Background for Essay: Many schools do an excellent job of offering intervention programs and resources for struggling students. Teachers differentiate work for students who have not reached proficiency on state standards and, as a result, the non-proficient students typically show growth on the state
assessments. However, unlike special education and Title I, there is no federal legislation guaranteeing that schools provide services to gifted and talented students; this mostly falls to each state. As the instructional leader of a school, the administrator may be responsible for modeling and discussing strategies and providing materials and resources for teaching gifted and talented students.
Scenario for this essay: After examining your school’s data, you (principal) notice a multiyear trend that suggests that the gifted and talented students have shown minimal growth over this time. In response to this trend, you decide to provide a professional development session for your teachers that addresses assessment, curriculum planning, and instruction for the education of gifted and talented students. For this essay write an outline for a professional development session for teachers to address the assessment, curriculum planning and design, and instruction of gifted students.
Address the following in your outline: Describe gifted and talented students and their unique needs.
Explain the assessment process for identifying gifted and talented students at your school. Provide a minimum of 5 research-based strategies for
differentiating instruction to meet the needs of gifted and talented students. Design 2 learning activities to present during the professional development
session that addresses each of the following: Instructing gifted and talented students in the general education classroom, Assessing gifted and talented
students in a general education classroom. Share techniques and/or strategies for administrator support in the classroom
