gifted education knowledge and skills to raising the achievement level of all learners?

Know How People Learn 5 v New knowledge is constructed based on existing conceptions and beliefs. v Usable knowledge is connected and organized around important concepts that support transfer of learning. v The use of deliberate learning strategies to scaffold instruction - National Research Council, 2000

Use Models of Research-Based Practice 6 v Concept mapping v Articulation of thinking v Promoting higher level thinking v Making connections v Teaching metacognition

Focus on Research-Based Curriculum/Programs 7 v NCATE Evidence Base (400+ annotations) (2005) v Best Practices in Gifted Education: An Evidence-Based Guide (2006) v Overlooked Gems: A National Perspective on Low-Income Promising Learners (2006) v Serving Gifted Learners Outside the Classroom (2006) v A Nation Deceived (2004)

“It is not the answer that enlightens, but the question. ” – Eugene Ionesco Decouvertes 8

Use Inquiry and Ask the Right Questions 9 v What do we know? v What do we need to know? v How do we find out? v What is the purpose? v How do we develop multiple perspectives? v What data do we use to drive our decision making? v What inferences can be made from analyzing the data?

Make Arts Matter 10 v As domains of talent development v As cognitive expression outlets v As cognitive enhancers

11 Embrace Globalism/ Internationalism v Learning “cultural competencies” to work with culturally diverse learners. v Learning the languages of our past and present as a route to understanding culture. v Learning from other cultures how to think about educating gifted students.

Foster Leadership Development 12 v Teachers as leaders v Program coordinators as leaders v A core of 12– 18 hours of coursework in gifted education completed by teachers and administrators of gifted programs

NCATE Guiding Principles for Teacher Competencies in Gifted Education 13 v v v v v Foundations Development & Characteristics Individual Learning Differences Instructional Strategies Learning Environment and Social Interactions Language Instructional Planning Assessment Professional and Ethical Practice Collaboration

Reflect on Your Practice 14 v What do we still need to know about what works for gifted learners at each stage of development? v How do we impact public policy and educational policy at the federal and state levels? v How can we mobilize existing resources more effectively to make a difference in the lives of gifted children?

Top Ten Things to Do 15 1. Network with key players in schools. 2. Join relevant organizations. 3. Read the journals of the field for topics of interest. 4. Know the issues and trends. 5. Create programs and services and learn from them.

Top Ten Things to Do (cont. ) 16 6. Learn to assess gifted student learning. 7. Learn to evaluate programs and services. 8. Write about what works in your setting. 9. Share your perspectives with those who don’t support gifted education and hone your arguments. 10. Be positive and optimistic about change.

Develop Programs and Services 17 v Personalized options–tutoring, mentoring, interning, counseling v Accelerative options–grade skipping, content acceleration, compacting v New domain options–leadership, the arts, foreign languages

Assess Gifted Student Learning 18 v Performance-based assessments in subject areas that assess critical thinking and problem solving v Portfolios of work that show progress in thinking and problem solving v Off level tests that demonstrate advanced learning

Evaluate Programs and Services 19 v Student assessment data makes a case—use it! v Self assess your program against international standards. v What are your program’s strengths and weaknesses? v Develop a 3 -year plan for improvement.

Action Research 20 v Are there strategies you want to try with the gifted that have a research base already? v Are there curricula you want to try out that have data behind them? v Are there constructs you are interested in knowing more about? (e. g. , motivation, resilience, self-efficacy)

Action Research (cont. ) 21 v Use your class as the sample to collect data. v Use existing instruments that have validity and reliability. v Work with someone on data analysis, using existing rubrics or protocols for scoring results. v What did you learn? Write up your findings. v Find a publication outlet that is peer-reviewed.

22 Replicate What Works in Your Classroom! v How do my students improve because of using problem-based learning? v What results do I get with using critical and creative thinking models? v What is the impact of accelerating the learning by one year of my gifted students in math?

“The only person who is educated is the one who has learned how to learn…and change. ” – Carl R. Rogers 23