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Montana Board of Regents
CURRICULUM PROPOSAL FORM
1. Overview
This proposal seeks approval for the development of a Level I certificate program in the Department of Curriculum
and Instruction (Teaching and Learning) leading to the Certificate in Gifted and Talented Education.
2. Provide a one paragraph description of the proposed program. Be specific about what degree, major, minor or
option is sought.
The proposed Certificate in Gifted and Talented Education includes a series of four graduate level courses (totaling
12 semester credit hours) in the Department of Curriculum and Instruction (Teaching and Learning). The four
courses offered in this proposed Certificate series could also be taken to fulfill elective course requirements of the
Master of Education in Curriculum Studies, General Curriculum Studies option as well as the Master of Arts in
Education proposal under review. In addition, the first two courses in the certificate program series (C&I 561 and
C&I 562) would be offered as co-convening courses in the undergraduate teacher education program (EDU 461 and
EDU 462) as elective courses. These two co-convening courses could be applied to the Certificate. Collectively, the
courses required for the Certificate Program in Gifted and Talented Education would be designed to reflect the
practical knowledge, skills, and competencies that classroom teachers and administrators should apply to meet the
academic and psychosocial needs of gifted learners. To reach the widest audience of teachers in Montana and the
Northwestern Rockies, all courses would be delivered online. Each of the four proposed courses would align with
the National Association for Gifted Education Standards for University Teacher Preparation Programs.
3. Need
A. To what specific need is the institution responding in developing the proposed program?
The specific need the University of Montana is responding to in offering the proposed program derives from
the absence of suitable professional training and education for teachers and administrators in Montana and
neighboring states related to meeting the academic and psychosocial needs of gifted, talented, and highly able
learners across the K12 educational continuum. More specifically, no extensive coursework or certificate
programs similar to that reflected in this proposal exist in programs offered by universities and colleges in the
states of Montana, Wyoming and the Dakotas. Recognizing the general lack of defensible and deep gifted
education programs and services for K12 students in the state and region, and the absence of teacher
education programs in the field of gifted education, Suzanne and Dave Peterson generously endowed a position
in the Phyllis J. Washington College of Education and Human Sciences at the University of Montana to train
teachers and administrators working with gifted students in and around Montana. This proposed certificate
program is aimed at realizing the vision of the Suzanne and Dave Peterson Endowment to provide courses in
gifted education for teachers and administrators serving gifted, talented, and highly able students in and
around Montana.
B. How will students and any other affected constituencies be served by the proposed program?
Gifted and talented students need gifted education programs and services that will challenge them in regular
classroom settings, as well as enrichment and accelerated programs, to enable them to make continuous
progress in school. The development and deployment of teacher preparation courses designed to assist
teachers in appropriately identifying, developing, and nurturing individual gifts and talents are critical to
facilitate optimal progress for these students. The proposed certificate program aims to serve teachers
(students) enrolled in the program in their work with gifted students and families, along with other educational
professionals (administrators, counselors, psychologists, special educators), by providing the knowledge and
skills essential for appropriately meeting the needs of gifted learners and developing talent.
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Montana Board of Regents
CURRICULUM PROPOSAL FORM
C. What is the anticipated demand for the program? How was this determined?
It is anticipated that the courses offered in the proposed certificate program will generate sufficient demand to
sustain the program given the absence of comparable programs in the region. Specifically, it is estimated that
the four courses in the certificate program will attract 10-12 teachers per course, per year. In addition to
students seeking the certificate, this estimate includes students in the Master of Education in Curriculum
Studies, General Curriculum Studies option, the Master of Arts in Education proposal under review, and
undergraduate education students who may take courses in the certificate program as elective course
requirements. The anticipated demand was determined through collaboration and discussion with (1)
University of Montana faculty members during the process of hiring the endowed professor and since, (2)
numerous teachers and administrators in Missoula and the State of Montana since the arrival of the current
endowed professor, and (3) Board members serving on the Montana Association of Gifted and Talented
Education.
4. Institutional and System Fit
A. What is the connection between the proposed program and existing programs at the institution?
The connection between the proposed program and existing programs at the University of Montana is its
conceptual nexus to the aims of the Department of Curriculum and Instruction (Teaching and Learning), which
include training teachers to be experts in the delivery of evidence-based practices to diverse students across
the abilities and achievement spectrum. Although they are entirely distinct programs, the closest connection
would be to the Special Education Program as “gifted and talented” is often considered to be an exceptionality
in education. Just as teachers require specific knowledge and training in order to meet the needs of students
with disabilities and special education needs, for which coursework at the University is offered, teachers who
work with gifted and talented students require specific knowledge, skills, and training to understand and apply
the empirical base as related to students with academic gifts and talents.
B. Will approval of the proposed program require changes to any existing programs at the institution? If so,
please describe.
Approval of the proposed program will not require changes to any existing programs at the institution.
However, the courses offered in this proposed certificate series could be taken outside the certificate program
to fulfill elective course requirements of the Master of Education in Curriculum Studies, General Curriculum
Studies option, the Master of Arts in Education proposal under review, and the undergraduate teacher
education program.
C. Describe what differentiates this program from other, closely related programs at the institution (if
appropriate).
There are no closely related programs offered at the institution.
D. How does the proposed program serve to advance the strategic goals of the institution?
The University of Montana’s strategic goals emphasizes capitalizing on the University’s unique strengths to
create knowledge, provide an active learning environment for students, and offer programs and services
responsive to the needs of Montanans. The need for a teacher education program directed towards gifted and
talented students has been recognized by multiple constituents – K12 students and parents, teachers,
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Montana Board of Regents
CURRICULUM PROPOSAL FORM
administrators -- throughout the State of Montana. Due to this unmet need, Suzanne and Dave Peterson
created an endowment so that a teacher education program in gifted education could be created to meet the
educational needs of gifted Montanan students and the educators who serve them.
E. Describe the relationship between the proposed program and any similar programs within the Montana
University System. In cases of substantial duplication, explain the need for the proposed program at an
additional institution. Describe any efforts that were made to collaborate with these similar programs; and if
no efforts were made, explain why. If articulation or transfer agreements have been developed for the
substantially duplicated programs, please include the agreement(s) as part of the documentation.
There are not similar programs within the Montana University System. Consequently, no duplication issues
exist.
5. Program Details
A. Provide a detailed description of the proposed curriculum. Where possible, present the information in the
form intended to appear in the catalog or other publications. NOTE: In the case of two-year degree programs
and certificates of applied science, the curriculum should include enough detail to determine if the
characteristics set out in Regents’ Policy 301.12 have been met.
Four courses are proposed to satisfy the certificate program. Each course would be offered online. Each of the
four courses would align with the National Association for Gifted Education Standards for University Teacher
Preparation Programs. The four course titles and their respective general content are:
1. C&I 561: Introduction to Gifted/Talented Education (3 hours): This 500-level course would provide an
examination of the historical and philosophical perspectives of education for gifted and talented
learners with emphasis on answering the question "What is giftedness?" Issues explored in the course
include broad coverage of identification procedures, psychosocial correlates of gifted learners, the
nature of intelligence and creativity, instructional options, laws/policies, and current research findings.
C&I 561 would be offered in Fall semesters starting in 2016.
2. C&I 562: Social and Emotional Development of Gifted and Talented Learners (3 hours): This 500-level
course would provide an overview of current theory and evidence-based practices in understanding the
social and emotional development of gifted learners. Topics discussed in class range from research
findings addressing social and emotional health and needs of the general population of gifted students
to the unique needs of specific sub-groups of gifted students (e.g., gifted girls, gifted and learning
disabled, highly creative students, traditionally underrepresented gifted students). C&I 562 would be
offered in Spring semesters starting in 2017.
3. C&I 563: Methods and Curriculum for the Gifted and Talented (3 hours): This 500-level course focuses
on development of curriculum shown to be effective for gifted learners, and implementation of
teaching practices centered on discipline-based knowledge, learning styles, cultural variation, depth
and complexity of content, and provisions for case-based, authentic and independent investigation.
C&I 561: Introduction to Gifted/Talented Education and C&I 562: Social and Emotional Development of
Gifted and Talented Learners would be prerequisites to this course. C&I 563 would be offered in Fall
semesters starting in 2017. C&I 561 and 562 would be pre-requisites for C&I 563.
4. C&I 564: Planning Programs for the Gifted and Talented (3 hours): This 500-level course addresses
program models supported by research, and focuses on the fundamental principles of program design
and development for gifted learners. The role of program evaluation and the use of program evaluation
models are also stressed. C&I 561: Introduction to Gifted/Talented Education and C&I 562: Social and
Emotional Development of Gifted and Talented Learners would be prerequisites to this course. C&I 564
would be offered in Spring semesters starting in 2018. C&I 561 and 562 would be pre-requisites for C&I
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Montana Board of Regents
CURRICULUM PROPOSAL FORM
564.
5. EDU 461: Introduction to Gifted/Talented Education (3 hours): This 400-level course would be offered
as a co-convening course to undergraduate students in the teacher education program. It would not
lead to the certificate. The course would provide an examination of the historical and philosophical
perspectives of education for gifted and talented learners with emphasis on answering the question
"What is giftedness?" Issues explored in the course include broad coverage of identification
procedures, psychosocial correlates of gifted learners, the nature of intelligence and creativity,
instructional options, laws/policies, and current research findings. EDU 461 would be offered in Fall
semesters starting in 2016.
6. EDU 462: Social and Emotional Development of Gifted and Talented Learners (3 hours): This 400-level
course would be offered as a co-convening course to undergraduate students in the teacher education
program. It would not lead to the certificate. This 400-level course would provide an overview of
current theory and evidence-based practices in understanding the social and emotional development of
gifted learners. Topics discussed in class range from research findings addressing social and emotional
health and needs of the general population of gifted students to the unique needs of specific subgroups of gifted students (e.g., gifted girls, gifted and learning disabled, highly creative students,
traditionally underrepresented gifted students). EDU 462 would be offered in Spring semesters starting
in 2017.
B. Describe the planned implementation of the proposed program, including estimates of numbers of students at
each stage.
The planned implementation of the program is as follows:
During the Spring Semester 2016, the certificate program and co-convening courses would be advertised to
public school systems and organizations committed to gifted students (such at Montana Association for Gifted
and Talented Education) within the State of Montana, as well as the states of Wyoming, Idaho, North Dakota,
and South Dakota. It would also be promoted to graduate and undergraduate students in the Phyllis J.
Washington College of Education and Human Sciences as well as other institutions of higher learning in
Montana.
In the Fall of 2016, C&I 561: Introduction to Gifted/Talented Education and EDU 461: Introduction to
Gifted/Talented Education would be offered. The estimated number of students who would take the online
course as part of the certificate program, as an elective in the Master of Education, Curriculum and Instruction
option or the Master of Arts in Education proposal under review, or as a co-convening undergraduate course is
9-15.
In the Spring of 2017, C&I 562: Social and Emotional Development of Gifted and Talented Learners and EDU
462: Social and Emotional Development of Gifted and Talented Learners would be offered. The estimated
number of students who would take the online course as part of the certificate program, as an elective in the
Master of Education, Curriculum and Instruction option or the Master of Arts in Education proposal under
review, or as a co-convening undergraduate course is 9-15.
In the Fall of 2017, C&I 561: Introduction to Gifted/Talented Education would be offered. The estimated
number of students who would take the online course as part of the certificate program or as an elective in the
Master of Education, Curriculum and Instruction option or the Master of Arts in Education proposal under
review is 9-15. In addition, C&I 563: Methods and Curriculum for the Gifted and Talented would be offered.
The estimated number of students who would take the online course as part of the certificate program or as an
elective in the Master of Education, Curriculum and Instruction option or the Master of Arts in Education
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Montana Board of Regents
CURRICULUM PROPOSAL FORM
proposal under review is 8-12, although it is estimated that the majority of students in this course would be
enrolled in the certificate program.
In the Spring of 2018, C&I 562: Social and Emotional Development of Gifted and Talented Learners would be
offered. The estimated number of students who would take the online course as part of the certificate
program, as an elective in the Master of Education, Curriculum and Instruction, the Master of Arts in Education
proposal under review option, or as an undergraduate co-convening course is 9-15. In addition, C&I 564:
Planning Programs for the Gifted and Talented would be offered. The estimated number of students who would
take the online course as part of the certificate program, as an elective in the Master of Education, Curriculum
and Instruction option, or the Master of Arts in Education proposal under review is 8-12, although it is
estimated that the majority of students in this course would be enrolled in the certificate program.
Thereafter, C&I 561: Introduction to Gifted/Talented Education and C&I 563: Methods and Curriculum for the
Gifted and Talented, EDU 461: Introduction to Gifted/Talented Education, and EDU 463: Methods and
Curriculum for the Gifted and Talented would be offered in Fall Semesters. C&I 562: Social and Emotional
Development of Gifted and Talented Learners, C&I 564: Planning Programs for the Gifted and Talented, C&I
432: Social and Emotional Development of Gifted and Talented Learners, and C&I 464: Planning Programs for
the Gifted and Talented would be Spring offerings.
6. Resources
A. Will additional faculty resources be required to implement this program? If yes, please describe the need and
indicate the plan for meeting this need.
Each of the four courses, plus the two co-convening courses, described above would be taught by the faculty
member who holds the position of the Suzanne and Dave Peterson Endowed Professor in Gifted and Talented
Education (currently Tracy Missett, Ph.D.). It is not anticipated that additional faculty resources will be required
to implement this program.
B. Are other, additional resources required to ensure the success of the proposed program? If yes, please
describe the need and indicate the plan for meeting this need.
The additional resources that are anticipated to be required include advertising the program regionally. The
Communications and Outreach department within the PJW College of Education and Human Sciences could
assist in this effort. Additionally, collaboration with other universities and colleges in the state and region in
making these courses available as transfer credits to students in undergraduate graduate education programs
would help ensure success of the program. Finally, the endowed faculty member would engage in outreach
within the professional community of educators of gifted students.
7. Assessment
How will the success of the program be measured?
Success of the program will be measured by the number of students enrolled in the certificate program or as an
elective in the Master of Education, Curriculum and Instruction option and the Master of Arts in Education proposal
under review, or as undergraduates taking the co-convening courses, and who complete the courses with at least a
B- grade. The program will be deemed a success if at least 5-10 students successfully complete each course offered
in the certificate program.
8. Process Leading to Submission
Describe the process of developing and approving the proposed program. Indicate, where appropriate,
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involvement by faculty, students, community members, potential employers, accrediting agencies, etc.
In the Fall of 2014, Suzanne and Dave Peterson created and Endowed Professorship in Gifted and Talented
Education. One of the purposes for the creation of the endowed position was to hire a faculty member in the
Phyllis J. Washington, College of Education, Department of Curriculum and Instruction, who would provide
instruction to educators of students with gifts and talents in Montana so that the quality of instruction and services
for these students in Montana’s public schools would improve. Throughout the interview process leading to the
hire of a faculty member for this position, faculty members in the Department of Curriculum and Instruction
consistently articulated the hope and expectation that the successful candidate would seek to develop a program in
gifted education. Since my arrival at the University of Montana, these conversations have continued. Additionally, I
have had multiple conversations with teachers and administrators in Montana, and with community members who
advocate for gifted and talented students, all of who urge the development and provision of coursework in gifted
and talented education for teachers/administrators who work with those students.