handbook for the gifted in-field endorsement program for learning and assessment 5-8 field...

Handbook for the Gifted In-field

Endorsement Program

Northeast Georgia RESA Winterville, GA

Program Protocols Gifted In-Field

2 Northeast Georgia RESA, 375 Winter Street, Winterville, GA 30683; ph. 706/742-8292; FAX 706/742-8928

2

Table of Contents

CONTENTS Page Admission criteria for endorsement candidates 2

Beliefs, commitments and purposes of endorsement programs 2-4

Standards for learning and assessment 5-8

Field experiences 9

Monitoring and Assessing candidate progress 10

Assessment plan 11-18

Instructional Staff 19

Quality of instruction 19

Candidate Program Application 20

Northeast Georgia Regional Educational Service Agency is committed to providing effective, cost-efficient services to member educational systems and their communities

for improving student progress and achievement. The agency will collaborate with clients to identify needs, contribute leadership and expertise in responding to needs, and

evaluating services as related to student learning.



3

Admission Criteria for Endorsement Candidates

To be admitted to the program

• Each candidate will have a clear renewable Georgia

teaching certificate

• Each candidate will have the recommendation of the

principal or other appropriate supervisors in the

employing school system

• Each candidate will have provided documentation of

personal and professional behaviors that would indicate

the likelihood of being successful in the work the gifted

endorsement program is designed to prepare the

candidate to do



4

Beliefs, Commitments, and Purposes Common to All Endorsement Programs

The primary role of staff development programs in the RESA is to support improvement in instruction

and in learning results for students. Teachers should be able to renew their professional certification through RESA staff development unit credit courses approved by their school systems, the Georgia Department of Education, and, where applicable, the Georgia Professional Standards Commission.

Guiding curriculum and instruction in all staff development courses are the beliefs that systems

thinking is an effective model for programming, that the effectiveness of educational programs should be evaluated by student results, and that staff development should model constructivist curriculum practice.

Constructivist approaches to learning incorporate the idea that learning is essentially the process of

making meaning from experience. Making meaning implies the presence of context for information, of opportunity for application of skills learned, of the learner’s active analysis and evaluation of concepts and skills, of the learner’s reflection on the application of concepts or skills. Opportunities for field experiences are therefore essential to the learning process for adults as well as younger learners. Without field experiences and other applications of knowledge and skill, meaningful learning cannot take place.

Participants in the programs will assess the quality of instruction during and at the end of each course,

and that data will be compiled for the advisory council by the RESA Staff Development Coordinator. The RESA Staff Development Coordinator has the responsibility for assuring quality instruction in all

RESA courses and insures that instructional concepts and practices are consistent with research and with sound adult learning principles.

The Georgia Department of Education and the school systems in this region have long recognized

Northeast Georgia RESA as providing quality staff development courses to meet professional development needs of their staff members. Northeast Georgia RESA will work to extend to this activity our care for quality service to our clients and students in this region.

All endorsement programs have the purpose of providing educators high-quality preparation to

address defined needs of students and staff members in schools. The purpose of the Gifted In-Field Endorsement program is to provide qualified teachers to deliver services to meet the diverse needs of gifted students. Schools or school systems will view program completion as documenting that the individual has acquired and applied knowledge and skills needed to effectively provide the services the endorsement was created to address.



5

Beliefs and Commitments Northeast Georgia RESA supports the diverse needs of member systems by providing flexible, meaningful, cost-effective endorsement programs to improve student learning. 1. We believe that an effective endorsement program provides:

• Highly specialized instruction to professional educators • Opportunities to use advanced learning in real school situations • Systematic processes for candidate selection • Planned field experiences with supervision • Research-based, comprehensive content • Opportunities for interaction with other learners • Exemplary instructors • Delivery model based on diverse needs of systems • Systematic assessment system

2. We believe every endorsement candidate should be prepared to recognize and modify for the diversity

that each learner brings to the education process as evidenced by learners’: • Values and cultures • Individual learning styles • Personal experiences and realities • Talents and interests

3. We believe that endorsement programs should infuse appropriate technology through:

• Providing access to current research and world-wide resources • Modeling by the instructor/s • Training the candidates in appropriate technology applications

4. We believe instruction in an effective endorsement program incorporates and models:

• Respect for learner diversity • Authentic assessment of the candidates’ knowledge and skills • Learning styles • Multiple intelligences • Self assessment of concepts and skills • Real-world connections

5. We believe that instructors should be:

• Recruited from professionals having in-field or related experiences and expertise • Selected according to specified criteria • Retained based on evidence of positive impact on candidates’ learning

6. We believe that candidates should be:

• Recruited from experienced professionals in specified areas • Selected according to successful performance and program criteria • Retained based on successful demonstration of assessment standards

7. We believe that the processes which guide policy and resources acquisition decisions should be:

• Driven by the need to improve student learning • Research-based and credible • Collaborative and communicated • Responsive to system needs



6

Standards for Learning and Assessment

Candidates seeking certification endorsement for Gifted In-Field should expect to demonstrate mastery of competencies as identified in Georgia Professional Standards Commission standards outlined here:

Standard I. The program shall require demonstrated competence in the knowledge of the origins and nature of various types and manifestations of giftedness, and the cognitive social, emotional, and environmental factors that enhance or inhibit the development of giftedness in all populations.

Candidates will: • Identify and apply the definition and the major characteristics of gifted students • Identify and apply principles of human development and individual differences as related to giftedness • Recognize different manifestations of giftedness • Identify factors that enhance or inhibit the development of individual talents

Standard II. The program shall require demonstrated competence in the knowledge of the

unique potentials of gifted students from underserved populations, including but not limited to at-risk gifted populations, gifted females, and those who are disabled, racially or ethnically diverse, economically disadvantaged and/or underachieving and the social, cultural, political and economic environment influences.

Candidates will: • Identify the characteristics and unique needs of special populations of gifted students

such as females, highly gifted, and culturally diverse • Explain methods by which these populations might be better served

Standard III. The program shall require demonstrated competence in the knowledge of

the historic and theoretical foundations of the study of giftedness, gifted learning theories, giftedness and creativity, current trends and issues, and potential future directions.

Candidates will: • Summarize the major issues in the history of gifted education • Relate theories of learning to principles of gifted education • Relate the concept of creativity to gifted education • Summarize current trends, issues, and future directions of gifted education

Standard IV. The program shall require demonstrated competence in understanding legal

and professional guidelines at the national, state, and local levels that affect the education of gifted students.

Candidates will: • Interpret national standards for gifted education (National Association for Gifted

Children, TAG) • Apply current Georgia law and Department of Education regulations pertaining to

gifted education • Apply local system policy and administrative procedures pertaining to gifted

education



7

Standard V. The program shall require demonstrated competence in the application of

cognitive, social, emotional, and environmental factors that enhance or inhibit the instruction of gifted students.

Candidates will: • Apply principles of cognitive development and learning styles to promote learning • Relate the social and emotional needs of gifted students to instruction • Understand environmental and cultural factors that may affect the instruction of gifted

students Standard VI. The program shall require demonstrated competence in the application of the

influences of the social, cultural, political, and economic environment on program planning of gifted students.

Candidates will: • Recognize the impact of political and economic factors that affect the provision of

programs for gifted students • Interpret the influence of social and cultural values on the types of programs planned

for gifted students Standard VII. The program shall require demonstrated competence in gifted curriculum

planning and implementation, the use of a variety of instructional methods, and multiple assessment strategies.

Candidates will: • Compare and contrast major theoretical curriculum models • Develop differentiated curriculum and appropriate instructional materials to meet the

unique needs of gifted students • Implement and evaluate differentiated learning experiences for gifted students • Synthesize the key learning realms (thinking, communication, and research, etc.) across

various curriculum areas • Use multiple strategies for assessing student learning and program effectiveness

Standard VIII. The program shall require demonstrated competence in the knowledge of

current educational issues, policies and practices and their relationships to program planning, instruction, and assessment of gifted students.

Candidates will: • Relate current educational trends and practices to the education of the gifted • Recognize the impact of political and economic factors that affect the provision of

programs for gifted students • Interpret the influence of social and cultural values on the types of programs planned

for gifted students



8

Standard IX. The program shall require demonstrated competence in the theoretical models,

programs, prototypes, and educational principles that offer appropriate foundations for the development of differentiated programming and curriculum for gifted students.

Candidates will: • Compare and contrast major theoretical curriculum models • Develop, implement, and evaluate differentiated curriculum and appropriate

instructional materials to meet the unique needs of gifted students Standard X. The program shall require demonstrated competence in the application and

interpretation of assessment instruments related to the areas of mental ability, achievement, creativity, and motivation.

Candidates will: • Administer and interpret Level B standardized measures of mental ability • Interpret information derived from Level A standardized measures of mental ability

(e.g., Wechsler Scales, Stanford-Binet) • Administer and interpret standardized group and individually administered measures of

achievement (e.g., Iowa Test of Basic Skills, Wechsler Individual Achievement Test) • Interpret information from standardized tests of creativity (e.g., Torrance Tests of

Creative Thinking) • Administer and interpret standardized rating scales which measure creativity and

motivation • Understand the legal issues relative to assessment, i.e., test security, confidentiality,

examiner qualifications, state and federal laws Standard XI. The program shall require demonstrated competence in basic assessment

terminology, principles of measurement and testing as applied to exceptional learners (including students with extraordinary potential) and characteristics of standardized and non-standardized instruments (e.g. group test, individually administered tests, rating scales, performance assessment, student portfolio, surveys, self-reports.)

Candidates will:

• Define, explain and apply basic measurement concepts, including validity, reliability, basic descriptive and inferential statistics, forms, and relevant derived test scores

• Select and apply standardized assessment strategies to determine eligibility for inclusion in the program for the gifted which comply with Rule 160-4-8-.38, Education Program for Gifted Students

• Develop and apply strategies to rate student products and performances related to achievement, creativity and motivation in compliance with Rule 160-4-8-.38



9

Standard XII. The program shall require demonstrated competence in current educational

issues, policies and practices and their relationship to assessment practices in the field of gifted education.

Candidates will: • Understand the legal issues relative to assessment, i.e., test security, confidentiality,

examiner qualifications, state and federal laws • Select and apply standardized assessment strategies to determine eligibility for

inclusion in the program for the gifted which comply with Rule 160-4-8-.38, Education Program for Gifted Students


• Use multiple strategies for assessing student learning and program effectiveness Standard XIII. The program shall require demonstrated competence in the analysis and

synthesis of scholarly work and current trends related to program design, implementation, and program intervention.

Candidates will: • Identify sources of current research and other scholarly work on gifted education. • Summarize recent trends in the literature concerning gifted education. • Relate current research to educational practice.

Standard XIV. The program shall require demonstrated competence in the use of available

technology including the application of computer hardware and software and techniques for evaluating software for gifted instruction.

Candidates will: • Identify and locate appropriate technology. • Incorporate available technology for research and instruction. • Develop and apply software evaluation strategies.

Standard XV. Field experience in gifted education shall be integrated throughout the gifted

program.

Candidates will: • Develop and teach instructional units to gifted students and gather assessment data

to evaluate the unit • Do a case study of a gifted student and present the study to peers and instructors for

review • Administer an assessment instrument to a gifted child or children and critique

instrument, process, and/or results Standard XVI. Special Georgia Requirements. The program shall include all requirements specified in Rule 505-2.

Candidates will: • Develop an appropriate screening and identification system for a hypothetical school system • Understand and apply Georgia’s multiple criteria identification process • Understand and apply Georgia’s rules and regulations



10

4. Field Experiences

Northeast Georgia RESA will

Provide coordination of field experiences under supervision

of course instructors and local system personnel in

participating school systems

Assess candidates’ ability to apply information and practice

in local educational settings

Identify and sequence field experiences

Monitor and evaluate program field experiences with

feedback to the candidate incorporated into candidate’s

assessment portfolio



11

5. Monitoring and Assessing Progress of Endorsement Candidates Northeast Georgia RESA will: • Systematically advise endorsement candidates about program expectations and evaluation

guidelines • Develop advisement packets providing information on admission and retention criteria,

program evaluation information, and endorsement program beliefs and commitments • Identify how data on each participant’s competencies and content knowledge will be

collected and analyzed for formative and summative purposes • Provide for regular, frequent assessments of candidates in activities to demonstrate

competencies in program for gifted endorsement • Provide Endorsement Program Advisory Council to review information regarding individual

candidates failing to make satisfactory progress toward completion • Involve Endorsement Program Advisory Council in evaluation of candidate on-the-job

performance Northeast Georgia RESA will: • Establish appropriate assessments of participants’ knowledge and competency throughout

the program • Make improvements in program design and delivery based on assessment results • Provide assessment strategies to instructors, including portfolios, interviews, tests, projects,

performances, and observations • Relate participant assessment information and analyses to program purposes, beliefs and

commitments



12

Assessment Record

Gifted In-field Certification Program Northeast Georgia RESA

Gifted In-field Certification Recommendation.

Candidate Date of Birth SSN Home address phone e-mail address City State Zip School/system phone School Address City State Zip Course Title/s Date/s of Completion Characteristics of the Gifted Methods & Materials for Teaching the Gifted Curriculum and Program Development of the Gifted Priorities for Assessment of the Gifted Date of Completion of Program

All requirements leading to the Gifted In-field Certification have been met by this candidate.

Endorsement Program Coordinator Date

Northeast Georgia Regional Educational Service Agency 375 Winter Street, Winterville, GA 30683

706/742-8292;706/542-7675; Fax 706/742-8928



13

Candidate __________________________________

Standard / Objective / Indicators

Method of Assess-ment

Assess-ment

Dates

Mastery (Instructor

and/or Curr. Dir. initials)

Standard I. The program shall require demonstrated competence in the knowledge of the origins and nature of various types and manifestations of giftedness, and the cognitive social, emotional, and environmental factors that enhance or inhibit the development of giftedness in all populations.

Candidates will: • Identify and apply the definition and the major

characteristics of gifted students • Identify and apply principles of human development and

individual differences as related to giftedness • Recognize different manifestations of giftedness • Identify factors that enhance or inhibit the development

of individual talents

A. Test B. Project C. Report D. Present

ation E. Other

Standard II. The program shall require demonstrated competence in the knowledge of the unique potentials of gifted students from underserved populations, including but not limited to at-risk gifted populations, gifted females, and those who are disabled, racially or ethnically diverse, economically disadvantaged and/or underachieving and the social, cultural, political and economic environment influences.

Candidates will: • Identify the characteristics and unique needs of special

populations of gifted students such as females, highly gifted, and culturally diverse

• Explain methods by which these populations might be better served


ation E. Other

Standard III. The program shall require demonstrated competence in the knowledge of the historic and theoretical foundations of the study of giftedness, gifted learning theories, giftedness and creativity, current trends and issues, and potential future directions.

Candidates will: • Summarize the major issues in the history of gifted

education • Relate theories of learning to principles of gifted

education • Relate the concept of creativity to gifted education • Summarize current trends, issues, and future directions of

gifted education


ation E. Other



14

Candidate _________________________________



Assess-ment

Dates

Mastery (Instructor and/or Curr. Dir. initials)

Standard IV. The program shall require demonstrated competence in understanding legal and professional guidelines at the national, state, and local levels that affect the education of gifted students.

Candidates will: • Interpret national standards for gifted education (National

Association for Gifted Children, TAG) • Apply current Georgia law and Department of Education

regulations pertaining to gifted education • Apply local system policy and administrative procedures

pertaining to gifted education


ation E. Other

Standard V. The program shall require demonstrated competence in the application of cognitive, social, emotional, and environmental factors that enhance or inhibit the instruction of gifted students.

Candidates will: • Apply principles of cognitive development and learning

styles to promote learning • Relate the social and emotional needs of gifted students

to instruction • Understand environmental and cultural factors that may

affect the instruction of gifted students


ation E. Other

Standard VI. The program shall require demonstrated competence in the application of the influences of the social, cultural, political, and economic environment on program planning of gifted students.

Candidates will: • Recognize the impact of political and economic factors

that affect the provision of programs for gifted students • Interpret the influence of social and cultural values on the

types of programs planned for gifted students


ation E. Other



15

Candidate __________________________________

Standard VII. The program shall require demonstrated competence in gifted curriculum planning and implementation, the use of a variety of instructional methods, and multiple assessment strategies.

Candidates will: • Compare and contrast major theoretical curriculum

models • Develop differentiated curriculum and appropriate

instructional materials to meet the unique needs of gifted students

• Implement and evaluate differentiated learning experiences for gifted students

• Synthesize the key learning realms (thinking, communication, and research, etc.) across various curriculum areas

• Use multiple strategies for assessing student learning and program effectiveness


ation E. Other



16

Candidate _________________________________


Method of Assess-

ment

Assess-ment

Dates

Mastery (Instructor


Standard VIII. The program shall require demonstrated competence in the knowledge of current educational issues, policies and practices and their relationships to program planning, instruction, and assessment of gifted students.

Candidates will: • Relate current educational trends and practices to the

education of the gifted • Recognize the impact of political and economic factors

that affect the provision of programs for gifted students • Interpret the influence of social and cultural values on the

types of programs planned for gifted students


ation E. Other

Standard IX. The program shall require demonstrated competence in the theoretical models, programs, prototypes, and educational principles that offer appropriate foundations for the development of differentiated programming and curriculum for gifted students.

Candidates will: • Compare and contrast major theoretical curriculum

models • Develop differentiated curriculum and appropriate

instructional materials to meet the unique needs of gifted students

• Implement and evaluate differentiated learning experiences for gifted students


ation E. Other



17

Candidate __________________________________ Standard X The program shall require demonstrated competence in the application

and interpretation of assessment instruments related to the areas of mental ability, achievement, creativity, and motivation.

Candidates will: • Administer and interpret Level B standardized measures

of mental ability (e.g., Cognitive Achievement test, Otis-Lennon School Ability Test)

• Interpret information derived from Level A standardized measures of mental ability (e.g., Wechsler Scales, Stanford-Binet)

• Administer and interpret standardized group and individually administered measures of achievement (e.g., Iowa Test of Basic Skills, Wechsler Individual Achievement Test)

• Interpret information from standardized tests of creativity (e.g., Torrance Tests of Creative Thinking)

• Administer and interpret standardized rating scales which measure creativity

• Administer and interpret standardized rating scales which measure motivation

• Understand the legal issues relative to assessment, i.e., test security, confidentiality, examiner qualifications, state and federal laws


ation E. Other



18

Candidate __________________________________



Assess-ment

Dates

Mastery (Instructor


Standard XI. The program shall require demonstrated competence in basic

assessment terminology, principles of measurement and testing as applied to exceptional learners (including students with extraordinary potential) and characteristics of standardized and non-standardized instruments (e.g. group test, individually administered tests, rating scales, performance assessment, student portfolio, surveys, self-reports.)

Candidates will: • Define, explain and apply basic measurement concepts,

including validity, reliability, basic descriptive and inferential statistics, forms, and relevant derived test scores




ation E. Other

Standard XII. The program shall require demonstrated competence in current

educational issues, policies and practices and their relationship to assessment practices in the field of gifted education.

Candidates will: • Understand the legal issues relative to assessment, i.e.,

test security, confidentiality, examiner qualifications, state and federal laws



• Use multiple strategies for assessing student learning and program effectiveness


ation E. Other



19

Candidate __________________________________


Method of Assess-

ment

Assess-ment

Dates

Mastery (Instructor


Standard XIII. The program shall require demonstrated competence in the analysis and synthesis of scholarly work and current trends related to program design, implementation, and program intervention.

Candidates will: • Identify sources of current research and other scholarly

work on gifted education. • Summarize recent trends in the literature concerning

gifted education. • Relate current research to educational practice.


ation E. Other

Standard XIV. The program shall require demonstrated competence in the use of available technology including the application of computer hardware and software and techniques for evaluating software for gifted instruction.

Candidates will: • Identify and locate appropriate technology. • Incorporate available technology for research and

instruction. • Develop and apply software evaluation strategies.


ation E. Other

Standard XV. Field experience in gifted education shall be integrated throughout the gifted program.

Candidates will: • Develop and teach instructional units to gifted students

and gather assessment data to evaluate the unit • Do a case study of a gifted student and present the study

to peers and instructors for review • Administer an assessment instrument to a gifted child or

children and critique instrument, process, and/or results


ation E. Other

Standard XVI. Special Georgia Requirements. The program shall include all requirements specified in Rule 505-2.

Candidates will: • Develop an appropriate screening and identification

system for a hypothetical school system • Understand and apply Georgia’s multiple criterial

identification process • Understand and apply Georgia rules and regulations


ation E. Other



20

6. Instructional staff

Northeast Georgia RESA will: • Insure instructors possess expertise in the field of gifted education, evidenced through

resume. • Insure instructors possess a teaching certificate and/or graduate degree • Insure instructors have had successful experience with teaching adult learners • Collect instructor evaluation data from participants, clients, and instructors • Provide instructors who support the endorsement program’s beliefs and commitments • Distribute job announcements to local school systems and area educational institutions • Set a goal and plan to meet the criterion of a culturally diverse faculty • Select instructors from among qualified candidates without regard to race, color, sex, creed,

religious preference, national origin, or handicap • Select instructors from among qualified candidates to reflect multiple cultural representation

7. Quality of Instruction Northeast Georgia RESA will: • Communicate with course instructors to provide information about program beliefs and

commitments regarding instruction • Identify program concerns with cultural diversity • Develop with clients and instructors appropriate syllabi for the courses • Infuse technology into course activities • Develop instructional strategies appropriate for adult learners and multiple learning styles • Implement an evaluation program for courses, course materials, and instructors with input

from clients, instructors, program administrators, and participants • Incorporate program evaluation data into program continuous improvement process • Provide candidates with assessment and feedback on progress toward competency on all

standards • Provide supervised field experiences to assess candidate progress



21

Application

Gifted Certification Endorsement Program

Applicant Information ____________________________________________________________________________ Name Birth date SSN (must be supplied if application accepted) ____________________________________________________________________________ Address City State Zip ____________________________________________________________________________ Home phone Work phone Email Address ____________________________________________________________________________ School School System ____________________________________________________________________________ Work address City State Zip [ ] Attach a photocopy of your current professional certificate/s. Applications without this item cannot be processed.

[ ] I understand that competence in course objectives is assessed through mastery verification prior to completion of course work in this program.

____________________________________________________________________________ Applicant’ Signature date

School System Recommendation

This candidate demonstrates potential for professional success in Gifted Education. ____________________________________________________________________________ Recommended by: Principal/Supervisor date System Staff Development Coordinator date RESA use only: ____________________________________________________________________________ Date received Application Complete Application Accepted



22

Northeast Georgia RESA provides Certification/Endorsement programs for

teachers employed by member school systems. Programs are certified by the Georgia Professional Standards Commission and meet standards of the National Council for Accreditation of Teacher Education (NCATE). Currently, certification endorsement programs are provided in the following areas:

♦ English for Speakers of Other Languages ♦ Gifted In-Field Endorsement ♦ Teacher Support Specialist ♦ Early Childhood Math Endorsement ♦ P12 Reading Endorsement ♦ Reading Specialist Certification

Persons wishing to enroll should contact their school system Staff Development

Coordinator. Recommendations from principal or supervisor are required for both programs, and other qualifications are outlined in each program handbook.

Northeast Georgia Regional Educational Service Agency supports the thirteen schools systems of this region, including Barrow County, Clarke County, Commerce City, Elbert

County, Greene County, Jackson County, Jefferson City, Madison County, Morgan County, Oconee County, Oglethorpe County, Social Circle City and Walton County.

handbook for the gifted in-field endorsement program for learning and assessment 5-8 field...

Documents