How Do I Measure Up?
Donna Walker
Director of Gifted/Talented, and AP
Programs, Norman Public Schools
(405)366-5837
donnaw@norman.k12.ok.us
www.norman.k12.ok.us/~donnaw
Am I Faster Than A Speeding Bullet?
More Powerful Than A Locomotive?
Can I Leap Tall Buildings?
Where Do I Start?
You Have Power To Affect
Change
You Create Circles of Influence
We Can Measure Ourselves
Against Professional Standards
We Can Work Together to Work
Smarter Rather Than Harder
Let’s Get Started
NAGC – CEC Teacher Knowledge &
Skill Standards
for Gifted and Talented Education
http://www.nagc.org
www.cec.sped.org
Dr. Diane Montgomery, Ph.D., coauthor
from Oklahoma State University
Standard 1: Foundations
• We need to be familiar with the research and
philosophies supporting G/T education
• We should be knowledgeable of the laws and
policies regarding G/T education
• We need to be aware of the differences that
culture and environment have on individuals
• Societal, cultural, and economic impact on G/T
• Diversity/inclusion impact schooling
Standard 2: Development and
Characteristics of Learners
• Cognitive and affective characteristics of
individuals with gifts and talents
• Characteristics and impact of culture and
environment on gifted and talented development
• Roles of families and community in supporting
the development of gifts and talents
• Advanced milestones of gifted and talented from
childhood to adolescence
• Differences of G/T compared to general
population
Standard 3: Individual Learning
Differences
• Influences of diversity factors
• Academic and affective characteristics and
learning needs
• Idiosyncratic learning patterns
• Influences of different beliefs, traditions, and
values
• Integrate perspectives of diverse groups into
instructional planning
Standard 4: Instructional Strategies
• Identify school and community resources that
help support differentiation
• Develop instructional strategies that support
differentiation
• Provide choice in expression of knowledge
• Pace delivery of content with needs of
individuals
• Utilize technology for differentiation
Standard 5: Learning Environments
and Social Interactions
• Ways in which stereotypes discriminate
• Social and emotional influences impact our
students’ relationships and learning
• Development of self-awareness and
leadership in our students
• Safe learning environments
• Create an appreciation for diversity
• Develop ability to address social issues
Standard 6: Language and
Communication
• Utilize technology and other resources to
break down communication barriers
• English language learners will benefit from
texts or tests in their native language
• Use of nonverbal ability tests may help in the
identification of gifted and talented English
language learners or in students who have
limited vocabulary skills
Standard 7: Instructional Planning
• Curriculum and instruction is at the center of
gifted education
• Differentiation of content is one way to serve
gifted and talented students learning needs
• Differentiation of process is how students interact
with the content
• Differentiation of products is also important
• Integrate academic and career guidance into
curricula for gifted and talented students to make
it relevant
Standard 8: Assessment
• The use of a variety of assessments is beneficial
for identification of gifted and talented students
• Qualitative as well as quantitative assessments
may be used for identification of gifted and
talented students in category two
• Use of self-reflective assessments in the
classroom may help gifted and talented students
develop an appreciation for effort and
perseverance
Standard 9: Professional and Ethical
Practice
• Identification and removal of personal bias
• Utilization of professional organizations and
journals, books, and resources
• Improve skills by participation in gifted and
talented professional development
• Reflect on personal practice and skills, revise
• Respect the variety of student abilities and
preferences
Standard 10: Collaboration
• Teachers of gifted and talented students need
to work with teachers, students, and parents
to help create a plan of study.
• Helping advocate for gifted and talented
students and their learning needs is a
responsibility of the gifted/talented teacher
• Teaching students to be in charge of their own
learning and to advocate for themselves is a
responsibility of gifted and talented teachers.
Measure Your Own
Professional Growth
• You can develop knowledge and skills in
teaching gifted and talented students
• Standards are for self-assessment and
professional growth
• We can provide what our students need and
deserve…our best efforts.
For questions/comments
Donna Walker
Director of Gifted/Talented and AP Programs
Norman Public Schools
(405) 366-5837
donnaw@norman.k12.ok.us
www.norman.k12.ok.us/~donnaw