2.4 Conceptual Framework
2.4.1 NAGC Pre-K-Grade 12 Gifted Education Programming Standards (NAGC, 2012 and 2019)
In the United States, the movement to establish national gifted standards has been advancing rapidly since the publication A Nation at Risk in 1983. Since the needs of gifted and talented students merited recognition within the inclusion framework, educators sensed the demand for gifted programming standards. The NAGC pre-K- Grade 12 Gifted Education Programming Standards (GEPS) 2010 contributed to this requirement by developing a structured approach to gifted programs focused on student outcomes that supported the accountability movement while providing a basis for advocacy for the underrepresented learner group (NAGC, 2012).
The NAGC 2010 GEPS furnished essential benchmarking for evolution of policies, systems, evidence-based teaching and learning practices, curriculum development, assessment procedures and improving the academic services for the deserving gifted students. The development process of GEPS was guided by the following general principles illustrated in figure 2.18.
73 Figure 2.18: The NAGC General Principles (Illustration based on NAGC 2012, p. 7) The NAGC 2019 GEPS consists of thirty-six learner outcomes formulated within the following six standards (S1-S6), namely:
Learning and development
This standard form the baseline for all the subsequent standards and it is of utmost significance that the gifted learner’s characteristics and unique needs be understood by the educators prior to planning of curriculum, teaching and learning instructions, assessments, programs, learning environment and staff professional development. The learner outcomes within the first standard discern and encourage the learner’s ongoing self-awareness and self-perception alongside recognizing their affective and cognitive evolvement in a holistic manner. Some recommended practices include developing student profiles with their interests, gifts, strengths, and weaknesses; designing interventions appropriately suited to learner needs, creating culturally responsive classes,
Learners are defined as having gifts and talents
as Giftedness is a dynamic concept
Identification procedures should be
equitable to include learners from diverse
backgrounds
GEPS should be centered on student outcomes rather than
gifted practices
Gifted provisions are a responsibility of all
educators
Gifted services must be available to learners across
all learning environments commensurate with their interests, needs and abilities.
74 using evidence-based grouping, mentoring the learners, collaborating with their families effectively, and lastly, providing career guidance within schools.
Assessment
The second standard comprises of all types of assessments including the identification tests and various assessments of learning and outcomes, alongside those evaluating the gifted programming as all of these are interlinked to each other. The recommended practices include provision of encouraging environments that allow learners to demonstrate their gifts or talents; using comprehensive identification processes; using diverse assessments to gauge student outcomes in terms of products or performances or pre and post measures; and establishing reliable and robust evaluation procedures.
Curriculum planning and instruction
This standard encompasses curriculum planning including cultural responsiveness, instructional strategies, talent progression and strategies to engage students in diverse ways alongside developing their independence. The suggestions for teachers are using effective differentiated curriculum, employ research-based strategies to enhance creativity, critical thinking, problem-solving, inquiry-based learning, and metacognition while integrating technology seamlessly.
Learning environments
The fourth standard specifies the ideal learning environment for gifted learners to flourish and grow personally, socially, and culturally, and to enhance their leadership alongside effective communication capabilities. Recommended outcomes for learners should include self-advocacy, self-awareness, motivation, confidence, resilience, independence,
75 self-efficacy, curiosity, positive peer relations, interpersonal and intrapersonal communication skills, and technical capabilities. Educators must foster healthy learning environments with high expectations of each student, recognise consistent efforts, support the unique needs of learners, and promote their leadership capabilities alongside socioemotional skills.
Programming
Diverse programming options combined with relevant resources, policies coupled with processes to design extensive gifted services including talent progression and career planning form the constituents of this standard. Learner outcomes are comprised of consistent progress, advancement in their affective and cognitive performances alongside effective pathways to enhance their talents. Some successful strategies that can be utilized by educators include enrichment opportunities, acceleration, internships, personalized learning, and mentorships together with developing the learners’ technology skills.
Professional learning
Sone of the important factors that influences the teachers’ development including knowledge and capabilities are covered by the sixth standard. It is obligatory on behalf of the educators to engage in continuous professional development, keep up to date with research-based practices, be responsive to personal and cultural progressions and adhere to policies, rules, and standards of ethical practices.
The above-mentioned standards can assist educators in monitoring the programming options provided and decide the next steps for improvement in serving the gifted learners.
Within the local context, where there are no gifted education standards and minimal
76 guidance from the KHDA, the researcher felt the need for gifted programming standards to evaluate the current programs across private schools. The GEPS provided the required standards that ensured some degree of consistency in the analysis and the researcher could monitor the implementation of evidence-based practices in terms of learner outcomes that in turn would help to indicate the significance of specific gifted program provisions and making future research recommendations (NAGC, 2012). Also, the GEPS provide an ideal backdrop for advocacy for educational services and suggest innovative practices to cater to the unique needs of the underrepresented gifted learner population in the local context.
While the NAGC GEPS broadly guide the current study, the elements of the conceptual framework in the cognitive domain are explained in detail in the following sub-section.