Gifted Education Curriculum Analysis

In completing this activity, I learned that the method for evaluating, selecting, and implementing textbooks is a long process that requires input from various stakeholders in a district. The cycle for curriculum review in our district spans six years. During this time, we evaluate multiple textbooks in every subject area to narrow down options, recommend the best textbook to our board of education, implement new materials that staff develop to supplement the textbook, develop and enhance both formative and summative assessments, and review data to make revisions. I learned that building administration, superintendents, teachers, and students all play a vital role in the process. Our assistant superintendent of academic services researches and orders textbooks from various companies. The superintendent, building administration, and teachers evaluate the textbooks to narrow it down to three options. Then, they take lessons from the top three textbooks and try them with students. Students are asked to evaluate their engagement in the lessons and how well the lesson met their needs as a learner.

In addition to learning about the method for adopting
Since gifted teachers do not have a set of standards or objectives required by the state, I have noticed that every gifted teacher has different curriculum. I would like to know more about the texts that are available for gifted learners, and if these text meet any of the common core standards for any grade levels. I think talking with my mentor, Kim Krueger, could help me to learn more about this topic. She has been teaching for over 25 years, and she has worked with a lot of different units and in many subject areas. I would also like to see what publishers specialize in gifted educations, and what options they have for curriculum in the gifted classroom. I could research this to become more familiar with curriculum options for gifted