Title: Professional Training for Teachers of the Gifted and Talented. 1984 Digest
. 
 
Personal Author: Jenkins-Friedman, Reva; And Others 
 
Clearinghouse Number: EC180933 
 
Publication Date: 84 
 
Accession Number: ED262525 
 
Descriptors: Elementary Secondary Education; *Gifted; Talent; Teacher  
Qualifications; *Teacher Responsibility; *Teacher Role  
 
Identifiers: ERIC Digests  
 
Abstract: The digest addresses topics related to professional training  
for teachers of gifted and talented students. General responsibilities of  
such teachers include organizing enrichment activities for students and  
teachers, disseminating information about innovative teaching practices  
and materials, and promoting integration between regular and special  
program experiences. Ways in which regular classroom teachers can help  
gifted students include being open to the gifted program teacher's  
suggestions, as well as being willing to modify scheduling, resource  
selection, and curriculum goals. Effective teachers of the talented and  
gifted enjoy working with high ability students who ask challenging  
questions and produce innovative ideas. Career issues are discussed and  
the availability of six professional tracks (including administrators,  
higher education personnel, and free lance consultants) is noted. (CL)  
 
TA- Teachers; Practitioners  
 
Institution Name: ERIC Clearinghouse on Handicapped and Gifted Children,  
Reston, Va.  
 
Article Body:  
 
Educators have always supported and challenged the abilities of the  
gifted and talented. However, only in the twentieth century has an  
academic discipline existed to provide training for teachers of high  
potential youth. In the United States alone, over 100 universities offer  
courses and degree or certificate programs.  
 
This Digest examines the roles of teachers of the gifted and talented,  
the roles of regular classroom teachers, and ways they work together. It  
also discusses necessary qualifications, ways to locate programs, and  
career opportunities in this field.  
 
WHAT IS THE ROLE OF TEACHERS OF THE GIFTED AND TALENTED?  
 
Teachers of the gifted and talented are generally responsible for one or  
more of the roles outlined below:  
 
--Organizing enrichment activities for students and teachers in the  
school  
 
--Gathering and disseminating information about innovative teaching  
practices, exemplary materials, resource persons, and special  
opportunities for gifted youngsters  
 
--Coordinating regular curricular activities so bright students can work  
at a pace and level commensurate with their ability  
 
--Integrating regular curriculum and special program experiences  
 
--Counseling and advising students, parents, and teachers about  
underachievement, career and college selection, and special problems  
associated with giftedness  
 
--Encouraging student attitudes of excellence, creativity, productivity,  
and leadership.  
 
WHAT CAN REGULAR CLASSROOM TEACHERS DO FOR GIFTED STUDENTS?  
 
Regular classroom teachers are often the first professionals to recognize  
a gifted student's potential, or the subtle manifestations of a student's  
abilities, if they are alert to the characteristics of giftedness and the  
needs of these students. Through diagnostic teaching, classroom teachers  
can help the gifted and talented gain access to needed special services.  
 
These teachers also can help gifted students by cooperating with the  
gifted program teacher. Together they might modify schedules,  
instructional strategies, resource selection, curriculum goals, product  
development, and evaluation procedures.  
 
In addition, regular teachers can support special programs by working  
with other special services staff in their building.  
 
HOW CAN REGULAR CLASSROOM TEACHERS AND GIFTED/TALENTED PROGRAM TEACHERS  
WORK TOGETHER?  
 
The gifted facilitator and the regular classroom teacher should see  
themselves as team members rather than competitors. Each must value the  
other's contribution to the education of gifted and talented students.  
Gifted program teachers should consult with regular classroom teachers to  
instill confidence and provide information about giftedness and relevant  
teaching skills.  
 
WHAT QUALIFICATIONS ARE NEEDED TO WORK WITH GIFTED STUDENTS?  
 
Effective teachers of the gifted and talented enjoy working with  
challenging and innovative students. They can recognize and program for  
unusual levels of ability, differences in learning style and mode of  
expression, and student interest. These teachers seek out advanced  
materials and unusual opportunities for their students, are experts in  
their teaching specialization, and possess a broad repertoire of teaching  
skills and techniques.  
 
Some states require a graduate degree and/or special certification;  
others only require the desire to teach gifted students. However, almost  
half of the states require, or are considering requiring, a certificate  
in addition to a regular teaching license.  
 
HOW DO YOU FIND OUT ABOUT TRAINING IN YOUR STATE?  
 
State consultants for gifted education, generally found at State  
Departments of Education, have information about various programs for the  
gifted and talented. Universities, school districts, private educational  
corporations, and associations for the gifted provide workshops and  
training programs.  
 
Other sources include school district coordinators of gifted programs and  
national organizations such as The Association for the Gifted (a division  
of The Council for Exceptional Children), the National Association for  
Gifted Children, and the National/State Leadership Training Institute on  
the Gifted and the Talented.  
 
Your state association's newsletter probably carries publicity about  
short term workshops (1-3 days) offered by private consulting firms.  
Professional journals, magazines, and newsletters also carry national  
calendars of events.  
 
WHAT ARE THE CAREER OPPORTUNITIES FOR WORKING WITH THE GIFTED/TALENTED?  
 
Teachers of the gifted might pursue any of six professional tracks:  
working directly with gifted youth; consulting with regular classroom  
teachers about gifted and talented students; administering state, county,  
or city gifted education programs; teaching college courses and  
conducting research in gifted education; and consulting with local school  
districts, area service centers, and state or regional groups about  
programming for gifted students.  
 
A recent study has isolated the following interests and aptitudes as most  
important for each track. Managerial-facilitative skills (conferencing  
with parents, keeping records, making learning plans) were essential for  
consultants and direct contact teachers.  
 
Pedagogical skills (demonstration teaching, observing a class, writing  
papers or articles) were most important for university researchers and  
instructors and for free lance consultants. Social-consultative skills  
(work-related socializing, quickly integrating information and giving  
one's opinion) were also important for free lance consultants.  
 
Directive and planning skills (convening meetings, writing grant  
proposals, having an ongoing, long-term relationship with a group of  
people) and interactive skills (consulting with colleagues, organizing  
and presenting material) were most needed by administrators.  
 
By asking "Which profile do I fit best?" you can select a career path for  
gifted education, or add a new dimension to an existing position. Each  
path may involve decisions about certification, a degree program, or  
other training. A good person/position fit helps to avoid "teacher  
burn-out" and is basic to success in this multifaceted field.  
 
FOR MORE INFORMATION  
 
Barbe, W. B., and E. C. Frierson. "Teaching the Gifted--A New Frame of  
Reference." In PSYCHOLOGY AND EDUCATION OF THE GIFTED, edited by W. B.  
Barbe and J. S. Renzulli. New York: Irvington Press, 1981.  
 
Bishop, W. E. "Successful Teachers of the Gifted." In GIFTED AND TALENTED  
EDUCATION IN PERSPECTIVE, edited by J. S. Renzulli and E. P. Stoddard.  
Reston, VA: The Council for Exceptional Children, 1980.  
 
Dubner, F. S. "Thirteen Ways of Looking at a Gifted Teacher." JOURNAL FOR  
THE EDUCATION OF THE GIFTED 30 (1980):143-146.  
 
Jenkins-Friedman, R., and P. G. Friedman. CAREER PLANNING FOR EDUCATORS  
OF THE GIFTED AND TALENTED. Paper presented at the annual meeting of the  
National Association for Gifted Children, Portland, OR, 1981.  
 
Nelson, J. B., and D. L. Cleland. "The Role of the Teacher of Gifted and  
Creative Children." In PSYCHOLOGY AND EDUCATION OF THE GIFTED, edited by  
W. B. Barbe and J. S. Renzulli. New York: Irvington Press, 1981.  
 
Reis, S. M., and M. B. Cellerino. "Guiding Gifted Students through  
Independent Study." TEACHING EXCEPTIONAL CHILDREN 15 (1983):136-139.  
 
Renzulli, J. S. "Guiding the Gifted in the Pursuit of Real Problems: The  
Transformed Role of the Teacher." JOURNAL OF CREATIVE BEHAVIOR 17 (1983).  
 
Richert, S. "Training Teachers of the Gifted and Talented." JOURNAL FOR  
EDUCATION OF THE GIFTED 11 (1980):63-65.  
 
Wyatt, F. "Responsibility for Gifted Learners--A Plea for the  
Encouragement of Classroom Teacher Support." GIFTED CHILD QUARTERLY 26  
(1982):140-143.  
 
This Digest was prepared for the ERIC Clearinghouse on Handicapped and  
Gifted Children, 1983.  
 
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This publication was prepared with funding from the Office of Educational  
Research and Improvement, U.S. Department of Education, under OERI  
contract. The opinions expressed in this report do not necessarily  
reflect the positions or policies of OERI or the Department of Education.  
 
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