Collaboration
Candidates of gifted and talented learners effectively collaborate with families, other educators, and related service providers.
8.1: Collaborate
with stakeholders outside of the school setting who serve gifted and talented
learners and their families.
1. After starting my specialty endorsement in Gifted and Talented education, I decided to prepare and teach a professional development course with one of my colleagues (who is currently taking maternity leave) titled, "Differentiation for Gifted Learners." We designed a three-part course discussing the current law and strategies that teachers can use with gifted students in their classrooms. I've attached sample materials that we have presented and given out to teachers who are taking our class. To prepare for this class, I've been working with professionals at the district level to provide professional development throughout the school district.
8.2: Collaborate
with families, community members, and professionals in assessment and
instruction of gifted and talented learners.
1. In my newsletters home to parents, and sent to students; I share information about programs, opportunities and research regarding gifted and talented children. I try to educate parents about strategies they can utilize at home to challenge their children and keep them motivated when their education might be boring or too easy.
2. After starting my specialty endorsement in Gifted and Talented education, I decided to prepare and teach a professional development course with one of my colleagues titled, "Differentiation for Gifted Learners." We designed a three-part course discussing the current law and strategies that teachers can use with gifted students in their classrooms. I've attached sample materials that we have presented and given out to teachers who are taking our class.
8.3: Advocate
for the benefit of gifted and talented learners and their families.
1. As part of my class website, I have a gifted and talented resources page that is offered to any parent, teacher, or student in the Issaquah School District. This page is organized into resources for students and resources for parents. I've assimilated articles, links to websites, and lessons that families can utilize at home.
2. In the Issaquah School District, the 2013-2014 school year was the first year that middle school students could self-select into the advanced humanities class. Prior to this school year, students had to meet certain criteria based on teacher feedback and test scores. This year, I had a student who very clearly should not have been in the advanced humanities classes. He was ELL, and although he was excited about learning, he did not have the basic skills necessary to keep up with the rest of the class. When I first approached my principal about changing his schedule and moving him to general ed humanities, I was told that he had to stay because he "signed up for it." I knew that this student was going to be lost, get frustrated, and not be able to thrive in the advanced humanities environment. I kept advocating for this student, and eventually his schedule was changed. Although this student was not gifted and talented, I believe that his removal is helping keep the rigor of the class at a high level, which would benefit the other students in the class. I've included an e-mail exchange between the principal, the counselor, and I regarding this issue as evidence.
8.4: Collaborate
with gifted and talented learners, their families, general and special
educators, and other school staff to articulate a comprehensive education
program.
1. After starting my specialty endorsement in Gifted and Talented education, I decided to prepare and teach a professional development course with one of my colleagues titled, "Differentiation for Gifted Learners." We designed a three-part course discussing the current law and strategies that teachers can use with gifted students in their classrooms. I've attached sample materials that we have presented and given out to teachers who are taking our class.
8.5: Communicate
and consult with school personnel about the characteristics and needs of gifted
and talented learners.
1. After starting my specialty endorsement in Gifted and Talented education, I decided to prepare and teach a professional development course with one of my colleagues titled, "Differentiation for Gifted Learners." We designed a three-part course discussing the current law and strategies that teachers can use with gifted students in their classrooms. I've attached sample materials that we have presented and given out to teachers who are taking our class.