NAGC Position Statements & White Papers
Position Statements and White Papers help clarify issues in gifted and talented education and set NAGC's position on these issues.
Most gifted students receive the majority of their instruction in the regular classroom, yet --
It is imperative that all teacher preparatory programs increase candidates’ exposure to the academic diversity they will find in their classrooms, including high-ability students. Individuals preparing to teach need to learn how to recognize and serve not only high achieving but also high-potential students.
NAGC urges its university faculty members to reach out to their non-gifted education colleagues who are training teachers to help them include in their courses the instruction, readings and other strategies teacher candidates need to be able to identify and serve advanced learners. The NAGC Professional Standards Committee developed exemplar syllabi in core classes, with modifications to address advanced learners, to help you provide suggestions to colleagues in your institutions on extending instruction to include advanced learners.
♦ recognize the learning differences, developmental milestones, and cognitive/affective characteristics of gifted and talented students, including those from diverse cultural and linguistic backgrounds, and identify their related academic and social-emotional needs;
♦ design appropriate learning and performance modifications for individuals with gifts and talents that enhance creativity, acceleration, depth and complexity in academic subject matter and specialized domains; and
♦ select, adapt, and use a repertoire of evidence-based instructional strategies to advance the learning of gifted and talented students
Are you interested in modifying a sample syllabus from a core course to share on the NAGC website? Read the Syllabus Revision Checklist.
1Farkas, S. & Duffett, A. (2008). Results from a national teacher survey. In Thomas B. Fordham Institute, High-achieving students in the era of NCLB (pp. 50-82)