Rationale Memo for Gifted, Creative, and Talented Education Graduate Certificate … · 2012-08-31 · C. Completion Requirements A. Items which are specified by the Graduate School

Rationale Memo for Gifted, Creative, and Talented Education Graduate Certificate Proposal TO: The Educational Studies Department Faculty FROM: The Gifted, Creative, and Talented program faculty DATE: March 8, 2012

Recommendation: The Gifted, Creative, and Talented program faculty request approval of a Graduate Certificate using existing coursework.

Description: The proposed certificate provides global Pre K – 12 teachers with the professional training needed to meet the needs of gifted, creative, and talented learners in their local context. Students will earn 12 graduate credits by completing 4 courses that are currently being taught. The coursework that leads to the certificate ensures the development of appropriate skills among those who will lead and/or teach in programs for gifted, creative, and talented students and among all classroom teachers who want to provide gifted learners with appropriately challenging educational experiences. Students completing the program will develop an understanding of the cognitive, affective, and social characteristics of gifted, creative, and talented learners in different talent domains. They will be able to differentiate curriculum and instruction; develop programs for gifted, creative, and talented youth; enhance thinking skills; and facilitate the social and affective development of high ability students. The Purdue certificate program is performance-based. Students who successfully complete the program will demonstrate proficiency on professional standards for gifted, creative, and talented education. Rationale: United States teachers and administrators as well as international educators who have interest in, and commitment to, serving gifted, creative, and talented students currently enroll in the coursework. The certificate will authenticate their work and allow them to provide documentation to employers and others that they have completed a program that aligns with national NAGC/CEC standards.

Background: The 4 course series has been established for licensed Indiana teachers to satisfy the requirements for the High Ability License addition. The courses are aligned to the national gifted education standards.

Target Audience: The certificate program is intended to serve individuals who hold bachelor’s degrees and who wish to gain expertise in educating gifted, creative, and talented youth. The audiences include United States teachers and administrators as well as international educators who have interest in, and commitment to, serving gifted, creative, and talented students. Students who are in a post-baccalaureate or graduate degree program are eligible to earn the Gifted, Creative, and Talented Education Certificate. Need: International and out of state students enrolled in the coursework currently have no means of having their efforts recognized. A graduate certificate in Gifted, Creative, and Talented studies would allow them to document their proficiency on professional standards.

Resources: No additional resources will be required.

Expected Learning Outcomes: Coursework is aligned with the National Association of Gifted Children/Council for Exceptional Children professional standards (See Appendix B).

Uniqueness: This proposal does not duplicate any other program on campus.

Impact on Other Departments: There will be no impact on other departments.

Supporting Documentation:

Appendix A – Proposal for new certificate program in Gifted, Creative, and Talented Education

Appendix B – NAGC-CEC Standards alignment by course

Appendix C – Syllabi for EDPS 54000, 54200, 54500, and 69500

Appendix A

Proposal for New Certificate Program Gifted, Creative, and Talented Education

Graduate Certificate Title: Gifted, Creative, and Talented Education Name of Department and College/School Offering the Graduate Certificate: Educational Studies Department College of Education Campus: West Lafayette Approvals: _______________________________________________ ________________ Signature of Department Head Date Ala Samarapungavan Educational Studies Department ________________________________________________ ________________ Signature of Associate Dean Date James D. Lehman, Graduate Education College of Education _________________________________________________ ________________ Signature of Academic Dean Date Maryann Santos de Barona

College of Education

New Certificate Program

Gifted, Creative, and Talented Education

A. General Information

A. Title of proposed certificate programs. Gifted, Creative, and Talented Education

B. A statement describing the purpose of the program, including the need for it, the target audience, the number of students expected to participate in the program, and the relation to relevant existing certificate programs, if any. This statement should also indicate what fraction of the students who are expected to participate in the program will also be concurrently working toward a graduate degree at Purdue.

Overview: The proposed certificate provides global Pre K – 12 teachers with the professional

training needed to meet the needs of gifted, creative, and talented learners in their local context.

The coursework that leads to the certificate ensures the development of appropriate skills

among those who will lead and/or teach in programs for gifted, creative, and talented students

and among all classroom teachers who want to provide gifted learners with appropriately

challenging educational experiences. Students completing the program will develop an

understanding of the cognitive, affective, and social characteristics of gifted, creative, and

talented learners in different talent domains. They will be able to differentiate curriculum and

instruction, develop programs for gifted, creative, and talented youth, enhance thinking skills,

and facilitate the social and affective development of high ability students. The Purdue

certificate program is performance-based. Students who successfully complete the program will

demonstrate proficiency on professional standards for gifted, creative, and talented education.

Target audience: The certificate program is intended to serve individuals who hold bachelor’s

degrees and who wish to gain expertise in educating gifted, creative, and talented learners. The

audiences include United States teachers and administrators as well as international educators

who have interest in, and commitment to, serving gifted students. Students who are in a post-

baccalaureate or graduate degree program are eligible to earn the Gifted, Creative, and Talented

Education Certificate.

C. Proposed date of initiation of the certificate program: Spring 2013

D. Whether certificate is graduate or post baccalaureate: Graduate

B. Admissions Requirements

A. Items which are specified by the Graduate School

1. Bachelor’s degree from an accredited institution. 2. Minimum undergraduate GPA of 3.0/4.0 with the possibility of conditional admission for

applicants who do not meet this requirement. 3. Minimum TOEFL score of 550 or higher on the paper-based test, 213 or higher on the

computer-based test, or 77 or higher on the Internet-based test (iBT) for applicants whose native language is not English, with the possibility of allowing exceptions, including substitution of alternate criteria. Applicants who take the TOEFL iBT must achieve the following minimum test scores, in addition to the overall required score of at least 77: reading, 19; listening, 14; speaking, 18, and writing, 18. Applicants taking the International English Language Testing System (IELTS) must score at least 6.5 on the Academic Module.

B. Items which are left to the discretion of the graduate program responsible for the certificate, but

which must be specified in the proposal for the certificate program

1. Students who are currently admitted to a post-baccalaureate or graduate degree program are eligible to earn a certificate.

2. Undergraduate education majors of junior or senior standing may enroll in certificate

courses and either apply the credits to their undergraduate degree or reserve them as

graduate credit.

C. Completion Requirements


1. The certificate requires 12 credit hours, taken for a letter grade.

2. No more than 12 credit hours earned in nondegree status, including credit hours earned

toward completion of a single certificate or more than one certificate may be applied toward

a graduate degree.

B. Items which are left to the discretion of the graduate program responsible for the certificate, but which must be specified in the proposal for the certificate program

1. Total number of credit hours required: 12 2. Total number of credit hours that must be taken for a letter grade: 12 3. Specific course requirements, including any not-for-credit courses (all are 3 credit courses):

a. EDPS 54000 - Gifted, Creative, and Talented Children Introduction to intellectual, social, and

emotional characteristics of gifted youth. Philosophy of gifted education. Multi-talent concept of

giftedness: intellectual, academic, creative, artistic, and leadership. Criteria for selecting

instructional materials and methods. Designing learning experiences for the gifted.

b. EDPS 54200 - Curriculum & Program Development in Gifted Education - prerequisites - EDPS

54000

Introduction to curricular materials, curriculum development, and programs for gifted,

creative, and talented students. Serves needs of teachers and administrators who are

developing programs. Also covers administration and evaluation of programs and methods

of orientation and in-service training of teachers.

c. EDPS 54500 - Social and Affective Development of Gifted Students

Study of the affective and psychosocial development of gifted students. Emphasis on

developmental influences on academic performance. Introduction to appropriate

educational and counseling interventions for gifted students.

d. EDPS 69500 - Practicum in Gifted Education – prerequisites - EDPS 540, 542, 545

A special course in selected areas of education, designed to provide practical field experience

under professional supervision in selected situations related to the candidate's area of

specialization. This course provides a venue for teachers to apply what has been learned in

previous gifted, creative, and talented coursework. Through a variety of structured, self-

directed activities participants will set goals for professional growth, evaluate their progress

toward those goals, and continuously improve their ability to work with the gifted, creative,

and talented students entrusted to them.

Suggested Progression of Coursework

Course Prerequisite(s)

EDPS 54000 – Gifted, Creative, and Talented Children

EDPS 54500 – Social and Affective Development of Gifted

Students

EDPS 54200 – Curriculum and Program Development in

Gifted Education

EDPS 54000

EDPS 69500 – Practicum in Gifted Education EDPS 54000, EDPS 54200,

and EDPS 54500

4. GPA requirements

a. Minimum overall GPA for courses that are to be used to fulfill certificate requirements.

Only courses taken for a letter grade may be included in this computation: GPA of

3.0/4.0

b. Minimum grade for any course to be applied toward the certificate: B

5. Maximum number of credits that may be transferred from another institution: 3

6. Maximum number of credits from undergraduate-level courses that may be used toward the

certificate: 0

7. Maximum time allowed for completion of the certificate: Five years

8. Whether or not courses may be applied for credit toward more than one certificate: No

The Graduate School considers a certificate to signify competence in a particular area of

study and recognizes that such areas may overlap. On the other hand, there may be some

courses for which it would not be appropriate to allow credit toward more than one

certificate. Such restrictions, if any, should be stated.

These credits may be applied to a Master’s of Science degree in Educational Studies.

9. Number of credit hours taken prior to admission to the certificate program that may be counted

toward completion of the certificate: 6

D. Administration


1. Admission process – The admission process will parallel that for degree-seeking students at

the graduate level.

2. To facilitate tracking of students who are enrolled in certificate programs, the Office of the

Registrar will establish a special admission status for such individuals.

3. When a student completes requirements for a certificate, the graduate program responsible

for that certificate and will notify the Graduate School. The Graduate School will then notify

the Office of the Registrar.

4. Transcripting

a. Will be consistent for all graduate certificate programs throughout the Purdue system.

b. Each certificate earned will be posted separately upon completion of the requirements.

c. Graduate certificates will be recorded in the following manner:

GRADUATE CERTIFICATE

FIELD OF STUDY: department name (Department of Educational Studies)

SPECIALIZATION: certificate name (Gifted, Creative, and Talented Education)

d. Credits earned toward a certificate will be included in the computation of the overall GPA

posted on the transcript.

5. The certificate, itself, will be printed by the Office of the Registrar. All certificates under the

purview of the Graduate School that are awarded by Purdue University will share a common

format and style.

6. The certificate will be awarded jointly by the appropriate academic unit and the Graduate

School. It will bear the signature of the head of the academic unit and the dean of the

Graduate School.

7. Certificates will be awarded at the normal times when degrees are awarded.

8. The academic unit (College of Education) offering the certificate must submit an annual

report to the Graduate Council containing the following information:

a. The number of students currently admitted to the certificate program.

b. For each admitted student: date admitted, whether or not the student is also

currently admitted to a degree program at Purdue, and if so, to which degree the

number of credits completed toward fulfillment of certificate requirements apply.

c. The number of certificates awarded annually.

The Office of the Registrar will assist in generating this information.

B. Items which are left to the discretion of the graduate program responsible for the certificate, but

which must be specified in the proposal for the certificate program

1. Process for certifying completion of requirements. This audit process will be the full responsibility of the academic unit awarding the certificate. (See Item IV.A.3 above for communications requirements.) The Office of Graduate Studies in the College of

Education will complete the audit after students have successfully completed all 12 credits.

2. Dissemination of the certificate i.e., Where does it go from the Office of the Registrar? The certificate should go to the Office of Graduate Studies in the College of Education.

Appendix B

Alignment by Course Objectives 540 542 545 695

Standard 1 – Foundations

K1 Historical foundations of gifted and talented education including points of view and contributions

of individuals from diverse backgrounds.

K2 Key philosophies, theories, models, and research supporting gifted and talented education.

K3 Local, state/provincial and federal laws and policies related to gifted and talented education.

K4 Issues in conceptions, definitions, and identification of gifts and talents, including those of

individuals from diverse backgrounds.

K5 Impact of the dominant culture’s role in shaping schools and the differences in values, languages,

and customs between school and home.

K6 Societal, cultural, and economic factors, including anti-intellectualism and equity vs. excellence,

enhancing or inhibiting the development of gifts and talents.

K7 Key issues and trends, including diversity and inclusion, connecting general, special, and gifted

and talented education.

Standard 2 – Development and Characteristics of Learners

K1 Cognitive and affective characteristics of individuals with gifts and talents, including those from

diverse backgrounds, in intellectual, academic, creative, leadership, and artistic domains.

K2 Characteristics and effects of culture and environment on the development of individuals with

gifts and talents.

K3 Role of families and communities in supporting the development of individuals with gifts and

talents.

K4 Advanced developmental milestones of individuals with gifts and talents from early childhood

through adolescence.

K5 Similarities and differences within the group of individuals with gifts and talents as compared to

the general population.

Standard 3 – Individual Learning Differences

K1 Influences of diversity factors on individuals with exceptional learning needs.

K2 Academic and affective characteristics and learning needs of individuals with gifts, talents, and

disabilities.

K3 Idiosyncratic learning patterns of individuals with gifts and talents, including those from diverse

backgrounds.

K4 Influences of different beliefs, traditions, and values across and within diverse groups on

relationships among individuals with gifts and talents, their families, schools, and communities.

S1 Integrate perspectives of diverse groups into planning instruction for individuals with gifts and

talents.

Standard 4 – Instructional Strategies

K1 School and community resources, including content specialists, which support differentiation.

K2 Curricular, instructional, and management strategies effective for individuals with exceptional

learning needs.

S1 Apply pedagogical content knowledge to instructing learners with gifts and talents.

S2 Apply higher-level thinking and metacognitive models to content areas to meet the needs of

individuals with gifts and talents.

S3 Provide opportunities for individuals with gifts and talents to explore, develop, or research their

areas of interest or talent.

S4 Pre-assess the learning needs of individuals with gifts and talents in various domains and adjust

instruction based on continual assessment.

S5 Pace delivery of curriculum and instruction consistent with needs of individuals with gifts and

talents.

S6 Engage individuals with gifts and talents from all backgrounds in challenging, multicultural

curricula.

S7 Use information and/or assistive technologies to meet the meet the needs of individuals with

exceptional needs.

Standard 5 – Learning Environments and Social Interactions

K1 Ways in which groups are stereotyped and experience historical and current discrimination and

implications for gifted and talented education.

K2 Influence of social and emotional development on interpersonal relationships and learning of


S1 Design learning opportunities for individuals with gifts and talents that promote self-awareness,

positive peer relationships, intercultural experiences, and leadership.

S2 Create learning environments for individuals with gifted and talents that promote self-awareness,

self-efficacy, leadership, and lifelong learning.

S3

Create safe learning environments for individuals with gifts and talents that encourage active

participation in individual and group activities to enhance independence, interdependence, and

positive peer relationships.

S4 Create learning environments and intercultural experiences that allow individuals with gifts and

talents to appreciate their own and others’ language and cultural heritage.

S5 Develop social interaction and coping skills in individuals with gifts and talents to address

personal and social issues, including discrimination and stereotyping.

Standard 6 – Language and Communication

K1 Forms and methods of communication essential to the education of individuals with gifts and

talents, including those from diverse backgrounds.

K2 Impact of diversity on communication.

K3 Implications of culture, behavior, and language on the development of individuals with gifts and

talents.

S1 Access resources and develop strategies to enhance communication skills for individuals with

gifts and talents including those with advanced communication and/or English language learners.

S2 Use advanced oral and written communication tools, including assistive technologies, to enhance

the learning experiences of individuals with exceptional learning needs.

Standard 7 – Instructional Planning

K1 Theories and research models that form the basis of curriculum development and instructional

practice for individuals with gifts and talents.

K2 Features that distinguish differentiated curriculum from general curricula for individuals with

exceptional learning needs.

K3 Curriculum emphases for individuals with gifts and talents within cognitive, affective, aesthetic,

social, and linguistic domains.

S1 Align differentiated instructional plans with local, state/provincial, and national curricular

standards.

S2 Design differentiated learning plans for individuals with gifts and talents, including individuals

from diverse backgrounds.

S3 Develop scope and sequence plans for individuals with gifts and talents.

S4 Select curriculum resources, strategies, and product options that respond to cultural, linguistic, and

intellectual differences among individuals with gifts and talents.

S5 Select and adapt a variety of differentiated curricula that incorporate advanced, conceptually

challenging, in-depth, distinctive, and complex content.

S6 Integrate academic and career guidance experiences into the learning plan for individuals with

gifts and talents.

Standard 8 - Assessment

K1 Processes and procedures for the identification of individuals with gifts and talents.

K2 Uses, limitations, and interpretation of multiple assessments in different domains for identifying

individuals with exceptional learning needs, including those from diverse backgrounds.

K3 Uses and limitations of assessments documenting academic growth of individuals with gifts and

talents.

S1 Use non-biased and equitable approaches for identifying individuals with gifts and talents,

including those from diverse backgrounds.

S2 Use technically adequate qualitative and quantitative assessments for identifying and placing


S3 Develop differentiated curriculum-based assessments for use in instructional planning and

delivery for individuals with gifts and talents.

S4 Use alternative assessments and technologies to evaluate learning of individuals with gifts and

talents.

Appendix C

Syllabi for EDPS 54000, 54200, 54500, and 69500

Purdue University EDPS 54000: Gifted, Creative, and Talented Children

Fall 2011 COURSE DESCRIPTION This course is an introduction to the intellectual, social, and emotional characteristics of gifted youth. The philosophy of gifted education as well as the history and theories of giftedness will be explored. The framework encompasses a multi-talent concept of giftedness: intellectual, academic, creative, artistic, and leadership. TEXT Education of the Gifted and Talented, Gary Davis and Sylvia Rimm, Allyn & Bacon, Inc., Sixth

Edition/2010, ISBN-10: 0135056071 | ISBN-13: 9780135056073 Articles available on Blackboard Vista:

http://www.itap.purdue.edu/tlt/blackboard/open.cfm NAGC-CEC STANDARDS Eight of the ten standard areas are addressed in this course. The main emphases of the course are on the following standards: 1 (foundations), 2 (development and characteristics), 3 (individual learning differences), and 8 (assessment). The specific standards addressed in the course are listed in Appendix A. GRADING SCALE:

100 = A + 90 – 89 = B+ 80 – 79 = C+ 99 – 94 = A 88 – 84 = B 78 – 74 = C 91 – 93 = A- 81 - 83 = B- 71 - 73 = C- Below 70 = failing

ASSIGNMENTS

Virtually Speaking… (20 points):

The Discussion area of Blackboard Vista is designed to provide an area where we can carry out our classroom discussions. For each module you will be required to write one reflective response to the readings and one to another student’s posting or to a theme presented on the other students’ postings. Postings are not to be a simple regurgitation of material. This is a graduate level course, and, you should be at the point in your education where you are developing your own ideas and thought processes rather than merely accumulating knowledge. The objective of the postings is for you to develop conclusions, provide examples related to the topic, challenge or support ideas, and connect concepts from week to week. It

Assignment Points Possible Virtually Speaking 20 Journal Article Reaction Paper 15 Higher Order Thinking Activity 15 Systems and Models Matrix 15 Statement of Philosophy 15 Final Exam 20

Total Points 100

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also provides a forum for asking those burning questions which come to mind as you are reading the course materials. Postings are NOT to be research papers with citations. They are to be brief (700 words maximum) thoughts that give the class something to ponder or something to discuss and debate. Talking about how each topic relates to gifted individuals with whom you live or work is a terrific way to communicate your message. The grading rubric is below. “Exemplary” postings are few and far between so do not expect to get 1.5 points very often – teachers tend to be perfectionists so this is hard to accept at times! If you are getting 1 point for your postings, you are in good shape!

Online Postings Grading Rubric Minimum Expected – 0.5

pt. Sufficient – 1 pt. Exemplary – 1.5 pts.

Posting explores the topic identifying and organizing relevant facts.



Posting effectively supports main points with examples from the readings.


Posting connects prior class discussions/topics to the current concept and/or how offers examples from the prior experiences that relate to class content and discussion.

Journal Article Reaction Paper (15 points): Find an article in a major journal in the field of gifted education written within the past five years (Gifted Child Today, Gifted Child Quarterly, Roeper Review, Journal of Advanced Academics). Make sure it is not an article that we will be reading for class. Write a reaction paper consisting of three sections:

• Summary: a brief summary of the article (1/2 to 1 page) • Reaction: a personal response to the article that includes critical and creative thinking

about the article (1/2 to 1 page) • Application: discussion of how you will apply what you have read to promote the

development of gifted and talented children in your situation (.5 to 1 page) Total length = 2 to 3 pages

Please label each of your sections with the above 3 headings!

Journal Article Reaction Paper Grading Rubric

Novice Meets Expectations Exemplary Points Possible

Summary ½ to 1 page

Includes minimal information or too much detail

Summarizes the main points of the article in a manner that is easy to follow

Summarizes the main points of the article in a manner that engages the reader while being succinct

4

Reaction ½ to 1 page

Has minimal substance and does not reflect a thorough understanding of the topic discussed

Is a critical analysis that indicates a thorough understanding of the topic discussed

Is a critical analysis that indicates a thorough understanding of the topic through a response that indicates a high level of creative thinking

4

Application ½ to 1 page

Offers a few brief suggestions for application of topics discussed in the article

Offers solid and logical suggestions for application of topics discussed in the article – other teachers would be able to implement these based on the written reaction

Offers unusual and creative suggestions for application of topics in the article that would greatly enhance the development of GT children

6

Spelling and Grammar

Errors Error free 1

Higher Order Thinking Activity (15 points): Take a lesson typically taught at the grade level you teach or wish to teach and revise the lesson/activity to make it appropriate for high ability learners. The lesson you use may be something out of one of your textbooks, something you originally created, or something you get from a colleague, on the internet, or from another teacher resource. You may use any lesson plan format that you prefer and your write-up does not have to be as comprehensive as the lessons you wrote while in college! You do not need to include standards. The lesson plan should be clear enough for another individual (think substitute teacher) to pick up and use without having to ask any questions. Here is what you need to include:

Describe the strategy you are going to use and write a justification for use with high ability learners ( ½ to 1 page)

Rewrite the lesson/activity to increase the challenge and level of sophistication. Turn in:

1. The original lesson/activity 2. The description of your selected strategy and justification 3. The revised lesson/activity – what works well is if you include this information

in the original lesson plan by using a different color text. Write up the original lesson and then make the changes to it by typing in the additional or altered information in a different color.

Higher Order Thinking Activity Rubric Points Possible

Preassessment No criteria stated for identifying students

Vague criteria stated for identifying students for participation in higher order activity

Clear criteria stated for determining which students will participate in higher order activity

3

Differentiated Instruction

Minimal indication of how the instruction will occur

Clearly identifies instructional strategy(s) for the lesson – somewhat obvious which activities are appropriate for which ability levels

Clearly defines instructional strategy(s) designed to encourage students at all ability levels to think deeply and critically

6

Justification Little explanation of rationale for lesson revision

Clear rationale justifying the lesson revision

Strong rationale justifying the lesson revision

6

Systems and Models Matrix (15 points): Systems and Models (15 points): This assignment may be completed individuals or in pairs. If you find someone with whom you would like to work, please put both of your names on the template and Venn diagram and BOTH people should upload identical work to Blackboard to prevent one person from getting an automatic “Late” under the assignment. The Template and Venn Diagram to be completed for this assignment are posted under Module 9. The problem: The school corporation in which you are employed is exploring programming possibilities for gifted education. They have been briefed on the Schoolwide Enrichment Model (SEM) and the Purdue Three Stage Model (PTSM). You are responsible for providing information to the school board on one of three models, Cluster Grouping, Autonomous Learner, or Integrative Education. You can select which model you would like to review. The board would like a short written report in the form of the Systems and Models Template. Your goal is to be concise and very clear with your explanation as many of the board members have little knowledge about gifted programming. Your goals:

1. Read the SEM and PTSM articles. 2. Read the article that describes your chosen model. 3. Locate other helpful resources that help you gain a complete understanding of the model. 4. Complete the Systems and Models Template:

a. Use bulleted statements and do a critical analysis of the strengths and weaknesses of each model and list what you consider to be the 3 greatest strengths and 3 most significant weaknesses on the template.

b. State your recommendation to the school board with justification (1 to 2 paragraphs). 5. Complete the Venn Diagram for the three models using bulleted statements. 6. Upload your completed Template and Venn Diagram to the Assignment Dropbox.

Name of System or Model: Points Possible

3 Greatest Strengths - SEM 2

3 Greatest Weaknesses - SEM 2

3 Greatest Strengths - PTSM 2

3 Greatest Weaknesses - PTSM 2

3 Greatest Strengths – choice model 2

3 Greatest Weaknesses – choice model 2

Venn Diagram Comparison 2

Recommendation for the School Board 1

Total Points 15

Statement of Philosophy of Gifted Education (15 points): This assignment is the “take home” portion of your final exam. Please complete and upload to the Assignment Dropbox. Your philosophy of gifted education should be supported with citations from the readings from the class. We would like to know what theories and research support your ideas about gifted education in the areas of instruction and assessment.

Write a 2 to 3 page supporting document justifying your philosophy of gifted education with supporting theories and research. Remember to use citations for your references. Use APA style to cite theorists or research studies. Specifics on APA formatting can be found online at the Purdue Writing Lab - http://owl.english.purdue.edu/. Look carefully at the rubric below as you think about your philosophy. What theories align with your thoughts on gifted education? What original ideas do you have? How strongly have you stated your case? And the all-important question – have you proofread or have you had someone else proofread your work?

Basic – 0 to 1 Developing – 1 to 1.5

Proficient – 2 Accomplished – 2.5

Exemplary - 3

No references to methodologies of best practice in gifted education related to instruction or assessment.

Minimal references to methodologies of best practice in gifted education related to instruction or assessment.

Occasionally references methodologies of best practice in gifted education related to instruction or assessment.

References methodologies of best practice in gifted education related to instruction or assessment.

References methodologies of best practice in gifted education related to instruction and assessment.

No evidence of background in theories of giftedness.

Alludes to theories of giftedness.

Vague integration of theories of giftedness

Apparent integration of theories of giftedness

Obvious integration of theories of giftedness

Grammar, punctuation and/or spelling errors

Adequate word usages with no grammar, punctuation, and spelling errors

Appropriate word usage with no grammar, punctuation, and spelling errors

Excellent word usage with no grammar, punctuation, and spelling errors

Exemplary word usage with no grammar, punctuation, and spelling errors

Unconvincing statements, ideas

Acceptable statements, lack of consistency in ideas

Believable statements, lack of consistency in

Persuasive statements, the majority of ideas

Compelling statements, all ideas support

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contradict one another

ideas support one another

one another

Ideas do not indicate reflection on the part of the author

Ideas reflect minimal critical thought

Ideas are sincere and reflect some critical thought

Ideas are well developed, sincere, and reflect some critical thought

Ideas are original, comprehensive, well developed, and reflect critical thought

Final Exam: (20 points): Open book, open note. You will have 5 hours to complete the exam online and will be able to select the time and day you take it within a 5 day window. Everyone who has taken the exam has easily completed it within the time window. Questions consist of multiple choice, short answer (a phrase or two), and short answer (a couple of sentences). A study guide will be posted on the Home Page under “Very Important Information”. We have noticed that individuals who use the study guide to prepare spend far less time actually taking the exam than those individuals who simply sit down with their book, articles, and notes to take the exam. SPECIAL NEEDS Students with disabilities must be registered with Adaptive Programs in the Office of the Dean of Students before classroom accommodations can be provided. If you have a disability that requires academic adjustments, please make an appointment with your instructor to discuss your needs as soon as possible A Few Words on QUALITY! Quality of Writing is important to consider throughout the course. Your written work will be graded using the following criteria:

a. Use of headings, organization, and structure b. Clarity of writing style; flow c. Professional tone, style, word choice d. Conciseness; absence of redundancy e. Grammar, spelling, neatness, punctuation

Remediation There will be no opportunities to remediate your assignments. Please check with your instructor well before the due date if you are concerned about the quality or content of your work!!! If you are unsure of the quality or content of your work, please email your instructor the assignment at least 72 hours prior to the due date for feedback. Under no circumstances should you submit work from a previous class or work that is not your own. ACADEMIC DISHONESTY STATEMENT Purdue prohibits "dishonesty in connection with any University activity. Cheating, plagiarism, or knowingly furnishing false information to the University are examples of dishonesty." [Part 5, Section III-B-2-a, University Regulations] Furthermore, the University Senate has stipulated that "the commitment of acts of cheating, lying, and deceit in any of their diverse forms (such as the use of substitutes for taking examinations, the use of illegal cribs, plagiarism, and copying during examinations) is dishonest and must not be tolerated. Moreover, knowingly to aid and abet, directly or indirectly, other parties in committing dishonest acts is in itself dishonest." [University Senate Document 72-18, December 15, 1972]. Acts of dishonesty will result in failure of the course.

CAMPUS EMERGENCY In the event of a major campus emergency, course requirements, deadlines and grading percentages are subject to changes that may be necessitated by a revised semester calendar or other circumstances. Should this be necessary information changes in this course will be available on the course Blackboard Vista web page or you may contact the course coordinator via email [email protected] or office phone: 765-494-7301 or 765-494-7342 (Stacey Folyer).

CEC – NAGC Standards addressed in EDPS 540

CEC-NAGC Standard 1 - Foundations K1 Historical foundations of gifted and talented education including points of view and contributions of

individuals from diverse backgrounds. K2 Key philosophies, theories, models, and research supporting gifted and talented education. K3 Local, state/provincial and federal laws and policies related to gifted and talented education. K4 Issues in conceptions, definitions, and identification of gifts and talents, including those of individuals from

diverse backgrounds. K7 Key issues and trends, including diversity and inclusion, connecting general, special, and gifted and talented

education. CEC-NAGC Standard 2 – Development and Characteristics of Learners Purdue COE Standard – Understand Individual Development of Students K1 Cognitive and affective characteristics of individuals with gifts and talents, including those from diverse

backgrounds, in intellectual, academic, creative, leadership, and artistic domains. K2 Characteristics and effects of culture and environment on the development of individuals with gifts and

talents. K5Similarities and differences within the group of individuals with gifts and talents as compared to the general

population. CEC-NAGC Standard 3 – Individual Learning Differences K2 Academic and affective characteristics and learning needs of individuals with gifts, talents, and disabilities. K3 Idiosyncratic learning patterns of individuals with gifts and talents, including those from diverse

backgrounds. CEC-NAGC Standard 5 – Learning Environments and Social Interactions Purdue COE Standard – Practice Inclusive Education K1 Ways in which groups are stereotyped and experience historical and current discrimination and

implications for gifted and talented education. CEC-NAGC Standard 6 – Language and Communication K3 Implications of culture, behavior, and language on the development of individuals with gifts and talents.

CEC-NAGC Standard 8 - Assessment Purdue COE Standard – Focus on the Learner and Assess Growth and Outcomes K1 Processes and procedures for the identification of individuals with gifts and talents. K2 Uses, limitations, and interpretation of multiple assessments in different domains for identifying

individuals with exceptional learning needs, including those from diverse backgrounds. K3 Uses and limitations of assessments documenting academic growth of individuals with gifts and talents. S1 Use non-biased and equitable approaches for identifying individuals with gifts and talents, including those

from diverse backgrounds. S2 Use technically adequate qualitative and quantitative assessments for identifying and placing individuals

with gifts and talents. CEC-NAGC Standard 9 – Professional and Ethical Practice

K1 Personal and cultural frames of reference that affect one’s teaching of individuals with gifts and talents, including biases about individuals from diverse backgrounds.

K2 Organizations and publications relevant to the field of gifted and talented education. S6 Participate in the activities of professional organizations related to gifted and talented education.

CEC-NAGC Standard 10 – Collaboration Purdue COE Standard – Collaborate with Teachers, Parents and Community S5 Collaborate with families, community members, and professionals in assessment of individuals with gifts

and talents.

Purdue University Social and Affective Development of Gifted Students

EDPS 54500 SPRING SEMESTER 2012

COURSE DESCRIPTION: This course focuses on the social and emotional development of gifted and talented students. An overview of the characteristics and needs of gifted subpopulations, diversity issues, and family/parenting concerns along with an introduction to current educational approaches and counseling interventions are provided. The course is designed to complement EDPS 540. NAGC-CEC STANDARDS: (See Appendix A) All ten standard areas are addressed in the course. The main emphases are on the following standards:

2. development and characteristics 3. individual learning differences 5. learning environments and social interactions 7. instructional planning, with an emphasis on affective curriculum

TEXTS: Hebert, T. P. (2011). Understanding the social and emotional lives of gifted students. Waco, TX: Prufrock Press. ISBN 978-1-59363-502-2 Davis, G.A.; Rimm, S.B.; and Siegle, D. (2011). Education of the gifted and talented, sixth edition. Upper Saddle River, NJ: Pearson. ISBN: 13:978-0-13-505607 (if you have the 5th edition of this text, the assignments will be listed with both editions’ chapter numbers) * Articles available on Blackboards Vista: http://www.itap.purdue.edu/tlt/blackboard/open.cfm GOALS: Student will:

analyze, synthesize, and evaluate current research literature on the social and affective development of gifted students

discuss characteristics and needs of subpopulations of gifted and talented learners and the implications for academic instruction and/or counseling interventions

increase knowledge and experience through class discussion, interaction with gifted students, and completion of CORE assignments.

GRADING SCALE:

100 = A + 90 – 89 = B+ 80 – 79 = C+ 99 – 94 = A 88 – 84 = B 78 – 74 = C 91 – 93 = A- 81 - 83 = B- 71 - 73 = C- Below 70 = failing

http://www.itap.purdue.edu/tlt/blackboard/open.cfm

ASSIGNMENTS: All assignments are to be uploaded on Blackboard/Vista under the “Assignments” button. Save your work in a Word document and then you can attach it as you would in an email. If you copy and paste your work it will lose all formatting. Virtually Speaking: Holding up your end of the conversation (20% of grade)

The Discussion area of Blackboard Vista is designed to provide an area where we can carry out our classroom discussions. For each module you will be required to write one reflective response to the readings and one to another student’s posting or to a theme presented on the other students’ postings. Postings are not to be a simple regurgitation of material. This is a graduate level course, and, you should be at the point in your education where you are developing your own ideas and thought processes rather than merely accumulating knowledge. The objective of the postings is for you to develop conclusions, provide examples related to the topic, challenge or support ideas, and connect concepts from week to week. It also provides a forum for asking those burning questions which come to mind as you are reading the course materials. Postings are NOT to be research papers with citations. They are to be brief (700 words maximum) thoughts that give the class something to ponder or something to discuss and debate. Talking about how each topic relates to gifted individuals with whom you live or work is a terrific way to communicate your message. The grading rubric is below. “Exemplary” postings are few and far between so do not expect to get 1.5 points very often – teachers tend to be perfectionists so this is hard to accept at times! If you are getting 1 point for your postings, you are in good shape!

A suggestion: Type your response in Word first then copy and paste it into Blackboard.

Online Postings Grading Rubric

Minimum Expected – 1 pt. Sufficient – 2 pts. Exemplary – 3 pts.






Posting connects prior class discussions/topics to the current concept and/or how offers examples from the prior experiences that relate to class content and discussion.

Journal Article Reaction Paper (20% of grade) Find an article related to the social and emotional development of or affective strategies for use with gifted children from a major journal in the field of gifted education written within the past five years. (Gifted Child Quarterly, Gifted Child Today, Roeper Review, Journal for Advanced Academics, Journal for the Education of the Gifted) Make sure the article is not one that we will be reading for class. Write a reaction paper consisting of three sections, please label your sections:

Summary – a brief summary of the article (1 page) with full citation. Reaction – a personal response that includes critical and creative thinking

about the article (1 - -2 pages) Application – discussion of how you will apply what you have read to

promote the social and emotional development of gifted and talented students in your setting (1 - 2 pages)

Total length = approximately 3-5 pages May be single space, no more than double space. Please use 12 point font. Journal Article Reaction Paper Grading Rubric Novice Meets Expectations Exemplary Points

Possible

Summary ½ to 1 page

Includes minimal information or too much detail

Summarizes the main points of the article in a manner that is easy to follow

Summarizes the main points of the article in a manner that engages the reader while being succinct

5

Reaction ½ to 1 page

Has minimal substance and does not reflect a thorough understanding of the topic discussed

Is a critical analysis that indicates a thorough understanding of the topic discussed

Is a critical analysis that indicates a thorough understanding of the topic through a response that indicates a high level of creative thinking

5

Application ½ to 1 page

Offers a few brief suggestions for application of topics discussed in the article

Offers solid and logical suggestions for application of topics discussed in the article – other teachers would be able to implement these based on the written reaction

Offers unusual and creative suggestions for application of topics in the article that would greatly enhance the development of GT children

10

An Affective Lesson Plan (worth 30% of grade): Develop an Affective Lesson Plan which could be used in your particular setting or situation (classroom, peer group, counseling group) for high ability learners.

The format: Use any basic type (teacher-training or school-requested format) that is appropriate for your particular assignment. Typical lesson plans include rationale,

objectives, materials, components related to content, procedures, suggestions, evaluations, and often, standards covered.

Develop a lesson plan which reflects EDPS 545 course content and raises self-awareness of social and emotional needs and concerns such as getting along with others, bullying, stress, perfectionism, and students’ awareness of themselves as high ability learners. The lesson should provoke discussion or skill-building which includes gaining expressive vocabulary and the ability to articulate social and emotional aspects of gifted development. Please reference the rubric located on Blackboard.

Case Study (30% of grade) assignment description and expectations are included in separate handouts located on Blackboard Vista.

GRADING: ________ % of Grade Virtually Speaking 20% Journal Article Reaction Paper 20% Affective Lesson Plan 30% Case Study 30%

A Few Words on QUALITY! Quality of Writing is important to consider throughout the course. Your written work will be graded using the following criteria:

d. Use of headings, organization, and structure e. Clarity of writing style; flow f. Professional tone, style, word choice d. Conciseness; absence of redundancy e. Grammar, spelling, neatness, punctuation

There will be no opportunities to remediate your assignments. Please check with your instructor well before the due date if you are concerned about the quality or content of your work!!! SPECIAL NEEDS Students with disabilities must be registered with Adaptive Programs in the Office of the Dean of Students before classroom accommodations can be provided. If you have a disability that requires academic adjustments, please make an appointment with your instructor to discuss your needs as soon as possible

ACADEMIC DISHONESTY STATEMENT Purdue prohibits "dishonesty in connection with any University activity. Cheating, plagiarism, or knowingly furnishing false information to the University are examples of dishonesty." [Part 5, Section III-B-2-a, University Regulations] Furthermore, the University Senate has stipulated that "the commitment of acts of cheating, lying, and deceit in any of their diverse forms (such as the use of substitutes for taking examinations, the use of illegal cribs, plagiarism, and copying during examinations) is dishonest and must not be tolerated. Moreover, knowingly to aid and abet, directly or indirectly, other parties in committing

http://www.purdue.edu/univregs/

dishonest acts is in itself dishonest." [University Senate Document 72-18, December 15, 1972]. Acts of dishonesty will result in failure of the course. CAMPUS EMERGENCY In the event of a major campus emergency, course requirements, deadlines and grading percentages are subject to changes that may be necessitated by a revised semester calendar or other circumstances. Should this be necessary information changes in this course will be available on the course Blackboard Vista web page.

NAGC-CEC STANDARDS ADDRESSED IN EDPS 545 Standard 1 Foundations

K5 Impact of dominant culture K6 Societal, cultural, and economic influences on TD

Standard 2 Development & Characteristics

K1 Cognitive and affective characteristics of individuals with gifts and talents, including those from diverse backgrounds

K2 Characteristics and effects of culture and environment on the development of individuals with gifts and talents

K3 Role of families and communities in supporting the development of individuals with gifts and talents

K4 Advanced developmental milestones Standard 3 Individual Learning Differences

K1 Influences of diversity K2 Affective characteristics K4 Influences of beliefs & values

Standard 4 Instructional Strategies

S6 Engage individuals from all backgrounds in challenging, multicultural curricula Standard 5 Learning Environments and Social Interactions

K1 Discrimination K2 Influence of SE development on interpersonal relationships S1 Design learning opportunities that promote self-awareness, positive peer

relationships, and intercultural experiences and leadership S2 Create learning environments that promote self-awareness, self-efficacy, and

leadership S3 Create safe learning environments that encourage active participation in

individual and group activities S4 Create learning experiences that facilitate appreciation of language and cultural

heritage S4 Develop social interaction and copying skills to address personal and social

issues

Standard 6 Language and Communication

K2 Impact of diversity on communication K3 Implications of culture, behavior, and language on development

Standard 7 Instructional Planning –Affective and Multicultural C&I

K1 Theories and research models that form the basis of affective and multicultural curriculum

K2 Features that distinguish differentiated affective and multicultural curricula from general curricula for individuals with exceptional learning needs

K3 Curriculum emphases for individuals with gifts and talents within cognitive, affective, aesthetic, social, and linguistic domains

S1 Align differentiated instructional plans with local, state/provincial, and national curricular standards

S2 Design differentiated affective and multicultural learning plans for individuals with gifts and talents, including individuals from diverse backgrounds

S4 Select curriculum resources, strategies, and product options that respond to cultural, linguistic, and intellectual differences among individuals with gifts and talents

S5 Select and adapt a variety of differentiated curricula that incorporate advanced, conceptually challenging, in-depth, distinctive, and complex content

S6 Integrate academic and career guidance into the learning plans for individuals with gifts and talents

Standard 8 Assessment

K1 Processes and procedures for identification of individuals with gifts and talents K2 Uses, limitations, and interpretation of multiple assessments in different

domains for identifying individuals with exceptional learning needs, including those from diverse backgrounds

K3 Uses and limitations of assessments documenting academic growth of individuals with gifts and talents

S1 Using non-biased and equitable identification approaches Standard 9 Professional and Ethical Practice

K1 Personal and cultural frames of reference that affect teaching K 2 Organizations and publications relevant to the social and emotional development

of gifted and talented individuals S3 Encourage and model respect for the full range of diversity among individuals

with gifts and talents Standard 10 Collaboration

K1 Culturally responsive behaviors that promote collaboration S1 Respond to concerns of families

EDPS 54200: CURRICULUM AND PROGRAM DEVELOPMENT FOR GIFTED AND TALENTED LEARNERS

College of Education

Purdue University

Note: This syllabus documents the expectations and requirements for the class. Each student

is expected to read and be aware of the contents. Questions are sincerely welcome and

encouraged.

COURSE DESCRIPTION

This course examines current curriculum and methods of curriculum development that

may be employed in the development of educational programs for high ability/gifted and

talented learners. Current instructional practices and materials will be analyzed and

implemented into newly developed and/or revised existing interdisciplinary units of

instruction that provides differentiated learning for talented learners in elementary,

middle, and/or secondary schools. Evaluating curriculum will also be addressed.

Curriculum is defined in many ways. In the broadest sense it is the course of study of study

provided for our students. Much more that standards, textbooks and assessments,

curriculum is the culmination of purposeful decisions by educators to provide engaging

and challenging learning experiences to students. Done well, curriculum is not a series of

stand-alone units, but rather, a continuum of learning opportunities that develop an

individual’s talent while offering new experiences.

Developing good curriculum is a challenging task. Throughout the course, you will be asked

to move outside your comfort zone to critically exam both your teaching practices and the

curriculum materials you’ve previously used. I view the course as a journey; one in which

you may make several changes in your route as we move through the material. There are

no “right answers” in this course. As a member of a community of learners you will

develop a unit of instruction for gifted/high ability learners that you can implement in your

classroom.

PREREQUISITE: Successful completion of EDPS 54000 Gifted, Creative and Talented

Children is required. Completion of EDPS 54500: Social and Affective Development of

Gifted Students prior to this course is recommended.

OBJECTIVES: NAGC-CEC Teacher Knowledge & Skill Standards for Gifted and Talented

Education addressed in this course are outlined in the unit rubric.

REQUIRED READINGS:

Purcell, J. H. & Eckert, R. D. (2006). Designing services and Programs for high-ability learners: A guidebook for gifted education. Thousand Oaks, CA: Corwin Press.

http://www.nagc.org/uploadedFiles/Information_and_Resources/NCATE_standards/final%20standards%20(2006).pdf

http://www.nagc.org/uploadedFiles/Information_and_Resources/NCATE_standards/final%20standards%20(2006).pdf

http://www.corwin.com/books/Book228268


VanTassel-Baska, J. & Stambaugh, T. (2006). Comprehensive curriculum for gifted learners (3rd ed.) Boston: Pearson Education, Inc.

Additional readings posted in the on-line Blackboard library.

REFERENCE TEXTS (recommended additional readings):

Erickson, H. L., (2008). Stirring the head, heart, and soul: Redefining curriculum, instruction, and concept-based learning. (3rd ed.). Thousand Oaks, CA: Corwin Press.

Tomlinson, C.A., Kaplan, S. N., Renzulli, J.S., Purcell, J.H. Leppien, J. H., Burns, D. E., … Imbeau, M. B., (2009). The parallel curriculum: A design to develop learner potential and challenge advanced learners (2nd ed.). Thousand Oaks, CA: Corwin Press.

Tomlinson, C.A. & McTighe, J. (2006). Integrating differentiated instruction and understanding by design: Connecting content and kids. Alexandria, VA: Association for Supervision and Curriculum Development.

ATTENDANCE POLICY:

On-Line: Participants are expected to check the on-line course site frequently. This site

will be the primary means of communication during the course. Weekly postings in the on-

line discussion area are required. An on-going dialogue between course participants is

encouraged. Note: Please use the course email system or the Coffee Chat discussion area

for general conversations or questions.

GRADING:

Participation - 20% (discussion postings and peer feedback)

Draft Unit Sections (Assignments 1 – 8) - 20%

Feedback on Two Peers’ Draft Units - 10%

Final Unit - 50%

Grading Scale: A+ = 101% and above A = 93% - 100% A- = 90% - 92% B+ = 88% - 89% B = 83% – 87% B- = 80% - 82% C+ = 78% - 79% C = 73% - 77% C- = 70% - 72 % D = 60% - 69% F = 59% and below

Minimum Expectations for Licensure Candidates: This is required course in the NCATE

http://www.pearsonhighered.com/educator/product/Comprehensive-Curriculum-for-Gifted-Learners/9780205388653.page

http://www.pearsonhighered.com/educator/product/Comprehensive-Curriculum-for-Gifted-Learners/9780205388653.page





http://www.ascd.org/publications/books/105004.aspx

http://www.ascd.org/publications/books/105004.aspx

accredited licensure program for High Ability (Gifted and Talented) educators. Minimum performance expectations for licensure candidates are: (1) Course grade of C- (70%) or higher; (2) A grade of C- (70%) or higher on the final unit; and (3) Active participation in all course requirements.

ASSIGNMENTS:

Draft Sections of your Unit Assignments (20% of your grade)

Throughout the course you will be asked to submit draft sections of your unit for instructor and peer reviews. The reading assignments have been selected to support the section of your unit you’re working on that week. The intent behind submitting weekly drafts is to help keep you on track in the development of your unit and to provide the opportunity for mid-course corrections, if needed, as your unit unfolds. By sharing your work, not only do you get feedback but also an opportunity to see how others approach the assignments. As these are drafts, they are graded on a credit/no-credit basis. Please submit your drafts as a word processing file attachment to a posting in the associated weekly discussion area on or before Saturday at 7 pm EST. (Be sure to review the section below on late assignments.)

Note: It is strongly recommended that organize your assignments in a single word processing file and submit an update each week with the new sections added. This makes the peer review process much easier as all your work is in a single document and you will avoid having to merge a number of files at the end of the course when you submit your final unit. The expectations for each draft are provided as a subsection of the overall unit rubric found in the Assignment Rubric Folder the BlackBoard web site.

Peer Feedback on Draft Unit Sections (20% of your course grade)

It is important that everyone keeps to the schedule as you will then submit a Peer Feedback Posting in the associated discussion area by the following Saturday. Peer Feedback Postings are ones where you offer comments and suggestions on your colleague’s work. The object here is to share ideas with others in the class, to draw on the experiences of others to help develop your unit, and to incorporate the context of the readings into the curriculum design activities. I would much prefer you use the information from the course readings to improve your curriculum work and to critique the work of others than assess your understanding via a more traditional assessment (e.g. test and papers). These types of posting are intended to mirror types of discussions that would occur in an on-campus course as your units evolve. Peer groupings for feedback postings will be established during the first week of class and depend on the course enrollment, interests and grade levels of the participating teachers. The goal is to have you consistently review the work of two colleagues each week and chose one new additional unit to review. Peer Feedback Postings will be evaluated according to the following criteria. Note: All section drafts and peer comments are reviewed by the instructor. Based on the peer comments you receive you may or may not receive additional instructor comments.

Peer Feedback Grading

Not met (0) None provided or lacks any evidence that unit was reviewed (e.g. I really liked your work, good job.)

Deficient (6.0) Feedback is a cursory review of a colleague’s draft with no substantive comments.

Minimum (7.5) Feedback provides a review of a colleague’s draft, listing perceived strengths and weaknesses.

Sufficient (8.0 - 9.4)

Offers specific suggestions on ways the draft might be improved

Exemplary (9.5 - 10)

Feedback draws on course text and assigned readings to support suggested changes to the draft.

Feedback on Two Peers’ Draft Units (10% of your course grade)

At this point in the course, your colleagues have submitted and received feedback on the seven draft sections of their unit. Hopefully, they have considered the feedback they have received and revised their drafts accordingly. Your task is to review, in depth, two of your peers’ draft units. Using the full unit rubric as a guide, conduct a thorough review of your peers’ work with the goal of providing in-depth constructive feedback that incorporates the principles and concepts of curriculum for gifted and talented learners addressed in the assigned readings.

Final Unit (50% of your course grade)

You’ve made it! All the readings, the work on draft sections of your unit, and your peer review work have lead up to the preparation of your final unit that demonstrates your understanding of the needs of gifted and talented learners and appropriate curriculum development. The unit may be written in your choice of formats however the content should meet the requirements of the Final Unit Rubric. You are strongly encouraged to submit a self-assessment of your work outlining how your unit meets each of the items on the final rubric. Your Final Unit is due no later than __________, in order to allow for the timely submission of your grade to the registrar.

A FEW WORDS ON QUALITY: Quality of writing is important to consider throughout the course. Your written work should meet the following criteria:

a. Use of headings, organization, and structure b. Clarity of writing style; flow c. Professional tone, style, word choice d. Conciseness; absence of redundancy e. Grammar, spelling, neatness, punctuation

SPECIAL NOTES:

Late Assignments:

Assignments are expected on or before the due dates. Recognizing that there are occasional technical problems with on-line courses there is a 24-hour grace period before an assignment is considered late. After the 24-hour grace period, a 10% penalty for each day late will be assessed unless prior arrangements have been made with the instructor or there are truly unavoidable circumstances. Please notify your instructor as soon as possible if you have a situation that would require an extended due date.

Academic Dishonesty

There is no expectation in this course that your unit will represent all original work - teachers share and borrow from each other all the time. The ability to select good material is as valuable as developing your own. However if you include something developed by someone else there is an expectation that it be cited appropriately. As far as format, the only requirement is that you be consistent. Within the College of Education we use APA but if your students are expected to use MLA, Chicago or some other style that is those formats are acceptable too. You can find info on APA, MLA and Chicago at:

APA: http://owl.english.purdue.edu/owl/resource/560/01/

MLA: http://owl.english.purdue.edu/owl/resource/557/01/

CHICAGO: http://owl.english.purdue.edu/owl/resource/717/01/

Just as you would not accept a paper from one of your students that was a collection of other peoples’ work with no citations, please do not ask us to do this. The consequences for plagiarism at Purdue are severe. Acts of dishonesty will result in failure of the course. The paragraph below is from Purdue University Senate Document 72-18, December 15, 1972.

Purdue prohibits "dishonesty in connection with any University activity. Cheating, plagiarism, or knowingly furnishing false information to the University are examples of dishonesty." [Part 5, Section III-B-2-a, University Regulations] Furthermore, the University Senate has stipulated that "the commitment of acts of cheating, lying, and deceit in any of their diverse forms (such as the use of substitutes for taking examinations, the use of illegal cribs, plagiarism, and copying during examinations) is dishonest and must not be tolerated. Moreover, knowingly to aid and abet, directly or indirectly, other parties in committing dishonest acts is in itself dishonest."

Incomplete Grades:

Incompletes are given only if there is an unavoidable circumstance beyond your control that occurred during the course. Purdue University’s policy on incomplete grades is provided for your reference.

http://owl.english.purdue.edu/owl/resource/560/01/




A grade of incomplete is a record of work that was interrupted by unavoidable absence or other causes beyond a student’s control, which work was passing at the time it was interrupted and the completion of which does not require the student to repeat the course in order to obtain credit. The incomplete grade is not to be used as a substitute for a failing grade. (University Senate Document 83-8, March 26, 1984; revised by University Senate Document 97-7, April 27, 1998, and University Senate Document 00-5, March 19, 2001)

Students with Disabilities:

Students with disabilities must be registered with Adaptive Programs in the Office of the Dean of Students before classroom accommodations can be provided. If you are eligible for academic accommodations because you have a documented disability that will impact your work in this class, please contact your instruction as soon as possible to discuss your needs.

Campus Emergency:

In the event of a major campus emergency, course requirements, deadlines and grading percentages are subject to changes that may be necessitated by a revised course calendar or other circumstances. Here are ways to get information about changes in this course:

- Blackboard web page:

- Instructor email address:

- Instructor office phone number:

Name: Grade Level: Unit Title:

Class Environment: □ General Education □ General Education w/High Ability Cluster □ High Ability □ Enrichment

EDPS 542 Unit Rubric Not

Met

Developing

(limited evidence)

Proficient

(sufficient evidence)

Exemplary

(clear, consistent, & convincing evidence)

Unit Introduction (20%)

Effective curriculum for

individuals with gifts and

talents

CEC-NAGC Standards

GT1K2, GT1K2, GT2K5,

GT3K2, GT7K1, GT7K2,

GT7S3, GT7S6

Refers to the gifted education pedagogical theories and/or research models from that form the basis of the unit development

Highlights features of the unit that distinguish it from curriculum used in general education

Some evidence of thought on how the unit might fit into an overall scope and sequence (program level) for high ability students.*

Discusses the gifted education pedagogical theories and/or research models that form the basis of the unit development


Illustrates how the unit might fit into an overall scope and sequence for high ability students.*

Suggests additional ways to integrate career guidance experiences into unit activities.

Discusses the gifted education pedagogical theories and/or research models that form the basis of the unit development


Addresses both the academic and affective characteristics and learning needs of individuals with gifts and talents.

Illustrates how the unit might fit into an overall scope and sequence for high ability students,*

Career guidance experiences are embedded in the unit.

* How is this unit envisioned to build on understandings, skills and values introduced in early grades/units and prepare students for future studies? (Ref. Maker, C. J. (1986).

Developing scope and sequence in curriculum. Gifted Child Quarterly, (30), 141-158, doi:10.1177/001698628603000402)

Instructional Planning (55%)

Principles and Concepts

(enduring understandings)

CEC-NAGC Standards

GT4S1

Principles and concepts are discernible and significant to the field(s) of study, but some assumptions need to be made on expectations for the skills and knowledge student will acquire.

Principles and concepts are clearly stated and significant to the field(s) of study; reader is fairly confident he/she understands what are expected to know and be able to do at the end of the unit.

Principles and concepts are clearly stated, specific, unambiguous, and are significant to the field(s) of study.

Learning Objectives

CEC-NAGC Standards

GT4K2, GT5S1

The majority of the learning objectives are concerned with details, basic skills, and factual knowledge.

Objectives for learning incorporate concepts and sophisticated skills within in field(s) of study.

Objectives for learning incorporate principles, concepts, cognitive skills, methodologies, and dispositions within a field(s) of study

Scope and Sequence of

the Learning Activities

within the Unit

CEC-NAGC Standards

GT4S4, GT7S3

At least two different types of student learning activities are described and at least one involves active cognitive engagement or hands-on learning.

Three or more different types of learning activities are described.

The majority of these activities involve constructivist learning, problem solving, research, investigation, cognitive engagement, and/or hands-on learning

Most of the learning activities are sequenced and aligned (related to each other).

Multiple (3+) types of learning activities are described.

All activities involve constructivist learning, problem solving, research, investigation, cognitive engagement, and/or hands-on learning.

Higher-order thinking and creativity skills are emphasized, modeled, and taught.

All activities are sequenced and closely aligned (rely strongly on each other to accomplish unit objectives).

Instructional strategies

CEC-NAGC Standards

GT4K2, GT4S1, GT4S2,

GT4S3, GT7S4

Two or more instructional strategies are described.

At least one of these strategies involves inductive teaching, concept based instruction, teacher-as-facilitator, high-level questioning, Socratic discourse, or teacher as mentor.

Multiple instructional strategies are described.

Two or more of these strategies involve inductive teaching, concept based instruction, teacher-as-facilitator, high-level questioning, Socratic discourse, or teacher as mentor.

Multiple instructional strategies are described.

Descriptions explicitly address the role the strategies play in meeting the needs of gifted students. Strategies incorporate inductive teaching, concept-based instruction, teacher-as-facilitator, high-level questioning, Socratic discourse, or teacher as mentor.

Lesson plans (lesson plans

can span several days)

CEC-NAGC Standards

GT7S1, GT7S2,GT7S3,

GT7S4, GT7S5

Three of the learning activities in the scope and sequence of the unit are developed into detailed lesson plans.

Each lesson describes at least six of the instructional components listed.

Most of the components are sequenced and aligned (related to each other).

Lesson plans contain sufficient detail to allow use by other educators.

Three of the learning activities in the scope and sequence of the unit are developed into detailed lesson plans.

All instructional components are addressed.

All components are sequenced and closely aligned (rely strongly on each other to accomplish lesson objectives).

Lesson plans contain sufficient detail to allow use by other educators.

Three of the learning activities in the scope and sequence of the unit are developed into detailed lesson plans. .

All instructional components are addressed.

Explicit discussion on how the lessons meet the nature and needs of high ability (gifted, talented & creative students) are included.

The lesson plans are comprehensive and all components and closely aligned (rely strongly on each other to accomplish lesson objectives).

Suggestions of extensions offering breath or depth to the lesson are included.

Instructional Components

1. introduction 2. objectives (principles, concepts, skills

& standards) 3. teaching strategies

4. learning activities 5. differentiation strategies 6. resources

7. talent development activities 8. products 9. assessments

Resources

CEC-NAGC Standards

GT7S4, GT7S5

Two or three similar resources (e.g., text and electronic access to print materials) are used.

Lacks variety necessary to meet individual differences in levels of challenge and interest.

Three or more varied resources, including print and non-print materials (i.e., books, video tapes, audio tapes, hands-on materials, software, content experts/practicing professionals, internet sources, photos etc.) are used.

Resources purposefully chosen to accommodate a variety of student interests and readiness.

Four or more varied resources and regalia, including primary source material (if applicable) are used.

Resources purposefully chosen to accommodate a variety of student interests and readiness.

Standards &

Differentiated activities

CEC-NAGC Standards

GT7S1, GT7S2, GT7S4,

GT7S5

Local/state and national curricular standards are linked to the unit’s Principles & Concepts

Activities allow for adjustments to meet student needs in one or more of the following areas: pacing, depth, breadth, level of abstraction, level of complexity, or degree of generalization.

Local/state and national curricular standards are linked to the unit’s Principles & Concepts.

Unit provides the means and methods to document that standards are met while offering challenges appropriate for high ability learners.


Strategies to differentiate lesson activities to meet student needs are described.

Local/state and national curricular standards are linked to the unit’s Principles & Concepts and embedded in the differentiated lesson plans.

Unit provides the means and methods to document that standards are met while offering challenges appropriate for high ability learners.


Strategies to differentiate lesson activities to meet student needs are described.

Students are provided opportunities to pursue areas of interest and explore different expression and learning styles. Multiple differentiation options are presented.

Pre-Assessment

CEC-NAGC Standards

GT7S4

Planning for the use of pre-assessment data at the group level to determine instructional activities for the class is evident.

Planning for the use of pre-assessment data at the individual level to determine student placements in differentiated activities is evident.

Planning for the use pre-assessment data at the individual level to adjust content and pacing and determine placement of students in differentiated activities throughout the unit is evident.

Student evaluations and

assessments

CEC-NAGC Standards

GT8S3, GT8S4

Less than 3 student projects or assignments are described throughout the unit.

The majority of these assignments involve convergent thinking, recall, and practice

The author describes at least three different kinds of student products or assignments that are embedded in the lesson plans throughout the unit.

The majority of these assignments involve open-ended assignments that are subject to personal interpretation and/or accommodate varying levels of expertise.

These products are closely aligned with other curriculum components.

Are least three different kinds of student products or assignments that are embedded in the lesson plans throughout the unit?

Both formative and summative assessments are employed.

The majority of the assessments involve open-ended assignments that are subject to personal interpretation and/or accommodate varying levels of expertise.

These products are closely aligned with other curriculum components.

Post-Assessment

CEC-NAGC Standards

GT4S7

Student feedback is limited.

Some evidence that assessment data is used to adjust pacing and challenge at the class level.

Students receive feedback on the strengths and weakness of their work.

Some evidence that assessment data at the student level is to adjust the units pace and challenge level.

Students receive detailed feedback from multiple sources on their work.

Planning for the use of assessment data at the individual level to determine student placements in differentiated activities is evident.

Learning Environments and Social Interaction (15%)

Learning & Social

Environment

CEC-NAGC Standards

GT5S1, GT5S2, GTS53

Strategies to encourage active student participation, promote self-awareness, and create positive peer-relationships, intercultural experiences and leadership opportunities are include throughout the unit.

The unit’s learning opportunities show a familiarity with the nature and needs of gifted and talented students and are designed to promote self-awareness, positive peer-relationships, intercultural understanding and develop leadership.

The unit’s learning opportunities show an in-depth understanding the nature and needs of gifted and talented students and are designed to promote self-awareness, positive peer-relationships, intercultural understanding and develop leadership.

Opportunities for talent

development

CEC-NAGC Standards


GT7K3, GT7S6, GT10S2

Two of the opportunities listed below are included in the unit.

Three of the opportunities listed below are included in the unit.

Four or more of the opportunities listed below are included in the unit.

Opportunities for students to engage in some activities aligned with their individual strengths, preferences, or interests

Opportunities to foster connections between unit activities and potential career fields, leadership opportunities, or real-world applications

Opportunities to interact with role models, community resources, mentors, or professionals in the field

Opportunities to explore advanced content in that field

Opportunities to acquire the skills, methodologies, and dispositions of the practicing professional in that field

Opportunities to investigate real-world problems and to develop authentic products and services in that field

Collaboration and Reflection (10%)

Student reflection

CEC-NAGC Standards

GT4S2, GT4S3, GT5S1,

Modeling of higher-level and metacognitive thinking is provided.

Opportunities for student reflection are explicitly included in the unit design.

Students are encouraged to self-assess and revise their work.


Opportunities for student reflection are explicitly included in the unit design

Learning experiences are designed to afford students opportunities to develop a sense of self and explore new interests.


Opportunities for student reflection are explicitly included in the unit design

Learning experiences are designed to afford students opportunities to develop a sense of self and explore new interests.

Teacher collaboration and

professional growth

CEC-NAGC Standards


GT10S2

School personnel and community members involved in unit development.


Demonstrates a willingness to try something new – evidence of professional growth through the use of unfamiliar research-based strategies.


Demonstrates a willingness to try something new – evidence of professional growth through the use of unfamiliar research-based strategies.

Discusses the impact the unit development experience has had on personal understanding of the gifted and talented and appropriate teaching practices.

NAME:

UNIT TITLE:

Not Addressed Developing Proficient Exemplary

Unit Introduction (20%)

Effective curriculum for individuals with gifts and talents 0 10 15 20

Instructional Planning (60%)

Principles and Concepts 0 4 5 6

Learning Objectives 0 4 5 6

Scope and Sequence of the Learning Activities (Unit Level) 0 4 5 6

Instructional Strategies 0 4 5 6

Standards & Differentiated activities 0 4 5 6

Detailed Lesson Plans 0 6 8 10

Resources 0 3 4 5

Pre-Assessment 0 3 4 5

Student evaluation/assessment 0 3 4 5

Post-Assessment 0 3 4 5

Learning Environments and Social Interaction (10%)

Learning and Social Environment 0 3 4 5

Opportunities for Talent Development 0 3 4 5

Collaboration and Reflection (10%)

Student 0 3 4 5

Teacher 0 3 4 5

Total Points Available 0 60 80 100

Points Earned =

Remarks:

EDPS 69500: Practicum in Gifted Education Spring 2012

PREREQUISITES:

Successful completion of EDPS 540, EDPS 545, and EDPS 542. This course requires students to work with gifted children in an educational setting.

COURSE DESCRIPTION: The practicum in gifted education is designed to be the culminating experience for

teachers who are pursuing the gifted and talented endorsement. It is offered through an asynchronous distance learning independent study format in order to facilitate individualization of assignments and relevance to your instructional setting. A primary mode of communication for the course is e-mail and an internet browser based program, Blackboard Vista, hence all students must have access to email and the internet. Your assignments will be uploaded into a “virtual portfolio.”

In the practicum experience, you will have an opportunity to apply what you learned in prior high ability licensure coursework. You will also have an opportunity to develop more advanced knowledge and skills through a variety of structured, self-directed activities. A theme throughout the practicum is the development of reflective practitioners who set goals for professional growth, evaluate their progress toward those goals, and continuously improve their ability to work with the talented students entrusted to them.

OBJECTIVES: During the practicum experience, you will meet the CEC Standards for teachers of students with gifts and talents and you will:

1. Set and accomplish self-selected goals for improving your competencies in working with gifted and talented youth. (Standards: 9.S7)

2. Identify and utilize personal strengths in teaching gifted and talented students. (Standards: 4.S3, 7.S6, 9.S1)

3. Differentiate curriculum and instruction that encourages higher level thinking and is designed to develop talent in able learners. (Standards: 4.S4, 4.S5, 7.S6, 9.S3)

4. Modify instructional activities based on individual differences, student responses, and observer/instructor suggestions. (Standards: 4.S4, 4.S5, 4.S7, 7.S6, 9.S3)

5. Create a safe learning environment that promotes self-awareness, independence, interdependence, and an appreciation of multicultural heritages. (Standards: 5.S2, 5.S3, 5.S6)

6. Reflect frequently on ways to improve your teaching of intellectually and academically gifted students. (Standards: 9.S7)

7. Use recent theory and research to improve your work with gifted students and their families. (Standards: 4.S1, 9.S5)

8. Collaborate and communicate effectively with colleagues and parents while advocating for the benefit of gifted and talented individuals. (6.S2, 10.S2, 10.S3, 10.S5, 10.S6)

9. Develop an awareness of the laws, policies, and standards of ethical practice related to gifted education. (Standards: 9.S2, 9.S4)

MASTERY APPROACH AND GRADING: A mastery orientation will be used in the practicum. Points will be awarded for each assignment completed based on the grading criteria for that assignment. Some assignments are required and must be completed by all students regardless of their grade objective. Other assignments are optional and can be selected from a menu of options (see assignments section below). You may choose whether you wish to work towards a final grade of A, B, or C. You will receive a grade of A if your point total is between 100 and 95. You will receive a grade of B if your point total is between 94 and 85 and a grade of C if your point total is between 84 and 75. If a completed assignment receives less than the total possible number of points, opportunity will be given to increase the point value of that assignment by responding to mastery-oriented feedback from the instructor.

ASSIGNMENT OVERVIEW: Assignments are designed to enhance your professional growth and give you the opportunity to apply what you have learned in prior coursework in gifted education. If one or more of the required assignments does not seem applicable to your situation or if you have a creative idea for a substitute assignment, contact me during the first three weeks of class and we will discuss alternatives. In addition, you are encouraged to design menu assignments that are individualized for your goals and context (see option #1 under menu assignments below). There are two categories for assignments, Professional Development and Student Learning. The Professional Development assignments are focused on teacher growth while the Student Learning assignments are centered on showing student growth. There are required and choice assignments in both categories. PLEASE SAVE ALL OF YOUR FILES WITH YOUR LAST NAME LISTED FIRST, THEN THE NAME OF THE ASSIGNMENT: Archibald - professional development plan Assignments are to be uploaded to Blackboard Vista. Click on: Submit Assignments Here then either… Required Assignments or Choice Assignments In the Submissions box you can type a note to the instructor about the assignment if you wish. Below that box, click on Add Attachment

Submission: Use HTML

Add Attachments

Click on this link to attach your assignment.

You can type a note to the instructor about the assignment if you wish. Do

not copy and paste your assignment into this box.

The next screen will say “My Files” and may look pretty empty.

Click the Submit button at the bottom of the page and your assignment will be officially turned in to the instructor. If you are curious whether or not it made it ok – you can go back to the Home Page and click Submit your Assignments here and then either Required or Choice Assignments and you should see the file listed.

ASSIGNMENT DUE DATES: The structure of this course sometimes causes students to put work off until the last minute. Our advice is to plan to complete assignments well before the due dates to allow for last minute changes that inevitably occur while teaching. There are only 3 definite due dates and they are firm so please plan accordingly.

January 24th PROFESSIONAL DEVELOPMENT PLAN DUE

March 13th: HALF OF YOUR POINTS MUST BE ACCUMULATED BY THIS DAY. If you have 50 points submitted by this day, you are on track. If you have fewer than 50 points, you have lost the opportunity to earn those points. So…here is a scenario, Student X turned in: Professional Development Plan: 5 points Advocacy: 5 points Tiered Assignment: 10 points Interest Inventory: 5 points 5 hrs. Workshop Attendance: 5 points Infuse Creative Thinking Skills: 5 points Total points to date: 35 points

The highest grade possible in this course for the above scenario is an 85 as at the midway point of the course, Student X has only earned 35 points instead of 50 points and the remaining 15 unearned points are gone forever.

April 24th REMAINING ASSIGNMENTS DUE

Click on “My Computer” and

then you can browse through

your computer files to find your

assignment.

Once you double click on the

assignment, you should return

to the “Submissions” page.

Any assignments not turned in by midnight of April 26th, will not be accepted.

OVERVIEW OF REQUIRED ASSIGNMENTS

All students must complete all of the required assignments. Each assignment is described in detail in “Description of Required Assignments” which is located online on the Blackboard Vista site for EDPS 695. Please note that all students enrolled in practicum are required to teach in a setting which includes at least 3 gifted children.

Required Assignments – Do all assignments from the Professional Development category and the two assignments from the Student Learning category and complete the third.

Professional Development Points Student Learning Points

I. Professional Development Plan 5 I. Compacting/Independent Study 15

II. Videotape Self-Evaluation 5 II. Tiered Assignment 15

III. Live Teaching Evaluation 5

IV. Advocacy 5

V. Evaluation of Progress on Plan 10

Total Possible Points 30 Total Possible Points 30

OVERVIEW OF MENU ASSIGNMENT OPTIONS

Students are to select items from the list below for a total of 40 points. Each assignment is described in detail in “Description of Required Assignments” which is located online on the Blackboard Vista site for EDPS 695.

You can select any combination of the listed options in order to earn up to 55 points. Each option is described in detail on the Blackboard Vista site online. You may also create your own options.

Your creative idea Negotiated

Self-Evaluation of teaching of a differentiated unit that you create 10 points

Five hours of GT workshop attendance and a paper on the experience 5 points Working with parents activity 5 points

Communicating with parents activity 5 points

Program development initiative 10 points

Conference proposal 5 points

Workshop or presentation for parents or teachers 10 points

Article for potential publication 15 points Administer and evaluate a student attitude survey 5 points

Administer and evaluate interest inventories 5 points

Infuse critical thinking skills 5 points

Infuse creative thinking skills 5 points

Administer underachievement intervention with student 10 points

Work with special education professionals to create an intervention for a GT/LD child

10 points

Create and teach an open ended Problem Based Learning scenario 10 points

A FEW WORDS ON QUALITY!

Quality of Writing is important to consider throughout the course. Your written work will be graded using the following criteria:

Use of headings, organization, and structure Clarity of writing style; flow Professional tone, style, word choice Conciseness; absence of redundancy Grammar, spelling, neatness, punctuation

SPECIAL NEEDS Students with disabilities must be registered with Adaptive Programs in the Office of the Dean of Students before classroom accommodations can be provided. If you have a disability that requires academic adjustments, please make an appointment with your instructor to discuss your needs as soon as possible

ACADEMIC DISHONESTY STATEMENT Purdue prohibits "dishonesty in connection with any University activity. Cheating, plagiarism, or knowingly furnishing false information to the University are examples of dishonesty." [Part 5, Section III-B-2-a, University Regulations] Furthermore, the University Senate has stipulated that "the commitment of acts of cheating, lying, and deceit in any of their diverse forms (such as the use of substitutes for taking examinations, the use of illegal cribs, plagiarism, and copying during examinations) is dishonest and must not be tolerated. Moreover, knowingly to aid and abet, directly or indirectly, other parties in committing dishonest acts is in itself dishonest." [University Senate Document 72-18, December 15, 1972]

ADAPTIVE PROGRAMS STATEMENT Students with disabilities must be registered with Adaptive Programs in the Office of the Dean of Students before classroom accommodations can be provided. If you are eligible for academic accommodations because you have a documented disability that will impact your work in this class, please schedule an appointment with me as soon as possible to discuss your needs.

EMERGENCY STATEMENT In the event of a major campus emergency, course requirements, deadlines and grading percentages are subject to changes that may be necessitated by a revised semester calendar or other circumstances. Here are ways to get information about changes in this course. Blackboard Vista web page, my email address: [email protected].

http://www.purdue.edu/univregs/

Guidelines for Provost’s Office Approval of Certificate Programs

Each year, the Higher Learning Commission requires each member institution to provide

an update on organizational health through the Institutional Update. Starting with the

2011-2012 academic year, we are required to provide information on all credit-bearing

certificates awarded by Purdue University.

This document was developed for the purpose of providing faculty and staff with the

guidelines required by the Higher Learning Commission for approval of certificate

programs and thus, approval by the Provost’s Office.

Please forward your certificate program proposal, which includes all of the required

elements below, along with the appropriate and completed internal approvals (i.e.,

department, college, etc.) to Diane Beaudoin, Director of Assessment, Office of the Provost,

[email protected].

Required elements

Title of Certificate: Gifted, Creative, and Talented Education

Level (undergraduate, graduate, professional): Graduate

Proposed launch date: Fall 2013

Where offered (PWL, other specified location, distance): PWL and Distance Education

CIP code: 13.1004

Description of certificate program (2-3 sentences):

The proposed certificate provides global Pre K – 12 teachers with the professional training needed to meet the needs of gifted, creative, and talented learners in their local context. The coursework that leads to the certificate ensures the development of appropriate skills among those who will lead and/or teach in programs for gifted, creative, and talented students and among all classroom teachers who want to provide these learners with appropriately challenging educational experiences. Students completing the program will develop an understanding of the cognitive, affective, and social characteristics of gifted, creative, and talented learners in different talent domains. They will be able to differentiate curriculum and instruction, develop programs for gifted, creative, and talented youth, enhance thinking skills, and facilitate the social and affective development of gifted, creative, and talented youth.

Is the certificate Title IV eligible? No

Are the courses in the certificate program credit bearing? Yes

Total credit hours: 12 hours

Does the certificate program consist of 50% or more of courses developed or packaged

specifically for the requested certificate program (i.e., the certificate is NOT a subset of

courses from an existing degree program)? No

Please list all courses that make up the certificate program. Include the course name, credit

hours, and a brief description.

EDPS 54000 - Gifted, Creative, and Talented Children Introduction to intellectual, social, and emotional characteristics of gifted youth. Philosophy of gifted education. Multi-talent concept of giftedness: intellectual, academic, creative, artistic, and leadership. Criteria for selecting instructional materials and methods. Designing learning experiences for the gifted.

EDPS 54200 - Curriculum & Program Development in Gifted Education - prerequisites - EDPS 54000

Introduction to curricular materials, curriculum development, and programs for gifted, creative, and talented students. Serves needs of teachers and administrators who are developing programs. Also addresses administration and evaluation of programs and methods of orientation and in-service training of teachers.

EDPS 54500 - Social and Affective Development of Gifted Students Study of the affective and psychosocial development of gifted students. Emphasis on developmental influences on academic performance. Introduction to appropriate educational and counseling interventions for gifted students.

EDPS 69500 - Practicum in Gifted Education – prerequisites - EDPS 540, 542, 545 A special course in selected areas of education, designed to provide practical field experience under professional supervision in selected situations related to the candidate's area of specialization. This course provides a venue for educators to apply what has been learned in previous gifted, creative, and talented coursework. Through a variety of structured, self-directed activities participants set goals for professional growth, evaluate their progress toward those goals, and continuously improve their ability to work with the gifted, creative, and talented students entrusted to them.

Briefly describe the nature of the certificate and any contractual or cooperative agreements

with this certificate program. If you have partnered or contracted with a non-accredited

entity either institution or corporation to offer courses (content or platform), identify the

information or services provided by the entity and the percentage or portion of the

educational program the entity is providing.

The Gifted, Creative, and Talented Education Certificate is aligned with the Council for

Exceptional Children/National Association for Gifted Children (CEC/NAGC) Teacher

Preparation Standards. United States teachers and administrators as well as international

educators who have interest in, and commitment to, serving gifted students. Students who

are in a post-baccalaureate or graduate degree program are eligible to earn the Gifted,

Creative, and Talented Education Certificate. Currently we have not partnered or

contracted with any non-accredited entities or other institutions.

Briefly describe the necessary qualifications of the faculty teaching in this certificate

program. How are these qualific ations being met with new or additional faculty?

Faculty teaching these courses must have a background in gifted education and be

approved as Graduate Faculty by the Purdue University Graduate School. These

requirement pertain to existing and new faculty instructors.

Briefly describe the processes for the assessment of student learning, such as:

development and measurement of learning objectives.

The program has earned National Recognition from National Council for Accreditation of

Teacher Education. Learning objectives are directly related to the CEC/NAGC standards.

Student learning is assessed through the use of rubrics for core assignments. These metrics

are evaluated each semester, and the structure and expectations of the courses are revised

as needed.

Documents

Rationale Memo for Gifted, Creative, and Talented Education Graduate Certificate … · 2012-08-31 · C. Completion Requirements A. Items which are specified by the Graduate School