1

Carolyn M. Callahan, Ph.D.
Commonwealth Professor
Department of Curriculum, Instruction, and Special Education
University of Virginia cmc@virginia.edu
434-924-0791
Cheryll M. Adams, Ph.D
Adjunct Professor
University of Virginia
Director Emerita, Center for Gifted Studies
& Talent Development
Ball State University cma5c@virginia.edu
2

Marguerite M. Brunner, Ph.D. student
Instructor —Gifted Endorsement series
University of Virginia mmb7zq@virginia.edu
Annalissa V. Brodersen, Ph.D. student
Instructor —Gifted Endorsement series
University of Virginia amb5wb@virginia.edu
3

• Ph.D. in Education – Gifted
– On grounds only
• M.Ed. in Curriculum & Instruction
- Gifted concentration
- On grounds only
- Course Series in Gifted Education
- Add-on Endorsement
- Online
4

5

Online Course Series
Focus on preparing teachers and administrators to:
1. Address the characteristics of gifted children
2. Create and adapt curriculum and instructional strategies to maximize the learning potential of gifted students
6

Online Course Series
• Objective 1: Develop understanding of the field
Have you found the endorsement classes to be beneficial to your teaching practice?
“ Yes, I am new to the gifted world. The classes expose you to theory, methods, and strategies that are very insightful in working with students identified as gifted. There is definitely plenty to ponder! I think one of the greatest benefits is the change in the conversations in my classroom. Knowing how to ask better questions has increased my effectiveness in challenging the thinking of the gifted learner .”
“ There is a sense of community developed through the discussion board that does build collaboration among the teacher….The network that you build with other teachers in your same position can be valuable. A high school teacher's students gave feedback to my elementary student's project on sustainability. This worked well to enhance their environmental science objectives and strengthen my

Online Course Series
• Objective 2: Help teachers and administrators make research-based decisions when developing programs and curriculum
Would you say you have benefited by seeking endorsement in gifted education?
“ Absolutely….I know I am being exposed to research-based strategies. There are many models so you can find the right fit for your students.”
“…There are many opportunities to show understanding: discussion boards, mini assignments, application assignments, and presentations.”
“…There are ample ways to find support to be successful in this program.”
8

Online Course Series
• Objective 3: Increase appreciation for and awareness of issues in identifying and serving diverse populations
9

Online Course Series
• Objective 4: Strengthen and enhance leadership capacity
10

Why Take an Online Course?
• Quality
– UVa. education
– Direct access to instructors
– Created and taught by experts in the field
11

Why Take an Online Course?
• Opportunity
– Meet new people from different regions/states
– Explore a variety of ideas and perspectives on educational issues
12

Why Take an Online Course?
• Flexibility
– Schedule assignments around your life
– Work at your own pace
13

Why Take an Online Course?
• Convenience
– No travel costs/concerns
– No need for pet or babysitters
14

Is Online for Me?
• Do you want to…
– Become a better teacher?
– Meet the learning needs of all students in your classroom?
– Learn about cutting edge, research-based strategies, models, and curriculum?
– Meet the specific needs of gifted students?
– Increase your knowledge about identification, characteristics, and needs of gifted students?
15

Is Online for Me?
• Do you…
– See yourself as a self-motivated learner?
– Possess basic computer skills?
– Have consistent access to a computer?
– Have consistent access to the Internet?
– Want to take courses at your own convenience?
16

17

EDIS 5045: Introduction to Gifted
• Objectives
– Introduce major concepts and controversies in the field
– Develop basic understanding of the characteristics of gifted students and implications for learning and development
– Hone the ability to find and used research based information in gifted education
– Assemble a solid foundation for rest of the series
18

EDIS 5046: Curriculum for the Gifted
• Objectives
– Identify characteristics of effective curriculum and instruction responsive to learner characteristics
– Link knowledge about gifted students with curriculum/instructional decisions
– Design effective concept-based curriculum for gifted learners that extends their capacity as learners, thinkers, producers, and contributors
19

EDIS 5047: Models & Strategies
• Objectives
– Examine varied program models and instructional strategies for teaching the gifted
– Practice implementing the models and strategies
– Understand the theoretical and practical implications for these models and strategies
– Understand how to adjust current units of study to better serve advanced students
20

EDIS 5048: Differentiated Inst.
– Gifted
• Objectives
– Develop an understanding of principles and practices related to addressing academic diversity in contemporary classrooms
– Discuss theory and practice useful in addressing gifted students' learning needs across general education and gifted classrooms
– Develop approaches to modifying content, process, and products to address the varied readiness, interest, and learning profile needs of gifted learners
21

curry.virginia.edu/academics/degrees/non-degree/off-groundscourse-series-in-gifted-education
22

Enrollment
• No application needed
• Complete a Permission to Enroll form
– http://www.sis.virginia.edu/visitingStudent.pdf
– Turn in at least one week before the start of the desired term
– Once given permission--register
• Classes
– Each class lasts one semester
– Two may be taken at one time in the Fall/Spring semesters (recommend one if working)
– One class may be taken during the summer session 23

Technical Requirements
Not computer-savvy?
We will help you
24

Technical Requirements
• Required for UVaCollab
– The ability to allow pop-up windows
– The most recent version of one of the following browsers:
• Internet Explorer
• Firefox
• Safari
• Recommended for UVaCollab
– A high-speed Internet connection
25

Start Dates
• Summer session
– June 8 to July 20, 2014
• Fall semester
– September 8-December 13, 2014
26

Tuition for Part-time Off-Grounds
• UVA Curry School has the lowest K-12 educator tuition rate in the state of
Virginia for our off-Grounds (online, at regional centers) programs
• Students may take up to 6 credit hours per semester at the K-12 tuition rate
• Tuition for K-12 educators
$300 per credit hour in-state
$672 per credit hour out-of-state
$18 per credit hour fee
Total for 3 credit hour course
$954
$2070
• Tuition for non K-12 educators
$ 380 per credit hour in-state
$788 per credit hour out-of-state
$18 per credit hour fee
$1194
$2418
• For full-time on-Grounds programs tuition rates, please contact the
Curry School for additional information
27

28

Requirements for Endorsement
1. Completed an approved teacher preparation program in
Gifted Education
OR
2. Completed the following:
• Graduated with a baccalaureate degree with an endorsement in a teaching area
• 12 hours of approved graduate-level coursework in Gifted
Education
• Practicum of at least 45 instructional hours with gifted students, or one year of successful full-time teaching
29

30

Cohort
If your school division is interested in starting a gifted endorsement cohort of teachers, contact
Karen Barnes kbarnes@virginia.edu
434-924-6939
31

Degree Options
• Ph.D. in Gifted Education
– Full-time program taught in Charlottesville
– Must apply and be admitted to the program
– Approximately 4 years of study
• M.Ed. in Curriculum & Instruction, gifted concentration
– Full-time or part-time program taught in Charlottesville
– Must apply and be admitted to the program
– 36 credits
32

Contact Information
Carolyn M. Callahan, Ph.D.
Commonwealth Professor
Department of Curriculum, Instruction, and Special Education
University of Virginia cmc@virginia.edu
434-924-0791
33

Additional Information
• Visit our website
– http://curry.virginia.edu/academics/areas-of-study/gifted-education
• Check out our latest compendium of research in gifted education
– Critical Issues and Practices in Gifted Education: What the
Research Says ( 2nd ed.)
34

35

36