Gifted Education Endorsement

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GIFTED EDUCATION ENDORSEMENT (GRADES P-12) PROGRAM SUBMISSION SEPTEMBER 2007 Murray State University Graduate Bulletin 2006-2008 http://www.murraystate.edu/provost/catalogs/0608Gradbull.html 16 KAR 2:110

1 II. Program Experiences The Gifted Education Endorsement in the department of Educational Studies, Leadership, and Counseling supports the College of Education’s theme by nurturing teachers to become reflective decision-makers. Reflection is the focus of course activities and is the primary means by which candidates integrate course experiences with Kentucky performance standards, College of Education Dispositions and the candidates’ own classroom experiences to continue to develop the essential literacy and pedagogy skills needed to be successful in the classroom. The Kentucky Code of Ethics is revisited at the graduate level and related to a teachers’ increased level of responsibility and involvement with students, the school, district and community.

The Gifted Education Endorsement requires the completion of a four course, twelve graduate hours sequence. Candidates enrolled in a 5th Year, M.A. Ed. or +30 (Rank 1) program in elementary, middle, or secondary education may complete the 12-hour gifted education endorsement specialization. The program has four delivery options as follows:

 Campus or Satellite Campus Courses. With this option, candidates attend endorsement classes offered on Murray State University’s main or satellite campuses. The practicum is completed as part of the Center for Gifted Studies enrichment programs for area youth.  Online Courses. Candidates take courses online and, if they live outside the Murray State service region, complete the practicum via distance learning technology.  Cohort Classes. If a school district has ten or more teachers who wish to complete the endorsement as a cohort, core courses are delivered in the home district and teachers complete the practicum in their own classrooms.  Combined. Candidates may combine face-to-face option core courses with one online elective prior to the practicum.

Candidates entering the program are teachers who seek the knowledge and skills necessary to address the unique needs of the gifted learner. The endorsement is meant to extend and complement the skills of the regular classroom teacher and is required of those educators who teach in or coordinate special programs and classes for the gifted.

The sequence of four courses leads to the endorsement. Three of the courses are classroom or online based courses with the fourth course being a practicum which requires the teacher to synthesize the content learned in the graduate classroom and implement it in a learning environment with gifted students.

Endorsement program coursework relates specifically to the education of gifted individuals and course objectives are indexed to the Kentucky Experienced Teacher Standards, which serve as the standards and goals of the College of Education Conceptual Framework, and the combined Council for Exceptional Children-National Association for the Gifted Standards. The relationship of the coursework to the two sets standards frameworks is illustrated in the standards matrices that follow. The program requires continuous assessment as candidates complete portfolio and on-demand tasks throughout the program with content specific coursework, the learning focus varies, as candidates are required to acquire/integrate, extend/refine, apply and reflect knowledge and demonstrate their professional growth. Courses are specified in the Curriculum Contract/Guidesheet contained in this submission.

2 Kentucky Experienced Teacher Performance Standards Gifted Education Endorsement (See code for table below)

ETS ETS ETS ETS ETS ETS ETS ETS ETS ETS 1 2 3 4 5 6 7 8 9 10 Core Courses: EDU 691-Nature and Needs PDP DB/ LP PDP PDP RA/ PDP/ PDP/ PDP/ ARP ARP ARP ARP ARP/ DB BB EDU 692-Methods and Materials PDP DB/ LP LP SLP PDP RA/ PDP/ PDP/ PDP/ ARP/ / PDP/ ARP/ ARP ARP/ SLP ARP ARP/ SLP/ SLP/ SLP DB BB Electives: EDU 655-Creativity in Teaching PDP PDP/ LP LP LP RA DB PDP PDP/ LP LP/ BB EDU 693-Educational Programs GEP GEP GEP GEP RA GEP BB / DB EDU 695-Multicultural Gifted FHM FHM FHM RA DB FHM FHM/ BB EDU 635-A: Spec. Prob. Gifted PCN PCN PCN DB DB DB PCN BB Readers EDU 635-B: Spec.Prob. PC PCM PCM PCM DB DB DB PCM BB Differentiation M Practicum: EDU 694-Practicum in Gifted Ed. PE PE PE PE PE SR Table Code

Italics: Portfolio Artifact

ARP: Action Research Packet BB: Blackboard Online Discussions and Collaboration DB: Scored Discussion Board Assignments FHM: Ford-Harris Matrix GEP: Gifted Education Program LP: Lesson Plan PCM: Parallel Curriculum Matrix Unit PCN: Parallel Curriculum Matrix Novel PE: Practicum Experience PDP: Professional Development Packet RA: Scored Reflection Assignments SLP: Service Learning Project SR: Synthesis Reflection

3 A. Content Standards CEC - Council of Exceptional Children NAGC – National Association for Gifted Children

CEC & NAGC STANDARDS Courses/Activities/Assessments Standard 1: Foundations Educators of the gifted understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues. K1 S2.A EDU 691: Readings, RA, DB Historical foundations of gifted and talented education including points of view and contributions of individuals from diverse backgrounds. K2/S2.A EDU 691: Readings, DB Key philosophies, theories, models, and research EDU 692: Readings, DB, RA, DB supporting gifted and talented education. EDU 655: Readings, DB, RA, PDP EDU 693: Readings, DB, GEP EDU 695: Readings, DB, FHM EDU 635 (A): Readings, DB, PCN EDU 635 (B)): Readings, DB, PCM EDU 694: SR K3/S2.B EDU 691: Readings, DB Local, state/provincial and federal laws and policies EDU 692: Readings, DB related to gifted and talented education. K4/S2.A EDU 691: Readings, DB, RA Issues in conceptions, definitions, and identification of EDU 695: Readings, DB, RA gifts and talents, including those of individuals from diverse backgrounds. K5/S7.B EDU 691: Readings, DB, RA Impact of the dominant culture’s role in shaping EDU 695: Readings, DB, RA schools and the differences in values, languages, and customs between school and home. K6/S1.D EDU 691: Readings, DB, RA, AR Societal, cultural, and economic factors, including anti-intellectualism and equity vs. excellence, enhancing or inhibiting the development of gifts and talents. K7/S2.A EDU 691: Readings, DB, RA, AR Key issues and trends, including diversity and inclusion, connecting general, special, and gifted and talented education. Standard 2: Development and Characteristics of Learners Educators of the gifted know and demonstrate respect for their students as unique human beings. K1/S2.A EDU 691: Readings, DB, RA, AR Cognitive and affective characteristics of individuals EDU 695: Readings, DB, FHM with gifts and talents, including those from diverse backgrounds, in intellectual, academic, creative, 4 CEC & NAGC STANDARDS Courses/Activities/Assessments leadership, and artistic domains.

K2/S2.A EDU 691: Readings, DB, RA, AR Characteristics and effects of culture and environment EDU 695: Readings, DB, RA on the development of individuals with gifts and talents. K3/S1.D EDU 691: Readings, DB, RA Role of families and communities in supporting the EDU 692: Readings, ARP development of individuals with gifts and talents. EDU 693: GEP K4/S2.A EDU 691: Readings, DB Advanced developmental milestones of individuals with gifts and talents from early childhood through adolescence. K5/S3.D EDU 691: Readings, DB Similarities and differences within the group of EDU 695: Readings, DB, RA individuals with gifts and talents as compared to the general population. Standard 3: Individual Learning Differences Educators of the gifted understand the effects that gifts and talents can have on an individual’s learning in school and throughout life. K1/S4.A EDU 691: Readings, DB, ARP Influences of diversity factors on individuals with EDU 692: Readings, DB exceptional learning needs. EDU 695: Readings, RA, FHM K2/S4.A EDU 691: Readings, DB, ARP, PDP Academic and affective characteristics and learning needs of individuals with gifts, talents, and disabilities. K3/S2.A EDU 691: Readings, DB, ARP, PDP Idiosyncratic learning patterns of individuals with gifts and talents, including those from diverse backgrounds.

K4/S4.A EDU 691: Readings, DB Influences of different beliefs, traditions, and values EDU 695: Readings, DB, RA across and within diverse groups on relationships among individuals with gifts and talents, their families, schools, and communities. S1/S4.A EDU 692: Readings, PDP, ARP Integrate perspectives of diverse groups into planning instruction for individuals with gifts and talents. Standard 4: Instructional Strategies Educators of the gifted possess a repertoire of evidence-based curriculum and instructional strategies to differentiate for individuals with gifts and talents. K1/S3.C EDU 691: Readings, ARP School and community resources, including content EDU 692: Readings, PDP specialists, which support differentiation.

5 CEC & NAGC STANDARDS Courses/Activities/Assessments K2/S5.B EDU 692: Readings, DB, RA, ARP, PDP Curricular, instructional, and management strategies EDU 693: Readings, DB, GEP effective for individuals with exceptional EDU 693 (B): Readings, PCM learning needs. S1/S3.C EDU 694: PE Apply pedagogical content knowledge to instructing learners with gifts and talents. S2/S3.E EDU 692: PDP (LP) Apply higher-level thinking and metacognitive models EDU 693: GEP (LP) to content areas to meet the needs of EDU 655: PDP (LP) individuals with gifts and talents. EDU 695: FHM EDU 635: (A) PCN EDU 635: (B) PCM EDU 694: PE S3/S5.A EDU 692: PDP (LP) Provide opportunities for individuals with gifts and EDU 693: GEP (LP) talents to explore, develop, or research their EDU 655: PDP (LP) areas of interest or talent. EDU 695: FHM EDU 635: (A) PCN EDU 635: (B) PCM EDU 694: PE S4/S6.A EDU 692: PDP (LP) Preassess the learning needs of individuals with gifts EDU 693: GEP (LP) and talents in various domains and adjust EDU 655: PDP (LP) instruction based on continual assessment. EDU 695: FHM EDU 635: (A) PCN EDU 635: (B) PCM EDU 694: PE S5/S5.B EDU 692: PDP (LP) Pace delivery of curriculum and instruction consistent EDU 693: GEP (LP) with needs of individuals with gifts and talents. EDU 655: PDP (LP) EDU 695: FHM EDU 635: (A) PCN EDU 635: (B) PCM EDU 694: PE S6/S3.A EDU 692: PDP (LP) Engage individuals with gifts and talents from all EDU 695: FHM backgrounds in challenging, multicultural curricula. S7/S10.D EDU 692: PDP (LP) Use information and/or assistive technologies to meet EDU 693: GEP (LP) the needs of individuals with exceptional EDU 655: PDP (LP) learning needs. EDU 695: FHM EDU 635: (A) PCN EDU 635: (B) PCM EDU 694: PE

6 CEC & NAGC STANDARDS Courses/Activities/Assessments Standard 5: Learning Environments and Social Interactions Educators of the gifted actively create learning environments for individuals with gifts and talents that foster cultural understanding, safety and emotional well being, positive social interactions, and active engagement. KI/S4.A EDU 691: Readings, DB, ARP Ways in which groups are stereotyped and experience historical and current discrimination and implications for gifted and talented education. Kkkk K2/S4.A EDU 691: Readings, DB, ARP Influence of social and emotional development on interpersonal relationships and learning of individuals with gifts and talents. S1/S5.E EDU 692: PDP (LP) Design learning opportunities for individuals with gifts EDU 693: GEP (LP) and talents that promote self awareness, EDU 655: PDP (LP) positive peer relationships, intercultural EDU 695: FHM experience, and leadership. EDU 635: (A) PCN EDU 635: (B) PCM EDU 694: PE S2/S4.A EDU 692: PDP (LP) Create learning environment for individuals with gifted EDU 693: GEP (LP) and talents that promote self-awareness, self- EDU 655: PDP (LP) efficacy, leadership, and lifelong learning. EDU 695: FHM EDU 635: (A) PCN EDU 635: (B) PCM EDU 694: PE S3/S4.A EDU 692: PDP (LP) Create safe learning environments for individuals with EDU 693: GEP (LP) gifts and talents that encourage active EDU 655: PDP (LP) participation in individual and group activities EDU 695: FHM to enhance independence, interdependence, EDU 635: (A) PCN and positive peer relationships. EDU 635: (B) PCM EDU 694: PE S4/S5.D EDU 692: PDP Create learning environments and intercultural EDU 695: FHM experiences that allow individuals with gifts and talents to appreciate their own and others’ language and cultural heritage. S5/S5.D EDU 692: PDP (LP), SLP Develop social interaction and coping skills in EDU 693: GEP (LP) individuals with gifts and talents to address EDU 655: PDP (LP) personal and social issues, including EDU 695: FHM discrimination and stereotyping. EDU 635: (A) PCN EDU 635: (B) PCM EDU 694: PE Standard 6: Language and Communication Educators of the gifted understand the role of language and communication in talent development and the ways in which exceptional conditions can hinder or facilitate such development.

7 CEC & NAGC STANDARDS Courses/Activities/Assessments K1/ S1.D Forms and methods of communication essential to the EDU 691: Readings, DB, ARP education of individuals with gifts and talents, EDU 695 Readings, DB including those from diverse backgrounds. K2/S1.D EDU 691: Readings, DB, ARP Impact of diversity on communication. EDU 695: Readings, DB K3/S2.A EDU 691: Readings, DB, ARP Implications of culture, behavior, and language on the EDU 695: Readings, DB development of individuals with gifts and talents. S1/S1.D EDU 691: Readings, DB, ARP Access resources and develop strategies to enhance EDU 695: Readings, DB communication skills for individuals with gifts and talents including those with advanced communication and/or English language learners. S2/S10.4 EDU 692: PDP (LP), SLP Use advanced oral and written communication tools, EDU 693: GEP (LP) including assistive technologies, to enhance EDU 655: PDP (LP) the learning experiences of individuals with EDU 695: FHM exceptional learning needs. EDU 635: (A) PCN EDU 635: (B) PCM EDU 694: PE Standard 7: Instructional Planning Curriculum and instructional planning is at the center of gifted and talented education. Educators of the gifted develop long-range plans anchored in both general and special curricula. K1/S2.A EDU 692: Readings, DB, ARP, PDP Theories and research models that form the basis of curriculum development and instructional practice for individuals with gifts and talents. K2/S2.B EDU 692: Readings, DB, ARP, PDP Features that distinguish differentiated curriculum EDU 693: GEP from general curricula for individuals with EDU 635: (B) PCM exceptional learning needs. /S2.a K3/S1. B EDU 692: Readings, DB, RA, PDP Curriculum emphases for individuals with gifts and talents within cognitive, affective, aesthetic, social, linguistic domains. S1/S1.B EDU 692: PDP (LP), SLP Align differentiated instructional plans with local, EDU 693: GEP (LP) state/provincial, and national curricular EDU 655: PDP (LP) standards EDU 695: FHM EDU 635: (A) PCN EDU 635: (B) PCM EDU 694: PE S2.S3.A EDU 692: PDP (LP), SLP Design differentiated learning plans for individuals EDU 693: GEP (LP) with gifts and talents, including individuals EDU 655: PDP (LP)

8 CEC & NAGC STANDARDS Courses/Activities/Assessments from diverse backgrounds EDU 695: FHM EDU 635: (A) PCN EDU 635: (B) PCM EDU 694: PE S3/S3.D EDU 693: GEP Develop scope and sequence plans for individuals EDU 695: FHM with gifts and talents. EDU 635: (B) PCM S4/S2.B EDU 692: PDP (LP), SLP Select curriculum resources, strategies, and product EDU 693: GEP (LP) options that respond to cultural, linguistic, and EDU 655: PDP (LP) intellectual differences among individuals with EDU 695: FHM gifts and talents. EDU 635: (A) PCN EDU 635: (B) PCM EDU 694: PE S5/S3.E EDU 692: PDP (LP), SLP Select adapt a variety of differentiated curricula that EDU 693: GEP (LP) incorporate advanced, conceptually EDU 655: PDP (LP) challenging, in-depth, distinctive, and complex EDU 695: FHM content EDU 635: (A) PCN EDU 635: (B) PCM EDU 694: PE S6/S5.8 EDU 692: SLP Integrate academic and career guidance experiences into the learning plan for individuals with gifts and talents. Standard 8: Assessment Assessment is integral to the decision-making and teaching of educators of the gifted as multiple types of assessment information are required for both identification and learning progress decisions. K1/S6.A EDU 691: Readings, DB, ARP, PDP Processes and procedures for identification for individuals with gifts and talents. K2/S6.C EDU 691: Readings, DB, ARP Uses, limitations and interpretation of multiple assessments in different domains for identifying individuals with exceptional learning needs, including those from diverse backgrounds. K3/S6.A EDU 691: Readings, DB, ARP Uses and limitations of assessments documenting EDU 692 Readings, DB, ARP academic growth of individuals with gifts and talents. S1/S6.B EDU 691: ARP Use non-biased and equitable approaches for EDU 692: ARP identifying individuals with gifts and talents, including those from diverse backgrounds. S2/S6.B EDU 691: ARP Use technically adequate qualitative and quantitative EDI 692: ARP assessments for identifying and placing

9 CEC & NAGC STANDARDS Courses/Activities/Assessments individuals with gifts and talents

S3/S6.D EDU 692: PDP, LP Develop differentiated curriculum-based assessments EDU 655: LP for use in instructional planning and delivery EDU 693: LP for individuals with gifts and talents EDU 694: PE S4/s10.H Use alternative assessments and technologies to evaluate learning of individuals with gifts and talents Standard 9: Professional and Ethical Practice Educators of the gifted are guided by the profession’s ethical and professional practice standards. K1/S7.B EDU 692: RA, ARP Personal and cultural frames of reference that affect EDU 695: RA, FHM one’s teaching of individuals with gifts and talents, including biases about individuals from diverse backgrounds. K2/S9.B All Courses: Blackboard External Links Organizations and publications relevant to the field of gifted and talented education. S1/S7.B All Courses: RA Assess personal skills and limitations in teaching individuals with exceptional learning needs. S2/S1.D EDU 691 and EDU 692: ARP Maintain confidential communication about individuals with gifts and talents. S3/S1.D EDU 691 and EDU 691: PDP Encourage and model respect for the full range of diversity among individuals with gifts and talents. S4/S2.B EDU 694: PE Conduct activities in gifted and talented education in compliance with laws, policies, and standards of ethical practice. S5/S9.B EDU 691 and EDU 692: PDP Improve practice through continuous research- supported professional development in gifted education and related fields. S6/S1.B All courses: by instructor invitation Participate in the activities of professional organizations related to gifted and talented education. S7/S7.B All courses: RA Reflect on personal practice to improve teaching and guide professional growth in gifted and talented education.

10 CEC & NAGC STANDARDS Courses/Activities/Assessments Standard 10: Collaboration Educators of the gifted effectively collaborate with families, other educators, and related service providers. K1/S8.B EDU 691: PDP, ARP Culturally responsive behaviors that promote effective EDU 692: PDP, ARP communication and collaboration with individuals with gifts and talents, their families, school personnel, and community members. S1/S8.B EDU 692: ARP Respond to concerns of families of individuals with gifts and talents. S2/S8.A EDU 692: ARP Collaborate with stakeholders outside the school EDU 693: GEP setting who serve individuals with exceptional learning needs and their families. S3/S1.D. EDU 691: PDP A Advocate for the benefit of individuals with gifts and EDU 692: PDP talents and their families. S4/S8.A EDU 692: Readings, DB Collaborate with individuals with gifts and talents, their EDU 693: GEP families, general, and special educators, and other school staff to articulate a comprehensive preschool through secondary educational program. S5/S8.B EDU 691: ARP Collaborate with families, community members, and professionals in assessment of individuals with gifts and talents. S6/S1.F EDU 691: ARP Communicate and consult with school personnel about the characteristics and needs of individuals with gifts and talents, including individuals from diverse backgrounds.

11 B. KERA Initiatives

The KERA Initiatives are integrated in the Gifted Education program in a variety of courses, assignments and assessments. Throughout the program graduate students create lesson plans and units of study which are grounded in, keyed to, and assess KY Learner Goals and Academic Expectations, Core Content, and the Program of Studies.

KERA Initiatives For Gifted Education Endorsement Courses

Core Content Program of Learner Goals & 4.1 version Studies Academic Expectations

Core Courses EDU 691 A A A Nature & Needs EDU 692 Methods & Materials A A A EDU 694 E E E Practicum Choose one elective from three below EDU 655 A A A Creativity EDU 693 A E A Educational Programs

EDU 695 E E E Multicultural K – Knowledge, A – Application, E – Evaluation

Gifted Education Endorsement Course Descriptions

EDU 691 Nature and Needs of the Gifted Student (3). A course to provide opportunities for experienced teachers and teacher trainees to develop knowledge and awareness of the characteristics and needs of gifted children and youth, and provides the individual student with opportunities to apply general educational principles for the gifted and talented to total educational concerns.

12 EDU 692 Methods and Materials for Teaching Gifted Students (3). This course will focus upon the development of instructional strategies and curriculum materials for use with youngsters with high ability and/or potential. Prerequisite: EDU 691 or permission of instructor.

EDU 694 Supervised Practicum in Gifted Education (3). A course designed to provide field experience so the teacher may apply principles and educational procedures for teaching gifted students. Repeatable to six hours. Prerequisites: EDU 691 and 692; and either EDU 655, 693, or 695.

EDU 655 Creativity in Teaching (3). A comprehensive course designed to help participants: (1) explore and enhance their own creative powers; (2) learn how to teach creative problem-solving techniques and creative habits of mind to others; and (3) become aware of the variety of theoretical frameworks, research results and measurements which are available in the area of creativity.

EDU 693 Educational Programs for Gifted Students (3). A course designed to give experience and develop skills in effective planning, organization and execution of educational programs for gifted students. Prerequisite: EDU 691 and 692, or permission of instructor.

EDU 695 Multicultural Gifted Education (3). This course is designed for teachers and counselors to learn practical strategies bridging the fields of gifted education and multicultural education. Theory and practice will be considered to enable educators to help gifted students reach their full potential in multicultural settings. Prerequisite: EDU 691 and 692.

C. EPSB Themes

The following matrix demonstrates the integration of the Education Professional Standards Board Themes throughout the Gifted Education Endorsement program.

EPSB Themes for Gifted Education

EPSB Themes Diversity Assessment Literacy/ Closing Gap Read Core Courses EDU 691 E E K K Nature & Needs EDU 692 A A A E Methods & Materials EDU 694 A A A A Practicum Choose one elective from three below EDU 655 A A A A Creativity EDU 693 E E E E Educational Programs EDU 695 E A A E Multicultural K – Knowledge, A – Application, E – Evaluation

13 D. Program Faculty

Name Highest Assignment: Faculty Scholarship (3), Status Degree, Indicate the Rank Leadership in (FT/PT to Field, & role(s) of the (2) Professional institution, University faculty Associations, unit, and member (1) and Service (4); program) List up to 3 major contributions in the past 3 years (5)* Navan, Joy Ph.D. Full time Associate Navan, J.L, Full-time to Psychopedagogy instructor Professor Nurturing the Institution, Full- University of Director, Center Gifted time to unit, Ottawa for Gifted Female.(Manuscript Full-time to Ottawa, Canada under Contract, Program Corwin Press)

26(2), 21-28.

Kem, L. & Navan, J.L.(2005). Gifted students in the university. Ideacción. Spanish Journal of Giftedness. 2005.

MSU Teaching Scholar in Residence (2005- 2006)

Hart Residential College Outstanding Faculty Award 2005

Adamkiewicz, Ph.D. Part-time Adjunct Part-time to Cheryl Educational Instructor Faculty Institution, Part- Administration time to unit, Michigan State Part-time to University Program E. Lansing, MI

14 (1) e.g., faculty, clinical supervisor, department chair, etc. (2) e.g., professor, associate professor, assistant professor, adjunct faculty, lecturer, administrator, etc. (3) Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and education of teachers and other school personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in new settings. Scholarship further presupposes submission of one’s work for professional review and evaluation. (4) Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the institution and unit’s mission. (5) e.g. officer of a state or national association, article published in a specific journal, and an evaluation of a local school program.

*For contributions from fall 004 to spring 006

15 E. Curriculum Contract/Guidesheets Revised 1/08 Murray State University Gifted Education Advising Form

Endorsement to Classroom Teaching Certificate for Gifted Education: Grades P-12

Note: This endorsement satisfies the 12-hr specialization in Elementary, Middle, or Secondary programs for 5th Year, Masters, or Rank I. Advisor______Date______

Student______Last Name First Name MI Social Security Number

______Address Phone Number Program Prerequisites: 1. The possession of a valid teaching certificate for the elementary, middle school, or high school level. 2. One year of teaching experience (may be the intern year). 3. Admission to graduate study at Murray State University. Program of Studies: The following program is designed to prepare individuals to work in regular or special classrooms with students properly classified as gifted, or to work as coordinators of programs for the gifted. Completion of the program shall result in the student being recommended for the endorsement as teacher of gifted students. The endorsement shall be valid for grades P-12, except in those circumstances where the teaching assignment is to a full-time self-contained gifted education class; in such a case, the endorsement shall be restricted to the level of the base certificate. Requirements……………………………………………………. 12 hrs Course Title Hours Grade EDU 691 Nature & Needs of Gifted Students 3 _____ EDU 692 Methods & Materials for Teaching 3 _____ Gifted Students (Prerequisite: EDU 691 or permission of the instructor) Choose ONE: ………………………………………………………. 3 _____ EDU 655 Creativity in Teaching, or EDU 693 Educational Programs for the Gifted, or EDU 695 Multicultural Gifted Education (Prerequisite for electives: EDU 691 & 692 or permission of the instructor) EDU 694 Practicum in Gifted Education 3 _____ (Prerequisites: EDU 691, EDU 692 and either 655, 693 or 695)

Exit Assessments: a GPA of 3.0 or higher and a completed portfolio with a score of 82 or above.

Check points are designed to facilitate student progress through the education program, provide students with information for completion of the Portfolio at designated stages and serve as a means for making recommendations for improvement or remediation when needed, to be reviewed at the next check point. ______Advisor’s Signature Date Student’s Signature Date

16 F. Syllabi

SEE LINKS FOR: http://coekate.murraystate.edu/ncate/manager/syllabi/

EDU 655 EDU 691 EDU 692 EDU 693 EDU 695