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Summary of the Gifted Education Teacher Preparation Standards

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Summary of the Seven Teacher Preparation Standards in Gifted Education

The 2013 standards for gifted education have been collaboratively developed with representatives from the Council for Exceptional Children-Association for Gifted (CEC-TAG) and the National Association for Gifted Children (NAGC) working in tandem at each association's national meeting as well as with the NAGC Professional Standards Committee and in consultation with the network of personnel who teach in university-based degree programs in gifted education.There has also been a deliberate effort to involve school district personnel and to ensure both cultural and geographic diversity in the process.

The 2013 standards are revised from the 2006 gifted education standards that have been in use for program reviews since 2007.  Each of the seven standards represents important emphases within a program of study in gifted education for pre-service or in-service educators seeking their initial preparation in this field. Each set of underlying emphases is described by knowledge and skills essentials to the work of personnel preparation and provides additional text elaborating on the intent and scope of the standard. 

Standard 1 begins with a gifted professional’s understanding of individual learning differences focusing on how language, culture, economic status, family background, and/or disability impacts the learning of individuals with gifts and talents. Based on these understandings gifted education professionals respond to learners’ individual needs. 

Standard 2 emphasizes the nature of multiple learning environments for gifted learners. This includes creating safe, inclusive, and culturally responsive environments for all learners. These environments provide the framework for a continuum of services that respond to individual’s gifts, talents, motivations, cultural, and linguistic differences. 

Standards 3, 4, and 5 focus on gifted education professionals’ knowledge and implementation of the learning process. Standard 3 emphasizes educators’ knowledge and use of core and specialized curricula to advance learning for individuals with gifts and talents. Standard 4 concentrates on assessment, both for identifying individuals with gifts and talents and also the types of assessment used to differentiate and accelerate instruction. Standard 5 focuses on the selection, adaption, and planned use of a variety of evidence-based instructional strategies to advance learning of gifted and talented individuals. 

Standard 6 emphasizes the use of foundational knowledge of the field and professional ethical principles as well as national Pre-K-Grade 12 gifted education programming standards to inform gifted education practice to engage in lifelong learning, and to advance the profession. 

Finally, Standard 7 focuses on gifted education professionals’ collaboration with families, other educators, related-service providers, individuals with gifts and talents, and personnel from community agencies in culturally responsive ways to address the needs of individuals with gifts and talents across a range of learning experiences.

See a chart comparing the 2013 and 2006 standards.

 

Download the 2013 Standards 

Go to Differences between the 2013 and 2006 Standards Page

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