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Gifted Studies

Gifted StudiesThe Master’s program in Gifted Studies provides special advanced training and leadership experiences for professionals who are committed to programming for gifted students. Information concerning gifted students is beneficial to all teachers, administrators, parents, counselors, and other interested persons. Gifted studies coursework and practical experiences are designed to prepare the graduate student to recognize and meet the unique needs of gifted students. Graduate students in Gifted Studies must take a minimum of 36 semester hours of graduate coursework in the following areas: Core Courses, Gifted Studies, and Electives.

The W also offers an Institutional-approved graduate program for certification in Gifted Education (K-12).

This program is based on the standards of the National Associate for Gifted Children (NAGC) and the National Board for Professional Teaching Standards (NBPTS).   Candidates who successfully complete this program will be competent in each area as it pertains to Gifted Studies:
NAGC standards:

Standard 1 Description:  Educators, recognizing the learning and developmental differences of students with gifts and talents, promote ongoing self-understanding, awareness of their needs, and cognitive and affective growth of these students in school, home, and community settings to ensure specific student outcomes.

Standard 2 Description: Assessments provide information about identification, learning progress and outcomes, and evaluation of programming for students with gifts and talents in all domains.

Standard 3 Description: Educators apply the theory and research-based models of curriculum and instruction related to students with gifts and talents and respond to their needs by planning, selecting, adapting, and creating culturally relevant curriculum and by using a repertoire of evidence-based instructional strategies to ensure specific student outcomes.

Standard 4 Description: Learning environments foster personal and social responsibility, multicultural competence, and interpersonal and technical communication skills for leadership in the 21st century to ensure specific student outcomes.

Standard 5 Description:  Educators are aware of empirical evidence regarding (a) the cognitive, creative, and affective development of learners with gifts and talents, and (b) programming that meets their concomitant needs.  Educators use this expertise systematically and collaboratively to develop, implement, and effectively manage comprehensive services for students with a variety of gifts and talents to ensure specific student outcomes.

Standard 6 Description:  All educators (administrators, teachers, counselors, and other instructional support staff) build their knowledge and skills using the NAGC/CEC Teacher Standards for Gifted and Talented Education and the National Staff Development Standards.  They formally assess professional development needs related to the standards, develop and monitor plans, systematically engage in training to meet the identified needs, and demonstrate mastery of standard. They access resources to provide for release time, funding for continuing education, and substitute support.  These practices are judged through the assessment of relevant student outcomes. 

 

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Department of Education

Dr. Monica Riley
Chair

EDHS Building
Phone: (662) 329-7365
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

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