The Talent Development Planning Handbook: Designing Inclusive Gifted Programs

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This handbook illustrates how to design a new program for talent development or redesign and revitalize an existing program in a school or district. Ideal for coordinators of gifted programs, school administrators, and special education directors, this resource focuses on a contemporary, inclusive approach to nurture students' strengths and talents.

The authors present a research-based six-stage planning model to guide the planning process and identify specific procedures for organizing and implementing the model at the district or school levels. The six stages of planning cover:

  • Preparing for program implementation
  • Assessing the climate for supporting contemporary programming
  • Setting goals and creating an action plan
  • Designing and delivering activities and services
  • Identifying students' interests, strengths, and characteristics
  • Evaluating the program to ensure quality, innovation, and continuous improvement

Readers will also find a CD-ROM containing reproducible resources, presentations, and templates.

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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: 9781412959803
  • Publisher: SAGE Publications
  • Publication date: 3/27/2008
  • Edition description: New Edition
  • Pages: 248
  • Product dimensions: 8.30 (w) x 10.90 (h) x 0.30 (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

Sect. I Overview 1

1 Introduction and Overview 3

2 The Six-Stage Systematic Planning Model 13

Sect. II Stage One - Prepare 19

3 Foundations for Contemporary Programming 21

4 Innovation and Change 37

5 Planning Logistics 49

Sect. III Stage Two- Clarify Where You Are Now 67

6 Needs Assessment 69

7 Checking the Climate 87

8 Programming Positives and Wish Lists 97

Sect. IV Stage Three - Decide Where to go Next 105

9 Setting Goals for Your Desired Future 107

10 Constructing the Master Plan 119

11 Constructing the Building Action Plan 133

Sect. V Stage Four - Carry Out Programming 141

12 Implementing Contemporary Programming 143

Sect. VI Stage Five - Seek Talents and Strengths 161

13 Identification in Contemporary Talent Development 163

Sect. VII Stage Six - Ensure Quality, Innovation, and Continuous Improvement 179

14 Quality, Innovation, and Continuous Improvement 181

App. A Constructing the Master Plan 205

App. B Constructing the Building Action Plan 215

References 223

Index 226

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