e) Aligns professional development The district will provide professional development during required workdays opportunities with local AIG to address this goal. Professional learning opportunities focused on AIG best program goals, other district practices will fall in alignment with district PD initiatives for instructional initiatives, and best practices in strategies, use of data to inform practice, and content knowledge. Principals gifted education. will identify teachers who work with cohorts of gifted students and require them to participate in this local endorsement or to enroll in a licensure program with an IHE. Provides opportunities for AIG General education teachers and AIG specialists will work in PLCs regularly to: f) specialists and other teachers to Plan differentiated activities for AIG students in the regular plan, implement, and refine applications of their professional classroom development learning. Implement and refine these activities Collect data on the impact of activities and reflect for continuous professional growth. Ideas/ Strategies for Strengthening the Standard: Currently, most AIG specialists are being used as testing coordinators at the elementary level. This is problematic since the district administers benchmarks quarterly and time spent organizing testing is time taken away from AIG duties. We could strengthen this standard by not using our limited AIG staff as testing coordinators. As we broaden our net to serve more students we will have to rethink school daily schedules given the number of AIG specialists serving the district. We may need more intense professional development and support for general education teachers who have a high population of AIG students in clusters so that daily instruction in all subjects is differentiated. Because of differences in the early childhood enrichment between families in poverty and the rest of our population we need to pay close attention during K-2 nurturing to students who come to school less ready but have high IQ and high potential for academic achievement. We will seek community partners to assist in finding resources for those families. AIG specialists may need training and support in how to best collaborate with general education teachers using co-teaching and models. “push-in” There is currently little incentive by the state for teachers to gain AIG certification. We will need to explore local incentives for teachers to do extra course-work. Professional development will need to be ongoing and include embedded coaching in the classroom next year in order to be effective. The district needs to provide updated training to teachers on administering and calibrating the Gifted Children Behavior Rating Scale to ensure consistency and fidelity. Sources of Evidence: School schedules showing AIG specialists and their duties
e) Aligns professional development opportunities with local AIG program goals, other district initiatives, and best practices in gifted education. The district will provide professional development during required workdays to address this goal. Professional learning opportunities focused on AIG best practices will fall in alignment with district PD initiatives for instructional strategies, use of data to inform practice, and content knowledge. Principals will identify teachers who work with cohorts of gifted students and require them to participate in this local endorsement or to enroll in a licensure program with an IHE. f) Provides opportunities for AIG specialists and other teachers to plan, implement, and refine applications of their professional development learning. General education teachers and AIG specialists will work in PLCs regularly to: Plan differentiated activities for AIG students in the regular classroom Implement and refine these activities Collect data on the impact of activities and reflect for continuous professional growth. Ideas/ Strategies for Strengthening the Standard: Currently, most AIG specialists are being used as testing coordinators at the elementary level. This is problematic since the district administers benchmarks quarterly and time spent organizing testing is time taken away from AIG duties. We could strengthen this standard by not using our limited AIG staff as testing coordinators. As we broaden our net to serve more students we will have to rethink school daily schedules given the number of AIG specialists serving the district. We may need more intense professional development and support for general education teachers who have a high population of AIG students in clusters so that daily instruction in all subjects is differentiated. Because of differences in the early childhood enrichment between families in poverty and the rest of our population we need to pay close attention during K-2 nurturing to students who come to school less ready but have high IQ and high potential for academic achievement. We will seek community partners to assist in finding resources for those families. AIG specialists may need training and support in how to best collaborate with general education teachers using co-teaching and “push-in” models. There is currently little incentive by the state for teachers to gain AIG certification. We will need to explore local incentives for teachers to do extra course-work. Professional development will need to be ongoing and include embedded coaching in the classroom next year in order to be effective. The district needs to provide updated training to teachers on administering and calibrating the Gifted Children Behavior Rating Scale to ensure consistency and fidelity. Sources of Evidence: School schedules showing AIG specialists and their duties
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