Program Development: Reflection 4
Over the course of this gifted endorsement process, I have had the opportunity to observe firsthand how acceleration, enrichment, grouping, and advisement, the four tenants of gifted programming, affect the gifted learner. Working in a high school, acceleration is the most obvious of the four elements of gifted programming: Fulton County is encouraging the students to take at least one Advanced Placement class, starting as early as 9th grade year. Advanced Placement , Joint Enrollment , and honors courses are excellent options for gifted learners to challenge themselves and take a rigorous coursework. These college courses are not just accelerated, they generally are very thorough, providing an in-depth look at the topic. This acceleration is a critical way in which the high school curriculum is modified to fit the gifted learner. However, at least at my high school., there is no distinction drawn between high achievers and gifted learners. AP, Joint Enrollment, and Honors are advertised as options for any high achieving student, not specifically gifted students. This mixed-model group works well for many students, but there are definitely gifted students who are overlooked or underserved through these acceleration options. This ties into another element of gifted programming: grouping. In high school, there are very few opportunities for gifted students to have academic fellowship specifically with other gifted learners: the only opportunity is the underclassmen TAG seminars- these seminars are ungraded pull-out classes. Unfortunately, the lack of grade associated with this seminar is interpreted by some as a lack of importance. The NSCHS's current gifted programming deemphasizes the importance of community among gifted learners. Experts like _____________ have repeatedly explained the importance of gifted students socializing with their intellectual equals, not just age-peers. It's true that some gifted learners have difficulty finding true friends and academic equals. however, based on observation, the mixed-model works well on a practical basis. The mix of high achievers and gifted learners creates an environment of students who are inquisitive and creative but also motivated in academic pursuits.
Enrichment and advisement, the two remaining elements of gifted programming, have been missing at my high school for several years now, and this oversight has lead to the effective disappearance of the gifted program here. NSCHS's TAG Contact and I have been essentially rebuilding the program from nothing over the course of the 2014-2015 school year. Based on my gifted endorsement classes and observations in my school, it is my belief that the lack of enrichment and advisement that led to the lack of TAG awareness and culture on our campus. While there are certainly enrichment opportunities on campus, such as competitive academic teams, international field trips, and numerous interest-based and service clubs, these enrichment programs have not been tied to the TAG program or specifically marketed towards gifted students. As a member of next year's TAG department, I hope to streamline communication between the school's TAG department and the students in the TAG program, and I believe that this will encourage students to attend these enrichment opportunities for both the purposes of academic extension and socialization. The advisement component of the program is, in my opinion, the most important in order to truly serve gifted students. Many schools, my own included, do an excellent job of provided academic opportunities for students because it serves the schools reputation as a challenging and competitive institution. Schools are much less likely to serve gifted students' social and emotional needs. Provisioning opportunities for students to receive one-on-one advisement from a teacher they trust, who understands their identities as gifted learners. can make a meaningful difference in students perceptions of themselves and their educations. My husband works teaching Social and Emotional Learning in public schools; and I have been able to observe firsthand how much of a difference explicit SEL education can have on students of any age or achievement level. My personal goal is to provide this same service next year through advisement of gifted students. I hope to emphasize academic advisement but would also love to include elements of SEL in TAG seminars in an effort to serve the whole student as an individual, not just their academic needs.
Enrichment and advisement, the two remaining elements of gifted programming, have been missing at my high school for several years now, and this oversight has lead to the effective disappearance of the gifted program here. NSCHS's TAG Contact and I have been essentially rebuilding the program from nothing over the course of the 2014-2015 school year. Based on my gifted endorsement classes and observations in my school, it is my belief that the lack of enrichment and advisement that led to the lack of TAG awareness and culture on our campus. While there are certainly enrichment opportunities on campus, such as competitive academic teams, international field trips, and numerous interest-based and service clubs, these enrichment programs have not been tied to the TAG program or specifically marketed towards gifted students. As a member of next year's TAG department, I hope to streamline communication between the school's TAG department and the students in the TAG program, and I believe that this will encourage students to attend these enrichment opportunities for both the purposes of academic extension and socialization. The advisement component of the program is, in my opinion, the most important in order to truly serve gifted students. Many schools, my own included, do an excellent job of provided academic opportunities for students because it serves the schools reputation as a challenging and competitive institution. Schools are much less likely to serve gifted students' social and emotional needs. Provisioning opportunities for students to receive one-on-one advisement from a teacher they trust, who understands their identities as gifted learners. can make a meaningful difference in students perceptions of themselves and their educations. My husband works teaching Social and Emotional Learning in public schools; and I have been able to observe firsthand how much of a difference explicit SEL education can have on students of any age or achievement level. My personal goal is to provide this same service next year through advisement of gifted students. I hope to emphasize academic advisement but would also love to include elements of SEL in TAG seminars in an effort to serve the whole student as an individual, not just their academic needs.
Supporting Evidence
|
|