Thursday, September 23, 2021
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In this session, we explored a path that supports academic growth while sparking curiosity in childhood. Learn how to come alongside your kids as they dive deeply into the passions and interests that make them come alive!
This article provides district administrators and educators of gifted and talented students with an overview of how gifted identification practices align with each of the paradigms, as well as how they are supported by the standards established in the Texas State Plan.
Personal branding for teachers includes anything that helps add strength, identity, and definition to your work in a way that students, parents, and the surrounding community can recognize.
At the June 15 TAGT Leadership+ Equity Conference, Brandi Marroquin, Javetta Jones Roberson, and Erinn Wilcots joined me in a panel discussion about how to create culturally responsive classrooms and anti-racists classrooms. The biggest takeaway for educators wanting to start their journey to develop a culturally responsive classroom is that it is a journey–not a checklist!
This giftED20 student panel provided a view into the world of gifted minority students. In the session, a group of young minorities addressed academia and perceptions of their own, their peers, and their teachers. Gain insight into how the students have developed coping skills.
TAGT hosted this Connect Chat on how secondary G/T services have adjusted to meet the needs of virtual and hybrid learners and virtual/hybrid programming, including discussions on how you’ve innovated your virtual/hybrid offerings for secondary G/T students, how to manage advanced classes online and in-person, how you’ve added what you’ve learned from virtual settings to your in-person services, and how to adapt college prep and college and career readiness to new settings.
TPSP provides more than just what to do: TPSP also offers the why and how to meet G/T students’ learning nature and needs.
A recent article in the Hechinger Report reported on a study by Christopher Redding and Jason Grissom, soon to be published in Educational Evaluation and Policy Analysis. In this study, the authors used data from the Early Childhood Longitudinal Study – Kindergarten (ECLS-K; 2010 – 2011 cohort) to see if students who were reported as receiving gifted services performed better than they had prior to receiving services.
Transitioning from a worldwide pandemic back to lives we recognize will bring gifted children both novel and perennial challenges amplified. Please join us to explore our gifted children’s most pressing issues.
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Disclaimer: The views and opinions expressed in TEMPO+ articles and advertisements do not necessarily reflect a TAGT position. Articles shared are intended to inform members about the conversations affecting those in our field.
