EDUC 541 Psychology of the Gifted (3 cr)
Psychology of the Gifted will provide an opportunity examine the issues that educators need to know about the social and emotion development and needs of gifted children. Giftedness is much more than the ability to excel with grades and tests. Participants will examine varying definitions of giftedness and personal beliefs that support and advocate for gifted children or become barriers to them. This class will examine how gifted students perceive themselves, and how pressures, anxiety or outside influences impact the fulfillment of their potential We will study what giftedness means, how gifted students can be identified, and consider classroom strategies that can help gifted students to feel safe in the educational environment.
EDUC 543 Identification and Programming for the Gifted (3 cr)
Identification and Programming for the Gifted will provide opportunities to examine the complex issues around identification of gifted students, including twice-exceptionality and English language learners. Participants will study the areas of giftedness as identified in Iowa code: General intellectual ability, creative thinking, leadership ability, visual and performing arts ability and specific ability aptitude. Participants will examine, discuss, determine, and evaluate programming models and options that best meet the needs of each of these populations of students. Participants will examine and begin the development of a professional portfolio which, document personal understanding and application of the National Gifted Education Standards. (Prerequisite: Completion of Psychology of the Gifted)
EDUC 540 Educational Strategies for Gifted (3 cr)
Educational Strategies for the Gifted will provide the opportunity to examine current trends in educational programming for the giftend and talented. Participants will examine curriculum design and development and compare effectiveness of various programming options: gifted and general educational school improvement models, differentiation, collaboration, inclusion, cluster grouping, pullout and pull-in models. Classroom strategies to support qualitatively differentiated instruction will be examined, developed, and applied to current practices. Participants will examine curriculum, evaluate current programs, and make applications and support changes to current classroom and/or building practices. Participants will continue to develop their professional portfolio which document their understanding and application of the National Gifted Education Standards.
EDUC 544 Administration and Supervision of Gifted Programs (2 cr)
Administration and Supervision of Gifted Programs will provide opportunities to audit, examine, develop, and/or improve their written Comprehensive Gifted and Talented Program Plan and Programming. Participants will study their current plans, consider best practices in gifted education, analyze data, and more. Participants will work to answer four questions. 1) To what extent are gifted and talented services infused in the total educational program? (Foundation); 2) How will we best meet the educational needs of identified gifted and talented programming and the students served? (Programming and Services); 3) How will we set priorities for gifted and talented programming and the students served? (Program Management); and 4) How will students benefit as a result of gifted and talented services? (Program Effectiveness). Participants will examine and continue the development of their professinal portfolio which documents understanding and application of the National Gifted Education Standards.
EDUC 545 Gifted Education Internship (1 cr)
Gifted Education Internship is the culmination of coursework to qualify for the TAG endorsement. This internship focuses on application of best practices related to the field of gifted education. Participants will take part in 20 hours of learning and leadership experiences in multiple educational settings, supervised cooperatively by the university internship supervisors and/or an approved mentor in the field of gifted education. A minimum of 5 of the required 20 hours must be outside of participant's current grade level endorsement area. Participants will showcase their knowledge and skills aquired through their previous three required courses and the on-site clinincal experiences in the internship. Internship opportunities include any administration, supervision or teaching opportunities that are components for either Iowa Code for gifted and talented programming or Gifted Education Standards from the National Association of Gifted Children. Candidates will reflect upon a minimum of 10 varied experiences. Upon completion of the internship, candidates will have completed documentation showing understanding and application of each of the NAGC Gifted Education Standards and share their compilation of learning through a 20 minute presentation similar to Viterbo University's cornerstone presentations.