ABSTRACT
This chapter describes how to develop a SPA program report for national recognition status as part of the accreditation process administered now by the Council for Accreditation of Educator Preparation, with particular emphasis on developing rubrics to evaluate teacher candidate performance. The standards provide educators with meaningful outcomes to assess in optimizing candidates’ knowledge, skills, and dispositions. The 2013 Teacher Preparation Standards are closely aligned to the 2006 NAGC-CEC Teacher Preparation Standards. Teachers can work with parents and work together in developing and implementing appropriate services for gifted children and maintaining current knowledge about best practices in the field. Specialized types of collaboration are needed for gifted students from special populations. The research shows that the absence of appropriate academic experiences can contribute to underachievement.
