1. Component 7 of the Competencies Collaboration
SEVA Council of Gifted Administrators

2. Collaboration Working together to improve the education of our students
Mathews County Public Schools 2013

3. Table of Contents Pre-Assessment
Collaboration: Classroom Teachers and Gifted Resource Teachers or Gifted Specialists
Collaboration: Families, Communities, and the Schools
Collaboration through Conferences
Post-Assessment
Resources

4. Pre-Assessment Discussion
Who should teachers collaborate with to meet the needs of identified gifted students?
What are the main components of collaborative environments?
What are some possible co-teaching models that a general education teacher and gifted resource teacher could use?

5. Collaboration: Classroom Teachers and Gifted Resource Teachers or Specialists

6. What are the expectations of NAGC?
NAGC Programming Standard 5.2 – Coordinated Services Students with gifts and talents demonstrate progress as a result of the shared commitment and coordinated services of gifted education, general education, special education, and relations professional services, such as school counselors, school psychologists, and social workers. Evidence-Based Practices Educators in gifted, general, and special education programs, as well as those is specialized areas, collaboratively plan, develop, and implement services for learners with gifts and talents.

7. What are the expectations of the VDOE?
2011 Virginia Standards for the Professional Practice of Teachers Standard Two: Instructional Planning - Key Element 2 Teachers use the input and contributions of families, colleagues, and other professionals in designing instruction that promotes student growth. Standard Two: Instructional Planning - Key Element 6 Teachers collaborate with colleagues within and across content areas and grade levels to select and create learning experiences that are appropriate for curriculum goals, based on school improvement plans, relevant to learners, and based on principles of effective instruction. Standard Three: Instructional Delivery – Key Element 4 Teachers know when and how to access and integrate resources to support student learning (e.g., field and educational experts, exceptional education specialists, language learner specialists, community organizations).

8. What does collaboration in gifted education look like?
Collaboration involves the classroom teacher and gifted resource teacher or gifted specialist working together to design and implement appropriately differentiated instruction for identified gifted students.
Student
Classroom Teacher
Gifted Resource Teacher

9. Why do we need collaboration in gifted education?
Collaborative efforts promote the strengths of all school programs.
Collaboration provides opportunities for gifted education to make positive contributions toward embracing and celebrating the diversity among the student populations of general education classrooms.
Collaboration is essential in order to meet the special needs of all students.
Collaboration allows teachers to share their expertise and insights as they plan for their students.
Collaboration increases opportunities for students.
Collaboration helps promote connections between services in all educational fields.
(NAGC, 1998)

10. What are the main components of collaborative environments?
COMMUNICATION
COOPERATION
SHARED RESPONSIBILITY
(NAGC, 1998)

11. What does collaboration look like in practice?
Planning & Preparation
Classroom Environment
Instruction
Professional Responsibilities

12. Planning & Preparation
Gifted teachers and specialists can consult with the classroom teacher to:
Delineate understandings, skills, and knowledge for the unit
Discuss specific needs of identified gifted students
Modify content, process, and/or products to promote appropriate learning for gifted students
Identify appropriate differentiation strategies (e.g. tiering, compacting, flexible grouping, adjusting questioning, etc.)
Create assessments (e.g. pre-assessments, formative assessments, post-assessments)
Develop alternative extension lessons
Establish unit timeline
Investigate and gather supplemental resources
Planning & Preparation

13. Classroom Environment
Gifted teachers and specialists can consult with the classroom teacher to:
Create an environment where students expect and appreciate learning challenges
Establish clear procedures and routines for differentiated student learning
Develop student understanding and acceptance of varying learning needs
Encourage self-directed student learning
Organize the physical space to accommodate
differentiated teaching strategies
Classroom Environment

14. Professional Responsibilities
Gifted teachers and specialists can consult with the classroom teacher to:
Reflect on unit effectiveness, note needed improvements, and plan follow-up
Include differentiated practice in professional development plan/log
Communicate with parents about the learning needs of students and the strategies planned to meet those needs
Share professional opportunities, such as gifted workshops, courses, and conferences with colleagues
Share information about opportunities available for
students within the community
Professional Responsibilities

15. Instruction Some possible collaborative teaching models include:
Lead Instructor/Support Instructor
Classroom teacher or gifted resource teacher takes the lead role and provides all the direct instruction, while the other teacher provides assistance as needed.
Observation/Teacher Modeling
One teacher provides instruction while the second teacher learns a new strategy, diagnoses student needs,
and/or provides feedback on the lesson.
Task Specific
Each teacher has an instructional task within a lesson or
unit. Teachers share the instruction by taking turns teaching.

16. Instruction Some possible collaborative teaching models include:
Stations
Each teacher takes responsibility for providing appropriately differentiated lessons at stations within the classroom. Students are grouped on the basis of pre-assessment and rotate through the stations to work with both teachers.
Parallel
Each teacher takes responsibility for providing
appropriately differentiated lessons in separate
places within the classroom. Students are grouped
on the basis of pre-assessment and remain with one
teacher throughout the lesson.
Instruction

17. Instruction Some possible collaborative teaching models include:
Pull-out
One teacher works with an individual or group of students needing more challenge, while the other teacher instructs the rest of the class. The advanced student(s) work at a different location from the rest of the class.
Instruction

18. Collaboration: Families, Communities, and the School

19. What are the expectations of NAGC?
NAGC Programming Standard 5.3 – Collaboration Students with gifts and talents’ learning is enhanced by regular collaboration among families, community, and the school. Evidence-Based Practices Educators regularly engage families and community members for planning, programming, evaluating, and advocating.

20. What are the expectations of the VDOE?
2011 Virginia Standards for the Professional Practice of Teachers Standard Two: Instructional Planning - Key Element 2 Teachers use the input and contributions of families, colleagues, and other professionals in designing instruction that promotes student growth. Standard Six: Professionalism - Key Element 1 Teachers work in partnership with families to promote student learning at home and in the school. Standard Six: Professionalism - Key Element 2 Teachers collaborate with administrators, colleagues, families, and community members to promote and support student success.

21. How can school personnel collaborate with families?
Work together to develop differentiated education plans and goals for student learning
Communicate regularly to inform families of student
progress
Encourage families to participate in the gifted Local Advisory Committee
Inform families of enrichment opportunities that would benefit their children
…and many more. What are your ideas?

22. How can school personnel collaborate with the community?
Work with community organizations to secure funding for special programs
Invite community members to volunteer to share their knowledge and talents with your students
Encourage community members to participate in the gifted Local Advisory Committee
Solicit enrichment opportunities that would
benefit students
…and many more. What are your ideas?

23. How can parents become more involved in gifted education?
Join the Virginia Association for the Gifted
Volunteer as a coach or sponsor for an enrichment activity
Donate materials for special projects
Attend gifted Local Advisory Committee meetings
Serve as a mentor for a student interested in their
field
Speak at school board meetings to support funding for gifted education
…and many more. What are your ideas?

24. Collaboration: Conferences

25. Effective Parent/Teacher Collaboration
Parents can be advocates for their students through effective parent-teacher conferences:
Ask your child if there is anything that he or she would like you to discuss with the teacher
Work as a team to establish goals and expectations
Instead of “My child is bored” try “Let’s figure this out together”
Be specific about “My child is not being challenged” – what suggestions do you have?
Take notes about what has been discussed
Follow up with a note or expressing appreciation, and summarizing details

26. Effective Parent/Teacher Collaboration, cont.
Questions for the parent to ask the teacher:
What are some of your academic goals for this child this year?
How are gifted students grouped in your classroom?
How do you accommodate differences in learning? (In what ways are you differentiating instruction to meet each child’s specific needs and learning pace?
How does this child respond to critical and creative thinking or problem solving opportunities?
What kinds of information do you use to evaluate each child’s academic progress?
What is an appropriate level of parent involvement and support for homework?
How can I help?

27. Effective Parent/Teacher Collaboration, cont.
Questions for the teacher to ask the parent:
What are some of your academic goals for your child this year?
What are your child’s favorite interests or activities? What kinds of books does he/she like to read?
What life-long goals or career possibilities has your child discussed with you?
What do you see as your child’s greatest strengths? Greatest challenges?
How can I help?

28. Effective Parent/Teacher Collaboration, cont.
Hints for successful conferences with parents of gifted students:
Be calm, tactful, diplomatic, and positive.
Work as a team to establish goals and expectations.
Prepare samples of student work to share with parents, especially work that shows creativity or advanced levels of thinking and reasoning.
Be prepared to explain how you have differentiated or modified assignments to meet the needs of the student.
Take notes about what has been discussed.
Follow up with a note or summarizing or confirming details of your discussion and plan.

29. Effective Parent/Teacher Collaboration, cont.
Traps to avoid in conferences with parents of gifted students:
Avoid comparing one student with another student.
Avoid comparing gifted siblings.
Avoid unrealistic expectations. Not all gifted students get straight As, behave perfectly, or are gifted in everything.
Avoid generalizations. (Gifted students should be able to…)
Avoid making judgments. (Your child is too far ahead; your child should be in this program…) It is each teacher’s responsibility to meet the academic needs of his or her students.

30. Teachers also need to be as informed and involved as possible:
How Can Teachers Help?
Teachers also need to be as informed and involved as possible:
Read teacher handbooks, guidebooks, or other documents available from your division’s office of gifted education
Consider taking an introductory course in gifted education (you will get ideas that will help all of your students)
Complete this series of gifted education competency modules!
Ask your division’s gifted education leaders for ideas and suggestions

31. Reflection Questions
What are the main components of collaborative environments?
What does the “parallel” model of co-teaching look like in a classroom with a gifted resource teacher and a general education teacher?
How can teachers collaborate with families to help meet the needs of identified gifted students?

32. Post-Assessment What are three things you learned about collaboration?
What are two ways you can connect these ideas and strategies to your existing instructional ideas and strategies?
What is one burning question or need that you have?

33. Resources
Arlington County Public Schools Gifted Services APS Collaborative Instructional Model and Resource Teacher for the Gifted (RTG) Model National Association for Gifted Children Position Statement: Collaboration Between Gifted and General Education PreK–Grade 12 Gifted Education Programming Standards (Standard 5: Programming) Virginia Department of Education 2011 Virginia Standards for the Professional Practice of Teachers