#Gifted and talented education professional#
There are 4 Student Outcomes with accompanying Evidence-Based Practices included in the Professional Development Standard: Ensuring Student Outcomes for Professional Development with Evidence-based Practices Services for students with gifts and talents are enhanced by guidance and counseling professionals with expertise in gifted education. Since students with gifts and talents spend much of their time within general education classrooms, general education teachers need to receive professional development in gifted education that enables them to recognize the characteristics of giftedness in diverse populations, understand the school or district referral and identification process, and possess an array of high quality, research-based differentiation strategies that challenge students. High quality gifted education programs and services require that participating students are taught by teachers with developed expertise in gifted education and that gifted education program services are developed and supported by administrators, coordinators, curriculum specialists, general education, special education, and gifted education teachers who have developed expertise in gifted education. Professional development may take many forms ranging from district-sponsored workshops and courses, university coursers, professional conferences, independent studies, and presentations by external consultants and should be based on systematic needs assessments and professional reflection. Professional development is the intentional development of expertise as outlined by the NAGC-CEC teacher preparation standards and is an ongoing part of gifted educators’ professional and ethical practice. Teacher training is essential for all educators involved in the development and implementation of gifted programs and services.
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