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MSU Teacher Education Unit (TEU)

M.Ed. with concentration in Gifted Education requires 31 hours minimum
Credits are Semester Hours

Gifted Education

K. NCATE State Information for Gifted Education Concentration in M. ED.

9.5.7 A. ADVANCED STUDY IN SPECIALTY AREA EDUCATION

(1) The programís advanced content area specialization study is Designed to reflect the standards of the National Board for Professional Teaching Standards and professional specialty association recommendations for advanced study.

In addition to the National Board for Professional Teaching Standards, The M.ED. Gifted Education concentration complies with the Council for Exceptional Children (CEC) Standards: Gifts and Talents. An in-depth Review of the programís adherence to the CEC Gifts and Talents Standards is available in a separate document in the evidence room.

(2) The programís advanced content area specialization study provides for breadth in the field or for detailed study of one or more specialized aspect of the field, and for access to new research and developments. The program uses a variety of performance assessments of candidatesí understanding and ability to apply that knowledge.

Candidates pursuing certification in gifted education are required to take the following coursework:

ED 509 Historical Perspectives in Gifted Education (2 SH)
An analysis of origins and history of gifted education focusing on populations of gifted students. A review of local, state, and federal policies and practices; past, present, and future. An exploration of assumptions underlying the theoretical and practical approaches of programming for gifted students. Coordinating the curriculum with the multiple talents of gifted children.

Performance Assessment: Research, Writing, Presentations: Giftedness Defined, Renzulli, Annotated Bibliography

ED 510 Characteristics of Gifted Children and Teaching Strategies (2 SH) Discuss descriptors of gifted children. Explore theories on nurturing the development of gifted children. Examine research on the behavioral characteristics of gifted children at home, in school, and in the community. Critically evaluate current methods and materials. Survey basic teaching strategies for teaching the gifted.

Performance Assessment: Research, Writing, Presentation; Characteristics, Behaviors, Final Paper, Reflective Journal

ED 511 Curriculum Models of Gifted Education and Identification Procedures (2 SH)
Beyond activities and strategies; explore designs and operations of curriculum models for teaching gifted students. Examine the constructs and development of curriculums for gifted populations. Define the interrelationship of program objectives to identification processes. Examine the identification systems of history and those currently in use.

Performance Assessment: Research, Writing, Presentation; Models, Final Paper, Reflective Journals

ED 512 Student Teaching in Gifted Education (3 SH)
Supervised practicum with gifted and talented students at various grade levels.

Performance Assessment: Reflective Journal, Lesson Plans

9.5.7 B. ADVANCED STUDY IN PROFESSIONAL EDUCATION

(1) The program requires advanced study of students as learners and of the learning environment. The program uses a variety of performance assessment of candidatesí understanding and ability to apply that knowledge.

ED 509: Historical Perspectives

NBPST Standard # 5 Teachers are members of learning communities

GT Standard 1: Foundations
GT Standard 9: Professional and Ethical Practices

Candidates demonstrate understanding of gifted and talented education. Candidates describe a personal philosophy of giftedness in relationship to cognitive, divergent, and affective influences. Candidates demonstrate capability of generating research that will test the velocity of giftedness. Candidates demonstrate an understanding of the progression of gifted education.

Candidates are required to take ED 518 Foundation of Education to develop a historical perspective of education and articulate traditional and contemporary philosophical thoughts and their educational implications.

Performance Assessment: Research, Writing, Presentations; Giftedness Defined, Renzulli, Annotated Bibliography

ED 510: Characteristics of Gifted Children and Teaching Strategies

NBPST Standard #1 Teachers are committed to students and their learning NBPST Standard #2 Teachers know the subjects they teach and how to teach those subjects to students.

GT Standard 2: Development and Characteristics of Learners
GT Standard 3: Individual Differences
GT Standard 4: Instructional Strategies
GT Standard 7: Instructional Planning
GT Standard 10: Collaboration

Candidates demonstrates an understanding of the characteristics of gifted children by analyzing similarities and differences of individuals with and without gifts and talents and the general population of learners. Candidates use observational skills in recognizing characteristics of gifted children and apply those skills to integrate teaching strategies responsive to individual student needs and learning styles. Candidates employ collaborative skills to facilitate instructional programming for gifted students. Candidates utilize technology to include a wide range of multimedia teaching tools.

Performance Assessment: Research, Writing, Presentation; Characteristics, Behaviors, Final Paper, Reflective Journal

ED 511: Curriculum Models and Identification Procedures in Gifted Education

NBPST Standard #3 Teachers are responsible for managing and Monitoring student learning.

NBPST Standard #4 Teachers think systematically about their practice learn from experience.

GT Standard 1: Foundations
GT Standard 5: Learning Environments and Social Interactions
GT Standard 7: Instructional Planning,br> GT Standard 8: Assessment

Candidates transfer Maker and gifted model philosophy into effective teaching strategies for gifted programming in the regular classroom. Candidates describe and interpret identification process to include matrices, indicator instruments, learning styles, and recommendation forms.

Candidates are required to take ED 522 Curriculum Design and Assessment to enhance integration of design models and assessment strategies that aligns with local, state, and national standards. ED 511 and ED 522 allow candidates to employ flexible options for students that extend and enhance the regular curriculum in a safe, equitable, positive, and supportive environment in which diversity is valued.

Standards and Performance Assessment: Research, Writing, Presentations; Models, Final Paper, Reflective Journal

ED 512: Student Teaching in Gifted Education

NBPST:
1. Teachers are committed to students and their learning.
2. Teachers know the subjects they teach and how to teach those subjects to students. 3. Teachers are responsible for managing and monitoring student learning.
4. Teachers think systematically about their practice and learn from experience.
5. Teachers are members of learning communities.

Candidates are required to student teach in a gifted education setting. During this experience, candidates demonstrate application, synthesis and evaluation of NBPST standards related to teaching and learning.

Performance Assessment: Reflective Journal, Lesson Plans