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.
After mastering initial standards for the preparation of teachers of the gifted, many educators in gifted education continue their professional growth toward mastery of advanced professional standards at the post baccalaureate levels. For some this means deepening their understandings and expertise and adding new responsibilities for leadership within the classroom. Some educators in gifted education assume functions outside the classroom, moving into specializations, administering gifted education programs and services, or moving into teacher preparation and research roles.
Regardless of the specific role, educators in advanced roles share an array of functions and responsibilities in common. Reflecting this commonality, the National Association for Gifted Children, the Council for Exceptional Children, and the Association for the Gifted have approved knowledge and skills that all teachers in gifted education have mastered as a part of their preparation for advanced professional practice.
Initial gifted education professional standards describe the minimal knowledge, skills, and dispositions necessary for individuals to enter initial practice safely and effectively as a gifted education professional. Advanced gifted education professional standards describe the knowledge, skills, and dispositions necessary for individuals to practice at accomplished levels of gifted education and in advanced gifted education roles .
Individuals who are responsible for planning and implementing advanced degree programs in gifted education, school personnel who wish to develop advanced competencies, and those who teach advanced courses in gifted education would benefit from using the advanced standards to guide development or revisions of existing programs aimed at preparing individuals for advanced roles in gifted education. Other suggestions include sharing the advanced standards with education leadership programs, especially with those who teach administrator courses, and using the standards to help guide the hiring of gifted education coordinators.
The advanced standards in gifted education were developed by standards experts at the National Association for Gifted Children, the Council for Exceptional Children, and the Association for the Gifted. These content and teacher preparation experts conducted an extensive study of advanced teaching standards, including National Board for Professional Teaching Standards, state standards, knowledge and skill standards that are expected of all special educators in advanced roles, and standards used by the Council for Accreditation of Educator Preparation (the new organization resulting from the merger of NCATE and TEAC) as part of the school/college of education accreditation process. The workgroup also identified research support for each of the knowledge and skills included in the standards. The resulting advanced standards in gifted education were rigorously reviewed by the field and were approved by all three organizations in 2013.
No. The Council for Accreditation of Educator Preparation does not require advanced programs for school professionals to go through an advanced program review for national recognition as part of the accreditation process if the program has been recognized in the initial standards review process. However, the advanced program may opt to submit itself for review under advanced standards