The National Association for Gifted Children’s mission is to support those who enhance the growth and development of gifted and talented children through education, advocacy, community building, and research. NAGC aims to help parents and families, K–12 education professionals including support service personnel, and members of the research and higher education community who work to help gifted and talented children as they strive to achieve their personal best and contribute to their communities.Jane Clarenbach, J.D., is the Director of Public Education at the National Association for Gifted Children.

Overall, I think Using the National Gifted Education Standards for Pre-K-Grade 12 Professional Development would be immensely helpful to district leaders, university gifted education professionals, and any other people who plan, implement, or assess PD efforts for gifted educators. The book's materials consist of many layers and I suspect that it would be widely applicable to those with only a little, up to those with a great deal, of experience in PD implementation or anywhere in between.,Stephanie Hathcock,Teachers College Record, 6/1/17Many of the most outstanding researchers, authors, and educators in the field of gifted education have contributed to the second edition of this resource that is designed to guide educational leaders in offering teachers the most thorough and effective professional development possible, enabling them to effectively meet the academic, social, and emotional needs of our most academically abled students.,Gifted Child Today, 9/17/17

• Foreword Introduction Chapter 1 National Standards for the Preparation of Teachers of Gifted Students in Pre-K–Grade 12 Schools and Their Relationship to Quality Programming Chapter 2 Developing Partnerships: Preparing Teachers to Serve Gifted Students in All Settings Chapter 3 From Cacophony to Chorus: Collaborating in a Time of Multiple Standards Chapter 4 Identifying Outcomes for Professional Development Chapter 5 Effective Models for Designing Professional Development in Gifted Education Chapter 6 Designing Professional Development Activities Chapter 7 Assessment of the Effectiveness of Professional Development Activities Chapter 8 Making Change Happen: Implementing the Teacher Education Standards in the Real World of Education Chapter 9 Challenges and Prospects Appendix A Research Support for the 2013 Teacher Preparation Standards in Gifted and Talented Education Appendix B Classroom Observation Instruments Appendix C Needs Assessment Appendix D Sample Professional Development Plan for Teachers of the Gifted and Talented Appendix E Sample Concept Maps About the Editors About the Authors

The National Association for Gifted Children’s mission is to support those who enhance the growth and development of gifted and talented children through education, advocacy, community building, and research. NAGC aims to help parents and families, K–12 education professionals including support service personnel, and members of the research and higher education community who work to help gifted and talented children as they strive to achieve their personal best and contribute to their communities.Jane Clarenbach, J.D., is the Director of Public Education at the National Association for Gifted Children.

Overall, I think Using the National Gifted Education Standards for Pre-K-Grade 12 Professional Development would be immensely helpful to district leaders, university gifted education professionals, and any other people who plan, implement, or assess PD efforts for gifted educators. The book's materials consist of many layers and I suspect that it would be widely applicable to those with only a little, up to those with a great deal, of experience in PD implementation or anywhere in between.,Stephanie Hathcock,Teachers College Record, 6/1/17Many of the most outstanding researchers, authors, and educators in the field of gifted education have contributed to the second edition of this resource that is designed to guide educational leaders in offering teachers the most thorough and effective professional development possible, enabling them to effectively meet the academic, social, and emotional needs of our most academically abled students.,Gifted Child Today, 9/17/17

• Foreword Introduction Chapter 1 National Standards for the Preparation of Teachers of Gifted Students in Pre-K–Grade 12 Schools and Their Relationship to Quality Programming Chapter 2 Developing Partnerships: Preparing Teachers to Serve Gifted Students in All Settings Chapter 3 From Cacophony to Chorus: Collaborating in a Time of Multiple Standards Chapter 4 Identifying Outcomes for Professional Development Chapter 5 Effective Models for Designing Professional Development in Gifted Education Chapter 6 Designing Professional Development Activities Chapter 7 Assessment of the Effectiveness of Professional Development Activities Chapter 8 Making Change Happen: Implementing the Teacher Education Standards in the Real World of Education Chapter 9 Challenges and Prospects Appendix A Research Support for the 2013 Teacher Preparation Standards in Gifted and Talented Education Appendix B Classroom Observation Instruments Appendix C Needs Assessment Appendix D Sample Professional Development Plan for Teachers of the Gifted and Talented Appendix E Sample Concept Maps About the Editors About the Authors

The National Association for Gifted Children’s mission is to support those who enhance the growth and development of gifted and talented children through education, advocacy, community building, and research. NAGC aims to help parents and families, K–12 education professionals including support service personnel, and members of the research and higher education community who work to help gifted and talented children as they strive to achieve their personal best and contribute to their communities.Jane Clarenbach, J.D., is the Director of Public Education at the National Association for Gifted Children.

Overall, I think Using the National Gifted Education Standards for Pre-K-Grade 12 Professional Development would be immensely helpful to district leaders, university gifted education professionals, and any other people who plan, implement, or assess PD efforts for gifted educators. The book's materials consist of many layers and I suspect that it would be widely applicable to those with only a little, up to those with a great deal, of experience in PD implementation or anywhere in between.,Stephanie Hathcock,Teachers College Record, 6/1/17Many of the most outstanding researchers, authors, and educators in the field of gifted education have contributed to the second edition of this resource that is designed to guide educational leaders in offering teachers the most thorough and effective professional development possible, enabling them to effectively meet the academic, social, and emotional needs of our most academically abled students.,Gifted Child Today, 9/17/17

• Foreword Introduction Chapter 1 National Standards for the Preparation of Teachers of Gifted Students in Pre-K–Grade 12 Schools and Their Relationship to Quality Programming Chapter 2 Developing Partnerships: Preparing Teachers to Serve Gifted Students in All Settings Chapter 3 From Cacophony to Chorus: Collaborating in a Time of Multiple Standards Chapter 4 Identifying Outcomes for Professional Development Chapter 5 Effective Models for Designing Professional Development in Gifted Education Chapter 6 Designing Professional Development Activities Chapter 7 Assessment of the Effectiveness of Professional Development Activities Chapter 8 Making Change Happen: Implementing the Teacher Education Standards in the Real World of Education Chapter 9 Challenges and Prospects Appendix A Research Support for the 2013 Teacher Preparation Standards in Gifted and Talented Education Appendix B Classroom Observation Instruments Appendix C Needs Assessment Appendix D Sample Professional Development Plan for Teachers of the Gifted and Talented Appendix E Sample Concept Maps About the Editors About the Authors