ERIC EJ835839: Creating School Programs for Gifted Students at the High School Level: An Administrator's Perspective

2009·0.37 MB·English

by  ERIC

Creating
School Programs

Gifted Students
for
High School Level:
at the
An Administrator’s Perspective
by Timothy Gilson
After almost 20 years in public education, I often endless data! The second area dealt with the inevitable
think about having the fortunate opportunity to work task of working with teachers to provide them with
with the most talented students. Did I adequately serve the most effective types of professional development,
their needs, both as a teacher and as their principal? the type that can support their need for ideas and
Were they challenged? The growth of gifted and tal- methodologies to best work with their most capable
ented programs in our schools has certainly helped students. Not only can unchallenged students become
bridge the answers to these questions but, honestly, bored and apathetic (even those who are gifted), but
is it enough? As an administrator, I struggled with they also can lose their willingness to challenge them-
four key concepts of challenging my most capable stu- selves to do better things. The third area dealt with
dents. The first area dealt with the proper identifica- the effective college planning and support needed
tion of students into any type of gifted and talented when working with some of my finest students and
(GT) program. Many studies exist to shed light on the their parents. Although I was always fortunate to have
most effective and equitable way to identify students. very willing and knowledgeable guidance counselors,
Unfortunately, not all parents would agree with that I had to remember that they dealt with the chronic
36 spring 2009 • vol 32, no 2
Creating Gifted Programs at the High School Level
and often repeated social issues that The identification procedures typi- equally high intelligence, i.e. ‘gifted’”
plague American high schools. Thus, cally utilized in educational settings (para. 1). Although this fact sometimes
their time was very limited. Couple include grades, teacher nomination, can cause difficulty in objective identi-
that with a recommended student- achievement test scores, intelligence fication, the focus must remain on the
to-counselor ratio of 350 to 1 (Iowa tests, parental nomination, and self- individual student.
Department of Education, 2008), and or peer nomination. These procedures
the building principal often becomes usually are rank scored by a selection Professional
the adult whom students seek out for committee, administrator, or GT coor- Development
dinator. The scores then are combined
assistance. The final area I struggled
with a variety of assessment strate-
with was gauging the overall effective-
Once proper identification, based
gies that are much more objective in
ness of the program I was expected to
on multiple measures, is obtained,
nature. These combined scores provide
facilitate. The success of any program
administrators must effectively and
the information necessary to nominate
can only be ascertained by providing a
professionally work with classroom
gifted children for inclusion in the
series of quality assessments and evalu-
teachers to design and implement
school’s GT program (Finn, 2001).
ation procedures designed to provide
teaching strategies that facilitate con-
Principals need to understand basic
the feedback necessary. As students
tinuous growth for the most talented
tenets of gifted student identifica-
begin to compete to an even greater
students. The challenge to classroom
tion because whether or not they are
degree with their counterparts across
teachers is to design a learning envi-
directly responsible, it often is assumed
the ocean, today’s administrators must
that they are. I found myself explain- ronment where students can fully
find ways to adequately and effectively
ing to parents that although their son develop their abilities and interests
answer these questions so that the
or daughter did not qualify for the without losing their sense of member-
brightest and most capable students school’s GT program, it certainly did ship as part of the class (Parke, 2000).
are challenged to their fullest potential. not mean that their child was not intel- In order to best accommodate the
Can educators afford not to? lectually gifted. Further complicating needs of the most able students, educa-
the identification process is the issue of tors must understand the characteris-
Identification of sibling comparisons that both educa- tics that define those students. Gifted
Gifted Students tors and parents often make. As noted and talented students potentially dif-
by Finn (2001), when “one child in a fer from their classmates on three key
family is gifted then it is more likely issues: (1) the pace at which they learn;
The identification of the most capa-
than not that all family members, (2) the depth of their understanding;
ble students always has been a chal-
including the child’s parents, are of and (3) the interests that they hold
lenge for school leaders. Although
most states mandate that districts use
multiple measures to identify students As students begin
qualifying for gifted and talented pro-
to compete to an even
gramming, the issue often becomes
that of defining and interpreting greater degree with their
those “multiple measures.” To further
counterparts across the ocean,
complicate the issue, the trend toward
uniform identification procedures
today’s administrators
certainly has evolved over time. Very
few educators continue to adhere to a must find ways to adequately and
straight IQ or purely academic defini-
effectively answer these questions
tion of giftedness. Identification pro-
cedures must allow at least minimal
so that the brightest and most
forms of subjectivity so that the pro-
grams are not limited to abilities that capable students are challenged to their
can be measured only by objective tests
fullest potential.
(Renzulli & Dai, n.d.).
gifted child today 37
Creating Gifted Programs at the High School Level
(Maker, 1982). Based on that knowl- certified high school teachers (those educational level and intelligence.
edge, educators must strive to create with master’s degrees) to teach college- The idea of differentiating curriculum
flexible pacing strategies within their credit courses that have been developed and instruction for gifted students is
curriculum. These pacing strategies by the institution of higher education. certainly not new to educational lead-
might include compacted courses, Thus, upon completion of a semester, ers. However, the steps to accomplish
advanced-level course selection, early students in contracted classes have this teaching approach often are taken
entrance, credit by examination, tele- earned both high school credits toward arbitrarily and with little uniformity or
scoping, and dual enrollment (ERIC graduation and college credits that can research support. Differentiated cur-
Clearinghouse on Handicapped and be used to “jumpstart” their postsec- riculum is not piling on more work for
Gifted Children, 1989; National ondary education. These students can the most able students (Hess, 1999). A
Association for Gifted Children then bypass introductory-level classes critical piece of this belief is to under-
[NAGC], 2004). in college, and save both time and stand that as students master a particu-
Compacted courses imply that two money. Their opportunities to obtain lar unit, they need to be provided with
or more individual semester-long classes life directions also are greatly increased. more advanced learning activities, not
are combined into an abbreviated time This is a tremendous opportunity for more of the same activity. They need
period. In this strategy, students who parents and students, as well as a much
to be challenged and encouraged in
demonstrate previous mastery spend less more financially responsible decision by
their need for a deeper understanding
time with the regular curriculum and school districts than the typical postsec-
and expansion of ideas (Partnership
more time with extension and enrich- ondary enrollment option requirement
for Learning, n.d.). Teachers must
ment opportunities (Winebrenner & placed on districts. The final example
establish a climate where students
Berger, 1994). Advanced-level course of flexible pacing is credit by examina-
question, exercise independence, and
selection is facilitated merely as the tion. In this strategy, students enter an
use their creativity in order to expand
name implies. Students are enrolled in advanced-level course or receive credit
their learning potential (Berger, 1991).
courses normally taught at higher grade upon satisfactory completion of an
Teachers also must strive to create
levels. The strategy of early entrance is exam tailored to assess their knowl-
assignments that call for original work,
yet another approach used to foster a edge in the entry-level coursework. An
self-initiated projects, and experimen-
more challenging environment for the example that falls into this category is
tation (Torrance & Goff, 1990). It is
most talented students. Here, students Advanced Placement (AP) options; a
the role of the administrator to work
enter elementary school, middle school, curriculum initiative that by 2005 had
with teachers to observe, coach, and
high school, or college earlier than the grown to include more than 1.2 mil-
improve their teaching. However,
age usually prescribed. Regardless of the lion students (Marklein, 2006). By
this type of professional development
age of the individual, the effort is such 2006, 2.3 million AP tests were given,
is only one method used to improve
that the students are taking classes at which accounted for a 200% increase
instruction. Administrators also must
more than one level of education (e.g., since 1995. Not only have these tests
work diligently to seek out various
middle school students also take a increased in sheer numbers, but there is
workshops within the school district,
freshmen science course). Telescoping solid data to support the benefits they
course offerings at neighboring colleges
curriculum is a type of compacting typi- can have on students’ postsecondary
or universities, and professional meet-
cally designed for mathematics accelera- success. In the largest study ever of the
ings or conferences. Although all of
tion, due in large part because of the impact of AP courses on college suc-
these approaches to differentiation are
logical approach of the instruction. The cess, researchers found strong evidence
additional work that keep a teacher’s
entrance into college earlier than what of benefits to students who participate
life routine; nonetheless, they should
is typical often is referred to as dual in both AP courses and exams in terms
be expected endeavors in which all
enrollment, where students actually are of higher GPAs, credit hours earned,
quality educators take part.
obtaining credits from both institutions. and 4-year graduation rates (Mathews,
Sometimes referred to as contracted 2007).
College Planning
classes, this type of dual enrollment Although teachers must under-
requires that institutions of higher edu- stand the benefits of flexible-pacing
cation collaboratively work with school strategies, the concept of differenti- The third struggle principals
districts to form 28E agreements. These ated instruction is highly success- encounter when working with their
“sharing” agreements allow properly ful for working with students of any most gifted students is effective college
38 spring 2009 • vol 32, no 2
Creating Gifted Programs at the High School Level
planning. The building-level admin- and appropriateness of the programs Hess, M. A. (1999). Although some voice
istrator must work collaboratively and services must be assessed, and doubts, advocates say differentiated
with the school counselor to provide the data made public to the program instruction can raise the bar for all learn-
ers. Retrieved from http://www.weac.
an environment where students have decision makers. Attention in the eval-
org/kids/1998-99/march99/differ.htm
a solid knowledge base and develop- uation must be paid to multiple indi-
Iowa Department of Education. (2008,
mental program to help guide their cators, including mastery of content,
February). Iowa school counseling frame-
decision making. This collaboration demonstration of higher level think-
work. Retrieved from http://www.iowa.
must include the awareness that many ing skills, achievement in the specific
gov/educate/content/view/716/720
gifted students have a wide variety of program area(s), and affective growth. Maker, C. J. (1982). Curriculum devel-
interests. By focusing too early on These data must be obtained from opment for the gifted. Rockville, MD:
one academic area, they may miss valid and reliable instruments, proce- Aspen Systems Corporation.
opportunities in other areas of their dures, and information sources. Marklein, M. (2006, March 20).
talent. A developmental program Advanced Placement: A detour for col-
must certainly involve cohesive work Conclusion lege fast track? USA Today. Retrieved
from http://www.usatoday.com/news/
with middle school counselors that
education/2006-03-20-ap-main_x.htm
broadens their students’ knowledge The concept of advancing the intel-
Mathews, J. (2007, January 29). Studies
in self-awareness, career awareness, lectual capacity of my brightest stu- find benefits to Advanced Placement
study skills, and time management. dents often was a daunting process. courses. Washington Post. Retrieved
Following this work into high school, From the often subjective process from http://www.washingtonpost.com/
administrators must empower their of identification, to the professional wp-dyn/content/article/2007/01/28/
staff to help 9th- and 10th-grade stu- development activities required of AR2007012801238.html
dents identify goals. Subsequently, by teachers, to the expectation of effec- National Association for Gifted Children.
10th grade, students become more tive college and career planning, and (2004). Position statement: Acceleration.
Washington, DC: Author.
aware of how their academic subjects, finally to the overall assessment of the
Parke, B. N. (2000). Challenging gifted stu-
values, and goals relate to careers. In program itself, I typically found myself
dents in the regular classroom. Retrieved
the final 2 years of high school, stu- in arenas where my comfort level was
from http://www.kidsource.com/
dents must be presented with oppor- certainly stretched. However, as the kidsource/content/challenging_gifted_
tunities for mentor relationships, expectation of educators continues to kids.html
internships, and other forms of job expand, the academic potential of the Partnership for Learning (n.d.). Dif-
shadowing. Although these types of brightest students must effectively and ferentiated instruction. Retrieved
activities become even more difficult consistently be challenged. GCT May 29, 2008, from http://www.
to justify in an environment of high- partnershipforlearning.org/category.
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core requirements, to do nothing in Renzulli, J. S., & Dai, D. Y. (n.d.). Gifted
and talented education: The nature and
this arena is to do students an injustice
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to their future.
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Document Reproduction Service No. stateuniversity.com/pages/2009/
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any GT program is assessing the suc- ERIC Clearinghouse on Handicapped and Torrance, E. P., & Goff, K. (1990). Foster-
Gifted Children. (1989). Meeting the ing academic creativity in gifted students.
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needs of able learners through flexible pac- Retrieved from http://www.kidsource.
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ing (Digest #464). Reston, VA: Author. com/kidsource/content/academic_
or not the program is meeting the goals
(ERIC Document Reproduction Ser- creativity.html
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this question, the evaluation process
Finn, K. (2001). Gifted identification Providing curriculum alternatives to
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continued on page ??
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gifted child today 39