Professional Teaching Standards for Teachers of Gifted/Talented Learners

Teacher Standards	Novice Level	Experienced Level	Expert Level
Standard #1 - Content The teacher understands the depth and complexity of content beyond the standard curriculum, and provides rigorous curriculum and instruction for gifted/talented learners.	1.A. is developing an understanding of complex and advanced content knowledge beyond the standard curriculum	1.A. has developed an understanding of complex and advanced content knowledge beyond the standard curriculum	1.A. has depth of understanding in complex and advanced content knowledge beyond the standard curriculum
	1.B. is developing an understanding of the use of broad-based issues and themes in content areas	1.B. is able to use an understanding of broad-based issues and themes to organize curriculum and instruction	1.B. has expertise in the development and use of broad-based issues and themes to organize and develop curriculum and instruction in content areas
	1.C. knows a limited number of specialized materials that apply to content	1.C. knows a variety of specialized materials that apply to content	1.C. knows specialized materials that apply to multiple content areas and age levels
Standard #2 - Human Development and Learning The teacher understands the cognitive and social-emotional characteristics of gifted/talented learners and uses them to both identify students and provide them with appropriate educational environments.	2.A. is aware of the developmental indicators of the cognitive, learning, and social-emotional traits of gifted/talented learners	2.A. has developed an understanding of the developmental indicators of the cognitive, learning, and social-emotional traits of gifted/talented learners	2.A. has developed a comprehensive understanding of the developmental indicators of the cognitive, learning, and social-emotional traits of gifted/talented learners
	2.B. is aware of the family and school factors that promote underachievement and at-risk behaviors in gifted/talented learners	2.B. has developed an understanding of the family and school factors that promote underachievement and at-risk behaviors in gifted/talented learners	2.B. has developed a comprehensive understanding of the family and school factors that promote underachievement and at-risk behaviors in gifted/talented learners
Standard #3 - Diversity The teacher understands learning needs of underserved gifted/talented populations, e.g., twice-exceptional, economically /culturally diverse, limited English proficient, females, or highly gifted, and uses resources and strategies to meet the needs of these students.	3.A. is developing an understanding of the learning needs of underserved groups of gifted/talented learners, (e.g., twice exceptional, economically diverse, culturally diverse, female, highly gifted, limited-English proficient)	3.A. has developed an understanding of the learning needs within underserved groups of gifted/talented learners, (e.g., twice exceptional, economically diverse, culturally diverse, female, highly gifted, limited-English proficient)	3.A. knows resources and strategies that address learning needs of underserved groups of gifted/talented learners, (e.g., twice exceptional, economically diverse, culturally diverse, female, highly gifted, limited-English proficient)
Standard #4 - Planning for Instruction The teacher understands curriculum models, instructional resources, and assessments appropriate to gifted education, and uses them to plan for gifted/talented learners individually and in groups.	4.A. knows school and district resources and programs available to plan instruction for gifted/talented learners	4.A. knows resources and programs available beyond the school and district to plan instruction for gifted/talented learners	4.A. has comprehensive knowledge of resources and programs available to plan instruction for gifted/talented learners
	4.B. has an awareness that there are curriculum, instruction, and assessment models appropriate for gifted/talented learners	4.B. has developed knowledge and understanding of curriculum, instruction, and assessment models appropriate for gifted/talented learners	4.B has depth of knowledge and experience that enables creative and flexible planning of curriculum, instruction and assessment appropriate for gifted/talented learners.
	4.C. is developing an understanding of the factors that differentiate gifted/talented learners from their age peers (e.g., learning style, learning rate, ability, communication)	4.C has developed an understanding of the individual differences within the population of gifted/talented learners (e.g., learning style, learning rate, ability, communication)	4.C. knows resources and strategies to provide instruction that addresses individual differences of gifted/talented learners (e.g., learning style, learning rate, ability, communication)
Standard #5 - Learning Environment The teacher understands the factors that motivate gifted/talented learners, and uses them to create a learning environment that encourages positive social interaction, active engagement in learning, academic risk-taking, self-motivation, and personal goal setting.	5.A. is developing an understanding of how to create a classroom environments that allow gifted/talented learners to develop initiatives, accept challenge and take appropriate risks in order to maximize their potential	5.A. has developed an understanding of how to create a classroom environment that allows gifted/talented learners to develop initiatives, accept challenge and take appropriate risks in order to maximize their potential	5.A. has developed a comprehensive understanding of a variety of techniques to create a classroom environment that allows gifted/talented learners to develop initiatives, accept challenge and take appropriate risks in order to maximize their potential
	5.B. is developing an understanding of how to use instructional groups appropriately to enhance performance of gifted/talented learners (e.g., research on grouping and the importance of interactions with other gifted/talented peers)	5.B has developed an understanding of how to use instructional groups appropriately to enhance performance of gifted/talented learners (e.g., research on grouping and the importance of interactions with other gifted/talented peers).	5.B. has developed a comprehensive understanding of a variety of techniques for using instructional groups to enhance performance of gifted/talented learners (e.g., research on grouping and the importance of interactions with other gifted/talented peers)
	5.C. is developing an understanding of how to utilize non-classroom resources appropriately to enhance performance of gifted/talented learners (e.g., community mentorships, university programs, museum programs)	5.C. has developed an understanding of how to utilize non-classroom resources appropriately to enhance performance of gifted/talented learners (e.g., community, mentorships, university programs, museum programs)	5.C. has developed a deep understanding of a variety of techniques for utilizing non-classroom resources appropriately to enhance performance of gifted/talented learners (e.g., community, mentorships, university programs, museum programs)
Standard #6 - Instructional Delivery The teacher understands and uses a variety of research-based instructional strategies to accommodate the learning capabilities of gifted/talented learners and require them to think critically and creatively to solve real-life problems.	6.A. is developing an understanding of research-based instructional strategies to accommodate the learning capabilities of gifted/talented learners (e.g., acceleration, differentiation, compacting, problem-based learning, independent study)	6.A. has knowledge and understanding of a variety of research-based strategies to accommodate the learning capabilities of gifted/talented learners (e.g., acceleration, differentiation, compacting, problem-based learning, independent study)	6.A. has depth of knowledge and experience that enables creative and flexible use of research-supported instructional strategies to accommodate the learning capabilities of gifted/talented learners (e.g., acceleration, differentiation, compacting, problem-based learning, independent study)
Standard #7 - Communication The teacher understands and uses effective strategies for communicating with gifted/talented learners in and outside of the classroom. The teacher can also apply effective strategies when communicating with a variety of audiences on behalf of gifted/talented learners.	7.A. is developing effective strategies for communicating with and about gifted/talented learners	7.A. knows effective strategies for communicating with and about gifted/talented learners	7.A. possesses effective strategies for communicating with a variety of audiences (e.g., students, teachers, parents, administrators, legislators) about gifted/talented learners
Standard #8 - Assessment The teacher understands different assessments and strategies that can be used for identifying and monitoring the progress of gifted/talented learners, and uses assessment results in appropriate and ethical ways to make decisions about students and the programs in which they participate.	8.A. knows the instruments and procedures used to identify gifted/talented learners within the school/district	8.A. knows the instruments and procedures used to identify gifted/talented learners within the school/district	8.A. knows how to design procedures to identify learners with diverse gifts and talents (including underserved populations)
	8.B. has a basic awareness of the legal and ethical parameters of using assessments to make decisions about gifted/talented learners	8.B. is knowledgeable about the legal and ethical parameters of using assessments to make decisions about gifted/talented learners	8.B. has knowledge that enables the development of legally and ethically defensible assessment and identification procedures used to make decisions about gifted/talented learners
	8.C. understands how to use assessment strategies to evaluate performance of gifted/talented learners	8.C. understands how to analyze and interpret results of a variety of assessment strategies to evaluate performance of gifted/talented learners	8.C. understands procedures and techniques to evaluate implementation and effectiveness of programs of gifted/talented learners
	8.D. knows program goals and has a basic awareness of the evaluation process	8.D. understands program goals and data used to measure program effectiveness	8.D. designs and communicates methods and procedures for program evaluation
Standard #9 - Collaborative Relationships The teacher relates services for gifted/talented learners to the general educational program, and maintains collaborative relationships with colleagues, parents/guardians, and the community to support the cognitive and social-emotional development of these learners.	9.A. knows resources to address concerns of parents	9.A. understands the needs of parents of gifted/talented learners and knows strategies for addressing their concerns	9.A. knows how to educate others about the needs of parents of gifted/talented learners and has a repertoire of strategies for addressing those concerns
	9.B. knows some local resources, including services, networks, and organizations that can be used by parents, families and schools to support the academic, emotional and social needs of gifted/talented learners	9.B. knows a range of resources, including services, networks, and organizations that can be used by parents, families and schools to support the academic, emotional and social needs of gifted/talented learners	9.B knows local, state and national resources, including services, networks, and organizations that can be used by parents, families and schools to support the academic, emotional and social needs of gifted/ talented learners
Standard #10 - Reflection and Professional Growth The teacher is a reflective practitioner who continually seeks opportunities to participate in professional growth activities related to gifted education, and evaluates how research-based best practice in gifted education affects gifted/talented learners, their parents, and the general education program.	10.A. knows basic strategies, models, and/or delivery systems effective with gifted/talented learners	10.A. knows historical foundations and current research-based best practice effective with gifted/talented learners	10.A. possesses comprehensive knowledge of historical foundations and current research-based best practice effective with gifted/talented learners
	10.B. is developing knowledge of techniques to self-assess and reflect on performance and practices specific to gifted/talented learners	10.B has developed knowledge of techniques to self-assess and reflect on performance and practices specific to gifted/talented learners	10.B. possesses comprehensive knowledge of self-assessment and reflection techniques specific to gifted/talented learners
Standard #11 - Professional Conduct and Leadership The teacher keeps abreast of current trends and issues in the field of gifted education, understands the relationship of gifted education to the general education program, and provides collaborative leadership that improves the cognitive and social-emotional development of gifted/talented learner.	11.A. knows local policies and issues that affect gifted/talented learners	11.A. knows information regarding policies and issues beyond the local level that affect gifted/talented learners	11.A. knows local, state and national policies and issues that affect gifted/ talented learners
	11.B. is aware of the professional organizations, publications, and journals relevant to the field of gifted/ talented education	11.B. is knowledgeable about a variety of professional organizations, publications, and journals relevant to the field of gifted/ talented education	11.B. provides staff with appropriate information from professional organizations, publications, and journals relevant to the field of gifted/ talented education

Teacher Standards	Novice Level	Experienced Level	Expert Level
Standard #1 - Content The teacher understands the depth and complexity of content beyond the standard curriculum, and provides rigorous curriculum and instruction for gifted/talented learners.	1.1 provides instruction based on accelerated and rigorous content in a prescribed manner.	1.1 bases instruction on student readiness for accelerated and rigorous content	1.1 models a variety of techniques to provide accelerated and rigorous instruction in multiple content areas based on student readiness
	1.2 provides limited integration of content from multiple disciplines in the instructional process	1.2 provides purposeful integration of content from multiple disciplines in the instructional process	1.2 models a variety of instructional techniques used to integrate content across multiple disciplines
Standard #2 - Human Development and Learning The teacher understands the cognitive and social-emotional characteristics of gifted/talented learners and uses them to both identify students and provide them with appropriate educational environments.	2.1 recognizes students who have the cognitive, learning and social-emotional characteristics of gifted/talented learners	2.1 consistently and accurately recognizes students who have the cognitive, learning and social-emotional characteristics of gifted/talented learners	2.1 facilitates the formal identification process for students who have the cognitive, learning and social-emotional characteristics of gifted/talented learners
	2.2 recognizes students who may be underachieving and seeks to provide appropriate interventions and support	2.2 consistently and accurately identifies students who may be underachieving and facilitates appropriate interventions and support	2.2 provides resources to assist in the identification of underachieving students and works with staff to provide appropriate interventions and support
	2.3 provides general experiences based on career aspirations of gifted/talented learners	2.3 helps gifted/talented learners identify their career aspirations and provides focused experiences	2.3 establishes resources to meet the career aspirations of gifted/talented learners
Standard #3 - Diversity The teacher understands learning needs of under-served gifted/talented populations, e.g., twice-exceptional, economically /culturally diverse, limited English proficient, females, or highly gifted, and uses resources and strategies to meet the needs of these students.	3.1 uses developing knowledge of diverse groups of gifted/talented learners to meet their needs	3.1 uses understanding of diverse groups of gifted/talented learners to meet their needs	3.1 provides resources and strategies to assist in meeting the needs of diverse groups of gifted/talented learners
Standard #4 - Planning for Instruction The teacher understands curriculum models, instructional resources, and assessments appropriate to gifted education, and uses them to plan for gifted/talented learners individually and in groups.	4.1 uses relevant assessment information (e.g., information from parents, other teachers and staff; cumulative folders, student conferences, portfolios) to plan instruction for gifted/talented learners	4.1 uses relevant assessment information (e.g., information from parents, other teachers and staff; cumulative folders, student conferences, portfolios) and acquires additional information to plan instruction for gifted/talented learners	4.1 acquires, uses, and creates a variety of appropriate assessment tools to plan instruction to meet learning needs of gifted/talented learners
	4.2 seeks assistance to plan and select appropriate curricula, instructional materials and activities for gifted/talented learners	4.2 plans and selects appropriate curricula, instructional models, materials, and activities for gifted/talented learners	4.2 uses knowledge and experience to select, create and share curricula, instructional models, materials, and activities for gifted/talented learners
	4.3 seeks assistance from a knowledgeable source in using available school and district resources and programs to plan instruction for gifted/talented learners	4.3 seeks additional resources and programs beyond the school and district to plan instruction for gifted/talented learners	4.3 uses comprehensive knowledge of resources and programs to coordinate instructional planning for gifted/talented learners
	4.4 seeks assistance from a knowledgeable source in planning for curriculum and instruction that reflects individual differences of gifted/talented learners	4.4 consistently plans curriculum and instruction that reflects individual differences of gifted/talented learners	4.4 supports staff in planning curriculum and instruction that reflects individual differences of gifted/talented learners
Standard #5 - Learning Environment The teacher understands the factors that motivate gifted/talented learners, and uses them to create a learning environment that encourages positive social interaction, active engagement in learning, academic risk-taking, self-motivation, and personal goal setting.	5.1 occasionally uses instructional groupings to support the needs of gifted/talented learners (e.g., independent work, partnerships, and collaborative, groups)	5.1 consistently uses instructional groupings to support the needs of gifted/talented learners (e.g., independent work, partnerships, and collaborative groups)	5.1 provides assistance to staff in designing instructional groupings to support the needs of gifted/talented learners (e.g., independent work, partnerships, and collaborative groups)
	5.2 seeks resources for use with gifted/talented learners to support their individual learning needs	5.2 uses a variety of resources with gifted/talented learners to support their individual learning needs	5.2 acquires and disseminates resources that can be used to support the individual learning needs of the gifted/talented learner
Standard #6 - Instructional Delivery The teacher understands and uses a variety of research-based instructional strategies to accommodate the learning capabilities of gifted/talented learners and require them to think critically and creatively to solve real-life problems.	6.1 seeks assistance from a knowledgeable source to use instructional strategies to accommodate the learning capabilities of gifted/talented learners (e.g., acceleration, differentiation, compacting, problem-based learning, independent study)	6.1 uses a variety of instructional strategies to accommodate the learning capabilities of gifted/talented learners (e.g., acceleration, differentiation, compacting, problem-based learning, independent study)	6.1 customizes instructional strategies to accommodate the learning capabilities of gifted/talented learners (e.g., acceleration, differentiation, compacting, problem-based learning, independent study)
	6.2 seeks assistance from a knowledgeable source in using instructional approaches that stimulate gifted/talented learners to think critically and creatively and solve real-life problems	6.2 uses a variety of instructional approaches that stimulate gifted/talented learners to think critically and creatively and solve real-life problems	6.2 creates and customizes instructional approaches that stimulate gifted/talented learners to think critically and creatively and solve real-life problems
Standard #7 - Communication The teacher understands and uses effective strategies for communicating with gifted/talented learners in and outside of the classroom. The teacher can also apply effective strategies when communicating with a variety of audiences on behalf of gifted/talented learners.	7.1 communicates on behalf of gifted/ talented learners	7.1 communicates consistently with parents and school personnel on behalf of gifted/talented learners	7.1 initiates communication with a variety of audiences (e.g., parents, school personnel, community groups, legislators) on behalf of gifted/talented learners
	7.2 uses knowledge of gifted/talented learners to communicate with them in the instructional environment	7.2 uses knowledge of gifted/talented learners to communicate with them in a variety of environments	7.2 uses knowledge of gifted/talented learners to guide others to communicate effectively with them
Standard #8 - Assessment The teacher understands different assessments and strategies that can be used for identifying and monitoring the progress of gifted/talented learners, and uses assessment results in appropriate and ethical ways to make decisions about students and the programs in which they participate.	8.1 refers students to be considered for identification as gifted/talented learners	8.1 administers and interprets both formal and informal assessments to identify learners with diverse gifts and talents	8.1 identifies, develops, and coordinates assessments that identify gifted/talented learners
	8.2 uses a limited number of assessment strategies in the classroom that evaluate performance of their gifted/talented learners	8.2 uses a variety of assessment strategies in the classroom that evaluate performance of their gifted/talented learners	8.2 creates assessment tools and guides others in evaluating the progress of gifted/talented learners
	8.3 reports assessment results and procedures to students and parents	8.3 interprets and provides a variety of reports to students and parents on assessment results and procedures	8.3 interprets and provides a variety of reports to others (students, parents, teachers, administrators, board of education and the public) on assessment results and procedures
	8.4 participates in the collection of data relating to program evaluation	8.4 collects and interprets data relating to program evaluation	8.4 designs and analyzes program evaluation information and reports results to a variety of audiences
Standard #9 - Collaborative Relationships The teacher relates services for gifted/talented learners to the general educational program, and maintains collaborative relationships with colleagues, parents/guardians, and the community to support the cognitive and social-emotional development of these learners.	9.1 uses some resources that may include other staff members, experts, administrators, school board members, community members, higher education, private and public agencies, and professional organizations to support parents/families and the academic, social and emotional needs of gifted/talented learners	9.1 uses a variety of appropriate resources, including other staff members, experts, administrators, school board members, community members, higher education, private and public agencies, and professional organizations to support parents/families, the academic, social and emotional needs of gifted/talented learners	9.1 identifies and establishes alliances with other staff members, experts, administrators, school board members, community members, higher education, private and public agencies, and professional organizations to support parents/families, the academic, social and emotional needs of gifted/talented learners
Standard #10 - Reflection and Professional Growth The teacher is a reflective practitioner who continually seeks opportunities to participate in professional growth activities related to gifted education, and evaluates how research-based best practice in gifted education affects gifted/talented learners, their parents, and the general education program.	10.1 articulates personal beliefs about gifted education	10.1 articulates an integrated personal philosophy of gifted education	10.1 articulates and promotes a well-integrated, consistent personal philosophy of gifted education
	10.2 participates in professional development activities related to academic content and research-based best practice appropriate for gifted/talented learners	10.2 seeks and participates in professional development activities related to academic content and research-based best practice appropriate for gifted/talented learners	10.2 participates in and provides activities that extend and enhance professional growth related to academic content and research-based best practice appropriate for gifted/talented learners
	10.3 seeks to share knowledge and strategies with colleagues to meet the needs of gifted/talented learners	10.3 regularly shares knowledge and strategies with colleagues to meet the needs of gifted/talented learners	10.3 consistently shares knowledge and strategies with experts in the field to meet the needs of gifted/talented learners
Standard #11 - Professional Conduct and Leadership The teacher keeps abreast of current trends and issues in the field of gifted education, understands the relationship of gifted education to the general education program, and provides collaborative leadership that improves the cognitive and social-emotional development of gifted/talented learner.	11.1 seeks research and literature in the field of gifted/talented education as the basis of educational practice	11.1 consistently utilizes research and literature in the field of gifted/talented education as the basis of educational practice	11.1 generates research and literature in the field of gifted/talented education as the basis for educational practice
	11.2 seeks professional activities that benefit colleagues, gifted/talented learners and their families	11.2 consistently participates in appropriate professional activities that benefit colleagues, gifted/talented learners and their families	11.2 generates professional activities that benefit colleagues, gifted/talented learners and their families

© Illinois Association for Gifted Children, 2003.
Last Updated: March 29, 2003.