ABSTRACT
Challenges include the need for voluntary commitment to standards-based professional development in the absence of state and federal mandates, assessment of effectiveness of the typical workshops on changing practice and student learning, and coordinating professional development among categorical and subject matter programs. When administrators, teachers, parents, and other community members' assessments merge into a common vision for the gifted education, ongoing standards-based professional learning for teachers is more likely to occur and be successful even in the absence of state requirements. Cost sharing and resource sharing need to be employed to ensure that these topics are adequately addressed in relevant contexts with the teachers and administrative staffs. In order for these professional development efforts to work effectively, the gifted program coordinator must orchestrate a 3-year professional development plan that targets areas of the standards each year for the relevant groups.
