The Talent Development Planning Handbook: Designing Inclusive Gifted Programs

The Talent Development Planning Handbook: Designing Inclusive Gifted Programs

By: Carol V. Wittig (editor), Carole A. Nassab (editor), Grover C. Young (editor), Donald J. Treffinger (editor), Edwin C. Selby (editor)Hardback

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Description

Custom-build a contemporary, inclusive program that nurtures students' strengths and talents with the expert guidance and tools in this comprehensive handbook and CD-ROM.

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About 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 associate of 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 DestinNation 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.

Contents

Section I. Overview 1. Introduction and Overview Four Generations of Gifted Education Overview of the Handbook's Contents 2. The Six-Stage Systematic Planning Model Benefits of Effective Planning The Six-Stage Systematic Planning Model Section II. Stage One-Prepare 3. Foundations for Contemporary Programming The Nature of Giftedness and Talent Rationale and Goals for Talent Development Fundamental Tenets and Beliefs Identifying the Important Goals and Outcomes for Students Deciding to Implement a Contemporary, Inclusive Approach 4. Innovation and Change The Challenges of Innovation and Change Responding to Innovation and Change Dealing With Change New Approaches to Teaching and Learning The School Improvement Challenge 5. Planning Logistics Forming a Planning Committee Size of the Committee Fostering Effective Communication Channels Philosophy and Values of the Committee Members Developmental Conception of Leadership Planning for an Effective Group Group Behavior Guidelines Understanding and Applying Tools for Generating and Focusing Ideas Informed, Progressive Outlook Establishing a Working Community for Contemporary Programming Section III. Stage Two-Clarify Where You Are Now 6. Needs Assessment Interpretation of Needs Assessment Results Additional Sources of Data 7. Checking the Climate Assessing the School Context for Excellence The Climate Survey for Contemporary Programming Linking the Inventory Results With "Ready" With Nine Climate Dimensions 8. Programming Positives and Wish Lists Your Programming Positives Your Wish List Suggestions for Searching Successfully for Programming Positives and Wishes Section IV. Stage Three-Decide Where to Go Next 9. Setting Goals for Your Desired Future 10. Constructing the Master Plan The Master Plan Specific Components of the Master Plan 11. Constructing the Building Action Plan The Building Action Plan Components of the Building Action Plan Moving Forward Section V. Stage Four-Carry Out Programming 12. Implementing Contemporary Programming The Four Levels of Service Dimensions of Effectiveness and Criteria for "Healthy" School Programming Effective Implementation of Programming A Professional Partnership Section VI. Stage Five-Seek Talents and Strengths 13. Identification in Contemporary Talent Development Changing Views of Identification Exploring New Opportunities and Directions Summary Section VII. Stage Six-Ensure Quality, Innovation, and Continuous Improvement 14. Quality, Innovation, and Continuous Improvement Elements of Effective Evaluation Indicators of Quality in Programming Innovation and Change Continuous Improvement The Role of the Planning Committee Relations Conclusion: Planning Contemporary, Inclusive Programming for Talent Development References Appendices Index

Product Details

  • publication date: 04/06/2008
  • ISBN13: 9781412959797
  • Format: Hardback
  • Number Of Pages: 248
  • ID: 9781412959797
  • ISBN10: 1412959799

Delivery Information

  • Saver Delivery: Yes
  • 1st Class Delivery: Yes
  • Courier Delivery: Yes
  • Store Delivery: Yes

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