ABSTRACT
Professional learning is essential for all educators to increase effectiveness and results for students. Teachers and content specialists should collaborate in learning communities to identify specific knowledge and skills needed to serve different groups of learners. All educators need a repertoire of research-supported strategies to deliberately adapt and modify curriculum, instruction, and assessment within the framework of the CCSS, based on the needs of gifted students as well as those with high potential. Professional learning for implementing the CCSS for gifted and high-potential learners should focus on evidence-based differentiation and instructional practices as they relate to specific core content. In addition to the curriculum adaptation and modification, the professional learning experiences should also demonstrate content-specific ways to design and implement differentiated product-based assessments as well as pro- and postassessments appropriate for advanced students.
