1. Developing Comprehensive Gifted Programming
Session 4
May 9, 2016

2. Agenda Day 4 Welcome/Warm Up Lessons Learned Advocacy Inservice Design
Work Time
Closure

3. Wherever you go, go with all your heart.
--Confucius

4. Welcome Back! Where we’ve been
Vision/Mission/Beliefs/Commitments to Action
Target population
Identification
Program goals
Comprehensive/differentiated programming

5. Objectives
To deepen understanding of the components of comprehensive gifted and talented programming
To examine system-level factors affecting comprehensive programming
Advocacy & Leadership
To identify areas of professional growth necessary to effectively implement programming
In-service Design

6. Warm Up Individually In your team/at your table
Identify three ways you’ve grown in your thinking about g/t programming since session 1 (1/sticky note)
In your team/at your table
Share ideas (3-5 minutes)
Pair up w/someone not at your table
Share 1 idea
Repeat twice
Return to table
Share one thing you heard

7. Lessons Learned Form mixed-district groups of five Number off by 5’s
Jigsaw “Lessons Learned” article
Discuss connections to learning in this course
Large group share

8. Barriers or Bridges Four lunch bags Bag 1 Nest w/bag 2 Build wall
One side – barrier to accomplishing the recommendations from “Lessons Learned”
Other side – bridge to accomplishing
Nest w/bag 2
Build wall
What two barriers can you identify with?
What bridges do you need to build?
Discuss with your team “What’s our plan?”

9. Advocacy: What is it? Why is it necessary?
On what levels does it occur?
What resources are available?
Where do we need to focus our advocacy efforts?
Do we need a plan?

10. --NAGC, 2000 as cited in Purcell & Eckert, 2006
Advocacy: What is It?
“…the act of arguing in favor of something – an idea, cause, or policy”
--NAGC, 2000 as cited in Purcell & Eckert, 2006
…getting decision makers at the school, school district, state, and national levels to support strategies, services, and policies to initiate, implement, and support gifted education.
--Purcell & Eckert, 2006

11. Why Advocate? Raise awareness Show positive impact Influence change
--Purcell & Eckert, p. 240
Review Guiding Principles – p. 241

12. Levels of Advocacy
National
State
District
School

13. Levels of Advocacy
Find a partner and discuss… …how you have been involved in gifted advocacy at any of these levels. …the extent to which advocacy is or should be part of your job. …the effectiveness of your individual and collective advocacy efforts. …ways to increase the effectiveness of your efforts.

14. Advocacy Resources http://www.nagc.org/index.aspx?id=36
Purcell & Eckert, Chapter 18 (p )

15. Advocacy Plan Traits Clarity – the plan has a clear message
Inclusiveness – the plan involves interested parties
Support Information – the plan includes support information
Specificity – the plan provides specifics for implementation
--Purcell & Eckert, p. 242

16. Advocacy Focus Barriers and Bridges
Think back to the barriers and bridges you identified.
Discuss the ways in which advocacy could make a difference.
Do you need to develop an advocacy plan? (See p. 243, Purcell & Eckert)

17. In-service Design
…whatever teachers become professionally, the process is not finished when they complete their teacher education program at age 21. Learning to teach well is a lifetime endeavor. The growth of understanding and skill in teaching terminates only when we do.
--Eisner, 2002
Discuss how this applies to your school/district and the teachers in it. Do you and they, on the whole, approach professional learning in this way or is it seen as a necessary evil? Some teachers very much live out this quote; they are eager to learn new things and improve their professional practices. There are also those are the antithesis of this way of thinking; they are the 25 year veterans who have taught the same year 25 times and swear there is absolutely no benefit to them from any professional development activity. Create a continuum of behaviors – things you would see and hear – that might illuminate where on this spectrum teachers might fall.

18. In-service Design for Gifted
What does it currently look like in your district?
Format
Time
Participants
What does the word “design” imply?
In what ways might an effective in-service design align with and support all other plan components?

19. Inservice Design
What do the results of this SA/RT section reveal to you?
What is revealed by your work so far in this Academy?
What professional learning do you need and/or want, and how will that contribute to program growth and success?
What professional learning do others in your district require to fully participate in comprehensive programming and services?

21. Learning Designs Think beyond “Death by PowerPoint”
Hover over “standards” and click on Learning Designs.

22. Those seeking credit…
Refer to the NWAEA Course Rubric found on the wiki for the required submissions.
All required assignments, including a copy of your new/revised written gifted and talented plan, are due May 20.
Share with me via Google Drive/docs at or in Word format to the same address

23. Required Sections Vision/mission/beliefs/commitments to action
Identification (include target population)
Program Goals
Differentiated Program
Staff Qualification/Allocation
In-service Design

24. Processing Time Individually identify Discuss with your team/table
One area of team growth this year
One area of personal growth
One team goal for next year
One personal goal for next year
Discuss with your team/table
Develop one team goal for future work and share.

25. CELEBRATE!
Thanks for your hard work, flexibility, and dedication this year. I look forward to seeing you next year in Gifted Academy II.

26. Work Time
Work with your team to further develop and/or refine your written gifted and talented plan.