LGBTQ Diversity Toolbox for Teachers - Professional Development

  • Teachers and gifted coordinators should participate in professional development that allows them to enhance their cultural responsiveness and creation/sustainment of safe and productive environments for these gifted LGBTQ (Briggs, Reis, & Sullivan, 2008; NAGC, 2015).
  • The unique educational needs and learning characteristics of gifted LGBTQ students should be emphasized in professional development (NAGC, 2015).
  • Increasing curricular visibility, to support gifted students from diverse gender/sexuality backgrounds in seeing themselves reflected in the full range of academic subjects, should be a focus for educators learning about and dedicated to supporting these students (NAGC, 2015).
  • Educators should be provided opportunities to study the literature and conduct research pertaining to gifted LGBTQ students. (NAGC, 2015; Sedillo, 2015; Treat, 2008).
  • Educators at all levels should examine the difference between tolerance (which implies enduring the differences of others) and integration (which supports integrating in the strengths of all students) when seeking strategies to create positive classroom environments (Danuta Walters, 2014).
  • Institute a “no tolerance” policy regarding homophobic remarks. Confront slurs/slights that students and staff may overhear. A large number of students use terms like “That’s so gay!,” “dyke,” and “fag” without thinking, but need to be told in no uncertain terms that such speech is not acceptable (Southern Poverty Law Review, 2017).