Gifted and Talented Academy

Session 4April 5, 2011

http://aea11gt.pbworks.com

Agenda

Welcome Written Plan Questions Handshake Activity Collaboration in Gifted

Programming PEPs and Student

Goals/Outcomes Managing Change

I saw the angel in the marble and

carved until I set him free.

--Michelangelo

Welcome Back!

Form mixed-district triads Introduce yourselves Share your team’s work on

documenting a differentiated program

Discuss what you’ve learned Identify one idea to share with

the large group

Objectives

To deepen understanding of the components of comprehensive gifted and talented programming– To examine system-level factors

affecting comprehensive programming Collaboration

– To create an intentional match between identified student need and programming and services PEP’s Student-level Outcomes

Comprehensive Programming

Program Effectiveness:Program Evaluation/AuditPEP Goal AttainmentMeasuring/Reporting Student Growth

Program Management:K-12 Written G/T PlanParent/Community SupportUse of Time/Calendars/SchedulingStaffing Patterns

Programming & ServicesResponsive ServicesIndividual Planning/PEPsCurriculumProgramming OptionsSystem Support

Foundation:Mission/Philosophy/BeliefsConceptions/Definitions of Giftedness Iowa Code Gifted Program Standards and GoalsDomains of Giftedness

Collaboration:

What is it?

Why would/should we do it?

What role(s) does it play in comprehensive programming?

SUCCESSES & BARRIERS

Identify actual/perceived successes and/or barriers to effective collaboration

What practices lead to success?

How might you overcome barriers?

Collaboration between General & Gifted Education

District Classroom Rationale

– Help one another reach common or shared goals

– Learn from each other and improve effectiveness of the school

– Gain strength through unity--Purcell & Eckert, p. 225-

7

Jigsaw

Form mixed-district triads Determine number

– 1 most experience in gifted ed.– 2 next most experience in gifted ed.– 3 least experience in gifted ed.

Read assigned section Share information Discuss insights relevant to your context Return to original team grouping and

share

Guiding Assumptions

General & GT educators share common goals. General & GT educators can learn from each

other. General & GT education programs gain

strength through collaboration. General & GT educators should work as a

team to meet diverse student needs. GT educators should act as leaders in the

evaluation of services.--Purcell & Eckert, p. 228

Key Components

Component 1 2 3 4 5

Mission & Planning

Collaboration

Professional Development

Curricular & Instructional Integration

Team Activity

Download Self-Assessment from Wiki– http://aea11gt.pbworks.com/GT-Academ

y-Year-1# Log in to Google Docs

– http://docs.google.com Upload to Google Docs Rename (include district name) Share with team and me Complete

Gifted Programming: A System View

(ala Borland) Instituted for a reason

– Required by law in Iowa– Perceived deficiency in the way the

system serves the gifted Program for gifted (subsystem) is

planned as an integrated system which serves greater educational purposes of the larger system (school or district)

Addresses educational needs the larger system is not meeting

The program for the gifted is, in a sense, remedial for the system, since it addresses needs within the system.

--Borland, p. 48

“…the program for the gifted can enhance the effectiveness of the larger system only if it articulates

well with the larger system and fills a recognized gap in it.”

--Borland, p. 49

Talk at Your Table

What implications does this system approach have for your gifted and talented programming?

NEED(S) NOT MET BY SYSTEM (general education program)

• pursuing passions

GT REMEDIATES THE SYSTEM BY:

• offering independent study • grouping by interest • student-driven curriculum

Remediating the System

In what ways does your gifted and talented programming fill a void in the larger system?

What could be improved in your programming to better accomplish this goal of filling a gap the system itself can’t fill?

Where does collaboration fit?

Five “A”s Text Protocol Form groups of four Silently read p. 195-98 of “Lessons

from Another Field” (stop at “Coteaching Models…”)

Highlight and write notes in the margins in answer to the following four questions:– What Assumptions do the authors hold?– What do you Agree with in the text?– What do you want to Argue with?– What parts of the text do you Aspire to?– What would you Ask?

- Marilyn Friend

Speaking the Same Language

CollaborationA style for interaction between co-equal parties voluntarily engaged in shared decision making as they work toward a common goal.

Ways To Collaborate: Using Familiar Language

Collaboration through Consultation Collaboration through Co-Teaching Collaboration through Reverse

Consultation

Possible Teaming Options…

General Education Teacher - General Education Teacher (like grade levels, cross grade levels, content specialists)

General Education Teacher - TAG Teacher TAG Teacher - Fine Arts Teacher TAG Teacher - ESL Teacher TAG Teacher - Special Education Teacher TAG Teacher - TAG Teacher TAG Teacher - Counselor TAG Teacher - Community Members

TAG

ESL

SpEd

TAG

GenEd

Fine Arts

GenEd

Gifted Student

Look Familiar?

Teacher of Gifted

Classroom Teacher

ESL Teacher

Special Ed. Teacher

Specials Teacher

Counselor

Community Member

Collaboration Expectations

What do you expect of classroom teachers as collaborative partners?

What do you think classroom teachers expect of you as a collaborative partner?

Building Bridges: A Study of Collaboration

Compare classroom teachers’ expectations of enrichment specialists with enrichment specialists’ expectations of classroom teachers.

Discuss– What you notice about the two sets of

expectations– What are the similarities and differences

between these lists and yours– What you can do to better meet classroom

teachers’ expectations (or change those that are unrealistic)

Opportunities multiply as they

are seized.--Sun Tzu, Chinese general, author of The Art of War

What do you need to receive/give…

…from/to administrators…from/to classroom teachers…from/to g/t colleagues…in the infrastructure…in the way of professional learningto make collaboration (district/building/classroom)

more effective in your setting?

Personalized Education Plans

Not required by Iowa Code Considered “best practice” Chapter 59

– Suggested components

PEP Purpose

The PEP is intended to empower the student to

excel academically.--Institute for Educational

Advancementhttp://www.educationaladvancement.org/programspages/pipeline.html

Personalized Education Plans

What is a PEP? What should it do? What does it actually do? Who gets a PEP? What information does an effective PEP

include? How individualized should it be? Can a PEP be reasonable (in terms of time it

takes to create and monitor) and effective? How does/can a PEP fold into documentation

for other initiatives (IDM, four year plans, ICC, etc.)

Sharing PEP Format and Thinking

Linda Telleen-Martens– ELP Coordinator & HS ELP Teacher,

Ames Tara Hofer

– Elementary ELP Teacher, Ames Sharing your examples and thinking Samples

– http://www.aea11.k12.ia.us/gifted/PEP– http://www.dpi.state.nc.us/promotionsta

ndards/pep/02samplepep

Systemic Change:

How will you and others need to change thinking?

Who is and isn’t comfortable with the change?

What support do you need to manage the transition?

How will others be supported?

First or second order?

Do stakeholders perceive the change as…

First-order Implications Second-order Implications

an extension of the past? a break with the past?

consistent with prevailing organizational norms?

inconsistent with prevailing organizational norms?

congruent with personal values?

incongruent with personal values?

easily learned using existing knowledge & skills?

requiring new knowledge & skills?

Work Time

For next time– Complete Inservice Design and Staff

Qualifications sections of Self Audit.– Complete or refine/review Identification,

Differentiated Program, and Program Goals sections of written plan.

– Make decisions about PEP use and present to advisory

– Read Chapter 14 in text

Next Session

June 16-17, 2011 Room 18, Heartland AEA