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Catalyst Model

Catalyst Model


This is a consultant based approach to gifted education. Consultants help classroom teachers co-plan through differentiation for their gifted students. If the differentiation is not enough, the consultant then has direct contact with the student and brings in outside sources for highly individualized learning. This model was created to encourage teachers to take on more responsibility for gifted education in order to promote greater advocacy and services.


Primary Developer(s):

Mary Slade

Theoretical Underpinnings:

Bloom’s Hierarchy, Pinnacle Model by Seligman, Differentiation

Elements, Components & Non-Negotiables:

-    Cycle: co-plan, co-teach, reflection/ assessment, co-teach

-    Consultants are hired based on need

-    2 day training session prior to implementation, monthly meetings to check-in on development

-    No mandated resources


-   All ages and content areas

-   Any type of school


-    Mostly tested in Elementary, due to feasibility of thematic organization of curriculum

-    Some positive results found with use in high schools

-    teachers and students

Strengths & Weaknesses:


-    Cost effective

-    Empowers classroom teachers

-    Less elitist

-    Spill-over effects

-    More service time (in-classroom)


-    Consultants can’t be effective if traveling too much

-    Need whole school buy-in for collaboration

-    10 non-negotiables

Necessary Resources:

-    No mandated resources, outside consultants

This information can be found in: 
Renzulli, J.S., Gubbins, E.J., McMillen, K.S., Eckert, R.D., & Little, C.A.  Systems and models for developing programs for the gifted and talented (2nd ed.). Mansfield, CT: Creative Learning Press, p. 457-475.