Illinois Administrative Code
Title 23 - EDUCATION AND CULTURAL RESOURCES
Part 27 - STANDARDS FOR ENDORSEMENTS IN SPECIFIC TEACHING FIELDS
Subpart C - ADDITIONAL TEACHING FIELDS
Section 27.470 - Gifted Education Teacher
Universal Citation: 23 IL Admin Code ยง 27.470
Current through Register Vol. 48, No. 38, September 20, 2024
By October 1, 2024, all candidates for an endorsement in
Gifted Education will be required to complete a program aligned to the NAGC-CEC
(Council for Exceptional Children) Teacher Preparation Standards in Gifted
Education (2013), published by the National Association for Gifted Children,
1331 H Street NW, Suite 1001, Washington DC 20005, and available at
a) The competent gifted education teacher, recognizing the learning and developmental differences of gifted and talented students, promotes ongoing self-understanding, awareness of his or her students' needs, and cognitive and affective growth of these students in school, home and community settings to ensure specific student outcomes. The competent gifted education teacher:
1)
collects and develops tools and techniques to engage the full range of profiles
of gifted and talented students, including students with special needs (e.g.,
students with disabilities (twice exceptional), English language learners,
creatively gifted, visual-spatial learners, profoundly gifted) in identifying
their interests, strengths and gifts;
2) assists gifted and talented students in
developing pride in their gifts and growing their passion for their areas of
interest;
3) develops activities
that can be tailored easily to match each student's developmental level and
culture-based learning needs or to compensate for areas of deficit;
4) provides a variety of research-based
grouping practices for use with gifted and talented students that allow them to
interact with individuals of various gifts, talents, abilities and
strengths;
5) models respect for
individuals with diverse abilities, strengths and goals, including those
students with atypical gifted profiles;
6) provides role models (e.g., through
mentors, bibliotherapy) for gifted and talented students that match their
abilities and interests (i.e., students with special needs);
7) identifies extracurricular learning
opportunities that match students' abilities and interests, and works to remove
barriers to their taking advantage of these opportunities;
8) collaborates with families in accessing
resources to develop their child's gifts and talents;
9) provides interventions for students to
develop cognitive and affective growth that is based on research of effective
practices;
10) develops specialized
intervention services for underachieving gifted and talented students to
accommodate their deficits, remediate their barriers to achievement, leverage
their gifts and build their community with other gifted students;
11) enables students to identify their
preferred approaches to learning, accommodates the students' preferences and
expands them;
12) provides students
with college and career guidance that is consistent with their strengths;
and
13) implements a scope and
sequence of the curriculum that contains personal and social awareness and
adjustment, academic planning, and vocational and career awareness.
b) The competent gifted education teacher has a deep understanding of assessment and its ability to provide information about identification, learning progress and outcomes, and evaluation of programming for gifted and talented students in all domains. The competent gifted education teacher:
1)
identifies gifted and talented students, including those students with special
needs who may be underserved;
2)
develops environments and instructional activities that accommodate the full
range of learning and performing among gifted populations, and encourages
students to express diverse characteristics and behaviors that are associated
with giftedness;
3) possesses
current knowledge of student exceptionalities and collects assessment data
while adjusting curriculum and instruction to address each student's
developmental level and aptitude for learning;
4) provides parents and guardians with
information in their native language regarding diverse behaviors and
characteristics that are associated with giftedness, including unique
characteristics that are associated with gifted students with special
needs;
5) provides parents and
guardians with information in their native language that explains the nature
and purpose of gifted programming options;
6) uses current, research-based assessment
strategies that accurately measure the progress of all gifted and talented
students, including students with special needs;
7) uses differentiated pre- and
post-performance-based assessments to measure the progress of gifted and
talented students;
8) uses
differentiated product-based assessments to measure the progress of students
with gifts and talents;
9) uses and
interprets qualitative and quantitative assessment information to develop a
profile of the strengths and weaknesses of each student to plan appropriate
intervention;
10) communicates and
interprets assessment information to students and their parents or
guardians;
11) possesses an
understanding of the emotional and attitudinal profiles of gifted and talented
students and identifies when a child is in crisis and in need of additional
supports; and
12) possesses an
understanding of the difference between high-achieving students and gifted and
talented students, and is able to address the needs of both within a single,
unified program.
c) The competent gifted education teacher applies the theory and research-based models of curriculum and instruction for gifted and talented students and responds to the needs of his or her students by planning, selecting, adapting and creating culturally relevant curriculum materials or curricula and by using a repertoire of evidence-based instructional strategies to ensure specific student outcomes. The competent gifted education teacher:
1)
uses local, State and national standards to align and expand curriculum and
instructional plans;
2) adapts,
modifies or replaces the core or standard curriculum to meet the needs of
gifted and talented students, including those students with special
needs;
3) designs differentiated
curricula that incorporate advanced, conceptually challenging, in-depth,
distinctive and complex content that can be modified to meet the needs of all
gifted and talented students, including those students with special
needs;
4) uses a balanced
assessment system, including pre-assessment and formative assessment, to
identify students' needs, develop differentiated education plans and adjust
plans based on continual progress monitoring;
5) ensures that assessment measures are
sensitive to the needs of students with special needs;
6) uses pre-assessments and paces and
differentiates instruction based on the learning rates and needs of each gifted
and talented student, including those with special needs, accelerating and
compacting learning, as appropriate;
7) uses information and technologies,
including assistive technologies, to individualize instruction for gifted and
talented students, including those who are twice exceptional;
8) collaborates with school support personnel
and special educators to design and deliver curricula in cognitive, affective,
aesthetic, social and leadership domains that are challenging and effective for
gifted and talented students, including those students with special
needs;
9) uses meta-cognitive
models to meet the needs of gifted and talented students;
10) selects, adapts and uses a repertoire of
instructional strategies and materials that differentiate instruction for
gifted and talented students and respond to diversity;
11) uses school and community resources that
support differentiation;
12)
provides opportunities for gifted and talented students to explore, develop or
research their areas of interest and/or talent;
13) uses critical-thinking strategies to meet
the needs of gifted and talented students;
14) uses open-ended creative-thinking
strategies to meet the needs of gifted and talented students;
15) uses problem-solving model strategies to
meet the needs of gifted and talented students;
16) uses inquiry models to meet the needs of
gifted and talented students;
17)
develops and uses challenging, culturally responsive curriculum materials or
curricula to engage all gifted and talented students;
18) integrates career exploration experiences
into learning opportunities for gifted and talented students (e.g., biography
study, speakers);
19) uses
curriculum materials or curricula for deep explorations of cultures, languages
and social issues related to diversity; and
20) demonstrates the ability to identify and
leverage sources for high-quality resources and materials that are appropriate
for gifted and talented students.
d) The competent gifted education teacher creates learning environments that foster personal and social responsibility, multicultural competence, and interpersonal and technical communication skills for leadership in the 21st century to ensure specific student outcomes. The competent gifted education teacher:
1) maintains high expectations for all gifted
and talented students as evidenced by meaningful cognitively and creatively
challenging activities;
2)
recognizes, accommodates and helps to remediate the limitations of gifted
students with special needs in meeting production demands;
3) provides opportunities for
self-exploration, development and pursuit of interests, and development of
identities supportive of achievement (e.g., through mentors and role
models);
4) creates environments
that support trust among diverse learners;
5) provides feedback that focuses on effort,
evidence of potential to meet high standards and mistakes as learning
opportunities;
6) provides examples
of positive coping skills and opportunities to apply them;
7) understands the needs of gifted and
talented students for both solitude and social interaction;
8) provides opportunities for gifted and
talented students to interact with intellectual and artistic and creative
peers, as well as with chronological-age peers;
9) provides students with special needs with
opportunities to interact with both intellectual and emotional-age peers and
with other gifted and talented students with special needs;
10) assesses and provides instruction on
social skills needed for school, community and the world of work;
11) establishes a safe and welcoming climate
for addressing social issues and developing personal responsibility;
12) provides environments for developing many
forms of leadership and leadership skills;
13) promotes opportunities for leadership in
community settings to effect positive change;
14) models appreciation for and sensitivity
to students' diverse backgrounds and languages;
15) censures discriminatory language and
behavior and models appropriate strategies;
16) provides structured opportunities to
collaborate with diverse peers on a common goal;
17) provides opportunities for advanced
development and maintenance of first and second languages;
18) provides resources to enhance oral,
written and artistic forms of communication, recognizing students' cultural
context; and
19) ensures access to
advanced communication tools, including assistive technologies, and use of
these tools for expressing higher-level thinking and creative
productivity.
e) The competent gifted education teacher is aware of empirical evidence regarding the cognitive, creative and affective development of gifted and talented students, and programming that meets their concomitant needs. Competent teachers use this expertise systematically and collaboratively to develop, implement and effectively manage comprehensive services for students with a variety of gifts and talents to ensure specific student outcomes. The competent gifted education teacher:
1) regularly uses multiple
alternative approaches to accelerate learning;
2) regularly uses enrichment options to
extend and deepen learning opportunities within and outside of the school
setting;
3) regularly uses multiple
forms of grouping, including clusters, resource rooms, special classes or
special schools;
4) regularly uses
individualized learning options, such as mentorships, internships, online
courses and independent study;
5)
regularly uses current technologies, including online learning options and
assistive technologies, to enhance access to high-level programming;
6) collaborates with educators in gifted,
general and special education programs, as well as those in specialized areas,
to collaboratively plan, develop and implement services for gifted and talented
students;
7) regularly engages
families and community members for purposes of planning, programming,
evaluating and advocating;
8)
provides professional guidance and counseling for individual students'
strengths, interests and values; and
9) facilitates mentorships, internships and
vocational programming experiences that match student interests and
aptitudes.
f) The competent gifted education teacher formally assesses professional development needs related to standards, develops and monitors development plans, systematically engages in training to meet identified needs, and demonstrates mastery of standards through the assessment of relevant student outcomes. The competent gifted education teacher:
1)
participates in ongoing, research-supported professional development that
addresses the foundations of gifted education, education of gifted students
with special needs, characteristics of students with gifts and talents,
assessment, curriculum planning and instruction, learning environments and
programming;
2) stays current
regarding key issues affecting gifted and talented students, such as
anti-intellectualism, and trends in gifted education, such as equity and
access;
3) expands the support
system for gifted and talented students and their families by connecting them
to organizations and publications relevant to gifted education;
4) participates in ongoing professional
development to support the social and emotional needs of gifted and talented
students, and shares resources and perspective with students and their
families;
5) assesses his or her
instructional practices on an ongoing basis and, based on these assessments,
continues his or her professional development related to gifted education
through the school district's staff development, professional organizations and
higher education settings;
6)
assesses evidence of the impact of new instructional approaches both on teacher
practice and student learning;
7)
leverages multiple modes of delivering professional development, including
online courses, online gifted-related communities, workshops, professional
learning communities and book "talks";
8) identifies and addresses areas in his or
her professional development plans for personal growth in the teaching of
gifted and talented students;
9)
responds to cultural and personal frames of reference when teaching gifted and
talented students; and
10) complies
with rules, policies and standards of ethical practice.
Disclaimer: These regulations may not be the most recent version. Illinois may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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