This position allowed me to see education from a variety of perspectives and operate at multiple levels of leadership, providing me with a unique skill set as an educational leader.

In my job with the state, I learned a lot about putting policies into action, creating programs, and planning strategies. This gave me a better understanding of education beyond just schools and districts.

How I Became a State Director of Gifted Education

Throughout my career in education, I have always sought opportunities to expand my leadership capabilities and make a broader impact on student achievement.

While serving as an Assistant Principal in North Carolina, I found myself searching for new avenues to further develop my expertise and contribute to education at a larger scale.

My background in gifted education, coupled with my experience in instructional leadership and program development, positioned me well for such an opportunity.

One day, a colleague who was familiar with my work in gifted education recommended that I apply for the position of State Director of Gifted Education at the South Carolina Department of Education.

Although I had spent the majority of my career at the school and district levels, the prospect of leading statewide initiatives intrigued me. After careful consideration and encouragement from my peers, I decided to submit my application.

A few weeks later, I was invited to an interview with the hiring team at the South Carolina Department of Education.

During the interview process, I had the opportunity to discuss my passion for gifted education, my experience working with teachers and school leaders, and my understanding of curriculum development and data analysis.

The process was rigorous, but I felt confident that my background and passion for gifted education aligned with the department’s mission.

Several weeks later, I received the official offer and was honored to step into the role of State Director of Gifted Education.

What I Did as State Director of Gifted Education

As the State Director of Gifted Education, my role encompassed a variety of responsibilities that aimed to enhance the quality and accessibility of advanced academic programs across South Carolina.

I was responsible for providing leadership, technical assistance, program development, and staff development in the areas of Gifted and Talented Education, International Baccalaureate (IB) programs, and Advanced Placement (AP) courses.

My work directly supported statewide education programs and helped ensure that gifted students had access to rigorous and challenging learning opportunities.

One of my primary duties was to provide leadership, support, and professional development for educators working in the fields of gifted education, IB programs, and AP courses.

This included designing and facilitating professional learning sessions, offering technical assistance to districts, and ensuring that educators had the resources they needed to effectively serve high-achieving students.

Additionally, I played a key role in implementing assessment and initiatives related to gifted education.

This involved collaborating with stakeholders to evaluate current programs, analyze student achievement data, and develop strategic plans for program enhancement.

I also directed graduate endorsement grant programs that provided funding for teachers seeking specialized credentials in gifted education and AP instruction.

Data collection and reporting were another essential aspect of my role. I gathered data related to gifted education and other advanced academic programs to assess their impact and inform decision-making at the state level.

These reports were used to guide policy recommendations and ensure that programs aligned with state and national standards.

Beyond my work within the department, I actively participated in state and national initiatives focused on gifted education.

I represented South Carolina at national conferences, collaborated with other state education leaders, and contributed to discussions on best practices for supporting gifted learners.

Additionally, I worked closely with the State Board of Education to support the design, improvement, and implementation of policies related to advanced academic programs.

Collaboration was a key component of my role. I worked with cross-divisional teams within the Department of Education to align gifted education initiatives with broader school improvement efforts.

By integrating gifted education into the state’s overall education strategy, we were able to ensure that the needs of high-achieving students were not overlooked in statewide improvement plans.

Why I Would Suggest This Path

Serving as the State Director of Gifted Education was a transformative experience that significantly broadened my perspective on educational leadership.

This role provided me with invaluable insights into state laws, regulations, and policies related to education.

It allowed me to understand the intricate relationship between state and local education agencies, as well as the broader political landscape that influences educational decision-making.

One of the most impactful aspects of this role was the opportunity to see education from multiple vantage points.

Before stepping into this position, my experience had been primarily at the school and district levels. However, as a state-level leader, I gained a deeper appreciation for the complexities of policy implementation, funding distribution, and statewide program development.

This knowledge proved invaluable in my subsequent roles, particularly as a school principal, where I was able to navigate educational policies and advocate for my students and staff with a heightened level of expertise.

Additionally, the position strengthened my ability to engage with various stakeholders, including district leaders, state officials, educators, and policymakers.

I developed a strong skill set in strategic planning, data-driven decision-making, and program evaluation—skills that set me apart as a leader and allowed me to drive meaningful change within my school and district.

Perhaps most importantly, serving as State Director of Gifted Education reaffirmed my commitment to ensuring that all students—particularly those who are gifted and talented—receive the resources and support they need to reach their full potential.

I witnessed firsthand the impact that well-structured advanced academic programs can have on student success, and I became even more passionate about advocating for equitable access to these opportunities.

For educators and leaders who are considering expanding their impact beyond the school level, I highly recommend exploring opportunities at the state level.

While the transition from school-based leadership to a statewide role may seem daunting, the experience offers a unique and invaluable perspective on education as a whole.

It equips leaders with the knowledge and skills needed to influence policy, drive large-scale initiatives, and ultimately make a lasting impact on the education system.

My journey from Assistant Principal to State Director of Gifted Education was one of growth, learning, and transformation.

It prepared me for future leadership roles, provided me with a wealth of experience, and deepened my passion for education.

Looking back, I am incredibly grateful for the opportunity to have served in this capacity and to have played a role in shaping the future of gifted education in South Carolina.

Educators never stop learning; check out our available graduate degree programs  to hone your skills and promote lifelong learning and academic excellence.

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What is a Gifted Education Certification and Endorsement?

Endorsement

An endorsement in gifted education is a distinction added to a teacher’s professional certificate that verifies that they have received a level of instruction that equips them to teach gifted coursework or classes. In most cases, the credit hours teachers receive for an endorsement are graduate-level credits that a college or university provides.

The amount of course work or credit hours needed to obtain an endorsement vary from state to state (State of State Report, NAGC) but in most cases are six hours graduate-level credit or two graduate courses.

Certification

Certification in gifted education is similar to an endorsement, but it usually involves teachers obtaining more graduate-level hours. The certification is typically an add on or extension to the teacher’s certification. The certification usually consists of at least 12 graduate-level credit hours or four graduate courses.

What are the Benefits of Pursuing a Gifted Education Endorsement or Certification?

After acquiring gifted education endorsements or credentials, teachers immediately become eligible to apply to teach gifted coursework to gifted students. Although many school districts allow for teachers to teach gifted classes for one year without an endorsement or certification, for teachers to remain in these positions, an endorsement or certification is required.

Opportunity to Teach Top Talent

Some of the school’s brightest minds and top talent are enrolled in gifted education courses because of the increased academic or artistic rigor for the gifted and talented. Gifted and talented students provide some challenge for teachers regarding maintaining high levels of student engagement and establishing instructional rigor. For this reason, teachers for these courses are selected based on whether they have the gifted education endorsement or certification on their teaching certificate.

Those teachers who desire to have the opportunity to work with these brilliant students, design rigorous lessons for gifted and talented students in the classroom, and dig deep into the content should consider obtaining a gifted education endorsement or certification.

Leadership Development

In terms of leadership development, the gifted education endorsement and certification sets teachers apart from their colleagues. Because they have received training on implementing instructional best practices, these teachers are often chosen to function as lead teachers. They are also pegged to mentor other teachers, lead professional development and help make school or grade-specific instructional decisions.

In many cases, teachers with this endorsement or certification choose to pursue school leadership positions or instructional leadership positions. Over time these teachers find themselves in a position where their leadership skills are honed and in demand.

Why You Should Pursue a Gifted Education Certification or Endorsement

Teaching is not an occupation requiring little to no investment after one begins. In order to become the best, teachers must seek opportunities to grow in knowledge, skill and ability. The gifted education endorsement and certification allows teachers to grow stronger as educators.

The coursework for the endorsement and certification is designed to equip teachers with skills that are effective with gifted learners, identifying gifted and talented students, and for all learners. Because many of these skills are transferrable, teachers not only grow in their knowledge of gifted education teachers they also grow in their knowledge of meeting the needs of all levels in the classroom.

Distinguishment

In most cases, obtaining a gifted education endorsement or certification distinguishes teachers by providing them with a very special skill set. This skill set makes them more competitive for job opportunities. The gifted education endorsement is recognized globally.

Having the endorsement allows you to connect with other teachers across the globe who have also chosen to get endorsed. In many states, the gifted education endorsement or certification is necessary for district office leadership positions.

Financial Benefits

Depending on the state, teachers may be required to pay for graduate coursework that is needed to receive their endorsement or certification. However, because the endorsement allows for teachers to apply for jobs that have more competitive salaries, they usually recoup the funds used to pay for the initial graduate coursework.

Many schools and districts also provide stipends or other incentives to teachers to encourage them to pursue the endorsement and remain in their positions as gifted education teachers. Teachers who use their endorsement or certification to present at educational conferences can also earn money for training other teachers on the best instructional practices.

Adding a new endorsement or credential to your certificate is not the easiest decision. However, it will prove to be beneficial for teachers. By having the opportunities to grow professionally, teachers can serve students better and continue to build their own capacity.

Interested in an endorsement or certification in gifted education? Check out our available programs and take your next step today!

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One of biggest myths regarding gifted and talented students is that they do not need help in the classroom because they will do fine on their own (Gifted Myths, 2020). I would venture to state this is the furthest thing from the truth. In fact, this myth highlights the need for educators to not only understand the nature and needs of gifted students, but also serve as advocates for the support of these students.

What is a Gifted Student?

In order to effectively support and advocate for gifted students, educators must know what classifies a student as gifted. The federal definition of a gifted student was first published in 1972. It states that “students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities” are considered gifted (Gifted FAQs, 2020).

There is key terminology in this definition to which educators should pay close attention. Gifted students are those who “give evidence” of “high achievement capability.” This means that there is a distinct difference in their achievement that is clearly observable and can be measured.

How to Identify Gifted Students in the Classroom

When identifying gifted and talented students, educators should simply ask themselves what is this student able to naturally accomplish with little to no help from a teacher. This allows educators to see the difference between a high achieving student and a gifted student.

Gifted students are not only high achievers, but they are also naturally able to add a global context to their learning. For example, the high achieving student operates like a skilled student with expertise in a subject area. The gifted student functions as an expert by demonstrating the ability to integrate expertise into multiple subjects. A high achieving student accurately completes teacher-assigned work, but the gifted student initiates his/her own tasks and extends learning beyond what the teacher has assigned. They are naturally able to think abstractly and conceptually without much modelling from their teachers.

Strategies to Support Gifted Students in the Classroom

Because gifted students are able to achieve at high levels without much prompting from their teachers, it can be perceived that they do not need support from their teachers in the classroom. Gifted students need just as much support with their learning in the classroom as any other group. Without this support these students face the risk of showing little academic growth and even becoming underachievers. This can lead to disengagement from the classroom and even students dropping out of high school or choosing not to attend college.

Here are five strategies on how to support gifted and talented students in the classroom:

1. Utilize Student Interest

Many times gifted students have very unique and specialized interests. Find out what these interests are and develop lessons and activities for them around these interests. These students will gladly push themselves to deeper depths of rigor because they are learning about something that interests them.

2. Create Tiered Assignments

Too often educators create lessons that address content standards only at the grade level. Gifted students are often able to understand content standards above grade level. Educators should intentionally design assignments and activities for gifted students in the regular classroom that allow them the opportunity to access content at higher levels. Sometimes it may be easier to plan with gifted students in mind first and then add lower levels or tiers to the assignment to provide differentiation for all students to access more specialized content. This is sometimes referred to “teaching to the top as opposed to teaching to the middle.”

3. Make Learning Relevant

Because gifted students seek to understand the big picture and how concepts fit together, it is essential that educators make gifted education learning relevant by ensuring that it is connected to a larger concept. For example, when studying the life cycle of butterflies, it would be key for gifted students that the teacher connect it to the concept of change as opposed to simply requiring the students to memorize the phases of the cycle. This allows gifted students the opportunity to connect the life cycle of butterflies to other cycles of change that they may have observed in life and begin to make higher order connections.

4. Allow Gifted Students to Work Together

Educators have been guilty of strategically placing gifted students in groups with lower achieving students in an effort to provide support for the lower achieving student. While this may help the lower achieving student, it does very little for the gifted student. Educators should provide opportunities for gifted students to work with other gifted students who may be able to collaborate with deeper content and more complex processes. This will stretch the gifted students and engage them more in the process of learning.

5. Progress Monitor for Growth

The achievement scores of gifted students may consistently indicate above average performance. However, it is critical that educators monitor to see if these students are growing in their academic performance. A student who performs at the 98^th percentile in the first quarter of the year, then moves to the 91^st percentile in the last quarter of the year is still viewed as high achieving but has shown negative growth. When academic growth is not monitored for these students it becomes a disservice to them which could lead to a performance plateau.

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