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Planning Positive Experiences
f o r T e a c h e r s o f t h e
G i f t e d a n d T a l e n t e d
M
aximum academic achievement for gifted and talented students can only be
accomplished when teachers are given the tools, support, and training needed to
strengthen instructional skills and develop knowledge of the social and emotional
needs of the students they serve (Feldhusen, 1997). Providing meaningful pro-
fessional development to develop or enhance these skills is a challenge for admin-
istrators responsible for the planning and implementation of training experiences
for teachers of gifted students.
34 FALL 2003 • VOL. 26, NO. 4
As Dettmer (1998) wrote, “Edu- sional development has become a major hours of gifted and talented awareness
cators are lifelong learners who continue point of consideration for administrators professional development and those
studying their content areas and honing responsible for the implementation of teachers who had obtained a gifted and
their instructional skills long after they gifted programs. In addition to 30 hours talented endorsement certification from
complete the teacher preparation pro- of initial awareness training, the plan the state of Texas were included in the
gram” (p. 1). She added that, unfortu- requires that teachers who provide study. The reporting mode of choice was
nately, staff development tends to be instruction and services for the gifted the case study, which is ideally suited for
regarded by too many educators as receive a minimum of 6 hours annually inquiry that seeks to discover multiple
“irrelevant, time wasteful, poorly pre- of professional development. An realities that cannot be fully resolved
sented, and lacking in follow-up assis- overview of options for the initial 30 through a traditional quantitative study
tance” (p. 3). Therefore, in spite of the hours of awareness training in gifted and (Denzin & Lincoln, 1994). Specific
importance of professional develop- talented education and for the 6-hour objectives were identified:
ment, teachers do not always accept annual update are illustrated in Figures 1 1. to describe the types of gifted and
mandated in-service sessions with and 2. This training can be accom- talented training of middle school
enthusiasm. Research by Joyce and plished through participation in profes- teachers of the gifted as a means of
Showers (1988) indicated that all teach- sional development programs or college gaining an understanding of the
ers can learn powerful and complex courses in the areas defined. knowledge and skills presented to
teaching strategies if they participate in the teachers through professional
well-designed staff development. As a Setting development opportunities;
result, planners of professional develop- 2. to investigate areas of strength and
ment must investigate models and Like other school districts in Texas, weaknesses in training as perceived
designs that can provide educators with planners of professional development for by the teachers; and
a variety of worthwhile opportunities to a large school district south of Houston 3. to analyze outcomes of knowledge
enhance their knowledge and skills struggled with the task of offering qual- and skills observed in the classroom
(Glickman, 1996; Schlichter, 1986). ity professional development programs gained from professional develop-
ment opportunities.
that met the Texas state guidelines and
Background the expectations of the teachers partici- Criterion sampling consisted of
identifying teachers within the context
pating in the training. The district’s
that held a minimum of 30 hours of
An understanding of the importance gifted and talented program was estab-
training, an endorsement in gifted and
of initial and continuing professional lished in 1979 and currently services 9%
talented education, or both. Teachers
development for teachers of the gifted of the district population, which is just
participated in campus-based work-
and talented led to the adoption in over 30,000 students. Offering profes-
shops, district workshops, state and
November 1996 of the Texas State Plan sional development opportunities and
national conferences, and university
for the Education of Gifted/Talented maintaining records of teachers’ gifted
endorsement courses. Also interviewed
Students (Texas Education Agency, and talented training is a major respon-
for this study were the G/T middle
1996). This plan built upon the previous sibility for the district’s gifted program
school magnet liaison, the district G/T
state plan adopted in 1990 and provided coordinator. In an effort to better under-
coordinator, the district director of staff
guidelines for districts and campuses to stand the teachers’ perceptions of the
development, the counselor for special
refine services for gifted and talented stu- gifted and talented regarding their pro-
needs G/T, and a G/T magnet campus
dents in five areas. The areas addressed fessional development, a study was con-
administrator.
are (a) provisions for student assessment, ducted to explore the types of
(b) program design, (c) curriculum and professional development training
instruction, (d) professional develop- opportunities available to practitioners Emergent Themes
ment, and (e) family/community in the field and the knowledge and skills
involvement. gained through in-service training that Know Me, Know My Needs
Although each of these five areas is have been successfully implemented in
important when planning and imple- the classroom. A primary theme prevalent in the
menting a quality program for gifted Teachers with the Texas state recom- data relating to the content of the staff
and talented students, the area of profes- mended training of a minimum of 30 development experiences deals with the
GIFTED CHILD TODAY 35
Purposeful Professional Development
Administrators and Counselors
(6-Hour Awareness)
• Nature and needs
• Program options
Creativity
Nature and Needs and Instructional Strategies
• Definitions of giftedness • Creative productive thinking
• Characteristics of gifted students • Problem-solving skills
• Special populations of gifted • Independent study
G/T Awareness—Novice Level
(Initial 30-hour training)
Differentiated
Social and Emotional
Curriculum
• Emotional development—indi-
• Principles of differentiation
viduals and environments
• Strategies for differentiation
• Strategies and techniques
• Curriculum development
Identification
• Special needs gifted
• Authentic assessment
and Assessment
• Identification procedures
• Qualitative and quantitative
assessments
• Identification of special
populations
Figure 1
G/T Awareness Training Web
teachers’ desire for professional develop- determine the students’ level of under- not preassessed and varying levels of
ment directors to plan for a variety of standing previous to instruction. It is knowledge and skill are not considered,
knowledge and skill levels. Just as inap- uncommon, however, for planners of the workshop is perceived as having little
propriate as treating all students the same professional development to preassess value or transferability to the teachers.
in the classroom is the notion of “one- perceived needs of teachers and then to Experiences were shared during the
size-fits-all” training for adults. preassess skill levels. Teachers described interview process that related opportuni-
Identification of specific learning needs is the frustration of attending a workshop ties for the teachers to evaluate their per-
a concept that is ingrained in assessment that is a repetition of knowledge and sonal level of expertise (see Figure 3) and
techniques used with students, but is skills covered in previous experiences. participate in experiences based upon the
often ignored when planning learning Determining the needs of the workshop information gained through the use of the
experiences for teachers. Most textbooks attendees must be considered prior to Professional Development Competencies
and curriculum guides contain examples planning the professional development Checklist. Providing a menu of choices
of pretests to be given to students to experiences. When teachers’ needs are from which a teacher could select during a
36 FALL 2003 • VOL. 26, NO. 4
Training Delivery Systems
• Noted consultants in the field
• Local, state, and national
conferences/institutes
• Guided book study groups
• Guided independent study
Special Instructional
Topics in Nature and Needs Strategies/Creativity
• Brain research and learning theories • Six hats training
• Theories of intelligence • Advanced creative thinking
and giftedness • Critical thinking/decision making
• Role of the G/T teacher • Quantitative/qualitative
research methods
Annual Updates—Proficiency Level
(based upon needs assessment)
Special
Special Topics in Topics in Differentiated
Social and Emotional Curriculum
Development • Special subject-area training
• Perfectionism • The AP-G/T connection
Special
• Underachievement • Acceleration practices
Topics in
• Special needs (poverty, gender, pro- • Resources for G/T
Assessment and
found, adolescent, preschool) • Research skills and
Identification
• Multiple labeled G/T mentorships
• Use of special instruments for
• Counseling and support
special needs G/T
groups
• Testing and interpretation
• Creativity/leadership/
fine arts strand
identification
Figure 2
6-Hour Annual Update Web
planned staff development day was assist the coordinator in planning future Modeling and role-playing during the
described as highly motivating. Several programs (see Figure 4). workshop experience should lead to
teachers shared their excitement upon dis- opportunities in the field to practice new
covering professional development days Practice Makes Perfect skills through peer-coaching relation-
that offered a variety of topics focusing on ships. It is then important to provide a
multiple expertise levels. In addition, A second theme to consider is the format for workshop participants to meet
teachers completed an evaluation of all teachers’ desire to practice new concepts as a follow-up to the initial training to
professional development experiences to in an environment free from evaluation. discuss their experiences in applying new
GIFTED CHILD TODAY 37
Purposeful Professional Development
skills and knowledge. Activities should
Name: ________________________________ Date: _______________
include experiences other than the typical
workshop format, including study
Campus: ____________________ Grade/Subject: ____________________
groups, action research, independent
study options, and observations of suc-
Please rate your personal level of knowledge and skill of the following objectives:
cessful practices. Teachers were also posi-
tive regarding experiences that allowed
1. Understanding of the history and leaders of the field.
for opportunities to leave the workshop
novice………….……proficient…………………….expert
with something tangible that could be
implemented in the classroom immedi-
2. Understanding of basic terminology in the field.
ately.
novice…………………proficient…………………….expert
The Guide on the Side
3. Understanding of theories and models of intelligence.
vs. the Sage on the Stage
novice…………………proficient…………………….expert
In addition to the content and
4. Understanding of the theories and models of giftedness.
process of professional development expe-
novice…………………proficient…………………….expert
riences is a theme relating to the presen-
ters’ conducting the staff development
5. Understanding of the characteristics of the gifted.
experiences. First, it is important that the
novice…………………proficient…………………….expert
presenter has recent, real-world experience
regarding the concepts being covered in
6. Understanding of the characteristics of a successful teacher of the gifted.
the workshop. Presenters remaining in
novice…………………proficient…………………….expert
touch with current issues and trends and
sharing actual classroom experience are 7. Understanding of issues relating to identification.
perceived positively by teachers. novice…………………proficient…………………….expert
Presentation style is another issue
relating specifically to the presenter or 8. Understanding of special populations of gifted.
workshop leader. Each teacher inter- novice…………………proficient…………………….expert
viewed indicated that the least favorable
format for a workshop is one where the I have received (please circle) 0 3 6 12 15+ hours of training in this area.
presenter lectures to the audience or
does not include a variety of activities to Area(s) of interest: ______________________________________________
encourage audience participation.
Participants need time to reflect and _____________________________________________________________
relate the concepts shared during the
workshop with personal experiences. _____________________________________________________________
Interviews with teachers of professional
development experiences and a review of Figure 3
evaluation documents confirmed the Professional Development Competencies
notion that the “guide on the side” can
Checklist on Nature and Needs
be the expert teacher next door or any
of the Gifted and Talented
trusted professional who can serve as a
coach or mentor.
Choose a Plan, Any Plan tise level and needs of the teachers when of the district’s responsibilities in design-
planning training in gifted education. A ing a plan for staff development.
A previous theme described the final theme relates to the planning Teachers expressed the importance of
importance of understanding the exper- process and revolves around discussion knowing in advance what to expect and
38 FALL 2003 • VOL. 26, NO. 4
their role in the process. It is also imper-
Training Session: Assessment Workshop
ative that all efforts are made by planners
of professional development experiences
Directions: For each topic listed, please indicate your level of competence, bbeeffoorree this training ses-
to present to teachers a clear message
sion, andnnooww, by placing an X in the appropriate box. Use the following ratings:
connecting objectives with district, pro-
U = Unfamiliar I don’t really know anything about this topic.
AW = Awareness I’ve heard of this concept, but I have very little knowledge or understanding gram, and workshop goals. Presenting a
of it. cohesive message requires a great deal of
K = Knowledge I am familiar with this concept, and understand it; however, I don’t rou- planning, research, and collaboration on
tinely apply it.
the part of the professional development
AP = Application I am able to apply this concept to my work.
planners and the presenters.
Before Training After Training
The Real World
U AW K AP U AW K AP
Using the knowledge gained from
1. The purposes for assessing gifted the qualitative study, the next step was to
children. see if the emergent themes could be
applied to a real-world situation to
2. Types of assessment instruments and encourage more relevant staff develop-
selection criteria to meet individual ment. As with many professional devel-
student needs. opment experiences, few teachers made
a meaningful transition between what
3. Factors that may hinder appropriate was learned in the in-service and what
assessment or prevent a student from was implemented in the classroom.
reaching his/her potential. “Slick” workshops entertained teachers;
but, when the day was over, the same
4. Using portfolios to assess students. teachers went back to their classrooms,
shut the door, and continued using the
5. Using rubrics to strengthen assess- same teaching techniques that were used
ments. before. As this qualitative study revealed,
something needed to be done to bridge
6. Identifying the type of data collected the gap into the real world.
to assess giftedness in students. According to Dettmer and
Landrum (1998), staff development
7. Providing equal access to programs
for all gifted and talented students
requires the establishment of
including special needs/special pop-
goals, local leadership, extensive
ulations of gifted.
involvement of school adminis-
trators, careful planning based on
8. Interpreting and communicating
needs assessment data, collabora-
assessment results from both qualita-
tive decision making to build
tive and quantitative measures to
ownership, design of appropriate
other professionals and parents.
in-service opportunities and fur-
ther experiences to address per-
ceived needs, and long-range
Comments: ___________________________________________________
evaluation of effects. (pp. 9–10)
Figure 4
With this in mind, a survey was admin-
Workshop Evaluation Form istered to all 31 schools in the district to
provide a local needs assessment. The
GIFTED CHILD TODAY 39
Purposeful Professional Development
answers to the questions varied widely, The format was kept simple. Teachers Teachers love the freedom of the book
and teacher needs were as varied as the were allowed to choose from a list of study and meeting at convenient times,
number of fish in the Gulf of Mexico. books on gifted education topics by including conference periods, after school,
The key point that stood out from the noted authors in the field of gifted educa- or on weekends.
local needs assessment was that teachers tion, or a teacher could propose his or her The video study grew out of the suc-
wanted individuality as indicated in the own book. The study design was totally cess of the book study. In the gifted pro-
theme “Know me, know my needs.” open ended, but approval from the gifted gram office, there were several quality
With 3,000 teachers on staff ranging in coordinator was needed before earning videos on gifted education and strategies
experience from first day on the job to professional development credit. The to use with gifted students. Unfor-
more than 30 years of experience, pro- only stipulations on the book study were tunately, the only person who had ever
viding individualized staff development that the study group must involve more seen most of the videos was the gifted
is extremely challenging. The following than one person and the topic must focus program coordinator. So, a video study
describes one district’s attempt to move on gifted education. During the first pilot was designed where teachers could earn
from a one-size-fits-all model of staff year, around 50 teachers took advantage gifted staff development credit by
development to a more versatile of the book study opportunity. After 3 watching a video on gifted education
approach that focused on the goal of years of implementation, more than 200 strategies and applying the strategies in
increasing teachers’ knowledge. K–12 teachers had participated in a the classroom. The teacher documented
Using the models of staff develop- teacher-directed book study. The studies the strengths and weaknesses of each
ment outlined by Guskey (2000), a new the teachers designed were creative and strategy and noted what worked best
model for the 6-hour update was led to an increased knowledge in the field. with the gifted children in his or her
designed to maximize individuality and An example of implementation by a classroom. Most of the videos were
choice. In addition to the traditional group of teachers began with the forma- short, ranging from 30 minutes to 1
training/workshop model, the mentor- tion of a study group of 15 educators at hour. This was the perfect amount of
ing model and observation/assessment one district intermediate school. In addi- time because teachers could easily watch
model are embedded in the district G/T tion to the readings and small-group dis- the video during their conference period
program through the use of gifted and cussions, the activity culminated with or after school.
talented specialists available on each dinner at a local restaurant, where the The hard part was implementing the
campus. The following additional educators met in smaller groups to discuss strategies in the classroom. One particular
modes of delivery were analyzed and ideas from the book. Another group con- video was only 30 minutes in length, but
staff development offerings designed: sisted of two kindergarten teachers inter- showed a variety of teaching and grouping
1. individually guided model; ested in the topic of meeting the needs of strategies that worked well with gifted stu-
2. development/improvement process gifted students in the regular classroom. dents. Of interest was the teacher response
model; and They designed their credit hours around to the implementation of the strategies.
3. inquiry model. reading the book and implementing the Teachers who were already familiar with
strategies in the classroom. Other groups strategies described in the video had no
Individually Guided Model preferred to read a book and have several problem implementing the strategies and
and Study Groups small-group discussions. A short evalua- reported back on their documentation
tion form was required, which included sheets comments including “wonderful”
Although some teachers prefer the documentation of reading time, discus- and “I noticed that these kids are becom-
6-hour traditional workshop, the offer- sion time, and important items learned ing more confident. . . . I will definitely
ings under this model enticed many of from the experience. A major hurdle in use it again.” Other teachers had a harder
the teachers to try a new mode of expe- this type of staff development is establish- time incorporating the strategies into their
riencing staff development. To meet ing trust with the teachers. As profession- daily lesson based upon individual view-
these teachers’ needs, a book study, video als, participants were expected to report ing of the video. One teacher remarked, “I
study, and personal growth plan were their study and discussion hours honestly. don’t know if I can do this. Maybe just sit-
offered to help them obtain the 6 hours When teachers are trusted, the respect is ting in a 6-hour workshop would have
of credit. returned, and it was found that the major- been easier!” However, the results were
The book study offered teachers the ity of participants spent more than the exactly what administrators want from
chance to explore a topic in greater depth. required 6 hours completing the study. effective staff development: a positive
40 FALL 2003 • VOL. 26, NO. 4
change in teacher behavior. Every teacher edge on a topic that influences teacher gifted students in the classroom. The
who participated in the video study behavior. Unfortunately, many of the beauty of action research is that a single
reported such a change and indicated that traditional workshops offered fall short individual or an entire group of teachers
they had experienced success with the of this goal. Knowledge may be gained, can undertake the process. Teachers are
strategies and would continue to use them but few teachers change their behavior. encouraged to select a problem or ques-
in their classroom. The theme of “Practice makes perfect” tion in the area of gifted and talented
The benefit of both the book study was the main goal under this model. education, review the supporting litera-
and the video study is that teachers are To increase teacher implementation ture, outline and implement a plan of
able to have the freedom of choice in of concepts earned, teachers were given action, and document the results. This
topic. Because teachers are involved in another option to earn 6 hours of G/T format, as well as those previously
choosing the topic, they are naturally credit. This option included attending a described, meets the need to provide
more interested than when they are 3-hour workshop on gifted education freedom of choice to teachers in select-
forced to attend a 6-hour workshop just strategies to be used in the regular class- ing activities they would like to pursue
to get the credit hours. room with the option of earning another to earn gifted staff development credit
A personal growth plan was an option 3 hours of credit by implementing the while allowing them to become reflec-
for teachers who did not want to partici- strategies in the classroom. Like the tive in their practice.
pate in either the book study or video video study, teachers had varying degrees
study experience. The concept is simple: of success in implementing the strate- Study Recommendations
The teacher sits down and develops an gies. One specific workshop focused on
individual plan to gain in-depth knowl- designing learning bulletin boards for Based upon the lessons learned from
edge in a certain area of giftedness. The gifted children that highlighted the cre- this study, it is recommended that any
final product varies depending on the ative productive thinking strategies and model of staff development for teachers
need of the teacher and individual design. the unit the teacher was addressing. of the gifted embraced by a school dis-
Some complete traditional classes or take After the workshop, several teachers trict should contain the following ele-
graduate-level classes at the local univer- designed wonderful bulletin boards that ments:
sity. Another might read several books on helped to individualize learning in the 1. Administrators must align profes-
a topic and write a research paper about classroom. These teachers laminated the sional development goals and objec-
what he or she has learned. One teacher bulletin board pieces so they could use tives with district goals and
wanted to help an underachieving gifted them again and began to design a bul- objectives.
child, but felt she lacked knowledge on letin board for each unit of study. 2. Professional development experi-
the topic. Her personal growth plan Although only one bulletin board was ences should target small teams of
included researching the topic and keep- required, the teachers saw how the strat- teachers grouped by teaching area,
ing a journal of the strategies she used to egy was effective in meeting gifted stu- discipline, and grade level with
help her student. Her log was beneficial to dents’ needs in their classroom. On a less common interests and responsibili-
herself and the student and helped her to positive note, several teachers remarked ties.
gain an expertise in the subject area that that they did not want to have to do any 3. Professional development must
she now uses to help other teachers in the “work” related to staff development. match training with the teacher’s
same predicament. The personal growth Again, several teachers noted that it was expertise level.
plan had to be preapproved by the gifted much easier to sit in a 6-hour workshop 4. Planners of professional develop-
education coordinator to count for credit, and get G/T credit than to actually have ment must select presenters with
and, once again, the majority of teachers to apply anything that was learned to the recent, practical experience.
spent many more than the minimum 6 regular classroom. 5. Programs must balance theory with
hours needed on their project. knowledge and skills immediately
Inquiry Model transferable to the classroom.
The Development Improvement/ 6. Presenters should limit the lecture
Process Model A new way to obtain staff develop- style of presentation and incorporate
ment credit planned for the upcoming a variety of activities and opportuni-
A major goal of effective staff devel- school year is based upon the design and ties for discussion into the format.
opment is to provide in-depth knowl- implementation of action research with continued on page 64
GIFTED CHILD TODAY 41
Guided Attention for Gifted Exploration
continued from page 33 machine helps you do a somersault just pose, and design—That’s near enough
previously withheld from them in like you do in gymnastics” or “I didn’t for me to the Divine . . .” and for us,
approaches such as “When you get older, realize pillbugs have gills, but also a as parents, to bring about the optimal
you will understand why we want you to breathing mechanism so they don’t development of the extraordinary poten-
try out this or that activity.” have to live in a water environment.” tial waiting to be awakened in our chil-
Although Mind Fields and the When the adult leaves the power of dren’s daily environment. GGGGCCCCTTTT
Chuck E. Cheese and pillbug experi- direction and rate for such inquiry in
ences had sent up red flags to my the senses and mind of the child, rather References
thinking regarding our day-to-day than taking charge of the pace and
tasks as parents of potentially gifted direction of the exploration, the child Cottle, T. (2001). Mind fields: Adolescent
youth, they served usefully to highlight is empowered. consciousness in a culture of distrac-
how critical it is that we manage to This, then, is how I suggest we can tion. New York: Lang.
become mentors and backstage guides balance a culture of distraction: by sug- Csikszentmihalyi, M., Rathunde, K., &
as our youth unravel the mysteries of gesting appropriate levels of attention at Whalen, S. (1993). Talented
each new task. The critical part of the appropriate times; by guiding explo- teenagers: The roots of success and
strategy is empowering the child. ration of the increasingly enriched failure. New York: Cambridge
When the adult sincerely seeks under- sources we can find; and by prompting University Press.
standing along with the child, the and participating in gifted reflection Werner, E. S. (1995). Resilience in
adult conveys that it is interesting to about the exciting outcomes of our development. Current Directions in
him or her, too: “I like the way this exploration. “Grant me intention, pur- Psychological Science, 4(3), 81–85.
Purposeful Professional Development
continued from page 41 appropriate for adults, and reflection Feldhusen, J. F. (1997). Educating
7. Planners of professional develop- with supportive feedback and follow- teachers for work with talented
ment should offer opportunities for up. Teachers of the gifted and talented youth. In N. Colangelo & G. A.
reflection and feedback through fol- must be given opportunities to partici-
Davis (Eds.), Handbook of gifted
low-up experiences on the same pate actively during staff development,
education (2nd ed., pp. 547–552).
topic. integrate new ideas with existing prac-
Boston: Allyn and Bacon.
8. Administrators should provide tices, and personalize for their own
Glickman, E. (1996). Developing
opportunities for teachers to collab- classroom the information shared dur-
teacher thought. Journal of Staff
orate with peers and mentors to ing professional development experi-
incorporate new concepts. ences. When professional development Development, 7(1), 6–21.
9. Program planners should incorpo- experiences are meaningful and trans- Guskey, T. R. (2000). Evaluating profes-
rate the expertise of district staff. ferable, the knowledge and skills sional development. Thousand Oaks,
10. Planners of professional develop- attained will lead to enhanced teaching CA: Corwin Press.
ment should consider alternative practices resulting in quality instruction Joyce, B., & Showers, B. (1988). Student
forms of professional development, for gifted and talented students. GGGGCCCCTTTT achievement through staff develop-
such as book studies, teacher
ment. New York: Longman.
inquiry, and peer coaching. References
Schlichter, C. L. (1986). Talents unlim-
Setting the standard for excellence
ited: An inservice education model
in professional development should Denzin, N. K., & Lincoln, Y. S. (1994).
for teaching thinking skills. Gifted
never be compromised. Participants in Handbook of qualitative research.
Child Quarterly, 30, 119–123.
gifted program staff development are California: Sage.
Texas Education Agency (TEA). (1996).
best served in a collaborative atmos- Dettmer, P. (1998). Positive ripple
phere where they are involved in self- effects of professional development Texas state plan for the education of
assessment of needs, goal planning, for gifted programs. Tempo, 18(2), gifted/talented students. Austin:
selection of materials and facilities 1, 4–6, 23–24. Author.
64 FALL 2003 • VOL. 26, NO. 4
