General Information

• The Gifted PD Hours Log is documentation for the provider of gifted services requirement only. If you are seeking LPDC approval for the sessions for license renewal, you should follow the LPDC guidelines and submit them to the committee separately from this form.

  • Ohio Administrative Code requires teachers to receive specialized training in gifted education as documented and monitored by the district on the teacher's Individual Professional Development Plans.

  • Sample IPDP Goals:

    • To enhance my knowledge of best practices in gifted education, including the competencies outlined in the gifted operating standards

    • To broaden my understanding of gifted education, including gifted accountability, gifted identification and services, and all other educational practices related to gifted students.

• Professional learning for general educators must include at least 60 clock hours per year during the first four years of serving gifted students. Following Year 4, the local district will determine the required number of hours of professional learning for teachers serving gifted students. Gifted PD hours from the past 24 months may be counted.

• Please provide all the information required on the Gifted PD Hours Log. You should also attach any documentation of attendance/participation to submit to your administration. This could include certificates or agendas.

• In the competency column of the table, please list a, b, c, d, e, f, g, and/or h, using the key below:

(a) The ability to differentiate instruction based on a student’s readiness, knowledge and skill level, including using accelerated content, complexity, depth challenge, creativity and abstractness;

(b) The ability to select, adapt, or create a variety of differentiated curricula that incorporate advanced, conceptually challenging, in-depth, distinctive and complex content;

(c) The ability to provide an extension or replacement of the general education curricula, to modify the learning process through strategies such as curriculum compacting, and to select alternative assignments and projects based on individual student needs;

(d) The ability to understand the social and emotional needs of students who are gifted and to address the impact of those needs on student learning;

(e) The ability to recognize and respond to characteristics and needs of students from traditionally underrepresented populations who are gifted and create safe and culturally responsive learning environments;

(f) The ability to use data from a variety of sources to measure and monitor the growth of students who are gifted;

(g) The ability to select, use, and interpret technically sound formal and informal assessments for the purpose of academic decision making; and

(h) The ability to participate in the development of the Written Education Plan.