Dr. Mary Frasier was a nationally respected scholar and an advocate from the University of Georgia whose work focused on equitable gifted identification and talent development. She believed deeply that traditional identification methods often overlook talent in culturally, linguistically, and economically diverse students. I am honored to say that I had the privilege to be trained by her many years ago in my school division during a half-day workshop on equity in our gifted programming. She was so kind to us, and extremely informative!
Her work continues through tools and frameworks developed in collaboration with the University of Connecticut’s Renzulli Center for Creativity, Gifted Education, and Talent Development. Her Panning for Gold TABs Descriptors and Panning for Gold TABs Observation Sheet can be used to help teachers with talent scouting (TAB stands for traits, attributes, and behaviors). To read more about her legacy, read her obituary, this amazing blog post from the National Association for Gifted Children, and watch this video that features her among other Black researchers in the field of gifted education.
Key Contributions: F-TAP and TABS
Dr. Frasier contributed to the development of the Frasier Talent Assessment Profile (F-TAP) and the Talent Assessment Battery for Students (TABS) through the National Research Center on Gifted and Talented at the University of Connecticut. These tools emphasize ongoing observation, multiple domains of strength, and the belief that giftedness can emerge over time. Many of the tools are suitable for screening purposes, thus searching for talent (or “panning for gold”).
Rather than relying solely on standardized test scores, these tools encourage educators to:
- Document observable behaviors across academic and creative domains,
- Consider teacher insights grounded in daily classroom interactions, and
- View identification as part of a broader talent development process.
Impact on Underrepresented Gifted Students
Strength-based identification approaches can significantly expand access to gifted services:
- They recognize emerging talent that may not yet show up on formal assessments.
- They reduce reliance on narrow, test-based measures.
- They create pathways for students who have had limited access to enrichment.
How Educators Can Apply This
Practical applications of Dr. Frasier’s work include,
- Using observation-based tools to document strengths over time.
- Using the observations from the tools to provide enrichment and advanced learning opportunities prior to formal identification, and
- Using the tool to support the idea that giftedness is dynamic, contextual, and developmental.
In Sum
Dr. Frasier’s work reminds us that potential often appears before performance and that educators play a critical role in noticing and nurturing that potential (in other words, being a Talent Scout).
Your Turn A Twenty years ago, my school division used the TABs “Panning for Gold” sheets as a screening tool for students. We found it very informative in helping us find students who were ready for more challenge. Have you ever used it in your school? How do you currently observe, document, and respond to emerging strengths in your learners? Share your strategies in the comments below so that we may learn from each other! ~Ann
Teaching for Talent 