NAGC Position Statements & White Papers
Position Statements and White Papers help clarify issues in gifted and talented education and set NAGC's position on these issues.
The role of the gifted coordinator varies widely. While some educators seek out the position, oftentimes teachers are assigned the position with little to no preparation.
Once in the role of gifted coordinator, the school or district usually determines the actual job duties. The range of responsibilities for the gifted coordinator covers the gamut. Some gifted coordinators are district administrators (with or without other responsibilities), some are site-based teachers, and many are traveling teachers, oftentimes serving far more students than their schedules permit.
Regardless of what the position looks like in your school, three major priorities typically prevail for the gifted coordinator:
Consider these three tips for creating and maintaining a successful gifted program:
The role of the gifted coordinator can sometimes be a challenge. Gifted coordinators may feel isolated, ill-equipped, or unprepared. Reach out to others in your role by participating in blogs, online communities, state association events, and through the NAGC Networks. There are many others who are navigating these unchartered waters who would appreciate getting connected and sharing ideas.
Your role is a vital one that teachers, students and parents rely on to support the gifted students in your schools. Kudos to those of you leading this cause for your school community!
Dina Brulles, Ph.D., is the Director of Gifted Education at Paradise Valley Unified School District, and serves on the NAGC Board of Directors. She is also the Gifted Program Coordinator at Arizona State University.