About the Book
"Makes a distinct contribution to program planning for gifted education. Provides great charts that illustrate the key basics for identifying change."
—Tara McGuigan, Resource Teacher
San Diego Unified School District, CA
"The major strength of the book is its step-by-step process. There are plenty of charts and checklists that make the book user-friendly. Great planning guide."
—Cheryl Brockman, Gifted Education Teacher
Jonathan Alder Local School District, Plain City, OH
Gain tools to custom-build programs that nurture students' strengths and talents!
Gifted programs should be as innovative, unique, and ever-evolving as the exceptional students they serve. This comprehensive handbook provides the expert guidance and tools necessary for shaping a contemporary, inclusive talent development program tailored to students' individual needs and strengths.
Rather than imposing a "one-size-fits-all" model, this guide offers a flexible six-stage framework for planning, implementing, evaluating, and enhancing gifted programs. The authors draw on current theory, research, and more than 20 years of professional experience with schools, districts, and state education agencies to provide proven approaches for designing new programs and reinvigorating existing ones. Practical tips and ready-to-use resources include:
A CD-ROM with reproducibles, presentations, and templates aligned with each chapter
Needs assessment and climate inventory exercises and resources
Methods for constructing and implementing action plans
Strategies for tackling logistics, including how to form planning committees and effectively lead the planning process
Program goal-setting and evaluation tools
Ideal for gifted education coordinators, administrators, and special education directors, The Talent Development Planning Handbook covers best practices from leading experts to inspire innovation, improvement, growth, and change for talent development that contributes to the total school program.
Table of Contents:
Section I. Overview
1. Introduction and Overview
Four Generations of Gifted Education
Overview of the Handbook’s Contents
2. The Six-Stage Systematic Planning Model
Benefits of Effective Planning
The Six-Stage Systematic Planning Model
Section II. Stage One—Prepare
3. Foundations for Contemporary Programming
The Nature of Giftedness and Talent
Rationale and Goals for Talent Development
Fundamental Tenets and Beliefs
Identifying the Important Goals and Outcomes for Students
Deciding to Implement a Contemporary, Inclusive Approach
4. Innovation and Change
The Challenges of Innovation and Change
Responding to Innovation and Change
Dealing With Change
New Approaches to Teaching and Learning
The School Improvement Challenge
5. Planning Logistics
Forming a Planning Committee
Size of the Committee
Fostering Effective Communication Channels
Philosophy and Values of the Committee Members
Developmental Conception of Leadership
Planning for an Effective Group
Group Behavior Guidelines
Understanding and Applying Tools for Generating and Focusing Ideas
Informed, Progressive Outlook
Establishing a Working Community for Contemporary Programming
Section III. Stage Two—Clarify Where You Are Now
6. Needs Assessment
Interpretation of Needs Assessment Results
Additional Sources of Data
7. Checking the Climate
Assessing the School Context for Excellence
The Climate Survey for Contemporary Programming
Linking the Inventory Results With “Ready” With Nine Climate Dimensions
8. Programming Positives and Wish Lists
Your Programming Positives
Your Wish List
Suggestions for Searching Successfully for Programming Positives and Wishes
Section IV. Stage Three—Decide Where to Go Next
9. Setting Goals for Your Desired Future
10. Constructing the Master Plan
The Master Plan
Specific Components of the Master Plan
11. Constructing the Building Action Plan
The Building Action Plan
Components of the Building Action Plan
Moving Forward
Section V. Stage Four—Carry Out Programming
12. Implementing Contemporary Programming
The Four Levels of Service
Dimensions of Effectiveness and Criteria for “Healthy” School Programming
Effective Implementation of Programming
A Professional Partnership
Section VI. Stage Five—Seek Talents and Strengths
13. Identification in Contemporary Talent Development
Changing Views of Identification
Exploring New Opportunities and Directions
Summary
Section VII. Stage Six—Ensure Quality, Innovation, and Continuous Improvement
14. Quality, Innovation, and Continuous Improvement
Elements of Effective Evaluation
Indicators of Quality in Programming
Innovation and Change
Continuous Improvement
The Role of the Planning Committee
Relations
Conclusion: Planning Contemporary, Inclusive Programming for Talent Development
References
Appendices
Index
About the Author :
Donald J. Treffinger is director of the Center for Creative Learning in Sarasota, Florida, and editor-in-chief of Parenting for High Potential, NAGC’s quarterly magazine for parents. He has previously served as a member of the faculty at Buffalo State University College, the University of Kansas, and Purdue University. He has been actively involved in NAGC for many years and served as a member of the Board of Directors from 1980 to 1984. Treffinger received the NAGC Distinguished Service Award in 1984 and the E. Paul Torrance Creativity Award in 1995. His primary interests are in the areas of creativity and creative problem solving, the levels-of-service approach to programming for talent development, and problem-solving style. He is the author or coauthor of more than 350 publications, including Creativity and Giftedness. His most recent books are Talent Development: The Levels of Service Approach, the three-volume series Thinking with Standards: Preparing for Tomorrow, and Creative Problem Solving: An Introduction. Grover C. Young is an experienced teacher, school administrator, and coordinator of gifted programming and staff development. He has worked with schools and businesses in the areas of creative productive thinking, talent identification and development, and performance-based learning and assessment. Young has also been actively involved in research and writing on the characteristics of creativity and on talent development among youth orchestra members. He has also worked closely with schools and school districts in planning, implementing, and evaluating talent development programming. Young is a coauthor of Building Creative Excellence, Thinking With Standards, The CPS Kit, and Enhancing and Expanding Gifted Programs: The Levels of Service Approach, and has authored or coauthored more than 50 articles and chapters on creativity and talent development. Carole A. Nassab is an associate of the Center for Creative Learning in Sarasota, Florida. She has been a middle school teacher, guidance counselor, principal, pupil personnel director, adjunct professor, and school board member and has authored or coauthored several publications for school and community use, including Thinking Tools Lessons, Thinking With Standards, The CPS Kit, and Enhancing and Expanding Gifted Programs: The Levels of Service Approach. She has conducted programs on thinking tools and CPS for educators, substitute teachers, and teacher educators. Nassab earned her graduate degrees at Harvard University and Lesley College. Edwin C. Selby serves as an associate and a member of the board of directors of the Center for Creative Learning in Sarasota, Florida, and as an adjunct professor with Fordham University’s graduate school of education. Previously, Selby served for many years as a public school music and drama teacher and as a board of education member and officer. He has authored or coauthored a number of articles and books on creativity, problem-solving style, and instruction for creative learning and creative problem solving, including Thinking With Standards, The CPS Kit, VIEW: An Assessment of Problem-Solving Style, and An Introduction to Problem-Solving Style. Selby has served as a trainer and evaluator for several projects on creativity, problem-solving style, and talent development for state education agencies and for international educational organizations, including DestinNation Imagination, Inc., and the Future Problem Solving Program. Carol V. Wittig, an associate and a member of the board of directors of the Center for Creative Learning in Sarasota, Florida, is an experienced elementary classroom teacher and gifted programming specialist in public elementary and middle schools. She has been a lead contributor to curriculum development in language arts, math, and social studies for her school district and has also coauthored several publications on creativity and talent development, including Thinking With Standards, The CPS Kit, and Enhancing and Expanding Gifted Programs: The Levels of Service Approach. Wittig earned a master's degree in creative studies from the State University College at Buffalo and has presented many workshops on creativity, creative problem solving (CPS), CPS facilitation, learning styles, and talent development both in the U.S. and abroad.
Review :
"Makes a distinct contribution to program planning for gifted education. Provides great charts that illustrate the key basics for identifying change."
"The major strength of the book is its step-by-step process. There are plenty of charts and checklists that make the book user-friendly. Great planning guide."
