ABSTRACT
This chapter describes leadership theories and traits that apply to leaders of gifted schools and provides the political and practical realities. Rewarding talent development of teachers and students shows that value that is placed on it within a school or district context. Research from educational reform projects suggests that teachers need a climate of collegiality and support for innovation to effect meaningful change in classroom practice. Leaders of gifted programs in specialized schools must be able to balance the political context with the understanding of research-based practices to enhance gifted learners’ learning trajectories. Public schools have a civic mission and expectation to prepare young people to become citizens and to share in the responsibility of maintaining our society. Leaders in gifted education must recognize the challenges and contexts, while continuing to press forward with the important work of nurturing, supporting, and challenging our brightest learners.
