ABSTRACT
The National Association for Gifted Children (NAGC) issued its original 1998 standards to guide policy and practice with our most able students. Many of these students were and are neglected in the standards movement and in educational policy in general. The revised 2010 standards are a welcome change from the somewhat color-blind/culture-blind original standards. The modifications are proactive and specific, and they hold great promise for addressing the development and needs of all students, including racially and linguistically different students. The chapter presents a brief overview of why standards must be culturally responsive and inclusive. All educators build their knowledge and skills using the NAGC-Council for Exceptional Children Teacher Standards for Gifted and Talented Education and the National Staff Development Standards. They formally assess professional development needs related to the standards, develop and monitor plans, systematically engage in training to meet the identified needs, and demonstrate mastery of standard.
