|NAGC Compass Points|
|Jun. 26, 2015|
From Where I Sit
Exercise Your Right to Vote
By Paula Olszewski-Kubilius, NAGC Past President
In August, I will complete my service on the NAGC Board of Directors. It's been a great ride! I had the privilege of working with some incredibly talented and committed people. The opportunity to serve NAGC as president is definitely a highlight of my career — one I will treasure. One of the most important things I learned over the last eight years is — "to listen more and say less." Board meetings are not always fun or easy — as board members grapple with weighty issues such as the allocation of limited financial resources and the delineation of official position statements and policy.More
Network Awards Deadlines Approaching
Several NAGC Networks honor individuals and organizations with awards. Check out these opportunities to recognize the efforts of a fellow NAGC member. Here are few to consider with upcoming deadlines. Check out the full list online:
Research & Evaluation Student Research Gala
There is still time for R&E Network members to submit a paper for the 2015 NAGC Research & Evaluation Graduate Student Research Gala. The deadline is 5 p.m. EDT July 1.
You can review instructions and the rubric. Students can apply by completing the submission checklist. Are you an R&E Network member at least three years post-Ph.D. and interested in serving as a reviewer? Complete this brief survey. More
Online Election Ballots Now Open
As mentioned in Paula's column above, 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 Network memberships in Networks with elections will also have an opportunity to vote for chairs and chairs-elect.
NAGC Individual and Lifetime members have received an email that provides a link to the annual election ballot. The deadline for your opportunity to vote is July 14. You'll cast a vote for five members of the NAGC Board of Directors:
GCQ Paper of the Year — Nominations Open Until July 10
NAGC is pleased to recognize an outstanding article from Gifted Child Quarterly as the GCQ Paper of the Year. The award is presented at the NAGC Annual Convention.
Nominations from NAGC members for the Paper of the Year are now being accepted for articles published in Gifted Child Quarterly in 2014 (Volume 58, issues 1-4). Nominated papers should exemplify excellence in topic relevance and importance, innovation, validity of the idea presented, methodology and quality of writing.
Nominations, limited to NAGC members, should be sent via email to Lisa Muller in the GCQ office and must include the following:
A Warm Thank You!
We are very grateful to all those who made recent donations to the annual fund in honor of a favorite teacher, mentor or gifted leader. The generous donors and those that they recognized are listed below. It's never too late to recognize the special ones that have influenced and touched your lives in unforgettable ways.
What's In It for Me?
While we may not have sessions for the butcher and the baker (or candlestick maker!), we do have relevant and information-packed programs for dozens of audiences around the latest issues facing educators and families. The NAGC Convention offers 300+ sessions in 15 "tracks," so you can bet we have something for everyone. To review the sessions and speakers, visit the NAGC Convention website. While you're there you can create your itinerary!
In the meantime, take a look below at the convention audience flyers we have prepared for you to view and share with colleagues who may not have attended NAGC's Convention:
College and University Faculty or Educational Researcher
Common Core State Standards
General Ed Classroom Teacher
Middle Grade Educator
STEM: Science, Technology, Engineering and Math Educators
Online convention registration is now open. Visit www.nagc.org and log in to register for the 62nd Annual NAGC Convention. More
The Learning Curve
Get Ahead on CCSS and NGSS
The next session of "Differentiating Content and Instruction for High-Ability Learners: Using the Common Core State Standards (CCSS) or Next Generation Science Standards (NGSS)" begins July 6.
The six-week course is delivered on NAGC's MyLearning.com, an online learning community that extends beyond the six weeks of online instruction, as participants will continue to share resources, information and knowledge in the online portal.
This course is not just for those who work specifically in gifted programs, so share with colleagues who are new to the CCSS or NGSS and/or need additional support and guidance for creating lessons and evaluating instructional materials.
Registration is now open. Only 25 spaces are available, so act fast. Registration fee: $395 members/$595 nonmembers. More
WOW Available Now
We just wrapped up a three-webinar series of Webinars on Wednesday that featured columnists from the pages of Teaching for High Potential. If you missed registering for the free live (and archive access) WOWs, you can access them from the NAGC Online Store. If you did register, links to the archives are found in the "My Webinars" tab in the "My Information" section of My NAGC.
Choosing High Quality Curriculum for Gifted and Talented Learners
Jennifer G. Beasley, Assistant Professor and Assistant Head of Department of Curriculum and Instruction, University of Arkansas, Fayetteville, Akansas
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
Changing the Culture: Developing Creative Problem Solvers
Eric L. Mann, Assistant Professor of Mathematics, Hope College, Holland, Michigan
A new series of WOWs begins in September and are geared towards teachers and parents as they prepare for back to school. More
New Report on Academic Acceleration
The Belin-Blank Center at the University of Iowa recently released a two-volume report on academic acceleration. A Nation Empowered: How Schools Hold Back America's Brightest Students, the follow-up to A Nation Deceived, is designed to "empower" parents, educators, administrators and policymakers with evidence and tools to implement 20 types of acceleration, including early entrance to school, grade-skipping, moving ahead in one subject area or Advanced Placement courses.
Volume 1 includes personal stories from students, teachers and families, while Volume 2 (Edited by Susan Assouline, Nicholas Colangelo, Joyce VanTassel-Baska, and Ann Lupkowski-Shoplik) presents the evidence-based research in 18 chapters authored by 30 gifted education researchers.
The Belin-Blank Center also hosts the Acceleration Institute, which gathers resources for parents, educators, administrators, policymakers and researchers. The website, accelerationinstitute.org, provides access to A Nation Empowered, plus other tools to assist in making informed decisions about acceleration, including IDEAL Solutions for STEM Acceleration, the Iowa Acceleration Scale and Guidelines for Developing an Academic Acceleration Policy. More
San Diego Schools to Revamp Gifted Rules
U-T San Diego
For decades, the San Diego Unified School District district has determined gifted students using an untimed, nonverbal test that uses a series of multiple-choice inquiries — requiring students to predict the progression of patterns and puzzles — to assess general intelligence and cognitive processing. The school board is now considering a plan to scrap Raven in favor of the Cognitive Abilities Test (known as the CogAt), in addition to other criteria, including parent and teacher input.More
Tune into Your Gifted Child's Needs
Anyone who has raised children from birth knows how unique each little being is right out of the gate. They emerge with their own personality, needs, quirks and impulses. We can help nurture and shape them, but ultimately, they are who they are. We stumble along as parents and make the best choices we can, but our wishes, fears and personal history affect how we raise them. And most of us question whether we are making the right decisions.More
Why Are American Schools Slowing Down So Many Bright Children?
The Washington Post
Vicki Schulkin, a Northern Virginia parent, knew her son Matt was bright but did not think this was a problem until some of his teachers began to bristle at the erratic working habits that sometimes accompany intellectual gifts. "In fourth grade, his English teacher told me early in the semester that he didn't belong in her high-level class because he wasn't completing all of his homework," Schulkin said. That teacher changed her mind after he showed great creativity in a poetry assignment, but other instructors were less understanding.More
Study: Feedback Doesn't Always Help Students
A new Vanderbilt University study challenges the assumption that feedback is always a good thing, at least for student learning. The study suggests that once a lesson is taught, immediately telling students if they are solving problems correctly or incorrectly can lead to lower performance on subsequent problems and post-tests. If a student is working on problems before learning the material, however, immediate feedback is helpful. More
Why We Need to Put Arts into STEM Education
Imagine a high school dance class in session. You might envision an open studio, pupils all in a row, lined up to practice their pliés and jetés at the command of their instructor. Not so much at Boston Arts Academy, where art is "central to learning." For one class project, a BAA dance student prototypes her own "electroluminescent costume," which uses electrical currents to light up the fabric. She creates the costume from sketch to reality, complete with working circuits, and all with the help of the schoo'ss modeling software and a 3-D printer.More
When High School Means a Build-It-Yourself Education
Jon Bullock was the principal of Redmond High School, in Redmond, Oregon, when he sat down at his kitchen table with colleagues eight years ago to hatch the beginning of an idea for what would become Redmond Proficiency Academy. Depite his belief in public schools and admiration for the people who pour their efforts into them, he had come to believe they are not designed for all children.More