Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 27 - STANDARDS FOR ENDORSEMENTS IN SPECIFIC TEACHING FIELDS › Subpart C - ADDITIONAL TEACHING FIELDS › Section 27.470 - Gifted Education Teacher

Current through Register Vol. 48, No. 28, July 12, 2024
By October 1, 2024, all candidates for an endorsement in
				  Gifted Education will be required to complete a program aligned to the NAGC-CEC
				  (Council for Exceptional Children) Teacher Preparation Standards in Gifted
				  Education (2013), published by the National Association for Gifted Children,
				  1331 H Street NW, Suite 1001, Washington DC 20005, and available at
https://www.nagc.org/resources-publications/resources/national-standards-gifted-and-talented-education/nagc-cec-teacher
.
				  (No later amendments to or editions of these guidelines are incorporated.) The
				  standards effective until September 30, 2024 are as follows:
a) The competent gifted education teacher,
				recognizing the learning and developmental differences of gifted and talented
				students, promotes ongoing self-understanding, awareness of his or her
				students' needs, and cognitive and affective growth of these students in
				school, home and community settings to ensure specific student outcomes. The
				competent gifted education teacher:
1)
				collects and develops tools and techniques to engage the full range of profiles
				of gifted and talented students, including students with special needs (e.g.,
				students with disabilities (twice exceptional), English language learners,
				creatively gifted, visual-spatial learners, profoundly gifted) in identifying
				their interests, strengths and gifts;
2) assists gifted and talented students in
				developing pride in their gifts and growing their passion for their areas of
				interest;
3) develops activities
				that can be tailored easily to match each student's developmental level and
				culture-based learning needs or to compensate for areas of deficit;
4) provides a variety of research-based
				grouping practices for use with gifted and talented students that allow them to
				interact with individuals of various gifts, talents, abilities and
				strengths;
5) models respect for
				individuals with diverse abilities, strengths and goals, including those
				students with atypical gifted profiles;
6) provides role models (e.g., through
				mentors, bibliotherapy) for gifted and talented students that match their
				abilities and interests (i.e., students with special needs);
7) identifies extracurricular learning
				opportunities that match students' abilities and interests, and works to remove
				barriers to their taking advantage of these opportunities;
8) collaborates with families in accessing
				resources to develop their child's gifts and talents;
9) provides interventions for students to
				develop cognitive and affective growth that is based on research of effective
				practices;
10) develops specialized
				intervention services for underachieving gifted and talented students to
				accommodate their deficits, remediate their barriers to achievement, leverage
				their gifts and build their community with other gifted students;
11) enables students to identify their
				preferred approaches to learning, accommodates the students' preferences and
				expands them;
12) provides students
				with college and career guidance that is consistent with their strengths;
				and
13) implements a scope and
				sequence of the curriculum that contains personal and social awareness and
				adjustment, academic planning, and vocational and career awareness.