ERIC ED471216: Tempo, 2000.

143 Pages·2000·2.7 MB·English

by  ERIC

DOCUMENT RESUME
ED 471 216
EC 309 321
AUTHOR
Cannon, Michael, Ed.
Tempo, 2000.
TITLE
INSTITUTION
Texas Association for the Gifted and Talented, Austin.
PUB DATE
2000-00-00
NOTE
142p.; Published four times per year. For Volume 19, see ED
437 786.
AVAILABLE FROM
Texas Association for the Gifted and Talented (TAGT), 406
East 11th St., Suite 310, Austin, TX 78701-2617 (available to
TAGT members only). Tel: [phone]; Fax: [phone]; e-
mail: [email protected]; Web site:
http://www.txgifted.org/
.
PUB TYPE
Collected Works
Serials (022)
JOURNAL CIT
Tempo; v20 n1-4 Win-Fall 2000
EDRS PRICE
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DESCRIPTORS
Academic Standards; *Accountability; Computer Uses in
Education; *Curriculum Development; Educational Assessment;
Educational Principles; Educational Technology; Elementary
Secondary Education; *Gifted; *Leadership; Program
Evaluation; *Student Evaluation
ABSTRACT
Each of the four issues of the newsletter of the Texas
Association for the Gifted focuses on a theme: leadership, evaluation and
assessment, curriculum issues, and accountability issues. Issues usually
contain theme-related major articles, columns by the Association's president
and executive director, a column examining related research, answers to
questions, and book reviews. Major articles include: "Leadership and the
Gifted in the 21st Century" (Frances Karnes and Jane Chauvin); "Teaching
Children To Lead" (Mary Seay); "Understanding and Encouraging Leadership
Giftedness" (Dorothy Sisk); "First Steps: Creating a Quality Leadership
Program" (Laura Phillips Mackay); "Gifted Hispanic Girls: Education, Support,
and Encouragement" (Cynthia Shade); "The Rationale and Validation of the
Torrance Test of Creative Thinking" (E. Paul Torrance); "Gifted Program
Evaluation" (Ernesto Bernal); "Parent Assessment of Giftedness: Using
Portfolios" (Bertie Kingore); "Educating with the Harkness Table" (Tyleer C.
Tingley); "Using Testing and Public Information To Make the Case for Gifted
and Talented Students" (Chrys Dougherty); "Appropriate Identification
Criteria: A Self Study" (Bertie Kingore); "Clues from Brain Research for
Challenging Gifted Learners" (Barbara Clark); "Teaching beyond the
Average ". (Robert Schultz and Margaret Price); "Science, Service and the
Gifted Learner" (Mary Nied Phillips); "Future Problem Solving: Improving
Skills" (Kent Hutton); "Gifted Instruction Goes Dot-Com" (Helen Teague);
"Internet Resources" (Helen Teague); "Performance Standards for Gifted
Students" (Evelyn Hiatt and Linda Phemister); "Accountability for Gifted
Students: Burden or Opportunity?" (Tonya Moon and Carolyn Callahan);
"Standards of Learning and Gifted Education: Goodness of Fit" (Joyce
VanTassel-Baska); and "Emerging Giftedness for the LEP Student" (Pamela M
Cooper). (Individual articles contain references.)
(DB)
Reproductions supplied by EDRS are the best that can be made
from the original document.
Tempo
Edited By Michael Cannon
Volume 20, Issues 1-4, Winter-Fall 2000
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1
AVAILABLE
BEST COPY
,
pSSOc1
6
m
O
1111100
Volume XX Issue 1
TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED
Member, National Association for Gifted Children (NAGC)
Leadership and the Gifted
Winter 2000 Issue
in the 21st Century
LEADERSHIP
Leadership and the Gifted
Frances A. Karnes, Ph.D.
in the 21st Century
The University of Southern Mississippi
Frances Karnes & Jane Chauvin
1
Jane C. Chauvin, Ph.D.
Loyola University
From the President
Karen Fitzgerald
Anew century beckons; a new millennium ap-
2
who will fashion the dreams
proaches
Executive Director's Update
the dreams that will become the vision for this new age?
Amanda Batson
3
Who will possess the ability to empower others with this
vision; and who will have the strength to help others turn
Teaching Children to Lead
this new vision into a reality? Would it not make sense
Mary Seay
4
to turn to our most able in our quest for guidance in this
new beginning? The gifted child of today is the hope of
Understanding and Encouraging
tomorrow. From these ranks should come the leaders of
Leadership Giftedness
the 21st century.
Dorothy Sisk
6
RESEARCH FINDINGS
Stodgill (1974) in his Handbook of Leadership con-
First Steps: Creating a Quality
ducted extensive analysis of the available research in the
Leadership Program
area of leadership and came up with a list of characteris-
Laura Phillips Mackay
8
tics that most leaders from all ages seemed to possess.
These characteristics were based on the assumption that
Gifted G-lispanic Girls:
leaders were "born" and not "made." As such, these char-
Education, Support, and Encouragement
acteristics were considered to be inborn, fixed, and had
Cynthia Shade
10
applications across all situations (Karnes & Bean, 1996).
While many of these traits are still highly prized in a leader,
What the Research Says About Leadership
more current research (Bennis & Nance, 1985; Hollander
Susan Johnsen
24
& Offerman, 1999; Yammarino & Bass, 1990) has fo-
cused on "transactional and transformative leadership
Q & A: Answers to Your Questions
theories." In this model the transactional leader is thought
Donna Corley
29
to motivate the followers through contingency rewards
and negative feedback. On the other hand the transfor-
Book Reviews
mative leader models-and-inspires the actions of his fol-
Tracy Weinberg
30
lowers beyond their expectations as together they develop
Michael Cannon
a sense of mission and seek to reward new ways of think-
Call for Articles
(see KARNES and CHAUVIN, page 12)
31
3
REST COPY AVAILABTI IF
Leadership
FROM THE PRESIDENT
On Leadership
Volume XX Issue 1
Winter 2000
PUBLICATIONS EDITOR
Michael Cannon
Karen Fitzgerald
PRESIDENT
Karen Fitzgerald
What an exciting time for us to be alive!
PRESIDENT-ELECT
Krys Goree
With the beginning of the new millen-
nium comes a chance at new beginnings for all of us in our
FIRST VICE-PRESIDENT
Debra Midkiff
personal and professional lives. When we look back over
the last decade we see what great gains we have made in
SECOND VICE-PRESIDENT
Tillie Hickman
the state of Texas in gifted education. And TAGT, our state
THIRD VICE-PRESIDENT
gifted organization, has strongly advocated for appropriate
Raymond F. (Rick) Peters
education of all gifted and talented youngsters across the
SECRETARY/TREASURER
state. In just ten years the Texas Association for the Gifted
James (Jim) Collett
and Talented has grown from 4,000 members to a
IMMEDIATE PAST-PRESIDENT
Colleen Elam
membership approaching 9,000 educators, parents, students,
and community members. Our annual professional
development conference has grown from 2,300 attendees
EXECUTIVE DIRECTOR
ten years ago to an average of 6,000 people over the past
Amanda D. Batson, Ph.D.
five years. Our TAGT budget has grown from less than
ASSOCIATE DIRECTOR
Ann Wink
$300,000 to over $1 million and financial accountability
has been the key component of our association's risk
ADMINISTRATIVE ASSISTANT/PUBLICATIONS COORDINATOR
Beth Tracy
management policy during the past decade.
COORDINATOR OF MEMBERSHIP SERVICES
Because of TAGT's strong advocacy, we have a funded
Joie Borland
state mandate with laws, rules, and a state plan which guide
OPERATIONS MANAGER
us in making good decisions to create top quality gifted
Laurie Walter
and talented programs. TAGT is a stronger organization
ASSOCIATION SECRETARY
Christina Saucedo
today than it has ever been! However, there is still much
exciting work to be done by all of us.
The Texas Association for the Gifted and Talented (TAGT) is a nonprofit organization of
As I begin my year as your president for the year 2000,
parents and professionals promoting appropriate education for gifted and talented students in
the state of Texas.
I accept the responsibility for leading TAGT into the next
TAGT
Tempo
is the official journal of the Texas Association for the Gifted and Talented.
millennium. With a new president and our new Executive
It is published four times a year in January, April, July, and October. The subscription is a
benefit for TAGT members. Annual individual and family dues are $35.
Director, Dr. Amanda Batson, you will see some changes
Tempo
Material appearing in may be reprinted unless otherwise noted. When copying an
at TAGT. Several ideas will be the focus of our discussions
and TAGT as the source. We appreciate copies of publications
article please cite
Tempo
containing Tempo
reprints.
on the Executive Board in the coming months.
TAGT does not sell its membership list to advertisers or other parties. However, membership
names and addresses are made available for approved research requests. If you do not wish
First, our web site will get a new look and will include
your name to be made available for G/T-related research, please write to TAGT at the address
additional helpful information for our members.
below.
Address correspondence concerning the Texas Association for the Gifted and Talented
Second, we will continue to increase communication
(including subscription questions) to
TAGT, 406 East I I th Street, Suite 310, Austin, Texas,
with you this year through numerous publications,
78701-2617.
Call TAGT at 512/ 499-8248, FAX [phone] or by e-mail at [email protected].
Michael Cannon, TACT Editorial
Tempo content to:
Address correspondence concerning
meetings, and electronic means.
Office, 5521 Martin Lane, El Paso, 7X 79903.
Call the editorial office at 915/ 778-3988, FAX
915/ 779-2625 or 915/ 565-3245, or e-mail: [email protected].
Third, we will continue to advocate for accountability
standards for gifted and talented programs at the state
ADDRESS CORRECTION REQUESTED:
Please notify TAGT if you are moving or if
not
your mailing address has changed. TAGT publications are sent via third-class mail and are
level.
forwarded by the Post Office. Also, note the date at the top right of your mailing label. This is
the date your membership in TAGT expires. Be sure to renew your membership. You will not
And fourth, TAGT will continue to work with SBEC
receive TAGT publications or mailings after your membership expiration date.
(State Board of Educator Certification) to promote
teacher certification in the area of gifted and talented
OPINIONS EXPRESSED BY INDIVIDUAL AUTHORS DO NOT
education.
NECESSARILY REPRESENT OFFICIAL POSITIONS OF TAGT.
4
(see FITZGERALD, page 15)
EST COPY
2000
2
AVAILAIBILIE
TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED
TEMPO
WINTER
in
EXECUTIVE DIRECTOR'S UPDATE
The Journey of Leadership
Amanda D. Batson, Ph.D.
Just as my predecessor struggled with
nities, and have emotionally as well as physically safe en-
her first communication, so have I.
vironments in which to lead. Such an environment is invit-
The struggle is not so much what to say but how to initiate
ing and includes adult role models and mentors. The young
the conversation, how to entice you to continue the jour-
gifted leader can take risks, succeed or fail, then try again
ney, how to find my official voice for TAGT .
again.
in search for her or his leadership style. Mentor young gifted
. .
More than ten years ago, I began my service for TAGT as
leaders in your community or school and support the devel-
a volunteer on the Executive Board. I was the Regional
opment of programs for gifted student leaders. Working
Representative from Region III. Eventually I was elected
side by side, leaders can span age, space, and time in ser-
an officer and served as President in 1992. Recognizing
vice to others. Leadership fostered over time becomes a
the need to map out the journey for the association, the
valuable resource to a community, state, and nation.
1992 Executive Board, Executive Director, and I devel-
oped the TAGT strategic plan which included the change
INDIVIDUAL LEADERSHIP
from Regional Representative to Regional Director plus
In your role, whatever that role or roles may be, you are a
other revisions which now are part of the TAGT Bylaws
leader. Whether teacher, principal, coordinator, parent, uni-
To become Executive Director is a rare opportunity. I
versity professor, community member, or student, you are a
am grateful to the Executive Board for extending this op-
leader. Thus as you and those in your world come together,
portunity to me. The rich legacy of my predecessors, Laura
a community of leaders and learners can be established. As
Allard and Connie McLendon, provides a deep foundation
an individual leader, your work is dynamic and changes, as
for the association and a future bright with promise. Ac-
needs change. Your leadership on behalf of gifted and tal-
complishments by the executive boards and Connie
ented students is an important service arena.
McLendon over the last decade have set the stage for new
In 1995, L. Bolman and T. Deal wrote in Leading with
levels of excellence. Running this race for gifted children
Soul (102), "Leading is giving.
The essence of leadership
. .
takes teamwork, persistence, and commitment. To win the
is not giving things or even providing visions. It is offering
race, leadership is required on at least three levels.
oneself and one's spirit." As you offer your_time, energy,
ideas, and spirit to support quality services for gifted stu-
DEVELOPMENTAL LEADERSHIP
dents, you increase the chances that this special population
The leaders of tomorrow are enrolled in the schools of to-
will develop to its potential. I encourage you to search for
day. Students who are gifted in leadership are in develop-
meaningful, positive ways of giving yourself and your spirit
mental modes as are leaders of all ages. However, the young
to gifted education in your community and state. Work with
gifted leader is especially vulnerable and capable. As a
your school principal and teachers to build an exemplary
student who is gifted in leadership, the capability is present.
leadership program for gifted students. Recognize and cel-
The vulnerability exists because of the likelihood that the
ebrate young gifted leaders, their principals, teachers, and
gifted student leader will not have access to appropriate
parents. Offer leadership opportunities to these students
education. Such education would develop his leadership
not only in the school setting but also in the community. As
skills and thus expand his capacity for service.
individual leaders serve in their respective towns, cities,
Unusual capacity of leadership is recognized in the state
school districts, universities, and families, strong ties are
definition of gifted and talented students as (Texas Educa-
formed. These ties can create associations, which impact
tion Code, §29.121). This unusual capacity of leadership,
programs and initiatives for the gifted across the state and
as all areas of potential, must be developed in order to flour-
nation.
ish.
Gifted leaders need opportunities to build relationships
ASSOCIATION LEADERSHIP
and find settings which offer meaningful service opportu-
Volunteers are a bedrock in American life. Such leadership
(see BATSON, page 18)
2000
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TEXAS ASSOCIATION FOR THE GIFTED AND TALENVD
Leadership
Teaching Children to Lead
Mary Seay
"Great necessities call forth great leaders."
sounds as if it could be something that
The Young Scholars Conference and is held the last Saturday
That
in February of each year. The Board of Directors chooses
Abigail Adams might have written about
to hold the conference at the local university campus which
the need for leadership to deal with the problems facing
has a very nice facility for the general sessions, the break-
gifted education today. But, she actually wrote it to Thomas
out sessions and, provides the lunch which the Board
Jefferson (Bennis
1990). About the middle of this century,
,
members devise.
we were hunting for young leaders in science and math to
The logistics of the planning for the conference begin
defuse the Soviet's embarrassing bellwether lead into space.
with the most time consuming job of the conference: the
Today, with an apparent dearth of bright young political
decision of who will be their
leaders, it seems imperative that
keynote speaker. They scour
the education establishment
o6t
newspapers, magazines, listen
work at developing the positive
to TV news and kid news
side of the young people with
most important element in
he
shows, alert relatives in other
budding leadership charact-
the kaleidoscope of power is the
states, and try to find a student
Leadership programs
eristics.
ability to be a catalyst for other
somewhere in the United States
may be as important to the future
people's dreams and hopes.
who has done something that
of our country as the humanities
they think will inspire our group
and math programs which we
of West Texas youngsters.
work so hard at fostering.
Speakers they have found
Two of the things which
include the girl from New Jersey who had sold the most
schools do not teach are an understanding of how to make
Girl Scout cookies in the world, and who had also written a
money work for you and an understanding of the power of
book about selling yourself; a thirteen year-old girl who
leadership. I still don't know how to make money work for
radio and TV disc jockey and news anchor from
was a
me; therefore, pray explore here with me an effort at
Minnesota; a twelve year-old young man who was a pilot,
associating students with the art of leading.
and at nine had circumnavigated the globe, first obtaining
For quite a few years, we have identified a group of
permission to land in Soviet airspace from the Soviet Prime
students who have exhibited leadership characteristics to a
Minister, thus becoming the ONLY private pilot to ever
marked degree and placed them on a Young Scholars Board
of Directors. These students have been selected by a
land in Soviet airspace, a record which will stand, I presume,
forever since there is no longer a Soviet Union or any Soviet
committee of the individual secondary school's counselors,
airspace. He was from California. The Board has also
principal, assistant principal, and members of the present
invited a Russian exchange student; the author, at thirteen,
Board of Directors, often on the recommendation of one of
of a children's book published by the Written and Illustrated
the Young Scholars Board members. The District has four
By Publishers; the winner of the USA Pentathlon who was
junior highs and four high schools. Two of the high schools
a cadet at the Air Force Academy in Colorado; and a fifth
are of an alternative nature, so we draw students primarily
grader from Abilene, Texas, who had written a book about
from six schools. Our Board typically numbers ten to fifteen
video games and had a syndicated newspaper column in
members, of which two students serve as Co-Chairs, two
seventeen newspapers about new video games at that time.
as Vice-Chairs, and two as Business Managers.
Two of the best received speakers the Board ever invited
The chief job of the Board is to develop, organize, and
were a young man from Chicago and a young woman from
execute a conference which is designed to round up young
Tennessee. The eleven year old boy had been one of the
leaders from all grade levels and to provide them with a
speakers at the Million-Man March in Washington a few
forum to talk to each other about subjects which are of
years ago. Some of the Board members saw him on TV
interest to them. This conference is called, not surprisingly,
6
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TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED
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Leadership
and were finally able to negotiate for him to come to the
Somehow, the weirder they are, the more
collections.
conference. The young woman was the Cambodian girl in
interested the students are in them. There was once a hot-
The Girl Who Spelled Freedom. While she herself was a
glued giraffe made of aluminum root beer cans (brown and
yellow) created by a nine-year old.
college student and had been played by an actress, her story
It was not quite life
of the flight of her family from Cambodia still brings us
sized, but it made an impact on the students.
chills. That movie incidentally, can be rented and is worth
Third, we hunt down entertainers. Entertainers are all
sizes and shapes;
the time for your own
students to view. Her
they present plays,
name is Lin Yan .
do karate and gym-
Leadership Characteristics
We will embark
nastic demonstra-
Encourage students to:
very shortly on the
tions, dance, sing,
grow in information
search for this year's
play the piano, and
dream big dreams
Once this
speaker.
various other instru-
set goals in motion to accomplish the dream
effort has come to
ments, and once we
develop action plans
fruition, the next step
even had a yodeler.
for the Board
We have choirs,
acquire as many new skills as possible
is
ensembles, poetry
members to visit each
learn to evaluate their own abilities
campus to advertize
reciters. Along with
value the contributions of others
the next conference.
our local Mariachi
Unfortunately, the
Band from one of the
junior highs, we
Board members have
to be out of school for
always get to enjoy
about two days during this cheerleading phase of their work.
the Ballet Azetca Dancers who range from very tiny to very
They develop speeches and go in pairs to the campuses to
tall, and they perform traditional Mexican dances.
In November we solicit poetry and art from all
talk to groups of students about becoming speakers for our
break-out sessions: not an easy job because we need ninety
secondary English and art teachers. The Board members
to one hundred break-out speakers. This stage is what I
meet in January to decide what art and poetry will go into
think Tom Peters calls "selling it to the sales force." If the
the program. It is a significant honor to have one's art on
the cover of the Young Scholars conference program.
Board Members can excite young children who will become
presenters, the conference will be a real barn burner. This
Student art and poetry is liberally sprinkled throughout the
is the point where elementary leadership arises and where
program.
we look for future Board of Directors members.
By December the Board has to agree on a menu and
napkin and table cloth colors. This sounds easy; they
The conference requires three categories of leaders.
First, we look for presenters who will talk for ten to fifteen
agonize over the decisions. They have to use buffet service,
but they insist on a very nice luncheon menu and all the
minutes about any subject in which they are interested. We
later group these speakers into sessions which are about
trappings of an event which is both serious and fun. The
an hour and fifteen minutes in length, and we group them
Board wears sport coats, ties, and going-to-church dresses,
by grade level (first and second, second and third or third
and as they speak to the students at the campuses, they
and fourth, for example). This means that students who
emphasize the importance of being dressed up for the
are just attending the conference as participants may choose
conference. Some of the Board members go with me to
to go to listen to students in their own grade level or they
negotiate with the university food service representative.
can choose that of their little sister, who is presenting in the
Price is important to them, but so is decorum.
room next door.
In January the Board scouts the community for door
Second, we seek displayers
These are students who
This is great publicity for the conference, and a
prizes.
.
have visual arts to display, science fair exhibits, collections,
terrific opportunity to use their persuasive instincts. They
artifacts, or anything which will lie on the tables or hang
always have forty or fifty door prizes to give away.
on the walls. Some of the exhibits have been impressive.
In February, I have to take them out of classes again
We once we had a display composed of 76 pictures of Elvis
the week before the conference. We write what each Board
Presley and another of 301 dolls. There have also been coins,
member will say or do, because, as they like to remind me,
baseball and football cards, rocks, and other indescribable
"NO adult speaks at this conference." And, indeed they do
page 14)
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TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED
Leadership
Understanding and Encouraging
Leadership Giftedness
Dorothy Sisk
Leadership calls for interpersonal, psycho-
RELATIONSHIPS OF INTELLECTUAL, PERSONALITY AND
social and human relation abilities.
LEADERSHIP CHARACTERISTICS
Gardner's (1983) theory of interpersonal intelligences has
helped to motivate educators to include leadership as a type
As these two lists illustrate, there is tremendous relation-
of giftedness and provide programming to develop leader-
ship between intellectual and personality characteristics. In-
ship. Ramos-Ford & Gardner (1991) define interpersonal
tellectual characteristics, keen sense of justice, and early
intelligence as the ability to understand other individuals,
moral concern, are components of leadership characteris-
their actions, and their motivation and to act productively
tics, (Catton, 1953, Eisenhower 1967, Bennis & Nanus,
on this knowledge.
Leadership was in-
cluded in the defini-
INTERRELATED CHARACTERISTICS OF GIFTED LEARNERS
tion of gifted submit-
ted by the U.S. Com-
PERSONALITY CHARACTERISTICS
INTELLIGENCE CHARACTERISTICS
missioner of Educa-
(Marland,
tion
Exceptional reasoning ability
Passion for learning
1972); however, in
Powers of concentration
Intellectual curiosity
practice most pro-
Analytic thinking
Rapid learning rate
grams for gifted stu-
Divergent thinking/creativity
Facility with abstraction
dents have been lim-
Keen sense of justice
Complex thought processes
ited to general intel-
lectual aptitude or
Vivid imagination
Capacity for reflection
specific aptitudes in
Early moral concerns Intensity
which students have
Insightfulness
Perseverance
been identified with
Need to understand
Acute self awareness
high scores on stan-
Nonconformity
Need for mental stimulation
intelli-
dardized
Questioning of rules/authority
Perfectionism
and/or
gence,
Need for precision/logic
Tendency toward introversion
achievement tests.
Excellent sense of humor
Yet, in spite of this
Sensitivity/empathy
(Silverman, 1993)
limited program of-
fering for the gifted,
many students gifted
in leadership were
identified because they were also high achievers and had
1985). The intellectual characteristic of power of concen-
high ability. When lists of normative characteristics of gifted
tration and the personality characteristic of intensity can be
are matched with lists of leadership characteristics there is
paired with the leadership characteristic, a sense of urgency
considerable overlap and interaction.
Lists of normative
(Manske, 1987). Leaders tend to develop warm person-to-
characteristics have been compiled by numerous research-
person relationships and this characteristic correlates with
ers (e.g., Terman & Oden, 1951, Renzulli, et.al, 1976,
the personality characteristics of sensitivity/empathy, need
Maker, 1982, Gallagher, 1985, Sisk, 1987, Silverman 1993).
for understanding, and insightfulness. Leaders are deci-
Silverman's (1993) list pairs intellegence characteristics of
sive which relates to the intellectual characteristics of ana-
gifted students with personality characteristics.
lytic thinking, complex thought processes, and exceptional
8
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TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED
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Leadership
players and motivating them.
reasoning ability. Decision-making requires leaders to be
rapid learning (intellectual characteristic) with a facility for
abstraction (intellectual characteristic) to handle enormous
Al Neuharth (founder of USA Today) said leaders create a
Leaders have courage and this
vision of the future and in other people to make the vision
amounts of information.
characteristic relates directly to the two personality char-
a reality.
acteristics, nonconformity and questioning of rule author-
Researchers (Stogdill, 1974, Baldwin 1970; Foster,
ity. Leaders insist on excellence which relates to the per-
sonality characteristic of perfectionism. Leaders are intel-
1981, Manske, 1987) agree that outstanding leaders appeal
to the hearts of their followers, not just their minds. Martin
lectually curious and have a passion for learning, since lead-
Luther King, Jr., who led the great crusade for civil rights
ers are a vital part of the change process. One characteris-
from 1955 to 1968, epitomized a leader with great vision
tic that Silverman (1993) lists as a personality characteris-
and the tenacity to move ahead at all costs. Despite being
tic that seldom pairs with leadership is a tendency toward
introversion. Leaders cannot hide in the crowd, because
jailed several times, stabbed, and stoned, King persisted in
his efforts to fulfill his dream of a world of racial equality
they are responsible and accountable for the results of their
and improved living conditions for the poor. Over and over
followers (Bennis & Nanus, 1985). However, even though
again, King repeated, "I have a dream. ." People became
many leaders are extroverts, it is important not to overlook
.
introverted gifted students as potential leaders. With the electrified, screamed, cheered and cried, pushing him to
ascending heights of revelations and discovering. (Bald-
overlap among intellectual, personality, and leadership char-
win, 1970)
acteristics, it is clear why so many academically gifted stu-
dents have potential to be gifted in leadership.
DEBATE ON LEADERSHIP DEVELOPMENT
The debate as to whether leaders are born or made is still
DEFINITION OF LEADERSHIP
not settled (Stogdill, 1974, Baldwin, 1973, Foster, 1981).
Leadership means different things to different people. Af-
ter a comprehensive review of the literature, Sisk and
However, Manske (1987) is emphatic that leaders are made,
not born.
Shallcross (1986) concluded that there were almost as many
definitions of leadership as individuals trying to define the
"The born leader school believes that a leader's style is
determined by his or her genetic inheritance. The oppos-
concept. Representative definitions according to Baldwin
ing viewpoint, to which I subscribe, is that leadership style
(1970) include:
is acquired in the same manner as are sophistication and
President Harry Truman said that a leader is a man who
has the ability to get other people to do what they don't
by study, emulation, and experience!"
graciousness
Research on characteristics of leadership indicate that
want to do and like it!
leaders demonstrate the personal power skills of creative
Field Marshall Montgomery stated that leadership is the
insight, sensitivity, vision, versatility, focus, patience, and
conflict resolution skills (Sisk, 1999). Table I uses a Likert
capacity and the will to rally men and women to a common
purpose and character that implies confidence.
scale (1 low and 10 high) to indicate how these characteris-
tics of leadership can be used as an observational scale to
Vince Lombardi defined leadership as getting inside the
help identify or screen students gifted in leadership.
TABLE 1. SEVEN PERSONAL POWER SKILLS
Creative Insight
4
9 10
2
6 7
3 5
8
1
Sensitivity
4
9
6
2 10
7
5
8
3
1
Vision
4 9
10
6
2
7
5
8
3
1
Versatility
4
9
10
6
2
7
5
8
3
1
Focus
4
9
10
6
2
7
5
8
3
1
Patience
4
9
10
6
2 7
5
8
3
1
Conflict
4
9
10
6
2
7
5
8
3
1
(see SISK, page 19)
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TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED
Leadership
First Steps: Creating a Quality Leadership Program
Laura Phillips Mackay
eadership programs have many similari-
tance of providing special programming for children of high
ties to the latest fad diet. The program
leadership ability in the 1996 Texas State Plan for Gifted
Students. In section 2.1.1 E of this document, a district
may work for a while, but the end results usually do not
which wants to reach an "Exemplary" ranking must offer
last. To avoid this pitfall, determine how we identify lead-
services that "are comprehensive, structured, sequenced,
ers before any program is created. Leaders and the elusive
and appropriately challenging, including options in the four
characteristics of leadership can be traced back to the be-
(4) core academic areas, arts, leadership, and creativity."
ginning of our history. Famous names like Alexander the
Again, in section 3.1E, "Cur-
Great, Hitler, Martin Luther
riculum for the gifted/talented
King, and Joan of Arc, all in-
provides options in intellectual,
spire a different definition of
creative, or artistic areas; lead-
leadership. Present day govern-
roviding for the high ability lead-
ership; and specific academic
ments try to train their leaders
ers of tomorrow is important both
Obviously, providing
fields."
beginning in the classroom.
on a federal and state level, but
for the high ability leaders of to-
This article will examine differ-
morrow is important both on a
defining what characterizes lead-
ent methods used to identify
federal and state level, but de-
ership potential in young gifted
leadership ability and the impli-
fining what characterizes lead-
cations for programming in a
children is a difficult task.
ership potential in young gifted
school setting.
children is a difficult task.
In 1926 Lewis Terman
The 1972 federal defini-
questioned whether gifted stu-
tion legitimized non-academic areas as worthy of federal
dents had leadership capabilities. Through a survey com-
funding, but as Huckaby(1981) noted, it may have caused
paring the attitudes of gifted and non-gifted students, he
a "classic case of horse and cart reversal" (p. 20). He pointed
found that the group of gifted students slightly outperformed
out the fact that since federal funding was now available
the control group in having a preference for being a leader
for leadership programs, many states rushed to create these
of a club or team (Terman, 1926). While this does not mean
new categories and did not research what was worth doing
that all gifted students make great leaders, it does mean
or the impact of their programs on students. Huckaby stated
that schools should look at how they nurture potential lead-
the result is that "We have a multitude of educators and
ership ability. In 1972 the U.S. Office of Education under
grant writers supporting leadership giftedness even though
the leadership of Sidney Mar land, Jr. began to address this
they have little or no empirical support for the programs
area. Leadership ability was included as one of the areas in
they propose" (p. 20). Based on this idea, any program
which children can be identified as high performing and
created for an elementary school needs to first focus on
therefore requiring "differentiated educational programs
pedagogy and research, and not be thrown together hap-
and/or services beyond those normally provided by the regu-
There are several questions that need to be an-
hazardly.
lar school program in order to realize their contribution to
swered including:
self and society."
What is leadership?
The inclusion of leadership in the definition of what it
What are the characteristics of leadership?
is considered gifted and talented changed the way services
How can you identify leaders in an elementary
were to be provided. No longer was it enough to differen-
school?
tiate for general intellectual ability, but now it was also
What programs are already available to provide cur-
important to consider creativity, leadership, and the visual
riculum for young leaders?
and performing arts, when developing curriculum offerings
As Foster (1981) pointed out, "There is a great uncertainty
for high ability children. Texas acknowledged the impor-
10
2000
8
TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED
TEMPO
WINTER