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Characteristics of Teachers of Gifted and Talented
Education Programs
Facilitator
Role: The
teacher assumes the role of “facilitator of learning” by leadin=
g
students to discover solution=
s to
problems and alternative approaches through creative
open-ended questioning. The
teacher also involves students in decision-making and
problem-solving processes by
offering options in content, process, and product within the
Gifted and Talented Education
Program and offers positive and constructive feedback to
students about the choices th=
ey
make.
Enthusiasm=
: The teacher
expresses enthusiasm for his/her own work as well as great
pride in student accomplishme=
nts.
This enthusiasm is also manifest in the teacher’s high
expectations for students in
Gifted and Talented Education classes and the teacher’s
ability to motivate students =
to
achieve their potential.
Advocacy: = The teacher takes active steps to advocate for students’ participation in Gifted<= o:p>
and Talented Education Progra=
ms
and to promote Gifted and Talented Education
Programs to parents,
administrators, faculty, and community.
Openness: =
The teacher
seeks understanding of students who may have different cultural,
racial, or socioeconomic
experiences and designs lessons which are responsive to student
interests and needs. The teac=
her
is unafraid to involve students in decision-making.
Empathy: <=
/span>the teache=
r is
sensitive to verbal and nonverbal cues which may indicate
students’ concerns and
feelings about the Gifted and Talented Education Program, such
as academic pressure, outside
commitments, ostracism by peers, frustration, or stress.
The teacher supports
students’ efforts to balance academic, social, and other demands on
their talents and abilities.<= o:p>
Personal
Flexibility: The
teacher feels comfortable adapting plans to meet unique the
learning style needs of stude=
nts
in Gifted and Talented Education Programs and to
capitalize on serendipitous
opportunities for learning.
Motivating
Students: The
teacher actively seeks creative ways to motivate students and
maintain interest by involving
them in meaningful, challenging, yet realistic assignments
integral to Gifted and Talent=
ed
Education Programs.
Achievement
Orientation: The
teacher is goal oriented and is dedicated to delivering
high quality lessons to achie=
ve
goals for him/herself and his/her students. The teacher
also instructs students in the
skills of critical, creative, and self-regulated thinking and
encourages students to set go=
als
for their learning and evaluate their own work.
Self-Confi=
dence:
The
teacher is confident in his/her content knowledge base and is
willing to reevaluate ideas a=
nd
strategies in light of new information which may be
presented by students.
Applying
Knowledge: The
teacher applies theoretical concepts from the literature on
cognitive learning, creativit=
y,
and gifted education to enhance the academic achievement
of students in Gifted and
Talented Education Programs, especially when dealing with the
problem of student
underachievement. The teacher also demonstrates the ability to
extend and enrich course work
designed to meet Gifted and Talented Education
indicators.
Commitment=
: The teacher
devotes the time necessary to work-related activities
including the pursuit of
professional growth through additional course work or staff
development sessions. The tea=
cher
meets with students and/or parents as necessary to
discuss related interests.
Building P=
rogram
Support: The
teacher involves parents and students in Gifted and
Talented Education Programs s=
uch
as special field trips, expositions, and other
opportunities for showcasing
student achievement in Gifted and Talented Education
Programs. The teacher also
practices creative problem-solving to resolve conflicts about
scheduling, classroom space, =
or
materials. In addition, the teacher assumes the role of
“talent scout” by
actively searching for students who need the services of Gifted and
Talented Education Programs.<= o:p>
Handbook of
Procedures for Implementing 77 8/06
Gifted and
Talented Education in Middle Schools
Program Administration