Supporting Teachers as G/T Raters and Identifiers

Teachers are not successful at rating or identifying the gifted when they are not provided the proper tools and training.  Tools that would be beneficial to teachers include a clear definition and set of qualities for guidance.  Examples of behavior, or what to look for, should also be communicated.  Also, communicating with other professionals inside and outside of the school could lead to a deeper understanding and leadership for identification.  

If a teacher is not given a definition to reference or specific set of qualities, then the results are often open to interpretation.  This set of qualities should be decided upon by the Program within the Institution.  Criteria, or set of qualities, should also not be too minimal so that it could possibly include every child or too detailed so as not to include any child.  

Behavioral examples and a “what to look for” idea would also be beneficial.  Teachers should be highly encouraged to take anecdotal notes regarding children and behaviors and to share these with other professionals and their team in the building (if they have one).  Examples, set of qualities and a small rating scale could be placed on a graphic organizer for teachers to utilize.

Communication with other professionals is important because of social, behavioral and environmental factors that could play a role in the identification of a gifted child.  Is the child being bullied for being smart?  Does he/she just want to fit in?  Was the child homeless the night before the big IQ test?  If teachers took into account any and all factors, shared documented notes and knew exactly what they were looking for, then they would be successful (or atleast more successful) in properly identifying a child as gifted.