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I. Answer 1 of the following questions in a reflective written response with at least one paragraph per
question.
A. How would your new understanding of the qualification process for gifted placement affect your explanations
to fellow faculty members (a) about the ways diverse groups of students can be placed and (b) about how
these students can be served in the gifted program? How will that new knowledge affect your explanations to
parents and students about eligibility and placement?
My new understanding of the qualification process for gifted placement would affect
my explanations to fellow faculty members about the ways diverse groups of students can be
placed by providing them with the basic criteria of what is needed in order for a student to
be screened. With my new understanding, I can explain that students need to score in the
90th percentile or better in motivation, creativity, achievement, and/or mental ability in
order to be eligible for TAG placement. In addition, with my new understanding, I can
explain to the teachers that TAG services consist of not only teaching the common core
standards but also enriching the students learning through various teaching and learning
styles and TAG strategies. Moreover, with my new understanding of the qualification
process, I can explain to both parents and students alike that each student is screened for
TAG testing twice a year and that if the student scores in the 90 th percentile or better than
(s)he may be eligible for TAG services.
B. What have you learned about yourself as a teacher as you have analyzed your implemented lessons and
worked on your performance task and rubric assignment? What have you learned your students as a result of
their responses to your assessments and lessons? What is working and is most effective? What do you plan to
change?
I have learned that I already use TAG strategies and performance tasks naturally.
When having to implement and reflect on lesson plans, I have learned that creating
performance tasks, especially for Language Arts, can be complicated and difficult; however,
as I talked to my mentor about performance tasks, or showing what you know, I realized
that any type of writing product is a performance task. I have learned that my students are
very resourceful in terms of completing a task to their fullest academic potential. My
students are natural advocates and are neither afraid nor intimidated to ask a question and
to ask for help when needed. The Windows Notes and New American Lecture seem to work
best for my students because it allows them to fully analyze and to relate to a text even
though they may not see the relevancy. I plan on changing up my usage of TAG strategies. I
am looking forward to implementing the Creative Problem Solving or Mystery Lesson
January 2014
Metro RESA Gifted Endorsement Self Reflection Assessment for Identification & Assessment
of the Gifted Learner (Erryn Walker)
strategy after Milestones testing is complete. I feel that after testing, I have more liberty/
freedom to explore and try new strategies.
II. Of the selected essential questions listed below, what would you say are two strengths of your understanding
of the identification and assessment process for gifted/advanced learners and what is one area of weakness on
which you need more information Explain each choice in detail.
January 2014
Metro RESA Gifted Endorsement Self Reflection Assessment for Identification & Assessment
of the Gifted Learner (Erryn Walker)
January 2014