On March 12, 2026, Dr. Ann Colorado will present at the W&M National Curriculum Network Conference, which focuses on curriculum and programming for gifted learners. Her session, “The Power of We: A Step-by-Step Guide to Gifted Program Planning with Stakeholders,” aims to assist educators in involving stakeholders in planning gifted programs. The conference celebrates its 30th anniversary and features Dr. Joyce VanTassel-Baska.
Category Archives: Gifted Education Conferences
What Future Aviators Teach Us About How Talent Grows
A teacher successfully defended her dissertation on talent development in aviation careers, emphasizing that talent begins with discovery and access. Key findings highlight the role of effective mentoring, a sense of belonging, and the notion that abilities are cultivated rather than innate. It underscores the importance of supportive relationships and real-world experiences in nurturing student potential.
#NAGC25: Session Reviews Wrap-Up
At the 2025 NAGC Annual Convention, the author reflected on key takeaways that emphasized the importance of relationships with students, careful use of teacher rating scales, and the need for updated identification methods for gifted programs. The author also highlighted the value of talent development activities and productive struggle in education.
#NAGC25 Session Overview: Leveraging Talent Development to Identify Underrepresented Gifted Learners
At NAGC25, Ann presented with Dr. Beckerdite and Esther Gencheva on enhancing access to gifted services through intentional Talent Development practices. They emphasized that talent is universal, yet opportunities are limited. Effective strategies include teacher training, challenging curricula, and programs like Legends of Learning, which significantly improved identification rates in Title I schools.
#NAGC25 Session Review: Excellence and Innovation in Secondary Gifted Education
Felicia Dixon and Todd Kettler discussed the “Dynamic Talent Pathways Framework” for secondary gifted education, emphasizing that educators should teach students how to think rather than what to think. This framework promotes holistic talent development through cognitive mastery, creative production, and identity formation, aiming to nurture gifted students within supportive ecosystems.
#NAGC25 Session Review- Building Collaboration and Buy-In: Talent Development Services that Leverage MTSS
The session by Dr. Susan Corwith and Dr. Eric Calvert emphasized the importance of integrating Talent Development within the Multi-Tiered Systems of Support (MTSS) framework to enhance gifted education. They advocated for building shared understanding, providing equitable challenges, and fostering a continuum of support that aligns with students’ readiness, ensuring all learners can thrive effectively.
NAGC25 Session Review- The Past, Present, and Future of Identification: Reframing for Purpose and Equity
The session by Amy Lynne Shelton and Kathryn Thompson emphasized the importance of a strong identification system in gifted education, arguing that it should focus on growth rather than mere achievement. Purposeful identification, aligned with equitable assessments and responsive programming, is essential to support advanced learners effectively in today’s educational landscape.
NAGC25 Session Review- Thinking Outside the Bot: Leveraging AI to Develop Gifted Superpowers
At the NAGC conference, educators Dr. Emily Mofield and Dr. Brian Housand highlighted the potential of AI in enhancing the education of gifted learners. They emphasized using AI to support student growth in courage, curiosity, wisdom, and discernment, ensuring students remain the leaders in their learning journey, with AI as a supportive ally.
NAGC25 Session Review: Using Subject Acceleration to Support Talent Development
The session led by Wendy Behrens and Ann Lupkowski-Shoplik emphasized the importance of acceleration in supporting advanced learners. They differentiated between traditional gifted education and talent development, advocating for subject acceleration to better address students’ specific strengths. Successful implementation requires careful planning, collaboration, and ongoing monitoring to ensure effective learning outcomes.
NAGC25 Session Review: Motivation and Giftedness: What the Research Says and Why It Matters
Dr. Pamela Clinkenbeard’s session at NAGC25 emphasized the crucial role of motivation in gifted education. She argued that motivation is shaped by experiences and challenges rather than being an inherent trait. Key principles include the need for appropriate challenge, a focus on growth over competition, and fostering self-regulated learning to enhance student engagement and potential.
Teaching for Talent 