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2019 WCGTC World Conference

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3.1.4 Guiding the Gatekeepers: Using Professional Learning to Promote Equity and Access in K-12 Gifted Education

There is a well-established lack of identification among certain cultural, linguistic, and economic categories of children for programs for the gifted and talented. With teachers often serving as gatekeepers for gifted programs, teaching training is frequently recommended as a partial solution. This session will focus on the need for targeted professional learning on the characteristics of typically underrepresented youth in order to help teachers better recognize how various cultures manifest giftedness in ways not typically represented on checklists or in ways that fit the traditional understanding of giftedness. Presenters will share a structured plan for professional learning that can be adapted to participants’ districts.

Author(s):

Angela Novak
novaka17@ecu.edu
East Carolina University
United States

   

Angela Novak, Ph.D. is an Assistant Professor and AIG Program Coordinator at East Carolina University. She previously worked in both the public education sector in grades K-8 and in central office, and the private non-profit sector, with a gifted summer program. Angela earned her MA from The University of Connecticut and her Ph.D. from The College of William and Mary, both in gifted education. She is the Past Chair and Program Chair of the Professional Development Network of NAGC and is the Co-Editor of a three-volume service publication with NAGC on professional learning in gifted education.

Katie Lewis
klewis15@ycp.edu
York College of Pennsylvania
United States

   

Katie D. Lewis, Ed.D., is an assistant professor at York College of Pennsylvania. She teaches undergraduate early elementary education courses, and she also serves as program coordinator for Secondary Education, Post-Baccalaureate and Transfer students. Dr. Lewis has 5 years of experience teaching in public schools where she served as grade chair, lead science teacher, gifted cluster teacher and mentor to student teachers. She serves as Past-Chair for the TAGT Research Division and as NAGC Professional Development Network Chair. Her research interests include teacher preparation programs, motivation, and the underrepresentation of gifted English language learners.

 


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