Unpacking the NC AIG Program Standards ~ On-GoingFall 2012

STANDARD 3: PERSONNEL AND PROFESSIONAL DEVELOPMENT

NC AIG Program Practices
Related to Standard 3 / CLARIFYING DESCRIPTION / BASIC IMPLEMENTATION / INNOVATIVE IDEAS
Also see Pockets of Excellence Resources
a) Employs an AIG-licensed educator(s) to guide, plan, develop, implement, revise, and monitor the local AIG program. / Employ one person whose main job is to guide, plan, develop, implement, revise, and monitor the AIG plan/program for the district and who is AIG-licensed. / Provide clear and comprehensive descriptions for the role and responsibilities of the coordinator, such student documentation, professional development, identification process, monitoring of program services and staff, parent and community outreach, and all district initiatives.
Establish partnerships within the school district with all areas, ranging from finance to ELL.
Provide leaderships at all levels for the needs of AIG learners.
Participate actively in regional meetings, professional development opportunities, and other state initiatives to support gifted programs. / The district employs one person at the district level whose sole responsibility is AIG.
If the coordinator has multiple roles at the district level, establish a support system for AIG.
b) Ensures that AIG specialists are engaged in tasks which explicitly address the academic, intellectual, social, and emotional needs of gifted learners. / Assign AIG specialists to support the AIG program and students. / Provide clear and comprehensive descriptions for the role and responsibilities of the AIG staff.
Ensure specialists provide resources that address the needs of AIG, including social and emotional needs of AIG students.
Develop system for coordinator to monitor AIG staff and programs at school levels. Submit specialists’, calendar, lessons, meeting agendas, etc. / Focus on social and emotional needs of AIG.
Facilitate monthly AIG PLC to develop capacity and systematic programming.
c) Establishes specific and appropriate professional development requirements for all personnel involved in AIG programs and services, including classroom teachers, exceptional children’s personnel, counselors, and school administrators. / Develop clear expectations for all roles regarding AIG qualifications. / Ensure that direct AIG program services of identified AIG students are provided by AIG-licensed staff.
Provide tools for all involved to support the needs of AIG.
Provide professional development in a variety of ways to help all personnel understand AIG needs and program adapted to their role.
Match professional development to overall service options needs.
Reconsider the use of “local endorsement” to avoid confusion with AIG licensure. Understand that there is NO official local endorsement from DPI any longer.
Encourage high school AP/IB/Honors teachers to engage with AIG professional development. / Offer monthly professional development offered for AIG teachers, regular classroom teachers, counselors, and administrators related to AIG.
Identify and/or provide time at the beginning and end of each academic year to organize and prepare all staff (i.e paperwork, credentials, training needs, class schedules, etc) working with AIG learners.
Consider ongoing support for AIG trained teachers through district learning communities.
Create a clear outline of understanding needed by various roles.
d) Places AIG students in classrooms with teachers who have met the LEA’s professional development requirements for that position or have earned an AIG add-on license. / Place AIG students with general education teachers who have appropriate AIG credentials based on your plan, preferably an AIG-license. / Cluster AIG students with AIG-licensed general education teachers or with those who have met the requirements of the AIG plan, K-12.
Define clear process for AIG student placement in regular education to ensure effective implementation. For example, define cluster grouping or subject grouping.
Partner with school-based administrators to ensure effective AIG student placement. / Monitor placement of students throughout the year.
Report placement data to BOE and other leadership.
e) Aligns professional development with local AIG program goals and other district initiatives. / Integrate AIG within other professional development initiatives across the district. / Ensure AIG perspective is clearly defined within various PD initiatives, such as looking at how progress monitoring impacts AIG and services or how formative assessment relates to AIG.
Connect AIG with SIP Goals and aligned pd PD.
Relate PD to support outcomes of program evaluation and goals of plan. / Facilitate best practice sharing sessions.
Participate on LEA team for PD and other strategic committees to outline vision and priorities.
f) Aligns professional development opportunities with state and/or national teaching standards, including 21st century skills and content at advanced levels. / Address how AIG PD relates to best practices in gifted education and various standards.
Ensure PD addresses needs of AIG students K-12 with current best practices. / Plan and implement PD opportunities that are comprehensive and current.
Ensure AIG teachers have input on PD opportunities.
Promote opportunities for PD outside of the district to support best practices and state/national standards.
Support AIG staff participation in a variety of PD settings. / Collaborate with neighboring school districts to provide PD.
Provide opportunities for Encourage membership in state and national teaching associations.
g) Provides opportunities for AIG specialists and other teachers to plan, implement, and refine applications of their professional development learning. / Structure time, place and resources to facilitate collaboration among AIG specialists and other teachers to build capacity for AIG. / Build time for coaching, implementation and reflection based on PD experiences.
Develop monthly PLCs for AIG specialists to share ideas on new professional development. / Use Early Release Days to collaborate with other teachers.
Use technology resources to share email addresses for new ideas and grade resource materials suggestions through a collaborative work group.
Skype meetings/Mentor buddy system within school districts.

NC Department of Public Instruction ~ 11.2012

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