Category: District Leadership

As online learning becomes more prevalent for K–12 students, it is important for teacher professional development to model K–12 best practices in an online environment while keeping adult learner engagement at the forefront.

The process of PL goes beyond time and money to include best practice based on experience and most current research. The role of the gifted educator in this process is to create long-term change in participants.

A G/T program services evaluation journey looks at both the places traveled and any new destination that leads to student achievement.

This article proposes a Formative Evaluation of Gifted Programs Model (FEGPM) that incorporates stakeholder input and the implementation of evaluation findings.

A literature review of articles that address evaluation of gifted education programming and services.

Although trained educators have mastered a set of knowledge, skills, and dispositions, continued professional development provides an opportunity to extend and refine them.