LEADERSHIP NEEDS FOR GIFTED EDUCATION IN THE 21

LEADERSHIP NEEDS FOR GIFTED EDUCATION IN THE 21 ST CENTURY © 2011 by The Johns Hopkins University. All rights reserved.

2 What is Leadership in Gifted Education? v Attending to multiple realities v Using power to enhance the growth of others v Building learning communities v Accepting and creating challenge

Categories of Leadership 3 v Advocacy v Scholarship v Research v Program development v Personnel preparation

Levels and Roles of Leadership 4 Local v State v National v Teacher v Coordinator v University personnel v Parent v

5 So, based on the realities of leadership needs and the realities of educational environments, what must we know and be able to do?

Make Content-Based Modifications 6 Align to standards by differentiating through: Acceleration v Complexity v Depth v Challenge v Creativity v

Create Coherence in Differentiation 7 Concept Teaching Issues/Themes Dimension Diagnostic. Prescriptive Inquiry-Based Models Higher-Level Thinking & Problem Solving Advanced Content Dimension Process-Product Dimension Choice of Advanced Materials Product Development (Van. Tassel-Baska, 1986)

Collaborate on Gifted Learner Resources 8 Families Social Service Personnel Teachers Gifted Learner External Agencies Administrators

Networking Tips 9 v Serve on committees at the state level, be active in the state organization, take on leadership challenges (e. g. , newsletter editor). v Learn how the system you work in works. v Advocate for gifted students individually. v Be a spokesperson for parents of the gifted. v Find a cadre of people who care about gifted issues as much as you do.

Relevant Organizations 10 v v NAGC Subject areas AERA Other professional Societies Use what you know in other areas to help you make a contribution to gifted education!

Journals 11 v v v Gifted Child Quarterly Gifted Child Today Roeper Review Journal for the Education of the Gifted Journal of Advanced Academics State journals or newsletter Read for understanding, findings, and unsettled issues.

Share Point of View 12 v What message do you want to convey? v Who is your audience? v What evidence can you bring to bear? v In what forms? v Ask questions.

What Works in Gifted Education? 13 v Acceleration v Grouping v Inquiry v Research-based curriculum materials v Career development v Personalized services

Being a Program Developer 14 v Design a program that is needed, based on data v Pilot the program v Use pilot data to improve the design v Implement the program v Evaluate its effectiveness

Being a Curriculum Developer 15 Design a needed curriculum product v Pilot it in one teacher’s classroom v Collect data on student learning and teacher perceptions v Revise, based on data and field test in multiple classrooms v Implement the curriculum on a school-wide scale v Evaluate its effectiveness for gifted student learning v

Being a Facilitator of Learning 16 Collect data on student aptitudes, interests, and perceived needs v Design appropriate independent options v Engage learners in the process of independent learning, using the guidelines that focus on goals, outcomes, allocation of time and resources, and assessment v Evaluate the products of the independent learning experience v

Being a Gifted Learner Advocate 17 Use case studies of gifted students in your school to illustrate needs v Hold professional development sessions for faculty and interested other personnel on classroom differentiation strategies v Model classroom practices that enhance learning for the gifted, serving as a demonstration classroom v

Being an Advocate (cont. ) 18 Work for positive change in curriculum and course syllabi to reflect gifted options v Share assessment results from gifted education practices with all stakeholders v

A Final Word… 19 Effective leadership requires a focus on acting in small ways to improve the lives of gifted learners every day in the classroom, in the school, and in the larger community. Develop your toolkit and go forth! There is much to be done.