Empowering Gifted Educators as Change Agents

A Playbook for Equity-Driven Professional Learning
1. Auflage 2022
ISBN: 978-1-032-04568-9
Verlag: Taylor & Francis

Buch, Englisch, 240 Seiten, Format (B × H): 176 mm x 253 mm, Gewicht: 560 g

Through an accessible, research-based program of professional learning, this critical resource empowers gifted educators to become change agents for equity in their classroom, school, or district.

Designed for practitioners seeking to increase the rate of identification and retention of underserved gifted populations, this book guides readers through the Four Zones of Equity-Driven Professional Learning Model, a practical set of tools specific to the field of gifted education. Readers will develop an all-inclusive professional learning plan specific to their teachers’ understanding of cultural norms, guiding participants to gain insight into the characteristics of gifted marginalized students, coaching faculty in ways to increase classroom support, and equipping educators with the tools necessary to build effective partnerships with parents and communities.

Ideal for gifted educators, coordinators, and administrators, this playbook is packed with practical ideas, strategies, and activities to bring meaningful, equity-driven professional learning to life.

Zielgruppe

Professional and Professional Practice & Development

Autoren/Hrsg.

Lewis, Katie D

Novak, Angela M

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik Hochbegabtenförderung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung

Inhaltsverzeichnis

Introduction 1. The Need for Equity-Driven Professional Learning 2. Introduction to the Four Zone Equity-Driven Professional Learning Model 3. Seven Guidelines for Equity-Driven Professional Learning for Gifted Educators 4. Zone 1: Increasing Educators' Understanding of Cultural Norms and Equity 5. Zone 2: Increasing Educators' Understanding of Characteristics of Gifted Marginalized Students 6. Zone 3: Increasing Classroom Support for Educators and Gifted Marginalized Students 7. Zone 4: Increasing and Developing Partnerships with Parents and the Community 8. Professional Learning is an Iterative Process

Über Autor(innen)

Katie D. Lewis is Associate Professor and Director of Secondary Education and Post-Baccalaureate Programs at York College of Pennsylvania, USA. She is also a Board Member of The Association for the Gifted (CEC-TAG).

Angela M. Novak is Assistant Professor and Academically and Intellectually Gifted Coordinator at East Carolina University, USA. She is also a Board Member of CEC-TAG and the National Association for Gifted Children's Diversity and Equity Committee.