Building Bridges and Moving Mountains: The Gifted Coordinator Role

The role of the gifted coordinator varies widely.  While some educators seek out the position, oftentimes teachers are assigned the position with little to no preparation. 

Once in the role of gifted coordinator, the school or district usually determines the actual job duties.  The range of responsibilities for the gifted coordinator covers the gamut.  Some gifted coordinators are district administrators (with or without other responsibilities), some are site-based teachers, and many are traveling teachers, oftentimes serving far more students than their schedules permit.

Regardless of what the position looks like in your school, three major priorities typically prevail for the gifted coordinator:

1. Identify students with high potential.  Then develop or modify your services in response to their needs. 
2. Identify the training and curriculum needed to prepare teachers to teach in your program(s). 
3. Structure gifted services to be sustainable. 

Consider these three tips for creating and maintaining a successful gifted program:

1. Identify students with high potential.  Then develop or modify your services in response to their needs.  Use multiple measures to target diverse populations, such as twice-exceptional students, English Language Learners (ELL) and former ELL, highly and profoundly gifted, early childhood, etc.  Educate your schools’ teacher/staff groups on characteristics of gifted students so they know which students to nominate for gifted testing.  Attempt to address all staff members, including school psychologists, counselors, special area teachers, and others who may recognize hidden strengths in students in the students.
2. Identify the training and curriculum needed to prepare teachers to teach in your program(s).  Then create an ongoing system for supporting new and continuing teachers.  Vary your training formats to include both online and face-to-face workshops, shared lesson planning, blogs, webinars, etc.  There are many free and low cost alternatives now available online. Make sure that your professional development supports your program design(s) and goals and that it aligns to your school initiatives.  When deciding options to offer, target gifted students’ unique learning needs, instructional practices, differentiated lesson design, and open your training to all staff members.
3. Structure gifted services to be sustainable.  Begin by self-evaluating your program according to the NAGC Programming Standards. Identify objectives within each standard that are most pertinent to address in your situation.  Then seek input from all stakeholders:  parents, teachers, administrators and students.  

The role of the gifted coordinator can sometimes be a challenge.  Gifted coordinators may feel isolated, ill-equipped, or unprepared.  Reach out to others in your role by participating in blogs, online communities, state association events, and through the NAGC Networks.  There are many others who are navigating these unchartered waters who would appreciate getting connected and sharing ideas. 

Your role is a vital one that teachers, students and parents rely on to support the gifted students in your schools.  Kudos to those of you leading this cause for your school community!

Dina Brulles, Ph.D., is the Director of Gifted Education at Paradise Valley Unified School District, and serves on the NAGC Board of Directors.  She is also the Gifted Program Coordinator at Arizona State University.