Texas State Plan for the Education of Gifted and Talented Students states:  “A minimum of thirty clock hours of professional development that includes nature and needs of gifted/talented students, identification and assessment of gifted/talented students’ needs, and curriculum and instruction for gifted/talented students is required for teachers who provide instruction and services that are a part of the district’s defined gifted/talented services.  Teachers are required to complete the thirty (30) hours of professional development prior to their assignment to the district’s gifted/talented services (19 TAC 89.2(1)).”

Foundational Training Requirements (30 Hours)

Option I: Elementary/Secondary Teachers

Teachers of identified gifted students must complete the required training within their first semester of teaching identified gifted students.

Option II: Pre-AP/AP Teachers

Teachers of identified gifted students must complete the required training within their first semester of teaching identified gifted students.

Counselors and Administrators

Administrators and counselors who have authority for program decisions (including scheduling, advising, and especially serving on the Campus Selection Committee), must have a minimum of 6 hours of professional development that includes:

• Nature and Needs of G/T Students
• Program Options for G/T Students

G/T Six-Hour Update Requirements

Texas law requires teachers receive 30 hours training in gifted education to be eligible to teach gifted; in addition, teachers must receive six hours training yearly to maintain that eligibility. The update hours may be completed in any strand.

Does your six-hour update meet these criteria?

• Relate to at least one of the TAGT core areas and teacher competencies:
• Nature and Needs of G/T Learners
• Identification and Assessment
• Social and Emotional Needs
• Creativity & Instructional Strategies
• Differentiated Curriculum
• Show clearly in the description that the professional development activity relates primarily to gifted students and to one of the TAGT core areas
• Reflect the clock hours for each competency in the agenda, syllabus, or program
• Exhibit in the presenters' or facilitators' resume experience and/or training in G/T education
• Provide proof that the content relates to current issues in gifted education
• Provide proof that the content is supported by research in gifted education