Best Practices in Professional Learning and Teacher Preparation Methods and Strategies for Gifted Professional Development: Vol. 1

Several states offer additional teacher preparation programs by providing either an endorsement or certification in the field, but these are often pursued by teachers specifically enrolled in gifted coursework rather than in general education programs. Practitioners and researchers agree that time and energy should be spent on training teachers in how to address the needs of gifted and talented students, both within the regular classroom and in specialized programs. This three-book series acknowledges this need and provides specific strategies for professional development in a variety of settings using various methods. Drawing on both literature in the field and research-based best practices in professional learning, this series provides the reader with a foundation for designing and implementing effective professional development experiences for educators working with gifted learners. This volume focuses on a variety of techniques and methods in professional development. From reflection practices, to using case studies, to incorporating technology, authors provide specific tools and resources to consider when delivering effective professional development related to this specific population of learners.A service publication of the National Association for Gifted Children (Washington, DC) This designation indicates that this book has been jointly developed with NAGC and that this book passes the highest standards of scholarship, research, and practice.

INTRODUCTION CHAPTER 1: What Works in Professional Learning for Educators of the Gifted: Findings From Research and Legislation. CHAPTER 2: Professional Learning and Classroom Practice in Gifted Education CHAPTER 3: Reflection as an Essential Practice in Professional Learning for Gifted Education Tools of the Trade: Finding the Best Fit for Your Professional Learning Needs CHAPTER 5: Becoming a Milliner of the Mind by Creating Haberdasheries for Professional Learning Moving Toward Differentiated Professional Learning for Teachers Learning to Differentiate for Gifted Students CHAPTER 7: Providing Professional Learning Opportunities Using Case Studies Professional Learning in Gifted Education: Challenges for the Sole Practitioner CHAPTER 9: Using Coteaching as a Model of Professional Learning Implementing New Technologies to Enhance Professional Learning ABOUT THE EDITORS ABOUT THE AUTHORS

The National Association for Gifted Children’s mission is to support those who enhance the growth and development of gifted and talented children through education, advocacy, community building, and research. NAGC aims to help parents and families, K–12 education professionals including support service personnel, and members of the research and higher education community who work to help gifted and talented children as they strive to achieve their personal best and contribute to their communities.Christine L. Weber, Ph.D., is a professor of Childhood Education, Literacy, and TESOL at the University of North Florida, in Jacksonville. She instructs teachers in strategies for conceptual teaching and learning, assessment tools, and meeting the needs of gifted learners. She has been a member of the Editorial Review Board for Gifted Child Today since 1998. Under her leadership, the Florida's Frameworks for K-12 Gifted Learners was developed in 2007 and disseminated to all school districts in the state. Dr. Weber has published numerous articles and presented at state, national, and international conferences. She currently serves as the Representative Assembly for CEC-TAG and Chair-elect for the NAGC Professional Development Network. She previously served as Cochair of Awards for the NAGC Research & Evaluation Network.