The staff member works directly with advanced or gifted and talented students, or the teachers of those students, AND responsively addresses the needs of gifted and talented students beyond the required expectations of his/her position.

Considerations:

• • Instruction

    • Plans and implements gifted and talented and/or Advanced curriculum, including social/emotional learning, or other learning which meets the specific needs of gifted and talented/Advanced Learners

    • Provides differentiated teaching for gifted and talented students.

    • Implements opportunities for students to engage in content beyond the demands of the regular curriculum.

      • Describe specific projects or learning opportunities for students. These could include gifted and talented curriculum (William and Mary Language Arts, Hands-on equations, or research opportunities) or organic opportunities appropriate to the needs of the students. 

• • Identification and Access

    • Works within their instructional setting to ensure access and implementation of appropriate advanced and challenging curriculum for gifted, talented or advanced learners.

    • Collaborates to promote the appropriate identification of gifted students through multiple means of identification

    • Collaborates with staff to promote recognition of the unique needs of gifted students. 

    • Directly impacts the social-emotional needs and development of gifted and talented students

Evidence:

• Provide 2-3 specific examples of opportunities provided to responsively address needs and support beyond the expectations of the position (e.g., course syllabi, unit plan, videos of instruction, etc.).

The staff member pursues ongoing professional learning in the field of gifted and talented education: graduate courses, workshops, conferences, etc.

Considerations:

• Seeks opportunities for continuing professional learning specific to the field of gifted and talented education outside of mandated professional learning. 

• Pursues credentials or certifications that directly impact their ability to deliver quality instruction appropriate for gifted, talented, or advanced learners.

Possible Evidence:

• Provide 2-3 specific examples of professional learning.

• Cite specific workshops, courses, conferences, etc. 

The staff member demonstrates peer or community leadership in gifted and talented education:  providing professional development, writing curriculum, and leading co-curricular, or community outreach activities. 

Considerations:

• Creates professional learning opportunities for others on the topic of gifted and talented/Advanced Learners and their needs

• Collaborates with staff to promote recognition of the unique needs of gifted students through access to appropriately challenging instruction

• Creates outreach opportunities for parents or other community members to benefit their students through access to resources and opportunities.

• Publishes an article or research on the work they have done in the instructional setting

• Advocates for and creates opportunities for gifted and talented students

Possible Evidence:

• Provide 2-3 specific examples of opportunities for peer or community leadership beyond the expectations of the position (e.g., course outline, syllabi, learning objectives of opportunities created, copy of publications, articles, videos of parent presentations, etc.).