Gifted In-Field Endorsement Program
December 2011
KENNESAW STATE UNIVERSITY
GRADUATE PROGRAM/CONCENTRATION PROPOSAL
FORM 02/25/04
PROGRAM OR CONCENTRATION NAME: Gifted Endorsement
DEPARTMENT:SMGE
PROPOSED EFFECTIVE DATE: Fall, 2012
THIS IS A PROPSAL TO REINSTATE THE GIFTED ENDORSEMENT
Check One or More of the Following and Complete the Appropriate Sections
_____New Program Proposal**
__*___Change in Program/Concentration/Degree Requirements
_____New Concentration Proposal
Sections to be Completed
All
III – VII, XII
I – VII, XII
**A new course proposal is required for each new course that is part of the new program
Submitted by:
______________________________________________________
Faculty Member
Date
___ Approved ___ Not Approved
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Department Curriculum Committee
Date
___ Approved ___ Not Approved
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Department Chair
Date
___ Approved ___ Not Approved
______________________________________________________
College Curriculum Committee
Date
___ Approved ___ Not Approved
______________________________________________________
College Dean
Date
___ Approved ___ Not Approved
______________________________________________________
GPCC Chair
Date
___ Approved ___ Not Approved
______________________________________________________
Dean, Graduate Collelge
Date
___ Approved ___ Not Approved
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Vice President for Academic Affairs
Date
___ Approved ___ Not Approved
______________________________________________________
President
Date
UNIVERSITY SYSTEM OF GEORGIA
NEW GRADUATE PROGRAM PROPOSAL
TITLE
Gifted In-Field Endorsement Program
Kennesaw State University
DATE
December 2011
DEPARTMENT
Secondary and Middle Grades Education
Educational Technology
Early and Elementary Childhood Education
COLLEGE
Bagwell College of Education
Proposed Start Date:
CIP:______
Title: Gifted In-Field Endorsement Program
Date December 2011
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III. Justification and Need for the Program
Helping students to learn and grow is a goal of every school. Implicit in that goal is an
understanding of how to work with special populations of children. Gifted education
encompasses the expertise needed to properly identify and serve not only the students who
demonstrate high achievement, but also those who have the ability to achieve at high levels. The
term also covers the specific services and programs offered as well as the teacher training
necessary to provide the academic guidance gifted students need in order to thrive. Gifted
education, then, is the system by which districts recognize and serve this special population of
children.
The Gifted In-Field Endorsement in Georgia enables educators to provide direct instruction only
in the grade levels and fields of their base certificates. It also allows those with the endorsement
to serve as a resource teacher for "indirect services" for gifted education in any content area or
grade level P-12.
The educational community owes a great deal to the efforts of those involved in gifted and
talented education. Over the past 50 years, terms like acceleration, curriculum compacting,
grouping, pull-out, and even differentiation have seeped into mainstream language.
 Gifted programs have had a positive effect on subsequent interests of students' postsecondary plans; early advanced project work serves as important training for later
productivity.

Studies found that 320 gifted students identified during adolescence and whom received
services through the secondary level pursued doctoral degrees at over 50 times the base rate
expectations. The base rate expectation for the general population is 1%, or 1 in 100.

Students maintained interests and were still involved in both interests and creative
productive work after they finished college and graduate school.

Benefits of gifted programs indicate that students maintained interests over time and were
still involved in creative productive work. Students who had participated in gifted
programs, maintained interests and career aspirations in college. Students’ gifts and talents
could be predicted by their elementary school creative/productive behaviors.

Students’ involvement in gifted programs in high school enabled them to explore potential
career interests and allow students to see themselves in the role of practicing professionals
and visualize a different sense of self. Students had increased post-secondary education
plans (from attending 2.6 years to attending 4.0 years).

The creative, occupational, and life accomplishments compared with those of graduate
students (299 males, 287 females) enrolled in top-ranked U.S. mathematics, engineering,
and physical science programs in 1992 and tracked over 10 years. By their mid-30s, the
Title: Gifted In-Field Endorsement Program
Date December 2011
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two groups achieved comparable and exceptional success (e.g., securing top tenure-track
positions) and reported high and commensurate career and life satisfaction.

A sample of 2,409 intellectually talented adolescents (top 1%) who were assessed on the
SAT by age 13 was tracked longitudinally for more than 25 years. Their creative
accomplishments, with particular emphasis on literary achievement and scientific-technical
innovation, were examined and results showed that distinct ability patterns identified by
age 13 portend contrasting forms of creative expression by middle age.
Gifted children spend 80-100% percent of their time in the regular classroom, yet only 61% of
classroom teachers have had any training in meeting their needs? Well-trained teachers
implementing gifted education pedagogy affect student learning. There is no question that welltrained teachers are essential for student learning. High quality instruction demands that teachers
are aware of and are able to respond to their students' unique qualities and characteristics.
The majority of gifted students spend a high percentage of their time in the regular education
classroom. Therefore, it’s essential that teachers and other school personnel are familiar with the
characteristics of giftedness and possess an array of strategies to address and meet the students’
learning differences and needs.
Only 3% of universities in the United States offer programs that prepare teachers specifically for
working with gifted and talented learners. In Georgia, the Gifted In-Field Endorsement is only
offered by the University of Georgia and Valdosta State University. According to the report:
National Excellence: A Case for Developing America's Talent (October, 1993), “teachers must
receive better training in how to teach high-level curricula. They need support for providing
instruction that challenges all students sufficiently. This will benefit not only students with
outstanding talent but children at every academic level.” An educational program designed for
the gifted must provide opportunities for learners to grow in all aspects of intelligence and
provide experiences to develop socially and emotionally as well as cognitively.
As a result of only two Gifted In-Field Endorsement programs being offered by universities in
Georgia, responsibility for improving teaching and learning of gifted students rests with school
district personnel who hire teachers and ensure their competence through required licensure or
certification, professional development, collaboration with colleagues, and assessment of teacher
practice. Unfortunately, these programs generally do not offer the rigor of university programs.
Because gifted students are served in a range of settings, including the regular classroom, it's
crucial that all teachers have a basic understanding of how to work with gifted students. These
understandings are also critical for student referrals for gifted education programs and services.
Unfortunately, the majority of teachers have not been trained concerning the nature and needs of
gifted students, so they do not have the understanding, the ability, to refer gifted students for
needed services.
Title: Gifted In-Field Endorsement Program
Date December 2011
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
Appropriate specialization
Candidates must complete twelve (12) credit hours in Gifted Education. The focus of the
concentration is to deepen and broaden the knowledge, skills, and dispositions of the
candidates through classroom-based learning and field-based practice.

Quantity of graduates
The candidates will be admitted both as a cohort and independently. The first group will
be limited initially to 20. Once enrollment stabilizes, it is anticipated that annually 30-50
candidates will complete the Gifted In-Field Endorsement program.

Productivity
The Gifted In-Field Endorsement program will be offered at the advanced graduate
tuition and fee rate. The tuition and fee income and formulae funding flow through
dollars will support the programs and possibly produce some excess revenue.
Based upon our understanding of funding of the total operating budget at KSU, about
45% comes from student tuition and about 45% from state appropriations (formula
funding), with the remaining 10% from all other sources. Therefore, the tuition income
and the state appropriation should be adequate to cover all of the instructional costs of the
program. We understand that state appropriations are two year in arrears, but KSU will
underwrite the startup costs in the first two years.
Programs of this Student Credit Hours (SCH) potential will obviously generate greater
staff support and operational costs as they develop. It is estimated that an additional staff
support person will be needed in each program area, with increased supply and
operational funds needed as well. It is anticipated that such needs will be manageable
with increases in formulae-driven allocations from the USG.

Partnering.
Bagwell College of Education will continue its excellent tradition of working with public
school systems, the Regional Educational Support Agencies, the USG Board of Regents,
the Georgia Department of Education, state universities in Georgia, and international
partnerships in the enrichment of educational experiences of program participants.
University faculty and P-12 leaders, particularly the Cobb County School District, have
collaborated to reflect and address the practical needs of the schools. This collaboration is
consistent with the research-base that supports solid partnerships between schools,
districts, and educational leadership departments (Darling-Hammond, 2007).
 Placement
Title: Gifted In-Field Endorsement Program
Date December 2011
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The program concentration will be housed in the Bagwell College of Education.
Candidate advisement files and advisors will be located the Secondary and Middle
Grades Department.
IV Procedures Used to Develop the Program
The Gifted In-Field Endorsement program will operate under the academic supervision of the
Vice President for Academic Affairs, the Dean of Graduate Studies, the Dean of the Bagwell
College of Education and the Chair of the Secondary and Middle Grades Education Department.
Coordinating support and operational assistance will be provided by the BCOE Associate Dean for
Graduate Programs, and the staff of the Graduate Program Office (GPO) in the Teacher Education
Advisory Center (TEAC). The program will benefit from the oversight and participation of the
university-wide Professional Teacher Education Unit (PTEU) as well.
The Gifted In-Field Endorsement program initially was developed and coordinated by the Special
Education Program at KSU in collaboration with K-12 partners. It lapsed into dormancy because of
reduced need by area schools due to professional development programs offered by area school
systems and area RESA’s. With an increasing need for Gifted In-Field Endorsement programs with
more rigor due to an expanded focus on student learning by the school systems we serve, we
worked to provide this program as an integral part of our advanced graduate programs. In
resurrecting the program after more than several years of dormancy, a collaborative group was
brought together to update the program. A former Cobb County teacher of the gifted who also
taught the Gifted In-Field Endorsement courses for Cobb County for a decade with representatives
from KSU, one with an Ed.D. in Gifted and Creative Education from the University of Georgia,
collaborated to update the Gifted In-Field Endorsement program, making it more current with area
needs and specifications.
V Curriculum: Degree Program Requirements
The Gifted In-Field Endorsement is intended for individuals who currently hold a teaching
certificate in some area and want to add the Gifted In-Field Endorsement. The Gifted In-Field
Endorsement allows educators to provide "direct instruction" in the grade levels and fields of
their base certification area(s). Individuals with this endorsement may also serve as a resource
teacher for "indirect services" for gifted education in any content area or grade level P-12.
Successful completion of the Endorsement for the Talented and Gifted courses leads to the
Gifted In-Field Endorsement from the Georgia Professional Standards Commission (PSC).
[Susan, note: There is not a description in the catalog now, just the 4
courses. This must be added to the catalog]
Program Admission Requirements:
Expected qualifications for applicants to be considered for admission will typically include:
Title: Gifted In-Field Endorsement Program
Date December 2011
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



Earned Bachelor Degree in teaching
T-4 or above certification or “provisional” certification
2.75 GPA on prior academic work
Official transcript from degree granting institution
Course Offering Schedule and Plan-of-Study
Semester 1:
EDUC 7761 Characteristics of Gifted Children
Semester 2:
EDUC 7762 Methods and Materials for Teaching Gifted Children
Semester 3:
EDUC 7763 Assessment of Gifted Children and Youth
Semester 4:
EDUC 7764 Curriculum Development and Program Design in Gifted
Education
Growth and Flexibility
As the Gifted In-Field Endorsement program grows, needs to assess resources and capabilities
for possible expansion to meet the demands of the market will be addressed. Opportunities may
arise to meet school district requests to tailor a cohort of candidates to suit their particular needs.
Course Descriptions
EDUC 7761 - Characteristics of Gifted Children
3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to M.Ed. Program.
This course provides an introduction to the psychological and personality characteristics of gifted
and talented children with implications for their education. It includes: philosophy of gifted
education; definition (according to federal, state and local guidelines); identification procedures;
characteristics; types of gifted children; learning styles; learning environments, description of
teaching-learning models; implications for program development, administration and evaluation;
and characteristics of teachers and other personnel concerned with the education of gifted
students.
EDUC 7762 - Methods and Materials for Teaching Gifted Children
3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to M.Ed. program and EDUC 7761.
This course is designed to explore and apply knowledge about curriculum theory, measurement,
learning theories and evaluation procedures to plan qualitatively different educational
experiences for the gifted and talented. The course will orient prospective gifted educators to the
attitudes, skills and knowledge deemed appropriate and necessary for assuming instructional
leadership roles.
Title: Gifted In-Field Endorsement Program
Date December 2011
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EDUC 7763 - Assessment of Gifted Children and Youth
3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to M.Ed. program and EDUC 7761.
This course explores theories of mental abilities and provides knowledge and skills in the
measurement of intelligence, achievement, creativity and other dimensions of giftedness.
Various plans for identification are examined including the case study and State of Georgia
regulations.
EDUC 7764 - Curriculum Development and Program Design in Gifted Education
3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to M.Ed. program and EDUC 7761.
This course is designed to explore and apply knowledge about curriculum theory for the
development of effective programs in gifted education. A number of exemplary models
recommended by national authorities are examined for their use in creating and evaluating
programs for gifted students. The course will orient prospective educators of the gifted to the
attitudes, skills and knowledge deemed appropriate and necessary for assuming instructional
leadership roles.
VI. INVENTORY OF FACULTY DIRECTLY INVOLVED
COURSE/INSTRUCTOR SUPPORT DEPTH
All faculty course assignments and additional faculty resources will be provided from currently
employed, graduate level faculty. Faculty expertise and support will assure that the Gifted InField Endorsement program can be supported while, at the same time, ensuring that KSU will
continue to provide high quality instruction. KSU will continue to comply with NCATE
guidelines restricting graduate faculty teaching loads to nine credit hours in order to
accommodate greater expectations for engagement in research.
Faculty participation is shown according to faculty areas of expertise and specialization:
Faculty
Alice W. Terry, Ed.D.
Glenda Harkins, Ed.S.
Angela Blaver, Ph.D.
Susan Stockdale, Ph.D.
Nita Paris, Ph.D.
EDUC
7761
X
X
Title: Gifted In-Field Endorsement Program
Date December 2011
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EDUC
7762
X
X
EDUC
7763
X
X
X
X
X
EDUC
7764
X
X
FACULTY DEVELOPMENT
Faculty in the BCOE maintain and demonstrate sustained scholarship activity and agendas
consistent with expectations of faculty working in educational programs. Members of the BCOE
faculty are encouraged to make best use of the funds to attend professional conferences and
workshops advancing their professional growth. Travel funds are available for faculty to
participate in significant educational conferences at the state, national, and international levels.
Aside from departmental and college- level support for travel, the KSU Foundation, Office of
Graduate Studies, CETL, and the International Office have supplemented faculty travel funds for
professional endeavors.
Faculty members from the BCOE have traveled internationally to share professional educational
expertise, to gain knowledge of educational practices around the world, and to establish
partnerships with international peers. It is the culture of the BCOE to collaboratively pursue
scholarly activities.
FACULTY RESEARCH AND SCHOLARSHIP
XII. Accreditation
Business Content Audit:
Referencing the Business Content Worksheet, does this program or concentration, incorporating
the information proposed herein, have “traditional business subject” content delivered by faculty
or programs administered by the Coles College of Business? *
_____ Yes
If “yes,” complete a Business Content Worksheet and obtain necessary
approvals as indicated.
__X___ No
_____ Exempt Graduate programs administered by the Coles College are exempt.
__________
*
All graduate programs exceeding 50% business content are automatically required to meet AACSB
International business accreditation standards. The purpose of the audit is to prevent the unintended,
undesirable compulsory inclusion of programs subject to AACSB standards.
Title: Gifted In-Field Endorsement Program
Date December 2011
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XV Fiscal and Enrollment Impact, and Estimated Budget
1. ENROLLMENT PROJECTIONS
2. COSTS
A. Personnel -- reassigned or existing positions
B. Personnel -- new positions
C. One-Time Startup costs
D. Operating Costs
3. REVENUE SOURCES
Title: Gifted In-Field Endorsement Program
Date December 2011
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