Hello, teachers and parents! I recently wrapped up my series on the National Association for Gifted Children’s Annual Convention Session Reviews. Before that, I published a fifteen-part series on gifted identification. Now I am ready to move into the next logical topic: Delivery of Service.
Identification and service delivery must work hand-in-hand. A school division’s identification system should reflect the gifted program it offers, and those programs are defined by the services they provide. Ideally, the service model should guide the identification process. However, I wanted to begin with gifted identification because it is essential to understand what giftedness means and how we recognize advanced potential before exploring how we support it.
Over the next several weeks, I will walk through ten of the most widely used service delivery models in gifted education. Many divisions blend multiple approaches, and that flexibility can work beautifully when it is intentional and aligned. I am excited to dive into these models with you and unpack what makes each one effective.
To start the conversation, I would love to hear from you. What service delivery model does your school division use, and what is one positive attribute of that approach? Share your thoughts in the comments below!
~ Ann
Teaching for Talent 