Abstract
The COVID-19 pandemic created unique challenges for supervisors of lead gifted and highly able teachers as they navigated frequent changes to policies, procedures, and learning environments. Emerging research on the COVID-19 pandemic and gifted education indicates that gifted and highly able services may have been negatively impacted, gifted learners may have experienced social and emotional stress, and virtual learning may have exacerbated gaps in equity and access (Duraku & Hoxha, 2021; Guilbault & McCormick, 2021; Patrick, Grissom, & Newsome, 2021; Wolfgang & Snyderman, 2021). On the other hand, online learning and teacher professional growth in the use of technology may provide new opportunities for educator and student collaboration, gifted learner acceleration, and curriculum compacting. In this qualitative study, a national sample of 11 district-level gifted education coordinators from small, medium, and large school districts across the United States were interviewed to learn how their roles and responsibilities shifted and how gifted and highly able services were impacted during the pandemic. An analysis of semi-structured interview transcripts revealed four categories: a) adaptations and innovations, b) leadership styles, c) challenges and barriers, and d) a focus on equity. In this session, presenters will share participants’ innovative solutions implemented to address common challenges such as constant changes to policies and procedures, delivery of professional learning, teacher burnout, gaps in access to technology, student attendance and active participation, equity, identification processes, and communication with families and caregivers. Recommendations for future learning and leadership adaptations are discussed.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Education, Highly Able Pupils, Pandemic, Education Leadership, Qualitative Research
