Tennessee Teacher Licensure Standards: Gifted Education (Endorsement in Gifted PreK-12)

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1 Tennessee Teacher Licensure Standards: (Endorsement in Gifted PreK-12) Standard 1. Discipline Taught. Candidates know, understand, and use the central concepts, tools of inquiry and structures of the discipline(s) they teach and can create learning experiences that develop student excellence in the subject matter. Candidates demonstrate an understanding of the primary concepts and ways of knowing in the general curriculum related to their instructional responsibilities. They also demonstrate an understanding of models, theories, and philosophies that form the basis of gifted education. in Trends in SPED 453/653 Theories and Trends in Gifted Education (Contact with practicing professionals in the field of gifted education, as well as participation in gifted education professional development activities) 1.1 Candidates understand the laws, policies, issues, and trends related to gifted education. Trends in 1.2 Candidates understand the issues of definition and identification of gifted students, including those from culturally and linguistically diverse backgrounds and those with disabilities. in Trends in 1.3 Candidates understand the models of service delivery, theories, and philosophies that form the basis for gifted education. in Trends in 2. Student Learning and Development. Candidates understand how students learn and develop and provide learning opportunities that support student intellectual, social and personal development. Candidates understand that all individuals have both universal and unique patterns of learning and development. They have in 173

2 knowledge of typical and atypical growth and development including asynchronous development. Candidates recognize both similarities and differences both among gifted students and between gifted and other students. They use this knowledge to optimize learning opportunities for each student. 2.1 Candidates understand the cognitive and affective characteristics of gifted students in an intellectual, academic, creative, leadership, and artistic domains. in 2.2 Candidates understand the concomitant effects of giftedness, their impact on student development and wellbeing, and appropriate corrective interventions. in 3. Diverse Learners. Candidates understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners. Candidates recognize that gifted students come from a variety of cultures, languages, ethnicities, and socioeconomic classes, exhibit a variety of learning styles, and may experience multiple exceptionalities. Candidates seek to understand how primary language, culture, family background, learning styles, and exceptionalities may interact with students giftedness and impact students approaches to learning. in 3.1 Candidates understand the differing learning styles of gifted students, including those from diverse backgrounds, and use multiple strategies to address these styles. in 3.2 Candidates understand the impact of 174

3 culture, language, and multiple exceptionalities on the identification and learning needs of gifted students. in 4. Teaching Strategies. Candidates understand and use a variety of instructional strategies to encourage development of critical thinking, problem solving and performance skills in students. Candidates understand and use a variety of instructional strategies and technologies. They select, adapt, and use these instructional strategies to promote challenging learning results in general and special curricula and to modify learning environments appropriately. in Trends in 4.1 Candidates keep abreast of researchbased instructional practices, and understand and use a range of strategies and placements that reflect best practice. in Trends in 4.2 Candidates asses student strengths and needs, and modify instructional strategies and methods to meet individual needs. in 4.3 Candidates model the creative use of materials to enhance student products. in 4.4 Candidates differentiate, replace, supplement, or modify curricula in the content areas to facilitate higher level learning goals. 175

4 in 4.5 Candidates provide continual opportunities for curricular acceleration in gifted students areas of strength and interest while allowing sufficient ceiling for optimal learning. 4.6 Candidates create appropriate learning experiences consisting of a variety of curricular options, instructional strategies, presentation materials, and technologies which stimulate students to create an array of products. in 5. Learning Environment. Candidates use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation. Candidates use knowledge of human motivation and behavior to support a learning environment that encourages positive social interaction. Candidates understand that gifted students often experience unique social and emotional issues; they create an environment that is responsive to these issues and individual needs. They create opportunities for gifted learners to interact and have positive experiences with both age and intellectual peers. in 5.1 Candidates use flexible instructional arrangements such as special classes, seminars, mentorships, independent study, and research projects matched to student interest, readiness and learning style. in 5.2 Candidates adapt the learning environments in response to the unique social and emotional needs of the student. in 5.3 Candidates create a safe, equitable, 176

5 positive, and supporting learning environment in which diversities, exceptionalities, and differing levels of giftedness are valued and appreciated. in 6. Communication. Candidates use knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration and supportive interaction in the classroom. in Trends in Candidates understand how culture, primary language, gender, divergent learning and expressive styles, and exceptional learning needs affect communication in the classroom. They recognize effective verbal and nonverbal communication techniques and use them to support gifted students. Candidates model effective communication for gifted students. 7. Planning. Candidates plan instruction based upon knowledge of subject matter, students, the community and curriculum goals. Candidates demonstrate knowledge of theories and research that form the basis of curriculum development and instructional practice and the differential curriculum needs of gifted students. They develop and select instructional content, resources, and strategies that are appropriate for students with different areas and levels of giftedness. in Trends in 7.1 Candidates develop and implement comprehensive, longitudinal, individualized programs for gifted students. in 7.2 Candidates select instructional models to differentiate specific content areas, and make adjustments to instruction based on continual observation and assessment of gifted students. in 177

6 7.3 Candidates draft Individual Education Plans for gifted students, taking into consideration rules, procedures, and best practices. Trends in 7.4 Candidates design cognitively complex learning experiences involving higher level thinking skills for gifted learners. in 7.5 Candidates plan educational strategies for and evaluate programs of students who participate in partial and full grade skipping and dual enrollment. in 8. Assessment and Evaluation. Candidates know, understand and use formal and informal assessment strategies to evaluate and ensure the continuing intellectual, social and physical development of the learner. in Candidates demonstrate understanding of screening, pre-referral, referral, and identification procedures for gifted students of all ages. They understand legal and ethical principles regarding assessment of individuals. Candidates understand best practices and the use and limitations of assessment instruments for gifted students, students with diverse backgrounds, and students with multiple exceptionalities. They use assessment information in making eligibility, program, and placement decisions for gifted students. 8.1 Candidates understand best practices related to the assessment of gifted students of all ages and backgrounds, including test ceilings, cultural and linguistic bias, and learning styles. in 8.2 Candidates interpret assessment related to diagnosis, curriculum design, 178

7 and academic placement. in 8.3 Candidates use technology to maintain records, monitor student progress, track evaluation and analyze assessment components. in 9. Reflective Practitioner. Candidates are reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents and other professionals in the learning community) and who actively seek out opportunities to grow professionally. in Trends in Candidates are guided by the profession s ethical and professional practices standards. They devote ongoing attention to the research, literature, and organizations relevant to gifted education. They view themselves as lifelong learners and regularly reflect on and adjust their practices. 9.1 Candidates demonstrate commitment to developing the highest educational potential of gifted students, and regularly evaluate program activities for continual improvement. in Trends in 9.2 Candidates seek professional growth in areas that benefit gifted learners. Trends in 10. Colleagues, Parents, and Community. Candidates foster relationships with school colleagues, parents and agencies in the larger community to support student learning and well-being. Candidates understand that families, schools and communities are important contexts for teaching, learning and development. Candidates advocate for gifted students to receive the support and services they need. They communicate with school personnel about the in Trends in 179

8 characteristics and needs of gifted students, modeling techniques and coaching others in the use of instructional methods and accommodations. Candidates are aware of services, networks, and organizations for gifted students, and communicate this information to colleagues and families Candidates elicit ideas from families of gifted students and use them in developing strategies. in 10.2 Candidates participate on the professional service team which designs, implements, evaluates and refines services to learners in schools, homes, and related agencies. They establish a plan to partner families with interdisciplinary, interagency teams for lifelong supportive intevention. in Trends in 180