The Talent Development Planning Handbook: Designing Inclusive Gifted Programs

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Overview

Custom-build a contemporary, inclusive program that nurtures students' strengths and talents with the expert guidance and tools in this comprehensive handbook and CD-ROM.

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Editorial Reviews

Tara McGuigan
"Makes a distinct contribution to program planning for gifted education. Provides great charts that illustrate thekey basics for identifying change. "
Cheryl Brockman
"The major strength of the book is its step-by-step process. There are plenty of charts and checklists that make the book user-friendly. Great planning guide. "
Tara Mc Guigan
"Makes a distinct contribution to program planning for gifted education. Provides great charts that illustrate thekey basics for identifying change. "
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Product Details

  • ISBN-13: 9781412959797
  • Publisher: Corwin Press
  • Publication date: 3/27/2008
  • Pages: 248
  • Product dimensions: 8.70 (w) x 11.10 (h) x 0.90 (d)

Meet the Author

Donald J. Treffinger is director of the Center for Creative Learning in Sarasota, Florida, and editor-in-chief of Parenting for High Potential, NAGC’s quarterly magazine for parents. He has previously served as a member of the faculty at Buffalo State University College, the University of Kansas, and Purdue University. He has been actively involved in NAGC for many years and served as a member of the Board of Directors from 1980 to 1984.Treffinger received the NAGC Distinguished Service Award in 1984 and the E. Paul Torrance Creativity Award in 1995. His primary interests are in the areas of creativity and creative problem solving, the levels-of-service approach to programming for talent development, and problem-solving style. He is the author or coauthor of more than 350 publications, including Creativity and Giftedness. His most recent books are Talent Development: The Levels of Service Approach, the three-volume series Thinking with Standards: Preparing for Tomorrow, and Creative Problem Solving: An Introduction.

Grover C. Young is an experienced teacher, school administrator, and coordinator of gifted programming and staff development. He has worked with schools and businesses in the areas of creative productive thinking, talent identification and development, and performance-based learning and assessment. Young has also been actively involved in research and writing on the characteristics of creativity and on talent development among youth orchestra members. He has also worked closely with schools and school districts in planning, implementing, and evaluating talent development programming.Young is a coauthor of Building Creative Excellence, Thinking With Standards, The CPS Kit, and Enhancing and Expanding Gifted Programs: The Levels of Service Approach, and has authored or coauthored more than 50 articles and chapters on creativity and talent development.

Carole A. Nassab is an associateof the Center for Creative Learning in Sarasota, Florida. She has been a middle school teacher, guidance counselor, principal, pupil personnel director, adjunct professor, and school board member and has authored or coauthored several publications for school and community use, including Thinking Tools Lessons, Thinking With Standards, The CPS Kit, and Enhancing and Expanding Gifted Programs: The Levels of Service Approach. She has conducted programs on thinking tools and CPS for educators, substitute teachers, and teacher educators. Nassab earned her graduate degrees at Harvard University and Lesley College.

Edwin C. Selby serves as an associate and a member of the board of directors of the Center for Creative Learning in Sarasota, Florida, and as an adjunct professor with Fordham University’s graduate school of education. Previously, Selby served for many years as a public school music and drama teacher and as a board of education member and officer. He has authored or coauthored a number of articles and books on creativity, problem-solving style, and instruction for creative learning and creative problem solving, including Thinking With Standards, The CPS Kit, VIEW: An Assessment of Problem-Solving Style, and An Introduction to Problem-Solving Style. Selby has served as a trainer and evaluator for several projects on creativity, problem-solving style, and talent development for state education agencies and for international educational organizations, including Destin Nation Imagination, Inc., and the Future Problem Solving Program.

Carol V. Wittig,an associate and a member of the board of directors of the Center for Creative Learning in Sarasota, Florida,is an experienced elementary classroom teacher and gifted programming specialist in public elementary and middle schools. She has been a lead contributor to curriculum development in language arts, math, and social studies for her school district and has also coauthored several publications on creativity and talent development, including Thinking With Standards, The CPS Kit, and Enhancing and Expanding Gifted Programs: The Levels of Service Approach. Wittig earned a master's degree in creative studies from the State University College at Buffalo and has presented many workshops on creativity, creative problem solving (CPS), CPS facilitation, learning styles, and talent development both in the U.S. and abroad.

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Table of Contents

Section I. Overview
1. Introduction and Overview
Four Generations of Gifted Education
Overview of the Handbook’s Contents
2. The Six-Stage Systematic Planning Model
Benefits of Effective Planning
The Six-Stage Systematic Planning Model
Section II. Stage One—Prepare
3. Foundations for Contemporary Programming
The Nature of Giftedness and Talent
Rationale and Goals for Talent Development
Fundamental Tenets and Beliefs
Identifying the Important Goals and Outcomes for Students
Deciding to Implement a Contemporary, Inclusive Approach
4. Innovation and Change
The Challenges of Innovation and Change
Responding to Innovation and Change
Dealing With Change
New Approaches to Teaching and Learning
The School Improvement Challenge
5. Planning Logistics
Forming a Planning Committee
Size of the Committee
Fostering Effective Communication Channels
Philosophy and Values of the Committee Members
Developmental Conception of Leadership
Planning for an Effective Group
Group Behavior Guidelines
Understanding and Applying Tools for Generating and Focusing Ideas
Informed, Progressive Outlook
Establishing a Working Community for Contemporary Programming
Section III. Stage Two—Clarify Where You Are Now
6. Needs Assessment
Interpretation of Needs Assessment Results
Additional Sources of Data
7. Checking the Climate
Assessing the School Context for Excellence
The Climate Survey for Contemporary Programming
Linking the Inventory Results With “Ready” With Nine Climate Dimensions
8. Programming Positives and Wish Lists
Your Programming Positives
Your Wish List
Suggestions for Searching Successfully for Programming Positives and Wishes
Section IV. Stage Three—Decide Where to Go Next
9. Setting Goals for Your Desired Future
10. Constructing the Master Plan
The Master Plan
Specific Components of the Master Plan
11. Constructing the Building Action Plan
The Building Action Plan
Components of the Building Action Plan
Moving Forward
Section V. Stage Four—Carry Out Programming
12. Implementing Contemporary Programming
The Four Levels of Service
Dimensions of Effectiveness and Criteria for “Healthy” School Programming
Effective Implementation of Programming
A Professional Partnership
Section VI. Stage Five—Seek Talents and Strengths
13. Identification in Contemporary Talent Development
Changing Views of Identification
Exploring New Opportunities and Directions
Summary
Section VII. Stage Six—Ensure Quality, Innovation, and Continuous Improvement
14. Quality, Innovation, and Continuous Improvement
Elements of Effective Evaluation
Indicators of Quality in Programming
Innovation and Change
Continuous Improvement
The Role of the Planning Committee
Relations
Conclusion: Planning Contemporary, Inclusive Programming for Talent Development
References
Appendices
Index

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