From Where I Sit
Pride and Opportunity
Terry Friedrichs, Coordinator, NAGC GLBTQ Network
During June of each year, the Gay, Lesbian, Bisexual, Transgender, and Questioning (GLBTQ) and Allied community in the United States expresses pride in its identity and social progress. We in NAGC's own GLBTQ and Allied community have particular reason to be proud this year, with the Board of Directors' March 2015 approval of the GLBTQ group as a full-fledged NAGC Network.
Online Election Ballots Now Open
NAGC Individual and Lifetime members may vote for the vacancies on the NAGC Board of Directors via the online ballot they received earlier this week via email. Those with memberships in Networks with elections will also have an opportunity to vote for chairs and chairs elect.
As you complete your ballot submission you are encouraged to consider serving on an NAGC organizational committee. Committee service begins in September, but your application is due by July 14. NAGC depends on the efforts of its volunteers to advocate, develop relevant publications and products and so much more. We couldn't do it without you! If you are already serving on a committee and would like to continue, please fill out the online form. Visit the Call for Committee Members to apply for service on one of NAGC's important committees.
Please contact Carolyn Kaye at the NAGC office if you have questions on the election.
Network Awards Deadline Approaching
Several NAGC Networks honor individuals and organizations with awards. Check out opportunities to recognize the efforts of a fellow NAGC member.
The Professional Development Award is given by the Professional Development Network for sustained professional development on gifted education for either preK-12 or higher education providers. The nomination deadline is July 1 and submission materials are available online.
Two New E-books from NAGC
The NAGC Publications Committee is pleased to announce two new books in the NAGC Select e-book series. The series offers concise, informative booklets on topics and issues in education. Intended as a service to practicing educators and/or families, NAGC Select e-books are designed for the non-researcher who needs to know the basics of a particular topic in education. The books have a consistent format: an intro on the importance of the topic, three to five sections explaining what we know and how it translates into practice, a conclusion/summary and key resources on the topic, with annotations.
Check out these two new e-books:
NAGC Select e-books are available for download and print on demand on Amazon. While you're there, consider supporting NAGC's Annual Fund every time you make a purchase through Amazon's charitable giving program — AmazonSmile. Every time you buy something on Amazon, the AmazonSmile Foundation will donate 0.5 percent of the purchase price to NAGC. Simply go to smile.amazon.com, designate NAGC as your nonprofit of choice and start shopping!
- Engaging and Challenging Curriculum: Supporting Advanced and Gifted Learners
by Jennifer G. Beasley, Christine Briggs, Leighann Pennington, Marcia B. Imbeau
How can we develop, select and implement challenging curriculum for our gifted students when the "standard" curriculum is not a good fit? Learn the key features of challenging curriculum as defined by researcher in the field of gifted education.
- Exploring Homeschooling for Your Gifted Learner
by Suki Wessling
Parents of gifted learners may hear about homeschooling and the potential benefits, but what do they need to know in order to develop a strategy to evaluate homeschooling for their gifted child/ren? NAGC Select's Exploring Homeschooling for your Gifted Learner helps parents get started by presenting background information and descriptions on the benefits and challenges of homeschooling, outlining various homeschool approaches and offering references for further reading.
Challenging K-12 students in an intellectual community through early entrance and outreach programs:
- Transition School
- UW Academy
- Saturday Enrichment
- Summer Programs
- Professional Development
For more information, visit our website
NAGC Association Editor Search
There are just a few days left until applications for the NAGC Association Editor position are due. The Association Editor has the collaborative oversight of publication activities for the organization in conjunction with the Board of Directors and the National Office. The volunteer position also involves chairing the Publications Committee, made up of the editors of Gifted Child Quarterly, Parenting for High Potential and Teaching for High Potential, as well as members-at-large appointed by the NAGC president.
Application deadline is June 15. Find more information online.
Developing a Statement of Educational Philosophy
By Jeff Danielian, NAGC Teacher Resource Specialist and editor, Teaching for High Potential
I'm often found writing a great deal about what it means to be an educator. There are times when specific curricular topics or themes are discussed, social and emotional behaviors covered or a favorite conversation starter in the classroom is introduced. I have often told stories of countless students, shared parts of their work and analyzed the many interactions that can take place, both in and out of the classroom. I have made pleas for advocacy, requests for ideas and opinions, and in some cases, stood on my figurative soapbox in order to get my point across.
Got a Group?
"Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it's the only thing that ever has."
— Margaret Mead
Ready to change the world? Gather at least 10 colleagues and register as a "group" for the 62nd Annual NAGC Convention. Here is the group registration form. Visit the NAGC Convention website to view session descriptions and build your schedule.
This Week's Webinar on Wednesday: Choosing High Quality Curriculum
The "free-to-member" Webinars on Wednesday series launched yesterday with "Choosing High Quality Curriculum for Gifted and Talented Learners" featuring presenters Jennifer G. Beasley and Christine Briggs. Members who have registered will be able to listen and view the archive via the "My Webinars" tab in My NAGC for six months. NAGC members may purchase the archive following the event for $4 each. We suggest you go ahead and register in advance for the free webinars to have easy access to view them.
Here are a few snippets from the "Choosing High Quality Curriculum for Gifted and Talented Learners" Webinar:
Register now for the remaining two webinars pulled from the pages of Teaching for High Potential (THP). These WOWs are free to NAGC members, but you must be registered to tune in.
- An example of curriculum compacting in the classroom could be as simple as providing all students in a math class with the opportunity to do the "five hardest first." The math teacher would select five problems that really provide evidence that the student understood the skills or concepts in the lesson. If students were willing and able to do those five problems correctly, they would not have to do the rest of the assignment. Students who finished early could pursue an engaging independent project or task that would extend or enhance what was being learned in the classroom.
- When selecting and writing curriculum, remember: RIGOR does not equal HARD.
- Find resources and exemplars that can guide your selection or curriculum writing.
- If selecting curriculum, is there evidence that it has been used before? And,
- How easy is it to pick up and use?
Noon - 1 p.m. ET
Technology Untangled: Past, Present, and Future
Brian Housand, Associate Professor and co-coordinator of the Academically and Intellectually Gifted Program, East Carolina University, Greenville, North Carolina
Noon - 1 p.m. ET
Changing the Culture: Developing Creative Problem Solvers
Eric L. Mann, Assistant Professor of Mathematics, Hope College, Holland, Michigan
District Introduces Gifted Programs to Push Talented Students
The Washington Post
When D.C. Schools Chancellor Kaya Henderson came to the District in 2007, there was no office for gifted education and no plan for serving the city's most talented learners. The school system was overwhelmed with working to raise basic skills for the large number of struggling students. The lack of stimulating District classrooms sent many parents looking for gifted or advanced programs in the suburbs, led them to move their children to charter schools or private schools, or prompted long commutes to schools in the city's wealthiest ZIP codes.
How Teachers Can Identify Gifted Students and Promote High Achievers
Some schools throughout the country run the risk of allowing gifted students to become underachievers if their state does not have a gifted education system in place. A lack of federal funding and patchwork policies across states often leave decisions on identifying and serving gifted students to district administrators. An estimated 3 million to 5 million academically gifted students attend K-12 schools, and it is unknown how many are receiving services, according to the National Association for Gifted Children.
Challenging and engaging courses inspire students age 4-grade 12 to delve deep into a subject of intrigue and connect with peers. Residential or commuter, Northwestern University. MORE
Zike is known for designing hands-on manipulatives that are used nationally and internationally by teachers, parents, and educational publishing companies. MORE
What Overparenting Looks Like from a Stanford Dean's Perspective
Julie Lythcott-Haims writes: A heightened level of parental involvement in the lives of kids obviously stems from love — unquestionably a good thing. But by the time I stepped down as dean at Stanford in 2012 I had interacted not only with a tremendous number of parents but with students who seemed increasingly reliant upon their parents in ways that felt, simply, off. I began to worry that college "kids" (as college students had become known) were somehow not quite formed fully as humans.
Missed an issue of NAGC's Compass Points? Click here to visit the archive page.
Why Ed Tech Is Not Transforming How Teachers Teach
Public schools now provide at least one computer for every five students. They spend more than $3 billion per year on digital content. And nearly three-fourths of high school students now say they regularly use a smartphone or tablet in the classroom. But a mountain of evidence indicates that teachers have been painfully slow to transform the ways they teach, despite that massive influx of new technology into their classrooms.
Karen L. Yoho, CAE, NAGC Senior Director, Marketing and Member Services, 202.785.4268
Colby Horton, Vice President of Publishing, 469.420.2601
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Cait Harrison, Content Editor, 469.420.2657
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