Section I. Overview
1. Introduction and Overview
Four Generations of Gifted Education
Overview of the Handbook’s Contents
2. The Six-Stage Systematic Planning Model
Benefits of Effective Planning
The Six-Stage Systematic Planning Model
Section II. Stage One—Prepare
3. Foundations for Contemporary Programming
The Nature of Giftedness and Talent
Rationale and Goals for Talent Development
Fundamental Tenets and Beliefs
Identifying the Important Goals and Outcomes for Students
Deciding to Implement a Contemporary, Inclusive Approach
4. Innovation and Change
The Challenges of Innovation and Change
Responding to Innovation and Change
Dealing With Change
New Approaches to Teaching and Learning
The School Improvement Challenge
5. Planning Logistics
Forming a Planning Committee
Size of the Committee
Fostering Effective Communication Channels
Philosophy and Values of the Committee Members
Developmental Conception of Leadership
Planning for an Effective Group
Group Behavior Guidelines
Understanding and Applying Tools for Generating and Focusing Ideas
Informed, Progressive Outlook
Establishing a Working Community for Contemporary Programming
Section III. Stage Two—Clarify Where You Are Now
6. Needs Assessment
Interpretation of Needs Assessment Results
Additional Sources of Data
7. Checking the Climate
Assessing the School Context for Excellence
The Climate Survey for Contemporary Programming
Linking the Inventory Results With “Ready” With Nine Climate Dimensions
8. Programming Positives and Wish Lists
Your Programming Positives
Your Wish List
Suggestions for Searching Successfully for Programming Positives and Wishes
Section IV. Stage Three—Decide Where to Go Next
9. Setting Goals for Your Desired Future
10. Constructing the Master Plan
The Master Plan
Specific Components of the Master Plan
11. Constructing the Building Action Plan
The Building Action Plan
Components of the Building Action Plan
Moving Forward
Section V. Stage Four—Carry Out Programming
12. Implementing Contemporary Programming
The Four Levels of Service
Dimensions of Effectiveness and Criteria for “Healthy” School Programming
Effective Implementation of Programming
A Professional Partnership
Section VI. Stage Five—Seek Talents and Strengths
13. Identification in Contemporary Talent Development
Changing Views of Identification
Exploring New Opportunities and Directions
Summary
Section VII. Stage Six—Ensure Quality, Innovation, and Continuous Improvement
14. Quality, Innovation, and Continuous Improvement
Elements of Effective Evaluation
Indicators of Quality in Programming
Innovation and Change
Continuous Improvement
The Role of the Planning Committee
Relations
Conclusion: Planning Contemporary, Inclusive Programming for Talent Development
References
Appendices
Index