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Descriptive Statements:
- Apply knowledge of key philosophies, theories, and models that support gifted education programs.
- Demonstrate knowledge of the historical foundations of the field of gifted education, including points of view and contributions of people from various backgrounds.
- Apply knowledge of issues in the definition and identification of learners with gifts and talents, including learners from historically underrepresented groups and learners from special populations.
- Apply knowledge of how foundational understanding, perspectives, and historical and current issues influence professional practice and the education and treatment of learners with gifts and talents in both school and society.
- Apply knowledge of effective strategies and resources that respond to the concerns of learners with gifts and talents and their parents/guardians.
- Apply knowledge of ways to provide parents/guardians with information in their primary language regarding characteristics and behaviors associated with giftedness and with information that explains gifted programming options.
- Apply knowledge of relevant laws, policies, and standards of ethical practice related to gifted education programs.
- Demonstrate awareness of organizations, publications, online resources, learning communities, and other assets for teachers of learners with gifts and talents and apply knowledge of how to incorporate this information into ongoing professional development practices.
- Demonstrate understanding of the significance of lifelong learning and systematically engaging in self-reflection, self-assessment of practice, and research-supported professional development activities to continually improve one's practice and develop professional expertise in the field of gifted education.
- Demonstrate knowledge of effective strategies for advocating for learners within the gifted education program and strategies for communicating/consulting with school personnel about the characteristics and needs of learners with gifts and talents, including learners from special populations.
Sample Item:
At a parent/guardian conference, a classroom teacher describes their observations of a student's consistent high achievement in both mathematics and English language arts to the student's parent/guardian. The teacher highlights the student's ability to understand high-level concepts very quickly and think critically beyond the content presented. The teacher feels that the student needs more challenging content than the class's current curriculum can provide. Which of the following recommendations should the teacher provide first to the parent/guardian to best support this student's continued growth?
- setting up a meeting with the gifted education teacher and the school counselor to examine the student's schedule for potential acceleration
- sharing information regarding the characteristics of giftedness and suggesting that the parents refer the student for a gifted education screening
- reviewing the instructional strategies implemented in class that have attributed to the student's success
- suggesting a tutor to tailor learning experiences for the student outside of their classwork
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
B. The student in this scenario demonstrates characteristics that could indicate giftedness. The classroom teacher should recommend that the student's parent/guardian pursue having their child screened for gifted education. If the gifted education screening does indicate further testing is warranted to identify the student as gifted, this would be an important step toward providing the student with education that meets their needs more effectively than the general education curriculum is able to address.
Descriptive Statements:
- Apply knowledge of strategies for collaborating with colleagues and families to establish comprehensive, cohesive, and ongoing procedures for identifying and serving learners with gifts and talents and to avoid assumptions in assessment and educational decision-making.
- Apply knowledge of strategies for collaborating with learners with gifts and talents, their families, their general and special education teachers, administrators, other school staff members, and district policymakers to plan, articulate, develop, and implement a comprehensive gifted education program.
- Apply knowledge of strategies for collaborating with school counselors or other professionals to implement a curriculum scope and sequence that addresses personal and social awareness and adjustments; academic planning; and vocational, college, and career guidance that is consistent with learners' strengths, interests, goals, and values.
- Apply knowledge of approaches for collaborating with families, professional colleagues, and other educators to select, adapt, and use evidence-based instructional strategies and differentiated curricula to engage learners with gifts and talents in challenging and meaningful learning opportunities.
- Apply knowledge of responsive strategies (e.g., adjusting communication to a learner's needs) and relevant resources that promote effective communication and partnerships with learners with gifts and talents and their parents/guardians to help promote their well-being and to achieve desired learning outcomes.
- Apply knowledge of effective strategies for communicating, collaborating, and serving as a collaborative resource or mentor with general education teachers, special education teachers, school counselors, other school staff members, volunteers, and community members to promote the well-being of learners with gifts and talents and to achieve desired learning outcomes.
Sample Item:
A general education teacher approaches the gifted education teacher with a concern about a student who is gifted in their classroom who tends to finish their work early and talks to others in class, distracting peers from completing work. The teacher has differentiated the student's assignments to add in more complexity but needs guidance on next steps. Which of the following approaches should the gifted education teacher take to support the general education teacher most appropriately?
- suggesting that the student visit the gifted education teacher to engage in creative activities when their work is complete
- providing the general education teacher with a list of online resources for working on topics about which the student shows interest
- recommending that the general education teacher give the student a job they can do in the classroom when their work is complete
- mentoring the general education teacher in creating engaging enrichment and extension opportunities for the student
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
D. When determining ways to add complexity to assignments for a student who is gifted, the general education teacher should obtain direct guidance from the gifted education teacher on creating the types of enrichment activities and opportunities that best address the student's strengths and needs. Providing assignments that extend beyond the standard curriculum can challenge the student with higher-level thinking tasks and real-world problem-solving opportunities. The role of the gifted education teacher in this situation would be to guide the general education teacher in creating such assignments.
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