TAG Specialist Standards, ODE TAG Advisory Submission to TSPC: January 26, 2015 Page 1

Public Comment to the Teacher Standards and Practices Commission

on the

Talented and Gifted Specialization

Submitted on January 26, 2015

Members of the Talented and Gifted Specialization

Advisory Committee

David Bautista, State Assistant Superintendent, Office of Equity

Rebecca Blocher, Specialist in Talented and Gifted Education, ODE

Debbie Cox, TAG Services Specialist, Salem-Keizer School District

Dr. Marjorie DeBuse, Professor, Talented and Gifted Education, University of Oregon

Heidi Hanson, District TAG Coordinator, Beaverton School District

Dr. Donald Kordosky, Superintendent, Oakridge School District

Ann Matschiner, Instructor, Pacific University

Emily Nazarov, J. D., Oregon Department of Education

Kara Mortimer, Assistant Principal, Portland Public Schools

Rudyane Rivera-Lindstrom, English Language Learners, Equity Unit, ODE

Kerri Sage, TAG District Coordinator, Eugene 4J

Dr. Markisha Smith, Director, Equity Unit, ODE

Dr. Larry Sullivan, Superintendent, Lane ESD

Dr. Alicia Wenzel, Assistant Professor, Western Oregon University

TAG Specialist Standards, ODE TAG Advisory Submission to TSPC: January 26, 2015 Page 2

The Talented and Gifted Advisory Committee as convened by the Oregon

Department of Education requests the Teacher Standards and Practices

Commission’s consideration of the following changes to the proposed Talented

and Gifted Specialist Standards currently proposed by TSPC:

584-066-0025 Talented and Gifted Specialization: Competency Standards

A. Proposed Standard 1: Change the term “individuals with exceptionalities”

to the one of the following:

“children who require special educational programs or services or

both”

or those “children identified as Talented and Gifted”

Rationale: The Oregon Definition of Talented and Gifted learners does not

define this population of learners as a category with an “exceptionality”

The Oregon Definition of a Talented and Gifted Learner is contained in the

following citation from the Oregon Revised Statute: ORS 343.395 (4)

(4) “Talented and gifted children” means those children who require special

educational programs or services, or both, beyond those normally provided

by the regular school program in order to realize their contribution to self

and society and who demonstrate outstanding ability or potential in one or

more of the following areas:

(a) General intellectual ability as commonly measured by measures of

intelligence and aptitude.

(b) Unusual academic ability in one or more academic areas.

(c) Creative ability in using original or nontraditional methods in thinking

and producing.

(d) Leadership ability in motivating the performance of others either in

educational or noneducational settings.

(e) Ability in the visual or performing arts, such as dance, music or art.

[1959 c.528 §2; 1963 c.570 §22; 1965 c.100 §409; 1971 c.613 §2; 1979

c.385 §2; 1987 c.335 §1; 2011 c.440 §2]

TAG Specialist Standards, ODE TAG Advisory Submission to TSPC: January 26, 2015 Page 3

B. Recommended Change to references to the “Beginning Gifted Education

Professional” to the term “The Talented and Gifted Specialist”

Rationale: The TAG Advisory committee recommends changing the term to the

following:

“The Talented and Gifted Specialist” because once proficient, the individual

will no longer be a beginning professional, and will be considered to be a

“specialist” as defined by the endorsement.

C: Recommended Change the references to “individuals with gifts and

talents” to the term “Talented and Gifted learners”

Rationale: This term provides consistency with the common usage of references

to this population of learners throughout Oregon.

D. Recommended Change to Standard 4: Cultural Competency and Equity in

the Classroom: The TAG Advisory group also submitted more inclusive

definitions for Standard 4, “Cultural Competency and Equity in the Classroom”

Please see the submission for Standard 4.

The following pages contain the recommendations for the

Talented and Gifted Specialization from the TAG

Advisory Committee as convened by the Oregon

Department of Education. Each standard is listed on a

separate page.

TAG Specialist Standards, ODE TAG Advisory Submission to TSPC: January 26, 2015 Page 4

Standard 1: Learner Development and Individual Learning Differences

The Talented and Gifted Specialist understands the variations in

learning and development in cognitive and affective areas between and

among talented and gifted learners and applies this understanding to

provide meaningful and challenging learning experiences for talented

and gifted learners.

1.1 The Talented and Gifted Specialist understands how language, culture, economic status, family background, and/or areas of disability can influence the learning of talented and gifted learners.

1.2 The Talented and Gifted Specialist uses his/her understanding of

developmental and individual differences to respond to the academic, behavioral, social, and emotional needs of talented and gifted learners.

TAG Specialist Standards, ODE TAG Advisory Submission to TSPC: January 26, 2015 Page 5

Standard 2: Learning Environments

The Talented and Gifted Specialist creates safe, inclusive, and

culturally responsive learning environments so that talented and gifted

students become effective learners and develop social and emotional

well-being.

2.1 The Talented and Gifted Specialist creates and maintains learning

environments that engage talented and gifted learners from various cultural, linguistic, and economic backgrounds in meaningful and rigorous learning activities and social interactions.

2.2 The Talented and Gifted Specialist uses motivational and instructional strategies to facilitate understanding of subject matter and to teach talented and gifted learners how to adapt to different environments and develop ethical leadership skills.

2.3 The Talented and Gifted Specialist understands the need for multiple environments that are part of a continuum of services for talented and gifted learners, including the advantages and disadvantages of various settings.

2.4 The Talented and Gifted Specialist actively creates learning environments for talented and gifted learners that foster cultural understanding, safety, social and emotional well-being and development, positive interactions, active engagement, independence, motivation, and self-advocacy.

TAG Specialist Standards, ODE TAG Advisory Submission to TSPC: January 26, 2015 Page 6

Standard 3: Curricular Content Knowledge

The Talented and Gifted Specialist uses knowledge of general and

specialized curricula to advance learning for talented and gifted

students.

3.1 The Talented and Gifted Specialist understands the role of central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and uses that understanding to organize knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions within and across grade levels.

3.2 The Talented and Gifted Specialist designs instruction to accommodate assessed levels of learning and accelerated rates of learning for talented and gifted learners that promotes critical and creative thinking, and adds depth and complexity in academic subject matter and in specialized domains.

3.3 The Talented and Gifted Specialist uses pre-assessments, formative and summative assessments to select, adapt, and create curricula that differentiates content, learning environment, process, and product.

3.4 The Talented and Gifted Specialist understands that talented and gifted learners demonstrate a wide range of advanced knowledge and performance levels and modifies the general or specialized curriculum appropriately to match assessed academic, social, emotional, and cognitive needs.

TAG Specialist Standards, ODE TAG Advisory Submission to TSPC: January 26, 2015 Page 7

Standard 4: Cultural Competency and Equity in the Classroom

The Talented and Gifted Specialist understands that some groups of

talented and gifted learners have been underrepresented culturally,

linguistically, and/or economically in gifted education programs and

demonstrates the cultural competencies and proficiencies necessary to

provide understanding, sensitivity, appreciation and responsiveness to

cultural and economic differences resulting in equitable outcomes for all

students.

4.1 The Talented and Gifted Specialist models respect for cultural,

linguistic, and economic diversity, understanding that it is an integral part of society’s institutions and impacts learning of individuals with gifts and talents in the delivery of gifted education services.

4.2 The Talented and Gifted Specialist adjusts his/her communication to a learner’s language proficiency as well as to cultural and linguistic differences.

TAG Specialist Standards, ODE TAG Advisory Submission to TSPC: January 26, 2015 Page 8

Standard 5: Assessment

The Talented and Gifted Specialist uses multiple linguistic and

culturally appropriate methods of assessment and data sources in

making decisions about the identification and instruction of talented and

gifted learners.

5.1 The Talented and Gifted Specialist selects and uses technically

sound formal and informal assessments that minimize bias in identifying students for gifted education programs and services.

5.2 The Talented and Gifted Specialist uses knowledge of measurement principles and practices to differentiate assessments and interpret results to guide educational decisions for talented and gifted learners.

5.3 The Talented and Gifted Specialist collaborates with colleagues in using multiple types of assessment information to make identification decisions and to minimize bias in assessment and decision-making.

5.4 The Talented and Gifted Specialist collaborates with colleagues,

families, and students to use assessment results to develop long-range short-range goals and objectives that take into consideration a learner’s abilities and needs, the learning environment, and cultural, linguistic, and economic diversity.

5.5 The Talented and Gifted Specialist engages talented and gifted learners in assessing the quality of their own learning and performance and in setting future goals and objectives.

TAG Specialist Standards, ODE TAG Advisory Submission to TSPC: January 26, 2015 Page 9

Standard 6: Instructional Planning and Strategies

The Talented and Gifted Specialist selects, adapts, and uses a

repertoire of evidence-based instructional strategies to advance the

learning of talented and gifted learners.

6.1 The Talented and Gifted Specialist applies principles of evidence-based, differentiated, and accelerated practices and possesses a repertoire of instructional strategies to enhance the critical and creative thinking, problem-solving, and performance skills of talented and gifted learners.

6.2 The Talented and Gifted Specialist applies appropriate technologies to support assessment, planning, and delivery of instruction for talented and gifted learners.

6.3 The Talented and Gifted Specialist collaborates with professional

colleagues and other educators to select, adapt, and use evidence-based strategies that promote challenging learning opportunities in both general and specialized curricula.

6.4 The Talented and Gifted Specialist emphasizes the development,

practice, and transfer of advanced knowledge and skills across environments throughout the life of an individual, leading to creative, productive careers in a multicultural and multilingual society for talented and gifted learners.

6.5 The Talented and Gifted Specialist uses instructional strategies that enhance the social and emotional development of talented and gifted learners.

TAG Specialist Standards, ODE TAG Advisory Submission to TSPC: January 26, 2015 Page 10

Standard 7: Professional Learning and Ethical Practices

The Talented and Gifted Specialist uses foundational knowledge of the

field and professional ethical principles and programming standards to

inform gifted education practices, to engage in lifelong learning, and to

advance the profession.

7.1 The Talented and Gifted Specialist uses professional ethical

principles and specialized program standards to guide her/his practices.

7.2 The Talented and Gifted Specialist understands how foundational knowledge, perspectives, and historical and current issues influence professional practices and the education and treatment of talented and gifted learners both in school and society.

7.3 The Talented and Gifted Specialist advances the profession by engaging in activities such as advocacy and mentoring.

7.4 The Talented and Gifted Specialist is aware of her/his own professional learning needs, understands the significance of lifelong learning, and participates in professional activities and learning communities.

TAG Specialist Standards, ODE TAG Advisory Submission to TSPC: January 26, 2015 Page 11

Standard 8: Collaboration

The Talented and Gifted Specialist collaborates with families, other

educators, and related-service providers, talented and gifted learners,

and personnel from community agencies in culturally responsive ways to

address the needs of talented and gifted learners across a range of

learning experiences.

8.1 The Talented and Gifted Specialist serves as a collaborative resource to colleagues.

8.2 The Talented and Gifted Specialist uses collaboration to promote the

behavioral, academic, social, and emotional well-being of talented and gifted learners across a wide range of settings, experiences, and collaborators.

8.3 The Talented and Gifted Specialist facilitates continuity of service for talented and gifted learners by sharing instructional plans and strategies in collaboration with students, families, and educators.