ABSTRACT
Lord and Clarenbach (2012) identified three ways to insert the Gifted Programming Standards into school improvement conversations and advocate for gifted learners: (a) present the standards as part of the solution, (b) keep the focus on the students, and (c) keep the audience focus as wide as possible. Additionally, since the purpose of advocacy is to promote and reinforce change in policy and practice, it is also important to consider theories of organizational change and frameworks for advocacy. In this chapter, elements of the frameworks are connected with the literature on effective advocacy found in the field of gifted education. Key questions and examples are provided to engage readers in authentic applications in the field. Special attention is given to the areas that will advance the implementation of the 2019 Gifted Programming Standards: collaboration, alignment, equity, and inclusion.
