Georgia Southern University Statesboro, Georgia, United States
Short Description: Novice teachers often leave educator preparation programs ill-prepared to identify and meet the needs of gifted and 2E students. This presentation discusses a teacher preparation program’s approach to addressing this inequity through embedded activities throughout practicum courses across multiple semesters. Guided by newly revised CEC-NAGC Professional Preparation Standards, presenters share suggestions for implementation and associated challenges.
Learning Objectives:
Participants will describe how to scaffold the Practice-Based Professional Preparation strategies in an elementary and DUAL preservice teacher preparation program.
Participants will identify examples of assessment and learning tools that can be used with preservice teachers to measure understanding of giftedness and gifted pedagogy.
K-12 gifted coordinators or administrators will be able to identify methods to scaffold professional learning with teachers in their districts.
