Indiana University Purdue University Fort Wayne
Special Education Program Review
Document # 2
Content Program Specifics
A. Content Curriculum Section
1. The advising sheet for the M.S.Ed. program with an emphasis on Gifted and Talented
can be found at the following link:
http://www.ipfw.edu/educ/assets/documents/eduElemSecondGifted.pdf
2. The following courses are offered in the Gifted and Talented Program:
EDUC W553 – Methods and Materials for the Gifted and Talented
Concentrates on the teaching techniques that benefit the gifted learner. Teacher
and learner styles are discussed as well as those skills necessary to deal
adequately with these students. The course also examines selection, development,
and evaluation of materials for use with the gifted student.
EDUC W554 – Creative Problem Solving and Metacognition
Use of a variety of problem-solving processes designed to develop creative
thinking and leadership in teachers and their students. Participants learn about
their own abilities and the development of student abilities through associated
instruction.
EDUC W595 – Practicum: Gifted and Talented
Provides supervised field experience with gifted and talented learners.
Participants will plan, direct, and evaluate activities for gifted students.
EDUC W551 – Education and Psychology of the Gifted and Talented
Develops an understanding of the nature and needs of gifted and talented
individuals. Emphasizes gifted and talented identification and selection strategies,
characteristics, and educational opportunities.
EDUC W560 – Topical Seminar in Gifted Education
Intensive study of selected topics pertaining to gifted and talented education.
1
A. Content Standards Matrix Section
Gifted Education (CEC and NAGC) Content Standards Indicators
Standard # 1 – Foundations
Educators of the gifted understand the field as an evolving and changing discipline based on philosophies, evidence-based
principles and theories, relevant laws and policies, diverse and historical points of view, and human issues. These perspectives
continue to influence the field of gifted education and the education and treatment of individuals with gifts and talents both in
school and society. They recognize how foundational influences affect professional practice, including assessment, instructional
planning, delivery, and program evaluation. They further understand how issues of human diversity impact families, cultures, and
schools, and how these complex human issues can interact in the delivery of gifted and talented education services.
Knowledge: The educator of students with gifts and talents understands the:
W551
1. historical foundations of gifted and talented education including
points of view and contributions of individuals from diverse
1
backgrounds.
2. key philosophies, theories, models, and research supporting
6
gifted and talented education.
3. local, state/provincial and federal laws and policies related to
6
gifted and talented education.
4. issues in conceptions, definitions, and identification of gifts and
6
talents, including those of individuals from diverse backgrounds.
5. impact of the dominant culture’s role in shaping schools and the
differences in values, languages, and customs between school and
1
home.
6. societal, cultural, and economic factors, including antiintellectualism and equity vs. excellence, enhancing or inhibiting
1, 6
the development of gifts and talents.
7. key issues and trends, including diversity and inclusion,
6
connecting general, special, and gifted and talented education.
W553
W554
W560
W595
1, 8
7, 8
7, 8
7
7, 8
7, 8
7, 8
8
1
4
7
4
7, 8
Standard #2 – Development and Characteristics of Learners
Educators of the gifted know and demonstrate respect for their students as unique human beings. They understand variations in
characteristics and development between and among individuals with and without exceptional learning needs and capacities.
Educators of the gifted can express how different characteristics interact with the domains of human development and use this
knowledge to describe the varying abilities and behaviors of individuals with gifts and talents. Educators of the gifted also
understand how families and communities contribute to the development of individuals with gifts and talents.
Knowledge: The educator of students with gifts and talents understands the:
W551
1. cognitive and affective characteristics of individuals with gifts
and talents, including those from diverse backgrounds, in
6
intellectual, academic, creative, leadership, and artistic domains.
2. characteristics and effects of culture and environment on the
1, 6
development of individuals with gifts and talents.
3. role of families and communities in supporting the development
6
of individuals with gifts and talents.
4. advanced developmental milestones of individuals with gifts and
6
talents from early childhood through adolescence.
5. similarities and differences within the group of individuals with
6
gifts and talents as compared to the general population.
W553
W554
1
1, 8
1
4
1
1
W560
W595
7, 8
7, 8
4
7, 8
Performance Assessment Examples: (1) Paper, (2) Exams/Quiz: Multiple Choice, T/F, (3) Exam/Quiz: Short Answer, Essay, (4)2
Project, (5) Lab/Report, (6) Journal Reflections, (7) Lesson Plan, (8) Teaching, (9) Other (specify).
Standard #3 – Individual Learning Differences
Educators of the gifted understand the effects that gifts and talents can have on an individual’s learning in school and throughout
life. Moreover, educators of the gifted are active and resourceful in seeking to understand how language, culture, and family
background interact with an individual’s predispositions to impact academic and social behavior, attitudes, values, and interests.
The understanding of these learning differences and their interactions provides the foundation upon which educators of the gifted
plan instruction to provide meaningful and challenging learning.
Knowledge: The educator of students with gifts and talents understands the:
W551
W553
W554
W560
W595
1. influences of diversity factors on individuals with exceptional
6
4
1, 8
7, 8
learning needs.
2. academic and affective characteristics and learning needs of
1, 6
1, 7
8
1, 8
individuals with gifts, talents, and disabilities.
3. idiosyncratic learning patterns of individuals with gifts and
1
8
7, 8
talents, including those from diverse backgrounds.
4. influences of different beliefs, traditions, and values across and
within diverse groups on relationships among individuals with gifts
1, 6
7, 8
and talents, their families, schools, and communities.
Standard #4 – Instructional Strategies
Educators of the gifted possess a repertoire of evidence-based curriculum and instructional strategies to differentiate for
individuals with gifts and talents. They select, adapt, and use these strategies to promote challenging learning opportunities in
general and special curricula and to modify learning environments to enhance self-awareness and self-efficacy for individuals
with gifts and talents. They enhance the learning of critical and creative thinking, problem solving, and performance skills in
specific domains. Moreover, educators of the gifted emphasize the development, practice, and transfer of advanced knowledge
and skills across environments throughout the lifespan leading to creative, productive careers in society for individuals with gifts
and talents.
Knowledge: The educator of students with gifts and talents understands the:
W551
1. school and community resources, including content specialists,
which support differentiation.
2. curricular, instructional, and management strategies effective for
6
individuals with exceptional learning needs.
W553
W554
W560
W595
4
8
8
1, 7
1, 8
1, 8
Standard #5 – Learning Environments and Social Interactions
Educators of the gifted actively create learning environments for individuals with gifts and talents that foster cultural
understanding, safety and emotional well being, positive social interactions, and active engagement. In addition, educators of the
gifted foster environments in which diversity is valued and individuals are taught to live harmoniously and productively in a
culturally diverse world. Educators of the gifted shape environments to encourage independence, motivation, and self-advocacy
of individuals with gifts and talents.
Knowledge: The educator of students with gifts and talents understands the:
W551
1. ways in which groups are stereotyped and experience historical
and current discrimination and implications for gifted and talented
1, 6
education.
2. influence of social and emotional development on interpersonal
1, 6
relationships and learning of individuals with gifts and talents.
W553
W554
W560
W595
1, 8
4
Standard #6 – Language and Communication
Educators of the gifted understand the role of language and communication in talent development and the ways in which
exceptional conditions can hinder or facilitate such development. They use relevant strategies to teach oral and written
communication skills to individuals with gifts and talents. Educators of the gifted are familiar with assistive technologies to
support and enhance communication of individuals with exceptional needs. They match their communication methods to an
individual’s language proficiency and cultural and linguistic differences. Educators of the gifted use communication strategies
and resources to facilitate understanding of subject matter for individuals with gifts and talents who are English learners.
Performance Assessment Examples: (1) Paper, (2) Exams/Quiz: Multiple Choice, T/F, (3) Exam/Quiz: Short Answer, Essay, (4)3
Project, (5) Lab/Report, (6) Journal Reflections, (7) Lesson Plan, (8) Teaching, (9) Other (specify).
Knowledge: The educator of students with gifts and talents understands the:
W551
1. forms and methods of communication essential to the education
of individuals with gifts and talents, including those from diverse
6
backgrounds.
2. impact of diversity on communication.
6
3. implications of culture, behavior, and language on the
6
development of individuals with gifts and talents.
W553
W554
W560
W595
7
8
7, 8
7
4, 8
7, 8
7
Standard #7 – Instructional Planning
Curriculum and instructional planning is at the center of gifted and talented education. Educators of the gifted develop long-range
plans anchored in both general and special curricula. They systematically translate shorter-range goals and objectives that take
into consideration an individual’s abilities and needs, the learning environment, and cultural and linguistic factors. Understanding
of these factors, as well as the implications of being gifted and talented, guides the educator’s selection, adaptation, and creation
of materials, and use of differentiated instructional strategies. Learning plans are modified based on ongoing assessment of the
individual’s progress. Moreover, educators of the gifted facilitate these actions in a collaborative context that includes individuals
with gifts and talents, families, professional colleagues, and personnel from other agencies as appropriate. Educators of the gifted
are comfortable using technologies to support instructional planning and individualized instruction.
Knowledge: The educator of students with gifts and talents understands the:
W551
1. theories and research models that form the basis of curriculum
development and instructional practice for individuals with gifts
6
and talents.
2. features that distinguish differentiated curriculum from general
6
curricula for individuals with exceptional learning needs.
3. curriculum emphases for individuals with gifts and talents within
cognitive, affective, aesthetic, social, and linguistic domains.
W553
W554
1, 7
1, 8
W560
1, 7
1, 7
W595
7
1, 8
1, 8
Standard #8 – Assessment
Assessment is integral to the decision-making and teaching of educators of the gifted as multiple types of assessment information
are required for both identification and learning progress decisions. Educators of the gifted use the results of such assessments to
adjust instruction and to enhance ongoing learning progress. Educators of the gifted understand the process of identification, legal
policies, and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and
placement for individuals with gifts and talents, including those from culturally and linguistically diverse backgrounds. They
understand measurement theory and practices for addressing the interpretation of assessment results. In addition, educators of the
gifted understand the appropriate use and limitations of various types of assessments. To ensure the use of nonbiased and
equitable identification and learning progress models, educators of the gifted employ alternative assessments such as
performance-based assessment, portfolios, and computer simulations.
Knowledge: The educator of students with gifts and talents understands the:
W551
1. processes and procedures for the identification of individuals
6
with gifts and talents.
2. uses, limitations, and interpretation of multiple assessments in
different domains for identifying individuals with exceptional
6
learning needs, including those from diverse backgrounds.
3. uses and limitations of assessments documenting academic
6
growth of individuals with gifts and talents.
W553
W554
W560
W595
1, 4
4
4
Standard #9 – Professional and Ethical Practice
Educators of the gifted are guided by the profession’s ethical and professional practice standards. They practice in multiple roles
and complex situations across wide age and developmental ranges. Their practice requires ongoing attention to professional and
ethical considerations. They engage in professional activities that promote growth in individuals with gifts and talents and update
themselves on evidence-based best practices. Educators of the gifted view themselves as lifelong learners and regularly reflect on
and adjust their practice. They are aware of how attitudes, behaviors, and ways of communicating can influence their practice.
Educators of the gifted understand that culture and language interact with gifts and talents and are sensitive to the many aspects
Performance Assessment Examples: (1) Paper, (2) Exams/Quiz: Multiple Choice, T/F, (3) Exam/Quiz: Short Answer, Essay, (4)4
Project, (5) Lab/Report, (6) Journal Reflections, (7) Lesson Plan, (8) Teaching, (9) Other (specify).
of the diversity of individuals with gifts and talents and their families.
Knowledge: The educator of students with gifts and talents understands the:
W551
1. personal and cultural frames of reference that affect one’s
teaching of individuals with gifts and talents, including biases
6
about individuals from diverse backgrounds.
2. organizations and publications relevant to the field of gifted and
1
talented education.
W553
W554
W560
W595
4
4
7
Standard #10 – Collaboration
Educators of the gifted effectively collaborate with families, other educators, and related service providers. This collaboration
enhances comprehensive articulated program options across educational levels and engagement of individuals with gifts and
talents in meaningful learning activities and interactions. Moreover, educators of the gifted embrace their special role as advocate
for individuals with gifts and talents. They promote and advocate for the learning and well being of individuals with gifts and
talents across settings and diverse learning experiences.
Knowledge: The educator of students with gifts and talents understands the:
W551
1. culturally responsive behaviors that promote effective
communication and collaboration with individuals with gifts and
6
talents, their families, school personnel, and community members..
W553
W554
W560
W595
8
Performance Assessment Examples: (1) Paper, (2) Exams/Quiz: Multiple Choice, T/F, (3) Exam/Quiz: Short Answer, Essay, (4)5
Project, (5) Lab/Report, (6) Journal Reflections, (7) Lesson Plan, (8) Teaching, (9) Other (specify).
C. Assessment Data Section
C.1. Assessment Data Document
Program Name Gifted and Talented
Element
Assessed
Describe the
Assessment
Activity
When is it
assessed?
Content
Knowledge
for Teacher
Candidates
1) EDUC W551
a) Chapter
Responses,
including GT flyers
and Op Ed articles
Beginning of
program and
prior to
practicum
b) Rubrics
assessing
correlation with
NBPTS and IPFW
Conceptual
Framework
Conceptual
Framework
and NBPTS
Rubrics at
end of
semester
Title of the
Instrument or
Rubric (Attach
copies)
2a) Rubric for
written
assignments
2b) Rubric for
oral presentations
2c) Conceptual
Framework
Rubric
2d) NBPTS
Rubric
Aggregated
Summary
Data for last 3
years
N=23
a) Ave. score=
94
Curriculum/
Program/
Unit operations
modifications
made based on
this data
Content
Standards
addressed by
this
Assessment
Activity
(Be
consistent
with #B
Standards
Matrix)
See History of
Change
Document # 3
1, 2, 3, 4, 5, 6,
7, 8, 9, 10
See History of
Change
Document # 3
1, 2, 3, 4, 5, 6,
7, 9, 10
b) Ave. score=
96
_________
N=18*
c) Ave. Score=
3.58/4.00
d) Ave. Score=
3.04/4.00
2e) Matrices of
G/T alignment
with Conceptual
Framework (CF)
and NBPTS 5
Core Propositions
2) EDUC 554
a) Teaching with
Multiple
Intelligences
Mid point
and prior to
practicum
b) Shadowing
Interview
c)Rubrics assessing
artifact correlation
with NBPTS and
IPFW Conceptual
Framework
2a) Rubric for
written
assignments
2b) Rubric for
oral presentations
Conceptual
Framework
and NBPTS
Rubrics at
end of
semester
2c) Conceptual
Framework
Rubric
2d) NBPTS
Rubric
N=52
a) Ave. score=
94
b) Ave. score=
96
___________
N=20*
c) Ave. Score=
3.85/4.00
d) Ave. Score=
3.08/4.00
2e) Matrices of
G/T alignment
with CF &
NBPTS
6
Pedagogical
Content
Knowledge
for Teachers
EDUC W553
a) Redesigned Unit
Mid point
and prior to
practicum
b) Rubrics
assessing artifact
correlation with
NBPTS and IPFW
Conceptual
Framework
Conceptual
Framework
and NBPTS
Rubrics at
end of
semester
2a) Rubric for
written
assignments
2b) Conceptual
Framework
Rubric
2c) NBPTS
Rubric
N=25
a)Ave.
score=95
__________
N=6*
b) Ave. Score=
3.83/4.00
See History of
Change
Document # 3
1, 2, 3, 4, 6, 7,
8, 9
c) Ave. Score=
3.06/4.00
2d) Matrices of
G/T alignment
with CF &
NBPTS
Professional
and
Pedagogical
Knowledge
and Skills for
Teacher
Candidates
EDUC W554
a) Multiple
Intelligences Unit
Mid point
and prior to
practicum
2a) Rubric for
written
assignments
2b) Rubric for
oral presentations
b)Rubrics assessing
artifact correlation
with NBPTS and
IPFW Conceptual
Framework
Conceptual
Framework
and NBPTS
Rubrics at
end of
semester
2c) Conceptual
Framework
Rubric
2d) NBPTS
Rubric
N=52
a) Ave. score=
94
See History of
Change
Document # 3
1, 2, 3, 4, 5, 6,
7, 9, 10
See History of
Change
Document # 3
1, 2, 3, 4, 6, 7,
9
b) Ave. score=
96
___________
N=20*
c) Ave. Score=
3.85/4.00
d) Ave. Score=
3.08/4.00
2e) Matrices of
G/T alignment
with CF &
NBPTS
Student
Learning for
Teacher C
andidates
EDUC W595
a) Lesson or unit
plan and reflection
During
practicum
b)Rubrics assessing
artifact correlation
with NBPTS and
IPFW Conceptual
Framework
Conceptual
Framework
and NBPTS
Rubrics at
end of
semester
2a) Rubric for
written
assignments
2b) Conceptual
Framework
Rubric
2c) NBPTS
Rubric
N=24
a) Ave.
score=97
___________
N=3*
b) Ave. Score=
4.00/4.00
c) Ave. Score=
4.00/4.00
2e) Matrices of
G/T alignment
with CF &
NBPTS
*The “n” for data collected under the new Unit Assessment System (UAS) for the revised
Elementary and Secondary Education programs does not equal the “n” from course assignments
for the same data point because UAS data were originally only collected for candidates enrolled
in the new program. Currently we are collecting UAS data from all candidates.
7
C. 2. Scoring Rubrics Used for Gifted and Talented Courses
Written Assignments
Exemplary: Follows all instructions; free from grammar/style errors; articulate; analytic;
highly reflective (100 points)
Accomplished:Follows all instructions; one or two minor grammar/style errors; clearly written;
analytic; reflective (85 - 99 points)
Developing:
Follows instructions; several grammar/style errors; communication relatively
clear; somewhat analytic; demonstrates some reflection (70 - 84 points)
Beginning
Fails to follow some instructions; several grammar/style errors; communication
may be muddled; somewhat analytic; surface reflection (69 points and below)
Oral Presentations
Exemplary: Succinct summary of key points; speech and handout/visuals free from errors;
lively presentation style or memorable quotation shared; example(s) displayed or
passed around; handout relevant and of general interest (100 points)
Accomplished:Succinct summary of key points; one or two minor oral and/or written errors;
instructive presentation style; example(s) displayed or passed around; handout
relevant and of general interest (90 - 99 points)
Developing:
Summarizes key points; several oral and/or written errors; presentation adequate
but lacks "spark"; example(s) displayed or passed around; handout successfully
communicates key points (70 - 89 points)
Beginning:
Key points shared; several oral and/or written errors; presentation somewhat
disorganized or presenter seems unprepared; example(s) forgotten or not
presented; handout of general interest (69 points and below)
8
Indiana University – Purdue University Fort Wayne
School of Education
Master of Science Course in Elementary or Secondary Education
Format for Writing a Reflection
on a Course-related Artifact
Include:
Your Name: _______________________________________ Program:____________
Course Number: ______________Course Title:_______________________________
Instructor: _________________________________________Date:________________
Name of Artifact: ________________________________________________________
1) Description of Artifact
2) Reflections on how this demonstrates your growth in the six areas of the Conceptual
Framework:
#1
#2
#3
#4
#5
#6
Democracy & Community
Habits of Mind
Knowledge
Pedagogy
Experience
Leadership.
3) Your paper, description plus reflection, should be at least 2 single-spaced,
typewritten pages.
Date:
Name of Artifact:
Student's Name:
Course
Title:
Program:
Course Number:
Instructor:
CATEGORY
Excellent (4)
The artifact is very
appropriate for this
category of the CF.
Good (3)
The artifact is
appropriate for this
category of the CF.
The reflection
shows significant
learning and growth
in this category of
the CF, and is very
well and
persuasively written.
The reflection
shows learning and
growth in this
category of the CF,
and is well written
and well
presented.
Fair (2)
The artifact is
somewhat
appropriate for this
category of the CF.
The reflection
shows some
learning and
growth in this
category of the CF,
but needs more
attention to writing
and presentation.
Needs Improvement
(1)
The artifact is
marginally
appropriate for this
category of the CF.
Not
Applicable
N/A (0)
The reflection shows
little learning and
growth in this
category of the CF,
and is not well
written.
9
CONCEPTUAL
FRAMEWORK
AREAS
1) Democracy &
Community: Foster
a democratic, just,
inclusive learning
community with all
stakeholders.
Points
2) Habits of Mind:
Integrate critical
habits of mind in all
aspects of the
teaching/learning
process.
3) Pedagogy:
Understand and use
pedagogy creatively
to ensure active
learning,
understanding, and
growth.
4) Knowledge:
Understand how
knowledge is
constructed, how
the processes of
inquiry are applied,
and how domains of
knowledge are
established.
5) Experience:
Integrate field
and/or clinical
experiences that
reflect the diversity
of educators,
students, and
schools and help
educators assess
those experiences.
6) Leadership:
Develop
educational and
social visions
informed by
historical and
cultural
perspectives;
develop as leaders
in their profession
and in their
communities.
Total:
("3" required for
satisfactory
completion of
assignment)
Average
per
category:
10
Indiana University – Purdue University Fort Wayne
School of Education
Master of Science Course in Elementary or Secondary Education
Format for Writing a Reflection
on an Artifact from an Educational Setting*
Include:
Your Name: _____________________________________ Program:______________
Course Number: ___________ Course Title: _________________________________
Instructor: ______________________________________ Date:__________________
Name of Artifact: ________________________________________________________
4) Description of Artifact
5) Reflections on how the artifact demonstrates your growth in the 5 Core Propositions
of the NBPTS Standards:
#1 Teachers are committed to students and their learning.
#2 Teachers know the subjects they teach and how to teach those
subjects to students.
#3 Teachers are responsible for managing and monitoring student learning.
#4 Teachers think systematically about their practice and learn from experience.
#5 Teachers are members of learning communities.
6) Your paper, description plus reflection, should be at least 1 single-spaced,
typewritten page.
*An artifact from an educational setting could include, for example, lesson plans and P-12
student work, videotaping of teaching, or other evidence to show progressive effectiveness as an
educator. The effectiveness may not directly relate to the course taken in the SOE at the same
time, but should reflect general raised consciousness and critical reflection, fostered by the
program, about the processes that impact the planning, execution, and outcomes of educational
practice.
11
Date:
Name of Artifact:
Student's Name:
Course
Title:
Program:
Course Number:
Instructor:
CATEGORY
Excellent (4)
The artifact is very
appropriate for this
category of the CF.
Good (3)
The artifact is
appropriate for this
category of the CF.
The reflection
shows significant
learning and growth
in this category of
the CF, and is very
well and
persuasively written.
The reflection
shows learning and
growth in this
category of the CF,
and is well written
and well
presented.
Fair (2)
The artifact is
somewhat
appropriate for this
category of the CF.
The reflection
shows some
learning and
growth in this
category of the CF,
but needs more
attention to writing
and presentation.
Needs Improvement
(1)
The artifact is
marginally
appropriate for this
category of the CF.
Not
Applicable
N/A (0)
The reflection shows
little learning and
growth in this
category of the CF,
and is not well
written.
CONCEPTUAL
FRAMEWORK
AREAS
1) Democracy &
Community: Foster
a democratic, just,
inclusive learning
community with all
stakeholders.
Points
2) Habits of Mind:
Integrate critical
habits of mind in all
aspects of the
teaching/learning
process.
3) Pedagogy:
Understand and use
pedagogy creatively
to ensure active
learning,
understanding, and
growth.
4) Knowledge:
Understand how
knowledge is
constructed, how
the processes of
inquiry are applied,
and how domains of
knowledge are
established.
12
5) Experience:
Integrate field
and/or clinical
experiences that
reflect the diversity
of educators,
students, and
schools and help
educators assess
those experiences.
6) Leadership:
Develop
educational and
social visions
informed by
historical and
cultural
perspectives;
develop as leaders
in their profession
and in their
communities.
Total:
("3" required for
satisfactory
completion of
assignment)
Average
per
category:
13
Foundations - Educators of the gifted understand the field as an evolving and changing discipline based on
philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view,
and human issues. These perspectives continue to influence the field of gifted education and the education and
treatment of individuals with gifts and talents, both in school and society. They recognize how foundational influences
affect professional practice, including assessment, instructional planning, delivery, and program evaluation. They further
understand how issues of human diversity impact families, cultures, and schools, and how these complex human issues
can interact in the delivery of gifted and talented education services.
X
Instructional Strategies - Educators of the gifted possess a repertoire of evidence-based curriculum and instructional
strategies to differentiate for individuals with gifts and talents. They select, adapt, and use these strategies to promote
challenging learning opportunities in general and special curricula and to modify learning environments to enhance selfawareness and self-efficacy for individuals with gifts and talents. They enhance the learning of critical and creative
thinking, problem solving, and performance skills in specific domains. Moreover, educators of the gifted emphasize the
development, practice, and transfer of advanced knowledge and skills across environments throughout the lifespan
leading to creative, productive careers in society for individuals with gifts and talents.
Leadership
Experience
X
X
Individual Learning Differences - Educators of the gifted understand the effects that gifts and talents can have on
an individual’s learning in school and throughout life. Moreover, educators of the gifted are active and resourceful in
seeking to understand how language, culture, and family background interact with an individual’s predispositions to
impact academic and social behavior, attitudes, values, and interests. The understanding of these learning differences
and their interactions provides the foundation upon which educators of the gifted plan instruction to provide meaningful
and challenging learning.
Knowledge
Pedagogy
X
Development and Characteristics of Learners - Educators of the gifted know and demonstrate respect for their
students as unique human beings. They understand variations in characteristics and development between and among
individuals with and without exceptional learning needs and capacities. Educators of the gifted can express how
different characteristics interact with the domains of human development and use this knowledge to describe the
varying abilities and behaviors of individuals with gifts and talents. Educators of the gifted also understand how families
and communities contribute to the development of individuals with gifts and talents.
Learning Environments and Social Interactions - Educators of the gifted actively create learning environments for
individuals with gifts and talents that foster cultural understanding, safety and emotional well being, positive social
interactions, and active engagement. In addition, educators of the gifted foster environments in which diversity is
valued and individuals are taught to live harmoniously and productively in a culturally diverse world. Educators of the
gifted shape environments to encourage independence, motivation, and self-advocacy of individuals with gifts and
talents.
Habits of Mind
Gifted and Talented Standards
Democracy and
Community
Overlap of G/T Standards and Conceptual Framework
X
X
X
X
X
X
X
14
Instructional Planning - Curriculum and instructional planning is at the center of gifted and talented education.
Educators of the gifted develop long-range plans anchored in both general and special curricula. They systematically
translate shorter-range goals and objectives that take into consideration an individual’s abilities and needs, the learning
environment, and cultural and linguistic factors. Understanding of these factors, as well as the implications of being
gifted and talented, guides the educator’s selection, adaptation, and creation of materials, and use of differentiated
instructional strategies. Learning plans are modified based on ongoing assessment of the individual’s progress.
Moreover, educators of the gifted facilitate these actions in a collaborative context that includes individuals with gifts
and talents, families, professional colleagues, and personnel from other agencies as appropriate. Educators of the gifted
are comfortable using technologies to support instructional planning and individualized instruction.
Assessment - Assessment is integral to the decision-making and teaching of educators of the gifted as multiple types
of assessment information are required for both identification and learning progress decisions. Educators of the gifted
use the results of such assessments to adjust instruction and to enhance ongoing learning progress. Educators of the
gifted understand the process of identification, legal policies, and ethical principles of measurement and assessment
related to referral, eligibility, program planning, instruction, and placement for individuals with gifts and talents,
including those from culturally and linguistically diverse backgrounds. They understand measurement theory and
practices for addressing the interpretation of assessment results. In addition, educators of the gifted understand the
appropriate use and limitations of various types of assessments. To ensure the use of nonbiased and equitable
identification and learning progress models, educators of the gifted employ alternative assessments such as
performance-based assessment, portfolios, and computer simulations.
Professional and Ethical Practice - Educators of the gifted are guided by the profession’s ethical and professional
practice standards. They practice in multiple roles and complex situations across wide age and developmental ranges.
Their practice requires ongoing attention to professional and ethical considerations. They engage in professional
activities that promote growth in individuals with gifts and talents and update themselves on evidence-based best
practices. Educators of the gifted view themselves as lifelong learners and regularly reflect on and adjust their practice.
They are aware of how attitudes, behaviors, and ways of communicating can influence their practice. Educators of the
gifted understand that culture and language interact with gifts and talents and are sensitive to the many aspects of the
diversity of individuals with gifts and talents and their families.
Collaboration - Educators of the gifted effectively collaborate with families, other educators, and related service
providers. This collaboration enhances comprehensive articulated program options across educational levels and
engagement of individuals with gifts and talents in meaningful learning activities and interactions. Moreover, educators
of the gifted embrace their special role as advocate for individuals with gifts and talents. They promote and advocate for
the learning and well being of individuals with gifts and talents across settings and diverse learning experiences.
X
X
X
X
X
X
X
Leadership
X
Experience
Knowledge
Language and Communication - Educators of the gifted understand the role of language and communication in
talent development and the ways in which exceptional conditions can hinder or facilitate such development. They use
relevant strategies to teach oral and written communication skills to individuals with gifts and talents. Educators of the
gifted are familiar with assistive technologies to support and enhance communication of individuals with exceptional
needs. They match their communication methods to an individual’s language proficiency and cultural and linguistic
differences. Educators of the gifted use communication strategies and resources to facilitate understanding of subject
matter for individuals with gifts and talents who are English learners.
Pedagogy
Habits of Mind
Democracy and
Community
Gifted and Talented Standards
X
X
X
15
Foundations - Educators of the gifted understand the field as an evolving and changing
discipline based on philosophies, evidence-based principles and theories, relevant laws
and policies, diverse and historical points of view, and human issues. These perspectives
continue to influence the field of gifted education and the education and treatment of
individuals with gifts and talents, both in school and society. They recognize how
foundational influences affect professional practice, including assessment, instructional
planning, delivery, and program evaluation. They further understand how issues of
human diversity impact families, cultures, and schools, and how these complex human
issues can interact in the delivery of gifted and talented education services.
Development and Characteristics of Learners - Educators of the gifted know and
demonstrate respect for their students as unique human beings. They understand
variations in characteristics and development between and among individuals with and
without exceptional learning needs and capacities. Educators of the gifted can express
how different characteristics interact with the domains of human development and use
this knowledge to describe the varying abilities and behaviors of individuals with gifts and
talents. Educators of the gifted also understand how families and communities contribute
to the development of individuals with gifts and talents.
Individual Learning Differences - Educators of the gifted understand the effects that
gifts and talents can have on an individual’s learning in school and throughout life.
Moreover, educators of the gifted are active and resourceful in seeking to understand
how language, culture, and family background interact with an individual’s predispositions
to impact academic and social behavior, attitudes, values, and interests. The
understanding of these learning differences and their interactions provides the foundation
upon which educators of the gifted plan instruction to provide meaningful and challenging
learning.
Instructional Strategies - Educators of the gifted possess a repertoire of evidencebased curriculum and instructional strategies to differentiate for individuals with gifts and
talents. They select, adapt, and use these strategies to promote challenging learning
opportunities in general and special curricula and to modify learning environments to
enhance self-awareness and self-efficacy for individuals with gifts and talents. They
enhance the learning of critical and creative thinking, problem solving, and performance
skills in specific domains. Moreover, educators of the gifted emphasize the development,
practice, and transfer of advanced knowledge and skills across environments throughout
the lifespan leading to creative, productive careers in society for individuals with gifts and
talents.
X
X
X
X
X
X
X
5. Teachers are
members of learning
communities.
4. Teachers think
systematically about
their practice and
learn from
experience.
3. Teachers are
responsible for
managing and
monitoring student
learning.
2. Teachers know the
subjects they teach
and how to teach
those subjects to
students.
Gifted and Talented Standards
1. Teachers are
committed to
students and their
learning.
Overlap of G/T Standards and NBPTS Core Propositions
X
X
X
X
16
Learning Environments and Social Interactions - Educators of the gifted actively
create learning environments for individuals with gifts and talents that foster cultural
understanding, safety and emotional well being, positive social interactions, and active
engagement. In addition, educators of the gifted foster environments in which diversity is
valued and individuals are taught to live harmoniously and productively in a culturally
diverse world. Educators of the gifted shape environments to encourage independence,
motivation, and self-advocacy of individuals with gifts and talents.
Language and Communication - Educators of the gifted understand the role of
language and communication in talent development and the ways in which exceptional
conditions can hinder or facilitate such development. They use relevant strategies to
teach oral and written communication skills to individuals with gifts and talents. Educators
of the gifted are familiar with assistive technologies to support and enhance
communication of individuals with exceptional needs. They match their communication
methods to an individual’s language proficiency and cultural and linguistic differences.
Educators of the gifted use communication strategies and resources to facilitate
understanding of subject matter for individuals with gifts and talents who are English
learners.
Instructional Planning - Curriculum and instructional planning is at the center of gifted
and talented education. Educators of the gifted develop long-range plans anchored in
both general and special curricula. They systematically translate shorter-range goals and
objectives that take into consideration an individual’s abilities and needs, the learning
environment, and cultural and linguistic factors. Understanding of these factors, as well
as the implications of being gifted and talented, guides the educator’s selection,
adaptation, and creation of materials, and use of differentiated instructional strategies.
Learning plans are modified based on ongoing assessment of the individual’s progress.
Moreover, educators of the gifted facilitate these actions in a collaborative context that
includes individuals with gifts and talents, families, professional colleagues, and personnel
from other agencies as appropriate. Educators of the gifted are comfortable using
technologies to support instructional planning and individualized instruction.
Assessment - Assessment is integral to the decision-making and teaching of educators
of the gifted as multiple types of assessment information are required for both
identification and learning progress decisions. Educators of the gifted use the results of
such assessments to adjust instruction and to enhance ongoing learning progress.
Educators of the gifted understand the process of identification, legal policies, and ethical
principles of measurement and assessment related to referral, eligibility, program
planning, instruction, and placement for individuals with gifts and talents, including those
from culturally and linguistically diverse backgrounds. They understand measurement
theory and practices for addressing the interpretation of assessment results. In addition,
educators of the gifted understand the appropriate use and limitations of various types of
X
X
X
X
X
X
X
X
X
5. Teachers are
members of learning
communities.
4. Teachers think
systematically about
their practice and
learn from
experience.
3. Teachers are
responsible for
managing and
monitoring student
learning.
2. Teachers know the
subjects they teach
and how to teach
those subjects to
students.
1. Teachers are
committed to
students and their
learning.
Gifted and Talented Standards
X
17
Professional and Ethical Practice - Educators of the gifted are guided by the
profession’s ethical and professional practice standards. They practice in multiple roles
and complex situations across wide age and developmental ranges. Their practice
requires ongoing attention to professional and ethical considerations. They engage in
professional activities that promote growth in individuals with gifts and talents and update
themselves on evidence-based best practices. Educators of the gifted view themselves as
lifelong learners and regularly reflect on and adjust their practice. They are aware of how
attitudes, behaviors, and ways of communicating can influence their practice. Educators
of the gifted understand that culture and language interact with gifts and talents and are
sensitive to the many aspects of the diversity of individuals with gifts and talents and
their families.
Collaboration - Educators of the gifted effectively collaborate with families, other
educators, and related service providers. This collaboration enhances comprehensive
articulated program options across educational levels and engagement of individuals with
gifts and talents in meaningful learning activities and interactions. Moreover, educators of
the gifted embrace their special role as advocate for individuals with gifts and talents.
They promote and advocate for the learning and well being of individuals with gifts and
talents across settings and diverse learning experiences.
X
5. Teachers are
members of learning
communities.
4. Teachers think
systematically about
their practice and
learn from
experience.
3. Teachers are
responsible for
managing and
monitoring student
learning.
2. Teachers know the
subjects they teach
and how to teach
those subjects to
students.
Gifted and Talented Standards
1. Teachers are
committed to
students and their
learning.
assessments. To ensure the use of nonbiased and equitable identification and learning
progress models, educators of the gifted employ alternative assessments such as
performance-based assessment, portfolios, and computer simulations.
X
X
18
C.3a. Assignments, Assessments, and Modifications Based on Data and
Changing Conditions
Content Knowledge 1: Assessment in Course EDUC W551 and NBPTS/CF Assessments
Description of Assignment/Assessments in EDUC W551:
a). Chapter Responses: Choose and complete two questions or activities for each
textbook chapter (see Appendix) throughout the semester. Bring these to class and be prepared to
share reflective responses orally as we discuss each chapter.
Average score for 23 students from past 3 years is 94.
b.) Issues in Gifted Education Paper: Select an issue topic from the list to research (or see
Instructor for individualized topics). Write an 8-10 page paper (use scholarly literature from the
past 7 years, with the exception of seminal works). Prepare an oral presentation suitable for a
teacher in-service workshop, and present the paper in class.
Average score for 23 students from past 3 years is 96.
Changes to the course/assignments:
The data show our candidates are doing very well and meeting the standards, nonetheless,
we have made changes in our assignment as we continually try to improve our assessment
system. Some Chapter Response activities were too time-intensive; these were deleted.
Additional Chapter Response items were added, and one item adapted, to encourage candidates’
use of technology as well as candidates’ recognition of gifted characteristics within diverse
populations. List of issues was updated in response to student feedback.
Data from NBPTS and Conceptual Framework Reflections aligned with G&T Standards:
The data show that the candidates do well on the Conceptual Framework assignment, but
only satisfactorily on the NBPTS assignment. We feel we need to stress more clearly the
alignment of these measures with the G&T Standards, so the assignments would be more
meaningful to the candidates and they would be able to understand more clearly the direct
relationship to G&T Standards.
(See History of Change below for further reflections on on-going improvement to the program.)
Content Knowledge 2: Assessment in Course EDUC W554 and NBPTS/CF Assessments
Description of Assignments/Assessments:
Teaching With Multiple Intelligences: Re-design an instructional unit and teach it (or
selected unit lessons) during the semester. Keep field notes describing what happens in the
classroom (see Reflective Teaching Questions); include examples of students’ work (written
work, photos or other A/V representations of non-written work) and a copy of the original
instructions. Write a formal report detailing this instructional experience. Include details about
the planning stages, actual instruction, your reflections about the teaching/learning dynamics and
19
students’ understanding, and if/how you would change the unit or instructional process the next
time it is taught.
Average score for possible 52 students from past 3 years is 94.
Shadowing Interview: Identify a creatively gifted teacher by asking several teachers
and/or administrators “Who is the most creative teacher you know?” Ask that person whether
you may interview them as they work about how they do what they do. (See Appendix for
Interview Questionnaire.) Set a day/time for the shadow-interview (so called because the
interviewer “shadows” the interviewee as they go about their everyday work), making sure to
include time to observe the teacher and his/her students together. Write a detailed report (without
identifying the teacher interviewed). Reflect on comparisons between what we learn in class
about creativity and what is evident in the life of the person interviewed; about connections
between teaching/learning and the behavior or characteristics of a creative teacher; about
observed differences between young students' responses to content and/or skills instruction
taught by a creative teacher and students' responses to teachers whose work is of a more
technical nature. Include your own reflections about what we have learned in class about
creativity, and how these characteristics are/are not evident in this person’s life/work. Conclude
the paper with your own observations about and/or experiences with creative teachers/teaching.
Average score for possible 52 students from past 3 years is 96.
Changes to the course/assignments:
The data show our candidates are doing very well and meeting the standards. We
developed this assignment in response to our knowledge about the candidates taking the course.
The Shadowing Interview assignment was added to benefit those candidates who do not teach in
classrooms or instructional settings that include gifted learners.
Data from NBPTS and Conceptual Framework Reflections aligned with G&T Standards:
The data show that the candidates do well on the Conceptual Framework assignment, but
only satisfactorily on the NBPTS assignment. We feel we need to stress more clearly the
alignment of these measures with the G&T Standards, so the assignments would be more
meaningful to the candidates and they would be able to understand more clearly the direct
relationship to G&T Standards.
(See History of Change below for further reflections on on-going improvement to the program.)
Pedagogical Content Knowledge: Assessment in Course EDUC W553 and NBPTS/CF
Assessments
Description of Assignment/Assessments:
Curriculum Review: Select and assess a commercial enrichment product appropriate for
use with gifted and talented students (unit of instruction, a teacher resource book, or other
commercially produced instructional aid intended for use with gifted learners). The curriculum
resource will be critiqued according to NAGC curriculum standards.
20
Average score for 25 students from past 3 years is 94.
Redesigned Unit of Instruction: Identify an existing instructional unit (teacher made,
commercial, or textbook based) that could benefit from the inclusion of learning experiences
appropriate for gifted learners. Redesign the existing unit using NAGC curriculum
standards/guidelines. Include a copy of the original unit, and a one-page paper reflecting on how
the original unit was changed and why.
Average score for 25 students from past 3 years is 95.
Changes to the course/assignments:
The data show our candidates are doing very well and meeting the standards, nonetheless,
we have made modifications in the assignment due to changes in the time of delivery of the
course. EDUC W553 is now taught during the 6-week Summer term. Previously, faculty had
required candidates to teach the Redesigned Unit and provide a lengthy reflective paper about the
experience. The assignment was changed to better reflect the limited instructional time available
during the Summer term, yet still meet all the G&T standards.
Data from NBPTS and Conceptual Framework Reflections aligned with G& Standards:
The data show that the candidates do well on the Conceptual Framework assignment, but
only satisfactorily on the NBPTS assignment. We feel we need to stress more clearly the
alignment of these measures with the G&T Standards, so the assignments would be more
meaningful to the candidates and they would be able to understand more clearly the direct
relationship to G&T Standards.
(See History of Change below for further reflections on on-going improvement to the program.)
Professional and Pedagogical Knowledge: Assessment in Course EDUC W554 and
NBPTS/CF Assessments:
Description of Assignment/Assessments:
Multiple Intelligences Unit: Re-design an instructional unit and teach it (or selected unit
lessons) during the semester. Keep field notes describing what happens in the classroom (see
Reflective Teaching Questions); include examples of students’ work (written work, photos or
other A/V representations of non-written work) and a copy of the original instructions. Write a
formal report detailing this instructional experience. Include details about the planning stages,
actual instruction, your reflections about the teaching/learning dynamics and students’
understanding, and if/how you would change the unit or instructional process the next time it is
taught.
Changes to the course/assignments:
Two major changes were made in this assignment over the past three years in reaction to
candidate feedback as well as to perceived weaknesses. The first change involved more direct
instruction from the instructor concerning types of reflection about teaching — candidates need
to move beyond technical reflection (i.e., ‘permit more time for candidates to complete
assignments or projects’, or ‘provide one Tic Tac Toe Assignment Choice copy per candidate’)
21
to critical reflection (i.e., ‘ENL candidates may need to complete much of their project at school
rather than as homework, due to parents’ lack of English proficiency’, or ‘newly arrived Asian
students may be reluctant to participate in debate activities, so additional assignment choices
should be provided’). The second change relates to those M.S.Ed. candidates who are not
currently teaching in classrooms, yet wish to utilize the Multiple Intelligences model as a
professional development piece (example: a Reading Recovery Coordinator uses MI to train K-3
teachers’ aides, or a florist uses MI in an attempt to train floral assistants to develop more
creative arrangements).
Data from NBPTS and Conceptual Framework Reflections aligned with G&T Standards:
The data show that the candidates do well on the Conceptual Framework assignment, but
only satisfactorily on the NBPTS assignment. We feel we need to stress more clearly the
alignment of these measures with the G&T Standards, so the assignments would be more
meaningful to the candidates and they would be able to understand more clearly the direct
relationship to G&T Standards.
(See History of Change below for further reflections on on-going improvement to the program.)
Student Learning: Assessment in Course EDUC W595 and NBPTS/CF Assessments :
Description of Assignment/Assessment:
Develop and implement an individualized professional improvement plan. Reflect on the
plan’s development and implementation, and write an 8-10 page paper demonstrating what you
have learned about gifted students and/or teachers who work with the gifted as a result of your
experiences (use Reflective Teaching Questions, attached, to facilitate reflection as you write the
paper). Include student work samples (where appropriate), and/or peer feedback.
Average score for 24 students from past 3 years is 97.
Changes to the course/assignments:
The data show our candidates are doing very well and meeting the standards, nonetheless,
we have made changes in this course to meet the differing needs of candidates, depending on
their workplace setting. Candidates who work with private schools often have different
professional development needs from those who teach in public school classrooms. “Teaching”,
and planning for teaching, in EDUC W595, now includes development and implementation of
school-wide enrichment programs and/or teacher education workshops focusing on
characteristics and needs of able students in multiple settings.
Data from NBPTS and Conceptual Framework Reflections aligned with G&T Standards:
The data show that the candidates do very well on both the Conceptual Framework
assignment and the NBPTS assignment. We feel this indicates that these candidates understood
more clearly the alignment of these assignments with the G&T Standards. Nonetheless, we will
continue to stress more clearly the alignment of these measures with the G&T Standards, so the
assignments will continue to show exceptional results.
(See History of Change below for further reflections on on-going improvement to the program.)
22
C. 3b. Curriculum/Program/Unit Modifications Made Based on this Data
History of Change
At the time that we were developing our program assessment process, the Gifted and Talented
Teacher Education Standards were in draft format, and our then only faculty member in Gifted
and Talented Education, Dr. Gail Hickey, was one of the specialists asked to review the
standards. Thus, our Gifted and Talented specialist has been involved in setting the G&T
standards from the start, thereby helping to build the School of Education’s G&T program on a
firm foundation.
In January 2005, the IPFW School of Education initiated a newly designed graduate program in
Elementary and Secondary Education. Prior to this date, students enrolled in the Gifted and
Talented Education K-12 Endorsement Program courses for two reasons: Either they desired an
additional licensing endorsement, or they chose one or two G&T courses as M.S.Ed. program
electives.
After January 2005, IPFW School of Education graduate students were able to pursue an
M.S.Ed. in Elementary or Secondary Education with an emphasis in selected areas. Gifted and
Talented Education now is identified as an M.S.Ed. degree emphasis (major). Consequently,
M.S.Ed. candidates may complete Gifted Education K-12 Licensure requirements while also
receiving credit toward M.S.Ed. degree requirements.
Local education agencies’ (LEA) unique and individualized interpretations of state requirements
for serving K-12 gifted students also affect curriculum change. For example, two LEAs served
by the IPFW teacher education program offer differentiated programs for able students, while
other LEAs served do not. This situation has encouraged program faculty to redesign course
requirements to better fit the needs of classroom teachers who do not have access to a gifted
education coordinator or specialized materials collection.
The data show that our candidates are doing very well on their individual class assignments and
meeting the standards. The assessments aligned with the Conceptual Framework and NBPTS 5
Core Propositions do not show the same degree of outstanding performance throughout all
courses. Through the program review process we have decided that the G&T standards need to
be more visibly addressed in individual class assignments, and we are in the process of
realigning all of our courses with them. Although all standards are addressed in each course, the
individual assignments in these courses are based on a menu of student options, thus, some
students address the standards more directly than others, depending on which assignment they
choose. We are in the process of rethinking course assignments so that we can be assured the
G&T standards are addressed in depth by all students. We are also in the process of making the
alignment of the G&T Standards with the Conceptual Framework and NBPTS more explicit and
visible to the candidates. Thus, the program review process has helped us analyze the
effectiveness of our G&T program and initiated our increased attention to meeting the standards
and improving our program.
23
C. 4. Summary of Unit Reflection Advanced Programs
Unit-Wide Changes
Over the course of the last three years the School of Education (SOE) has been impacted by
changes external and internal to it. The Indiana University Purdue University Fort Wayne
(IPFW) Faculty Senate’s Education Policy Committee (EPC) has articulated a pedagogical
framework for the Baccalaureate degree (Senate Document 05-8) and the Senate General
Education Subcommittee has articulated student learning outcomes for the General Education
requirements of all Baccalaureate degrees. This affects our Initial programs. At the same time,
with an impending North Central Association accreditation of the University in Spring of 2010,
and with the thrust from the Report of the Commission on the Future of Higher Education (2006)
under Secretary of Education Margaret Spellings to assess the learning of students in institutions
of higher education, the University is in the process of inaugurating an electronic data
assessment system, eLumen, that would allow for data to be gathered at the course level, but used
at the school level and the University level for assessment purposes. While we in the SOE have
developed our own Data Management System, we will soon be in the process of migrating some
aspects of our DMS data to eLumen..
The Indiana General Assembly has required Indiana University to reach articulation agreements
with Ivy Tech Community College, effective with the freshman 2008 class. The mandated
articulation with Ivy Tech Community College requires curricular changes in selected programs.
So far this has mainly affected the Initial programs. We have worked together with other Indiana
University (IU) campuses through the Indiana University Education Council, with faculty
representatives from all IU campuses, to coordinate a joint response to the articulation
agreement.
The School of Education formed two departments, Educational Studies and Professional Studies,
in 2000. The Faculty Affairs Committee of the SOE is in the process of rewriting the
Governance Document to reflect those changes, and the departments are developing their own
governance documents. At the same time the University is promoting an initiative to have Chairs
take additional decision-making responsibility for decisions currently made by Deans. Thus, the
Governance Document will reflect a more clearly articulated division of rights and
responsibilities between departments and the SOE, as well as, overall, more powers to
departments than previously. This means that curricular authority is moving from the school
level to the departmental level.
In November of 2005 we had an NCATE Focused Visit on Standard 2 for the Advanced
Programs. In preparation for that we developed a UAS for Advanced degree programs in
Elementary and Secondary, Educational Leadership, and Counseling. We review the assessment
data from these programs each year at a Faculty Retreat in August before the fall semester
begins. Through this process we are able to fine-tune the UAS of each program. We also meet
regularly with the Dean’s Community Advisory Council to give us feedback and
recommendations for possible changes to our programs, or the introduction of new programs.
24
We are reviewing all of our programs through the State-mandated assessment procedures two
years before our next NCATE Visit in 2010. The Advanced programs under review are Gifted
and Talented, Reading, Building Level Administrator, and School Counselor. We have been
preparing for these reviews for the past two years. All SOE Faculty members have been involved
in the process. Preparation of the reviews has helped us look candidly at our programs as well as
each program’s UAS, and given us renewed focus on meeting content standards.
During the last three years we have been in the process of introducing electronic portfolios to our
candidates. We chose TaskStream as our e-portfolio provider. While Initial licensure candidates
have had the e-portfolio as an option since we piloted it in 2005, as of Fall 2007 all candidates in
the Initial programs are required to use TaskStream. Because of the University’s impending use
of eLumen for assessment purposes, we are not sure how, or if, TaskStream data can be migrated
into it. The Advanced programs, particularly Building Level Administrator and School
Counselor, have also been trying to initiate use of TaskStream. While this task has been slowed
because of our current attention to Program Reviews, it is a potential assessment data
management system for all advanced programs, including G&T.
One of our Advanced Programs, the Building Level Administrator program, is in the process of
transitioning from a traditional program to a cohort program, in which the degree and licensure
are attainable in 14 months. This delivery format has proved very successful, and new cohorts
are being formed every Spring and Summer I semesters. Other Advanced programs, including
the Elementary and Secondary programs, which includes the G&T program, are considering
similar, non-traditional delivery formats as the SOE seeks to meet student needs and deliver
ever-better, high-quality programs.
We continually respond to mandates from external agencies—the Secretary of Education,
NCATE, the Indiana Department of Education—as well as IU, the IPFW Senate, the IPFW
Office of Academic Affairs, the IPFW Assessment Council, SOE colleagues, our program
colleagues, our candidates, and our stakeholders, all with the purpose of improving our
programs. The aggregated content program assessment data give us valuable feedback about the
strengths and weaknesses of our programs as we make changes within the context of the multiple
mandates that frame all of our work.
25
D. Faculty Section
Gifted Education Faculty
Specialty
Faculty Member
Highest
Degree
Course taught in
program
M. Gail Hickey
Ed.D.
Elem/Gifted Educ
Nancy J. Bangel
Marymae Beaty
Ph.D.
Gifted Education
M.S. Ed. Gifted Education
W551, W553,
W554, W560,
W595
W551
W551, W553?
Additional
Yrs Exp
Responsibility in
P-12
Program
Gifted Ed. Program 6
Director
None
None
12
32
26