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.
NAGC has developed national standards in programming and services and teacher preparation to guide high quality education for the nation’s estimated 3 to 5 million gifted and talented students.
Ensuring that highly able learners are recognized and subsequently served through systematic programming is of the highest priority. All teachers must be able to recognize a high-ability student who needs more depth and complexity in instruction or may need a referral for further assessment and services. Teachers in specialized programs for gifted learners or those who coordinate gifted and talented programs and services should be familiar with the theory, research, curriculum strategies, and educational practices necessary to develop and sustain high quality classroom-based opportunities for advanced student learning.
National standards for specialized programs and services, for gifted education teacher preparation, knowledge and skills for all teachers, and advanced standards in teacher preparation will help guide and improve teaching and deepen student learning.
National programming standards assist school districts in examining the quality of their programs and services for gifted learners. Recognizing that the ongoing evaluation and re-tooling of a successful gifted program is an evolutionary process, the NAGC Pre-K-Grade 12 Programming Standards detail a framework that focuses on student outcomes. Districts use the program standards both as mileposts for improving programs and services and as rubrics for evaluation. The standards have been endorsed by The Association for the Gifted of the Council for Exceptional Children (CEC-TAG).
It is critical that all teachers are able to recognize a high-ability student who may need more depth and complexity in instruction or be referred for further assessment and services. However, few general teacher preparation programs provide instruction on the needs of gifted and talented students, and as a result, the majority of teachers in classrooms today have not been trained to meet the learning needs of these students.
Read the standard for all teachers.
National standards for gifted education teacher preparation programs reflect what the field of gifted education, led by NAGC, determines is essential for gifted education specialists to know and be able to do. The standards are the foundation for the knowledge and skills in which teacher candidates in gifted education demonstrate competency and also are used as part of the national accreditation process through the Council for the Accreditation of Educator Preparation (CAEP).
Faculty in teacher preparation programs in gifted and talented education assume responsibility for the development of preK-12 teachers who are well-prepared in recognizing and responding to the needs of gifted, talented, and high-potential students.
Many educators in gifted education continue their professional growth toward mastery of advanced professional standards to help prepare them for leadership roles in gifted education. The Advanced Standards lay out the knowledge and skills that teachers in gifted education should master as part of their preparation for advanced professional practice.
Read the advanced standards.