Gifted Education Professional Development

three young female students in a classroom sitting at desks with their hands raised

The University of Cincinnati offers gifted endorsement professional development courses designed for licensed teachers who want to enhance their ability to differentiate instruction and better serve the learning styles of their students, who are gifted, creative, or talented.

UC's School of Education is the home of teacher licensure, undergraduate and graduate programs in the College of Education, Criminal Justice, and Human Services (CECH). CECH offers a Post-Baccalaureate Certificate in Gifted Education aligned with the Ohio Department of Education Gifted, Creative and Talented Endorsement for Ohio teachers who are interested in pursuing this additional credential. Through the School of Education, all teacher preparation programs are CAEP-approved.

Professional Development Courses

In this course, you will explore the components of executive functioning. You will learn what it looks like when a student is having issues with executive functioning. In addition, you will look at executive function disorders as they apply to gifted learners. You will also explore research based strategies that can be implemented to help students improve their executive functioning. 

Learning Outcomes

  • The ability to understand the social and emotional needs of students who are gifted and to address the impact of those needs on student learning.
  • The ability to use data from a variety of sources to measure and monitor the growth of students who are gifted.

10 contact hours/1 CEU

Headshot of Aimee R Fletcher

Aimee R Fletcher

Instructor - Adjunct, CECH Early Childhood Edu & Human Develop

Teachers College

513-556-3600

In this course, you will explore the components of equity across the various modes of gifted services. You will observe the diverse gifted students in your class to determine how the students’ academic progress is the best service for their students. Finally, you will create a collaborative plan that might be used in their school to better meet the needs of gifted students. Along the way, you will explore research based on equity in diverse backgrounds.

Learning Outcomes

  • The ability to differentiate instruction based on a student’s readiness, knowledge and skill level, including using accelerated content, complexity, depth challenge, creativity and abstractness;
  • The ability to select, adapt or create a variety of differentiated curricula that incorporate advanced, conceptually challenging, in-depth, distinctive and complex content;
  • The ability to provide an extension or replacement of the general education curriculum to modify the learning process through strategies such as curriculum compacting and to select alternative assignments and projects based on individual student needs;
  • The ability to recognize and respond to characteristics and needs of students from traditionally underrepresented populations who are gifted and create safe and culturally responsive learning environments;
  • The ability to use data from a variety of sources to measure and monitor the growth of students who are gifted;
  • The ability to select, use and interpret technically sound formal and informal assessments for the purpose of academic decision-making; and
  • The ability to participate in the development of the Written Education Plan.

10 contact hours/1 CEU

Headshot of Kimberly Allison Gordon

Kimberly Allison Gordon

Instructor - Adjunct, CECH Education

Teachers College

513-556-3600

In this course, you will explore the components of the Response to Intervention framework and how it can be adapted for gifted learners. You will observe the gifted students in your class to determine the students’  academic progress and whether or not the general education classroom is the best service for their students. Finally, you will create a collaborative plan that might be used in your school to better meet the needs of gifted students. Along the way, you will explore research based strategies that can be implemented to help gifted students reach their learning potential.  

Learning Outcomes

  • The ability to differentiate instruction based on a student’s readiness, knowledge and skill level, including using accelerated content, complexity, depth challenge, creativity and abstractness;
  • The ability to select, adapt or create a variety of differentiated curricula that incorporate advanced, conceptually challenging, in-depth, distinctive and complex content;
  • The ability to provide an extension or replacement of the general education curriculum to modify the learning process through strategies such as curriculum compacting and to select alternative assignments and projects based on individual student needs;
  • The ability to recognize and respond to characteristics and needs of students from traditionally underrepresented populations who are gifted and create safe and culturally responsive learning environments;
  • The ability to use data from a variety of sources to measure and monitor the growth of students who are gifted;
  • The ability to select, use and interpret technically sound formal and informal assessments for the purpose of academic decision-making; and
  • The ability to participate in the development of the Written Education Plan.

10 contact hours/1 CEU

Headshot of Elizabeth B. Hahn

Elizabeth B. Hahn

Instructor - Adjunct, CECH Education

Teachers College

513-556-3600