It only takes one visit to the NAGC website for members to notice that a host of research-based materials and resources are only a click away. Whether you are an educator or parent, administrator or policymaker, there are resources for YOU. 

As NAGC’s Teacher Resource Specialist, I have the opportunity to work on a variety of projects, most notably the publication Teaching for High Potential (THP). Designed with educators of grades K through 12 in mind, each issue of THP is filled with practical guidance and classroom-based materials for educators striving to understand and challenge their high-potential and high-achieving students. 

In just four 20-page issues each year, THP delivers 12-15 feature articles and 32-35 rotating columns each year, covering just about every facet of the educational field. Through the presentation of material grounded in research and demonstrating best practice with regards to the identification, service, and evaluation of gifted and talented students, THP strives to be the premier publication for practitioners at any level. Since early 2005, THP has provided readers with this diverse collection of material, and can be categorized into four key areas, Curriculum Content, Classroom Practice, Meeting Student Needs, and Diversity in Education.

As we celebrate Teacher Appreciation Week, I would like to take a moment to share with you some of the highlights found in the pages of recent issues. Below you will find a description of each of the four areas and a selected article and column from each. 

Curriculum Content
THP offers materials relating to curriculum content for those who teach in these specific content areas. Students need educational programs that present challenge. For gifted and talented students, this means having access to advanced and differentiated curriculum.

In the article "Making Things Write: Supporting Mathematically Promising Students," Tutita Casa makes the case for providing students the opportunity to develop communication and reasoning skills, using mathematical arguments as the starting point.

The column, "Socially Scientific" covers the “soft skills” of science research and highlights their importance in fostering the next generation of engineers.

Classroom Practice
THP values the importance of the variety of approaches that exist in literature and practice. Educators must have access and the knowledge of these research-based strategies and tools designed for high-ability students.

In the article "Using Curiosity to Differentiate the Classroom," author Tracy Cloninger looks to questioning as the gateway to engage gifted students and offers practical strategies to try in your classroom right now.

The column, "Curriculum Café," discusses four research-based ways to appropriately differentiate content.

Meeting Student Needs
THP understands the importance of meeting student needs and what is required to do so. Enhancement of student performance is determined by a range of external factors. Learning environments should direct students to explore their individual, intellectual, and creative characteristics. 

The article, "Jumpstarting Your Students’ Self-Advocacy," by Deb Douglas, reminds us that we are in a position to encourage and support our students, and the author offers insight and the tools needed to promote students’ personal growth.

The column, "Social and Emotional Learning," reminds us that in this unprecedented time, the social-emotional well-being of our talented students should be a top priority and the process of videotherapy might offer a solution.

Diversity in Education
THP recognizes that special populations’ needs and services may differ from traditional considerations and methods. As the student population becomes increasingly diverse, it is imperative that educators understand how to identify and serve students who have been historically underrepresented in gifted education programs and services. 

The article, "Curriculum Approaches That Build Learning Bridges for Diverse Gifted Students," by Beth Hahn and others, discusses high expectations, collaboration, and differentiation as key components to consider when planning curriculum for diverse learners.

The column, "Taking the Creative Leap," presents Dr. Mary Frasier’s Traits, Aptitudes and Behaviors (TABs) identification instrument, designed to aid in creating talent development opportunities for students from diverse populations.

These are just a small sampling of what THP has to offer throughout the year. I hope that you enjoy reading Teaching for High Potential as much as the editors enjoy developing each issue. As members of NAGC, you have access to every issue going back to the very beginning. And if you’re not yet a member, you can join today and get access!

In addition, all articles and columns are available to be reprinted for use in a variety of formats. For permission requests, please visit the permissions page on the NAGC website. Happy reading and Happy Teacher Appreciation Week!