ABSTRACT
Culturally, linguistically, and economically diverse (CLED) students are underrepresented in gifted programs. District administration and educational researchers are looking to reverse this inequitable trend through a variety of means—identification protocol, service models, and staff development, just to name a few. This chapter describes a combination of these approaches and provides K-12 administrators and gifted coordinators with a four-zone approach for delivering to teachers high-quality and sustainable professional learning focused on increasing knowledge of and meeting the needs of CLED student populations. It details the Four Zone Professional Learning Approach, a well-rounded program that addresses problems associated with underrepresentation of gifted CLED students from four different angles: increasing understanding of culture, bolstering teacher recognition of the unique gifted characteristics of CLED students, providing support in the classroom for CLED students, and developing partnerships with CLED parents and the community.
