Building Partnerships
Administration
Building a strong partnership with school administration is one of the most effective ways to support GT learners, as administrators play a critical role in shaping policy, scheduling, funding, and professional culture. Research highlights that administrative support is essential for sustaining effective gifted programs and ensuring that teachers have the resources and structures needed to differentiate instruction (Burney, 2010; Lewis, 2020). When administrators are engaged advocates, schools are more likely to implement policies and practices that foster equity, challenge, and meaningful opportunities for gifted learners.
GT Specialist
Building a strong partnership with school administration is one of the most effective ways to support GT learners, as administrators shape policy, scheduling, funding, and professional culture. Research shows that when administrators are knowledgeable and involved in gifted education, program quality and scope improve significantly (Lye Chan Long, Barnett, & Rogers, 2015). Furthermore, principals and administrators themselves acknowledge the need for better training and preparedness to effectively implement and oversee GT initiatives (VanTassel-Baska & Brown, 2022). actively engaging administrators as supportive partners, schools can secure the resources, consistent instructional frameworks, and professional development that are essential to ensuring GT students receive appropriately challenging, equitable, and meaningful learning experiences.
Families
Gifted and talented (GT) learners thrive in environments where collaboration among teachers, families, administrators, and specialists is prioritized, yet many schools struggle to provide structures that foster these partnerships. The need lies in creating consistent, shared responsibility for identifying, nurturing, and supporting GT students in both academic and socio-emotional domains. Research shows that collaborative approaches lead to stronger identification practices, improved instructional differentiation, and better socio-emotional outcomes for GT students (Lye Chan Long, Barnett, & Rogers, 2015; VanTassel-Baska & Brown, 2022). The GT Teacher Toolkit addresses this need by offering practical strategies and resources that guide educators in building collaborative partnerships with stakeholders, providing ready-to-use tools that promote shared responsibility and communication. By equipping teachers with evidence-based practices and resources, the toolkit supports environments where GT learners can flourish academically and emotionally.
Ways to Build
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Surveys
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Communication Tools
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Student Progress
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Enrichment Opportunities