ABSTRACT
This chapter explores the role of professional development in providing a mechanism for developing the social and emotional aspects of gifted students. Ideas for facilitating professional development opportunities for teachers, guidance counselors, and administrators on the social and emotional development of gifted students can come in different venues. Planning professional development sessions targeted for gifted education creates an additional layer of complexity because of the unique cognitive and affective needs of gifted children. Gifted learners have similar emotional problems when compared with groups of nongifted children. Stakeholders need to consider the potential barriers that might preclude effective professional development from being implemented at the school or within the school district. An implementation guidebook suggests best practices for translating the teacher standards for higher education into enhancing professional development at K–12 levels in order to ensure measures of quality that are consistent nationally.
