Transcript Gifted and Talented Academy

Gifted and Talented Academy
Session 4
April 3, 2012
HAEAnet
education
http://aea11gt.pbworks.com
GT Academy II
Dates for 2012-13
TBD
Focus: Curriculum and Instruction
2 credits – programming strand
Agenda
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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!
 Table group
– 3 program improvements as a result of
our Academy experience
– 2 things we still need to improve
– 1 “crown jewel of our program
 Share with 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 Management:
K-12 Written G/T Plan
Parent/Community Support
Use of Time/Calendars/Scheduling
Staffing Patterns
Program Effectiveness:
Program Evaluation/Audit
PEP Goal Attainment
Measuring/Reporting Student Growth
Foundation:
Mission/Philosophy/Beliefs
Conceptions/Definitions of Giftedness
Iowa Code
Gifted Program Standards and Goals
Domains of Giftedness
Programming & Services
Responsive Services
Individual Planning/PEPs
Curriculum
Programming Options
System Support
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.
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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
Mission & Planning
Collaboration
Professional
Development
Curricular & Instructional
Integration
1
2
3
4
5
Team Activity
 Download Self-Assessment from Wiki
– http://aea11gt.pbworks.com/GT-AcademyYear-1#
 Complete as a team
 Save with district name in title
 Email to me or upload to Google docs
and share with me at
[email protected]
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) NO T MET BY SYSTEM
(general educa tion program)
 purs uing pa ssions
GT REME
D IATESTHE SYSTEM
BY:
 offering independent stu dy
 grouping by int erest
 studen t-driven curric ulum
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 five 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?
Speaking the Same Language
Collaboration
A style for interaction between co-equal
parties voluntarily engaged in shared
decision making as they work toward a
common goal.
- Marilyn Friend
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
TAG
SpEd
GenEd
GenEd
Fine
Arts
Look Familiar?
Gifted Student
Counselor
Specials
Teacher
Special Ed.
Teacher
ESL Teacher
Classroom
Teacher
Community Member
Teacher of Gifted
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 learning
to 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 Advancement
Personalized Education Plans
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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,
Sharing PEP Format and
Thinking
 Linda Telleen-Martens
– ELP Coordinator & HS ELP Teacher,
Ames
 Dr. Tom Walsh
– Middle School ELP Teacher, Ames
 Sharing your examples and thinking
 Samples
– http://www.aea11.k12.ia.us/gifted/PEP
– http://www.dpi.state.nc.us/promotionstand
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…
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?
First-order Implications
Second-order Implications
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 Chapters 14 & 18 in text
Next Session
 June 14-15, 2012
 Heartland AEA Ames Office