ABSTRACT
This chapter shares the new professional standards for teachers of students with gifts and talents and how those standards might be used in determining professional development plans in gifted education. It includes the importance of teacher preparation standards, the history of their development, their alignment with other standards, and implications for Pre-K-12 educators. To be accredited with national recognition, a college or university must not only meet these five standards but also meet the standards for specialty licensure area programs provided by the institution. One of the specialty licensure areas includes programs in gifted and talented education. Historically, gifted education professionals have placed the learning needs of the individual at the center of gifted education instruction. Gifted education professionals have altered instructional practices to optimize learning for individuals with gifts and talents. Beginning gifted education professionals are active and resourceful in seeking to understand how the primary language, culture, family, and areas of disability interact with the gifts and talents.
