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  • The top-scoring TAGT summer enrichment scholarship applicant that wishes to attend a 2021 Lone Star Leadership Academy summer camp will receive a FULL scholarship to attend the camp. Additional TAGT scholarships of up to $400 are available.   Call ...

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    Appeal paperwork

    Would anyone share their identification appeals form? I am revamping my districts' forms and there is not clear form for this process.  Thanks! ------------------------------ Samantha Herbold Gifted and Talented Coordinator Victoria ISD Victoria, ...

  • Hi Casey! When I was in Pflugerville ISD, we offered our gifted classes as an elective, part of the daily schedule or A/B schedule (depending on the year). Usually 6th grade would have its own sections and 7th/8th would have combined sections. ------------------------------ ...

  • Good Morning!  Has anyone sent out a survey to parents and/or teachers/staff asking for suggestions or information about their gifted programs? We sent one two years ago when we were changing our program asking about what they would want to see, but ...

  • At Bridgeport ISD, we provide a middle school elective course for the identified GT students.  The course focuses on social/emotional development, technology skills, personal interests, etc.  Students are also served through Honors courses in the core ...

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TAGT Career Center Jobs

  • New Brunswick, New Jersey, Position Summary: Rutgers, The State University of New Jersey, is seeking a Special Education Teacher (DS) for the Douglas Developmental Disabilities Center ( DDDC ) with the Graduate School of Applied and Professional Psychology ( GSAPP ). Reporting to the Assistant Director, the position coordinates educational and behavioral programming for students with developmental disabilities, specifically autism, enrolled at the Douglass Developmental Disabilities Center. Among the key duties of this position are the following: Trains and supervises university undergraduate practicum students. Works with families of the students who attend the DDDC . Coordinates inter-department activities as related to educational and behavioral assessment, intervention and transition for a particular group. Minimum Education and Experience: Bachelors Degree A minimum of two (2) years experience working with individuals with autism, behavioral technology, data management, goal assessment and planning, family programming, and paraprofessional supervision. Required Knowledge, Skills, and Abilities: Effective communication skills and computer literacy Knowledge of Advanced Behavioral Technology, research, and an understanding of DDDC's research and mentoring models are desired. Preferred Qualifications: Master's degree preferred. Knowledge of Advanced Behavioral Technology, research, and an understanding of DDDC's research and mentoring models are desired, Equipment Utilized: Computers: Word Processing, Data Base, Spread Sheets, and graphing software Commercially made educational materials (i.e., Handwriting Without Tears, Edmark Reading, Reading Mastery, etc.) Physical Demands and Work Environment: Employee must be physically active and be on feet most of the day. Duties may involve running and playing active games with individuals with autism (ages 3 1/2 – 21 years or adults), driving vans or other vehicles. Following training must be physically capable of safely providing crisis management techniques including restraining, lifting, blocking individuals with challenging behavior. Crowded and moderately noisy conditions with children, adolescents, adults, and staff moving about. Special Conditions: Teachers who do not meet DOE requirements, but who are eligible under IDEA flexibility rules, will have a maximum of 2 years to complete requirements as outlined by the NJDOE . Selected candidates will be subject to a criminal history background check. In accordance with New Jersey State law, applicants must agree to undergo, and authorize the university to conduct fingerprint, criminal history, and/or child abuse record checks with various law enforcement agencies, including but not limited to the Federal Bureau of Investigation, Identification Division and/or The New Jersey Division of State Police Bureau of Identification. In accordance with state-mandated requirements, a Mantoux test will be administered to successful applicants to verify the absence of tuberculosis. In addition, the successful applicant, at the cost of the university, will be required to be inoculated against Hepatitis B, unless the successful applicant waives this vaccination in writing. Clean Driving Record Posting Number: 20ST1947 Location: Douglass (RU-New Brunswick)
  • Mahwah, New Jersey, Mission : Ramapo College of New Jersey is New Jersey’s Public Liberal Arts College, dedicated to providing students a strong foundation for a lifetime of achievement. The College is committed to academic excellence through interdisciplinary and experiential learning, and international and intercultural understanding. Ramapo College emphasizes teaching and individual attention to all students. We promote diversity, inclusiveness, sustainability, student engagement, and community involvement. Established in 1969, Ramapo College offers bachelor’s degrees in the arts, business, humanities, social sciences and the sciences, as well as in professional studies, which include business, elementary education, nursing and social work. The College also offers articulated programs, including dental, optometry, chiropractic and health professions, as well as visual arts therapy and law, with colleges and institutions in New Jersey and New York. Undergraduate students may choose to concentrate their studies in one of five schools with more than 539 course offerings and more than 36 academic programs. Ramapo College boasts an average student/faculty ratio of 18:1 and an average class size of 23; affording students the opportunity to develop close ties to the College’s exceptional faculty. The College offers part-time graduate programs leading to degrees in Accounting, Business Administration, Educational Technology, Educational Leadership, Nursing, Social Work and Special Education. JOB SUMMARY: The Supervisor reports to the Director of Clinical Practice, and shall observe each assigned Ramapo student intern once every other week during the intern’s full time semester of Clinical Practice. - Observe intern interact with students and teach lessons - Work regularly and collaborate with the intern’s mentor-teacher - Overview and evaluate edTPA lesson plans - Keep in close contact with interns, at least once/ week - Maintain a strong rapport with the mentor teacher - Develop a connection with the building principal - Participate in planning and teaching weekly seminars - Offer interns daily informal pedagogical coaching - Be prepared to plan and teach fall semester Methods courses - Provide tech guidance for needed remote teaching and learning - Stay conversant with Distance Learning Pedagogical skills - Complete 9 Observation & Conference reports in line with each formal observation - Complete 2 Clinical Competency Inventory reports of student dispositions - Submit the 11 above reports on each candidate to our TE data management system, Taskstream - The clinical supervisor grades the intern at the end of the academic year in a variety of dispositional and content-related modalities REQUIREMENTS: EDUCATION: Graduation from an accredited college or university with a Master's degree is preferred. EXPERIENCE: Experience in supervising, consulting, or otherwise working in an elementary or secondary school in contact with classroom teachers is required. Demonstrated expertise in the field of education is required. Five years of experience in the field of education is preferred. EEO STATEMENT: Ramapo College is an Affirmative Action/Equal Employment Opportunity Employer. Ramapo has a long history of advocating, advising, and supporting diversity, equity, and inclusiveness. Examples can be found in its mission statement, strategic plans, degree and course offerings, community outreach programs, the Diversity Action Committee offerings, and the other numerous diversity conferences and programs. Ramapo’s commitment to diversity and inclusion is infused across all facets of the College; where the environment is welcoming, dedicated to social justice, respectful of freedom of expression, focused on educating and having an ongoing conversation regarding cultural competence and the benefits and importance of diversity. PI125277940
  • Knoxville, Tennessee, Regular Full-time, Pay Grade 35 Assistant Teacher - Early Learning Center The University of Tennessee, Knoxville Early Learning Center The primary purpose of this position is to facilitate the mission of the Early Learning Center (ELC)--to foster scientific understanding of young children's development. The ELC accomplishes this mission through (a) interdisciplinary research, (b) academic programs for undergraduate and graduate students, (c) early education programs for young children, and (d) outreach, advocacy, and public policy. The Assistant Teacher is integral to the teaching and research mission of the ELC, providing direct, daily training, supervision, feedback, and mentoring for undergraduate participation students, graduate students, pre-service teachers, and student educators. This position is responsible for the planning and implementation of meaningful and effective curriculum for children, assessments of the children, planning community functions for ELC families, and dissemination of practices through outreach efforts. More information about the ELC is available at elc.utk.edu. Job responsibilities include: Curriculum development and planning - Dissemination of professional content. Collaboration with ELC teachers and students - Coordination of family participation events

#GTChat Blog

  • Our guest this week was Kathryn Fishman-Weaver, Ph.D., educator, author, and advocate for student leadership. Dr. Fishman-Weaver has used these lessons to teach special education, gifted education, English language arts, and teacher preparation. Currently, she serves as the Interim Executive Director for Mizzou Academy. She writes and presents frequently on student support, teacher leadership, and []

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