Gifted in-Field Endorsement Program
The Gifted In-Field Endorsement preparation program is one of the action plans resulting from our conceptual framework process and is part of our core work supported by the RESA staff. There continues to be a need from our schools/systems to offer the Gifted In-Field Endorsement Program. Only 3% of colleges and universities across the country offer courses in gifted education (Van Tasset-Baska & Stambauch, 2006). According to the National Association for Gifted Children (NAGC) gifted and talented students spend over 80% of their time in regular classrooms. 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. The gifted endorsement program not only benefits students with outstanding talent but children at every academic level.” According to the Georgia Department of Education, as the number of schools in Georgia continues to increase and as many Georgia school districts weigh the possibility of pursuing Investing in Education Excellence (IE2) or Charter Districts contracts with the State Board of Education, a critical point to consider is systems/schools will require more teachers to add the Gifted In-Field Endorsement to their certificate.
The Gifted In-Field Endorsement (PSC rule 505-2-.40) states, “An individual with the Gifted In-Field Endorsement is in-field to provide direct instruction to gifted students only in the grade levels and field(s) of the base certificate(s). Direct instruction may be provided in resource classes, advanced content classes and/or cluster group classes.” 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).
The Gifted Endorsement consists of the equivalent of four semester long content courses and an authentic residency/field experience or 200 contact hours. The endorsement provides candidates with the opportunity to increase their content and pedagogical knowledge appropriate to teaching gifted and all academic students. The coursework is equivalent to graduate-level college courses. Assignments provide assessment evidence that candidates meet program standards. Program evidence must be at the acceptable level to earn the endorsement. Successful participants will earn 20 PLU’s at the completion of the coursework and authentic residency/field experience.
The four courses, which comprise the Gifted Endorsement Program, are designed to address the Georgia Program Content Standards (Rule 505-3-.71), as well as the Georgia Professional Standards Commission requirements. This endorsement program also emphasizes NAGC-CEC Standards for Teacher Knowledge & Skills Standards for Gifted and Talented Education.
Additionally, all courses are designed to meet the requirements based on the National Association for Gifted Children (NAGC) Pre-K-Grade 12 Gifted Programming Standards and the Georgia Association for Gifted Children and the Georgia Department of Education Programming Standards for Meeting the Needs of Gifted and High-Ability Learners. These requirements are as follows:
1. Learning and Development:
Educators, recognizing the learning and developmental differences of students with gifts and talents, promote ongoing self-understanding, awareness of their needs, and cognitive and affective growth of these students in school, home, and community settings to ensure specific student outcomes.
Assessments provide information about identification, learning progress and outcomes, and evaluation of programming for students with gifts and talents in all domains.
3. Curriculum planning and Instruction:
Educators apply the theory and research-based models of curriculum and instruction related to students with gifts and talents and respond to their needs by planning, selecting, adapting, and creating culturally-relevant curriculum and by using a repertoire of evidence-based instructional strategies to ensure specific student outcomes.
4. Learning Environments:
Learning environments foster personal and social responsibility, multicultural* competence, and interpersonal and technical communication skills for leadership in the 21st Century to ensure specific student outcomes.
Educators are aware of empirical evidence regarding (a) the cognitive, creative, and affective development of learners with gifts and talents and (b) programming that meets their concomitant needs. Educators use this expertise systematically and collaboratively to develop, implement, and effectively manage comprehensive services for students with a variety of gifts and talents to ensure specific student outcomes.
6. Professional Development:
All educators (administrators, teachers, counselors, and other instructional support staff) build their knowledge and skills using the NAGC/CEC Teacher Standards for Gifted and Talented Education and the National Staff Development Standards. They formally assess professional development needs related to the standards, develop and monitor plans, systematically engage in training to meet the identified needs, and demonstrate mastery of standard. They access resources to provide for release time, funding for continuing education, and substitute support. These practices are judged through the assessment of relevant student outcomes.
The Gifted Endorsement Program is composed of the following courses:
|Characteristics of the Gifted||50|
|Methods and Materials||50|
|Curriculum and Program Development||50|
|Priorities of Assessment||50|