I love to create curriculum for gifted students! Everywhere I go and everywhere I look, I always see things through the eyes of a middle and high school English teacher: “How can I use this interesting ‘thing’ I found in a museum gift shop in my classroom?” “Oh, the quotation on that poster relates to a novel my students are reading, and I can use it as a writing prompt!” I’ve even used a classroom poster on punctuation marks that I found at a Goodwill Store as the basis for a presentation to parents about youth with gifts, creativity, and talents! For example, how are your gifted children like exclamation points (intensities, sensitivities, overexcitabilities) and question marks (curiosity, divergent thinking, multipotentiality that complicates college and career decision-making)? I’d use these questions and parents’ responses to identify and discuss common intellectual, social, and emotional characteristics of gifted students. 

In addition to museum gift shops and Goodwill Stores, teachers now have another interesting, more powerful resource to assist with curriculum development—artificial intelligence (AI). By leveraging AI's capabilities in data-driven instruction, personalizing content, utilizing educational materials in new ways, and refining teaching strategies through targeted professional development, teachers can significantly enhance teaching and learning to meet the unique needs of gifted learners. 

The use of educational technology by teachers and students is not new, of course, but the possibilities afforded by AI have brought the use of technology for educational purposes to the forefront. Twenty-five years ago, Bransford et al. (2004) identified five applications of educational technology that are still relevant and with AI, more practicable today: 1) relating content to real-world problems; 2) using multimedia tools to enhance learning; 3) providing additional avenues for student-teacher communication; 4) supporting global engagement; and 5) offering new forms of professional development for teachers. AI-driven tools can help teachers develop dynamic curricular content that adapts to different learning styles and paces. This flexibility is essential for gifted students who often learn at an accelerated rate and require more complex material than their peers (VanTassel‐Baska, 2018). For example, intelligent tutoring systems (ITS) can provide personalized support and feedback, helping gifted students navigate challenging subjects while freeing teachers to focus on delivering educational value and fostering a rich learning environment (Aubeuf, 2023).

Jump ahead to 2013, Chen et al.’s Enable, Enhance, and Transform Framework provided a comprehensive strategy to “systematically conceptualize, incorporate, and utilize technology in gifted education” (p. 166). Specifically, AI enables teachers and gifted learners to access more and more diverse ways of knowing and doing, including communicating with like-minded peers across the world; enhances teaching and learning with its ability to analyze gifted students’ data, to identify their learning patterns and preferences, and to create personalized learning experiences tailored to students’ learning strengths and weaknesses; and transforms the quality of teachers’ and students’ experiences in gifted programming by designing learning environments that incorporate academic acceleration and enrichment. For instance, AI-driven platforms can assess students' progress and adapt content in real-time to ensure that concepts are both challenging and engaging, thus promoting higher-order thinking skills, which are particularly crucial for gifted learners (Bright & Calvert, 2023; Cheung et al., 2020; Miedijensky, 2018).

Let’s jump ahead again to Siegle’s (2024) application of AI in three key elements of curriculum for gifted students: acceleration, depth and complexity, and interest-based content. We know that effective gifted programming is founded on high-quality curriculum that challenges gifted students intellectually and provides opportunities to them to explore their interests and passions (Sutherland & Reid, 2023), and AI can enhance curriculum by offering recommendations on advanced topics and resources suited to individual interests and talent areas, thereby fostering motivation and deeper engagement (Neal, 2025). 

Another powerful application of AI is to aid teachers in collaborative data-based decision-making and professional development in gifted education. By aggregating data on student performance and preferences, AI systems can enhance communication among administrators, teachers, students, and parents to facilitate informed decisions regarding resource allocation and academic interventions before issues arise, thereby ensuring that educational needs are proactively met (Yu, 2023). In addition, many educators express a lack of confidence in teaching gifted students effectively and express their need for training. AI can support these efforts by identifying specific training needs based on teacher-provided data regarding student achievement, affective needs, classroom behavior, and engagement, thus guiding teachers to pursue relevant, targeted professional development opportunities (McCormick & Guilbault, 2023).

Serendipitously, the April 2025 issue of Gifted Child Today contains two interesting articles related to this topic. Guilbault et al. (2025) explore ChatGPT's application in addressing high school gifted learners' academic and social-emotional needs, emphasizing how to create effective prompts, to enhance critical thinking, to incorporate virtual mentorships, and to support reflective learning. Rubenstein et al.’s (2025) Journeying between Worlds and Words lesson explored using ChatGPT with third and fourth graders to create customized play scripts, enhancing students’ engagement, creative processes, and reading fluency and empowering them as active creators of learning experiences rather than passive consumers. These recent articles provide solid examples about how teachers can use the power of AI to positively affect students’ learning experiences for increased achievement and meaningful engagement.

I hope I’ve convinced you to give AI a try in one or more of the ways described above. AI's transformative potential in gifted education is marked by its capability to personalize learning, create adaptive curricula, and facilitate teacher development. Through effective utilization of AI technologies, educators can significantly enhance the educational experiences of gifted learners, ensuring that their distinct needs are met and their potentials fully realized. 

If you want or need to learn more, why not create your own professional development plan using AI-powered tools? Professional Development for Teachers in the Age of AI (Cukurova, 2024) is an excellent resource for this purpose, including example prompts teachers may use when seeking professional development on a specific topic. If you have time, come back to the blog to let us know how it goes! 

References

Aubeuf, C. (2023). Uses of artificial intelligence in intelligent tutoring systems. In Mafalda Carmo (Ed.), Education Applications & Development VIII (pp. 304-312), Advances in Education and Educational Trends Series. inScience Press.  https://doi.org/10.36315/2023eadviii25 

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2004). How people learn: Brain, mind, experience, and school. National Academy of Sciences. https://www.csun.edu/~SB4310/How%20People%20Learn.pdf 

Bright, S. and Calvert, E. (2023). Educational technology: Barrier or bridge to equitable access to advanced learning opportunities? Gifted Child Today, 46(3), 187-200. https://doi.org/10.1177/10762175231168711 

Chen, J., Dai, D. Y., & Zhou, Y. (2013) Enable, enhance, and transform: How technology use can improve gifted education, Roeper Review, 35(3), 166-176. https://doi.org/10.1080/02783193.2013.794892

Cheung, R., Hui, A., & Cheung, A. (2020). Gifted education in Hong Kong: A school-based support program catering to learner diversity. Ecnu Review of Education, 3(4), 632-658. https://doi.org/10.1177/2096531120967447 

Cukurova, M., Kralj, L., Hertz, B. & Saltidou, E. (2024). Professional Development for Teachers in the Age of AI. European Schoolnet. https://discovery.ucl.ac.uk/id/eprint/10186881/1/EUNA-Thematic-Seminar-Report-V5%20%281%29.pdf 

Guilbault, K. M., Wang, Y., & McCormick, K. M. (2025). Using ChatGPT in the secondary gifted classroom for personalized learning and mentoring. Gifted Child Today, 48(2), 93-103. https://doi.org/10.1177/10762175241308950 

McCormick, K. and Guilbault, K. (2023). Thriving amidst the pandemic: Teaching gifted students online and the role of adaptation and innovation. Journal of Advanced Academics, 35(2), 199-229. https://doi.org/10.1177/1932202x231220052 

Miedijensky, S. (2018). Learning environment for the gifted—what do outstanding teachers of the gifted think? Gifted Education International, 34(3), 222-244. https://doi.org/10.1177/0261429417754204 

Neal, T. M. (2025). Creating academically advanced learning environments for gifted students through artificial intelligence. In A. G. Walters (Ed.), Transforming Special Education Through Artificial Intelligence (pp. 165-192). IGI Global. https://www.doi.org/10.4018/979-8-3693-5538-1.ch006   

Rubenstein, L., Waldron, A., & Ramirez, G. (2025). Transforming worlds into words: Using ChatGPT to bring student visions to life. Gifted Child Today, 48(2), 104-117. https://doi.org/10.1177/10762175241308951

Siegle D. (2024). Using artificial intelligence (AI) technology to support the three legs of talent development. Gifted Child Today, 47(3), 221–227. https://doi.org/10.1177/10762175241242495

Sutherland, M. and Reid, C. (2023). A small country with big ambitions: does this include the gifted? Education Sciences, 13(8), 832. https://doi.org/10.3390/educsci13080832

VanTassel-Baska, J. (2018). Considerations in curriculum for gifted students. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbook of giftedness and talent (pp. 349–369). American Psychological Association. https://doi.org/10.1037/0000038-023

Yu, P. (2023). The future prospects of deep learning and neural networks: Artificial intelligence's impact on education. Proceedings of the 2023 International Conference on Machine Learning and Automation. https://www.doi.org/10.54254/2755-2721/33/20230239 

To say that there is a lot going on in the world at the moment is such a dramatic understatement. This week, the last of February 2025, I was on a video call with members of the Global Awareness Network in NAGC, and colleagues from California, Washington, Colorado, Nevada, Jamaica, and New Zealand. Annemarie Roeper, a force of nature and an advocate for the ethical development of gifted children, among other child-centered goals (Silverman, 2001), instigated the launch of the Global Awareness Network (Delisle, 2012) as a way to connect and inspire across gifted education. I asked this international group, including those who knew her well, how things are going in their parts of this world. 

One colleague shared that her professional, paid K12 educational work is fully government-grant funded which has created nervousness, limits on the types of communication they can use, and discussions across the state concerning what resources feel safe to share with families, or not. In contrast, the nonprofit organization on the volunteer side of her life has almost finalized a published statement of solidarity, sensitivity, and compassion for intersectional groups of gifted learners, such as families with giftedness and immigrant status, or other areas mentioned by recent federal orders. They want to develop and publish the words that say, in a meaningful way, You are seen. You belong.    

Another colleague shared what came to mind: the epidemic of loneliness highlighted by the former U.S. Surgeon General Vivek Murthy. In an interview last year (Tamron Hall Show, 2024), he compared the physical and mental health impacts of loneliness and isolation (Selz, 2023) to smoking fifteen cigarettes a day. On a recent, January 7, 2025 Bit of Optimism podcast (Simon Sinek, 2025), Dr. Murthy discusses where do we go to feel like we belong? My colleague thinks about this topic in her daily work with students, as she seeks and finds ways to help them connect, support, and encourage each other. 

Dr. Rosemary Cathcart, from her place on our video call all the way from New Zealand, was urged by Dr. Linda Silverman to discuss the resources that she has written on the ethical development of children. From Rosemary’s book, They’re Not Bringing My Brain Out, in chapter 27: “Gifted children in particular tend to have a strong concern with justice but may feel overwhelmed by a sense of the impotence of the individual. Providing some framework to help them develop a belief in the capacity of the individual to make a difference is a critical element in their growth as effective individuals, ultimately with a strong life vision (Cathcart, 2020).” In that chapter, Rosemary discussed the conversations that can happen from home and school collaboration to develop students’ awareness of how values are developed, to understand other people’s ways of gaining knowledge, and to use emotional sensitivity and perceptiveness. She recommends finding issues that are important to children, at their level, to use as teachable moments. She also suggests locating opportunities in the curriculum for discussing the behaviors, actions, and choices that people make. Programs such as Future Problem Solving, Philosophy for Children, and methods such as the Socratic technique (Miller, 2021) with secondary students and also with young students (Gregor, 2019), can build these thinking skills. Rosemary gave multiple, practical examples of this thoughtful, real work with students in the book, and shared on the call how the work continues.     

Linda helped us wrap up the conversation as she mentioned work for an upcoming issue of Advanced Development: A Journal on Adult Giftedness, and also shared highlights from the Global Awareness Network Meeting at the 2024 annual conference in Seattle. “Annamarie was a force, and if she said we need this, I would say ‘okay, how do we do it?’… She dreamed of an organization that would care about the ethical development of the gifted. She had her SAI model (Self Actualization Interdependence Model)(Roeper, 1997; Roeper School, 2025), which was all about, Who are you? Not, what can you do? It’s about your own evolution as a human being, not how you can fulfill my expectations of you. She brought that energy to NAGC… and now it feels like yes, there are people interested, and we can go forward… Annemarie’s original vision was to have an organization that was a part of all of the organizations for the gifted… we’re entering a new era where collaboration and cooperation and ethics are important, and I think this is the time to revisit and rediscover Annemarie’s work (Silverman, 2024, personal presentation).”
From the Global Awareness Network, we hope that where you are, you feel that you belong, that you matter, and that your work for students and with students matters. Here is to the role of ethical development, compassion, and connection in our field of gifted education.    

References
Cathcart, R. (2020). They’re Not Bringing My Brain Out: Understanding and Working with Gifted and Talented Learners (4th ed.). Hachette New Zealand.

Delisle, J. (2012). Annemarie Roeper: The voice of gifted children. Roeper Review, 34(4), 209–210. https://doi.org/10.1080/02783193.2012.715331

Gregor. (2019, February 11). Socratic teaching for kindergarteners? Can you even do that? Scholé Academy.
https://scholeacademy.com/socratic-teaching-for-kindergarteners-can-you-even-do-that/

Miller, R. (2021). Using the Socratic Method In Your Classroom. Edutopia. https://www.edutopia.org/article/using-socratic-method-your-classroom/

Roeper, A. (1997). Listen to the gifted child.,. Roeper Review, 19(3), 166–167. https://eric.ed.gov/?id=EJ549028

Roeper School. (2025). Early Educational Philosophy. The Roeper School. https://www.roeper.org/list-detail?pk=93120

Selz, A. (2023, May 2). Loneliness poses health risks as deadly as smoking, U.S. surgeon general says. PBS News. https://www.pbs.org/newshour/health/loneliness-poses-health-risks-as-deadly-as-smoking-u-s-surgeon-general-says

Silverman, L. K. (2001). This issue honors Annemarie Roeper—A gifted teacher and teacher of the gifted. Roeper Review, 23(4), 188. https://www.proquest.com/docview/206697121/abstract/40BFCACB81054619PQ/1

Simon Sinek (Director). (2025, January 7). The Cure for Loneliness with U.S. Surgeon General Vivek Murthy | A Bit of Optimism Podcast [Video recording]. https://www.youtube.com/watch?v=7xsueRaWSa8

Tamron Hall Show (Director). (2024, January 10). The Surgeon General’s Stern Warning About the Loneliness Epidemic [Video recording]. https://www.youtube.com/watch?v=Q77HJgVSCfc

Getting to Know the Work of the Public Policy & Advocacy Committee

As the Chair of NAGC’s Public Policy and Advocacy Committee (PPAC), I’m excited to welcome you to our first blog post. The work of the PPAC is essential to advancing policies that support gifted education, and I look forward to sharing insights on our mission and the impactful initiatives we are leading.

Our Mission

The PPAC collaborates with the NAGC Board and staff to shape the legislative and public policy agenda of the Association. We work tirelessly to ensure gifted education remains a priority in policy discussions at both the state and federal levels. Our committee’s key goals include:

• Providing input into NAGC’s public policy agenda, focusing on state and federal issues impacting gifted education and advanced learning.
• Supporting grassroots advocacy efforts, helping our members and the broader community take action on critical issues.
• Developing advocacy resources, including sample letters, toolkits, and training materials to empower advocates.
• Facilitating partnerships with other organizations, including state affiliates, to amplify our efforts.

Our goal is to create a strong and sustainable advocacy network that supports the needs of gifted learners across the country.

PPAC’s Role in the Leadership and Advocacy Webinar Series

As part of our ongoing commitment to advocacy, the PPAC is excited to support NAGC’s new Leadership and Advocacy Webinar Series. We are proud to be conducting at least three of the webinar sessions, which provide educators and advocates with valuable tools and insights to navigate the landscape of gifted education policy.

The first webinar, launched in December 2024, was titled "Doing Your Homework: Getting Ready for Advocacy in 2025." This session covered essential guidance for individuals looking to influence policies that support gifted learners. The webinar highlighted key strategies for effective advocacy:

• Building Relationships for Advocacy: Effective advocacy starts with cultivating relationships with local, state, and federal officials, including their staff. Connecting with legislative staff, even when legislators are not on education committees, can lead to powerful results. Advocacy requires persistence, clear communication, and relationship-building.
• Defining Your Advocacy Strategy: Successful advocates know their "why" and communicate it with passion. Sharing success stories from gifted education programs and linking these efforts to broader issues like student achievement and teacher retention, can help resonate with policymakers.
• Organizing Advocacy Efforts: Advocates need to understand local and state policies and collaborate with ongoing initiatives to avoid redundant efforts. Crafting clear messages and focusing on key decision-makers is essential for advancing our cause. NAGC’s State of the States in Gifted Education report is an invaluable resource for anyone looking to navigate state-level advocacy.

Advocacy Highlights and Resources

In the webinar, we also highlighted critical federal initiatives such as the Advanced Coursework Equity (ACE) Act, which seeks to expand access to advanced coursework for underrepresented students, and the Javits Program, which provides $16.5 million for research and innovative strategies in gifted education. These programs are key to advancing our goals, and we encourage advocates to engage with these and other initiatives.

We also emphasized the importance of engaging directly with elected officials, whether by phone, video, or in person. Personal meetings with legislators are powerful tools for advocacy, helping to humanize policy issues and build long-term relationships. Additionally, advocacy doesn't stop after the meeting! It is vitally important to follow up with thank-you emails or notes, and staying engaged through grassroots efforts at all levels of government is critical to maintaining momentum.

Looking Ahead

Our work is far from over. As we continue to collaborate with other advocates and build relationships with policymakers, we invite you to join us in advancing gifted education policies. Whether you're new to advocacy or an experienced advocate, there’s a place for you in this effort. We encourage you to stay involved, attend our upcoming webinars, and take action on the resources we provide to make a difference. Additionally, keep your eye out for an email from NAGC around May for volunteer opportunities with committees like the PPAC! We are always in need of more support, knowledge, and expertise from strong advocates like you!

Thank you for being part of the NAGC community. Together, we can create meaningful change for gifted learners across the nation.

Stay tuned for more updates, webinars, and blogs from the PPAC…we are looking forward to collaborating with you on this vital work!

Kali Fedor, Ed.D.
Chair, Public Policy and Advocacy Committee (PPAC)

It’s a time of change in Washington, DC, with the start of a new administration and a new Congress. To help keep members and the field apprised of the latest developments, NAGC is launching a new blog series that will provide updates on developments impacting gifted and talented education and education policy more broadly.

 

The start of President Trump’s second term and the new Congress has resulted in tremendous activity in Washington, DC, far more than is typical for the start of a new administration. The volume of Executive Orders signed by the President in his first few weeks in office is unprecedented. The long-term impact of these orders is still being determined, as many of them are being challenged in court. NAGC will continue to monitor developments and analyze them for their impact on gifted and talented students and education. In the meantime, here is a summary of other major developments over the past several weeks related to education policy.

 

President-Elect Names McMahon as Secretary of Education

In November, then-President-elect Donald J. Trump selected Linda McMahon to head the U.S. Department of Education. Before actively working on his campaign, McMahon chaired the America First Policy Institute, a conservative policy group. American First has provided leadership training, developed staffing strategies, and created policy frameworks for all federal agencies. It also emphasizes the expansion of school choice and micro-schools. A statement regarding her nomination highlighted that "Linda will fight tirelessly to expand ‘choice’ to every State in America, and empower parents to make the best education decisions for their families." McMahon’s previous experience includes heading the U.S. Small Business Administration during Trump’s first term and serving as chief executive of World Wrestling Entertainment. As of January 31, a hearing had not been scheduled to confirm her nomination. In the meantime, the President has named Denise Carter, who was serving as the chief operating officer of the department’s Office of Federal Student Aid, as the acting secretary.

 

Memo from Trump Administration Temporarily Freezes Federal Funding

A January 27 memo issued to federal agencies by the White House’s Office of Management and Budget (OMB) instructed the freezing of “all activities related to the obligation or disbursement of all Federal financial assistance… to the extent permissible under current law.” The freeze was intended to give agencies time to ensure compliance with the Executive Orders (EO) issued by President Trump -including the EO issued on January 20 regarding an elimination of funding targeting programs or offices that support diversity, equity, inclusion, and accessibility (DEIA). While it is consistent that a new Administration evaluates existing funding agreements to ensure the alignment of priorities, it is unprecedented to halt federal funding in that process. This move resulted in some federal agencies closing funding portals, caused confusion about whether existing federal contracts would be honored, and created a general sense of panic among stakeholders that receive federal funds. By midday Tuesday, a federal judge had issued a ‘stay’ on enforcement of the memo, and by the end of the day, OMB had rescinded the memo itself. However, the underlying directive to evaluate all current funding and ensure its alignment with Executive Orders is still active as agencies evaluate and report to OMB the details of current federal funding obligations.

 

National Reading and Math Outcomes Released

According to results from the National Assessment of Educational Progress (NAEP) released on January 29 by the National Center for Education Statistics (NCES), Grade 4 math scores improved between 2022 and 2024, a two-point gain that follows a 5-point decline from 2019 to 2022 and eighth-grade scores in math showed no significant change. In reading, scores dropped in both fourth and eighth grades since 2022, continuing declines first reported in 2019. “Overall, achievement has not returned to pre-pandemic performance,” NCES Commissioner Peggy G. Carr said. “Where there are signs of recovery, they are mostly in math, driven by higher-performing students. Lower-performing students are struggling, especially in reading.”

 

Read the NCES press release here.

 

Office for Civil Rights Reverts to 2020 Title IX Rule

To support the President’s Defending Women Executive Order (EO), a Dear Colleague Letter (DCL) was issued on January 31 by Acting Assistant Secretary for Civil Rights Craig Trainor announcing that effective immediately, the U.S. Department of Education’s (ED) Office for Civil Rights (OCR) will revert to the provisions of 2020 Title IX Rule. Trainor cited the U.S. District Court for the Eastern District of Kentucky decision that vacates the 2024 Title IX Rule, which provided for “gender identity,” a category that runs counter to the EO to acknowledge only two genders —birth assignment as male or female. Because the reversion to the 2020 Title IX Rule subverts requirements under the Administrative Procedures Act -a federal law requiring agencies to follow a "notice-and-comment" rulemaking process when developing or revising regulations, the process to implement the DCL is unclear.

 

Read the Dear Colleague Letter here.

 

Guidance Issued to Help States Target Title II Funds in Support of Educators

In December, the U.S. Department of Education (ED) released guidance titled Using Title II, Part A Funds to Strategically Support Educator Recruitment, Retention, Professional Learning, and Improved Student Outcomes. This resource supports state and local planning by outlining how Title II, Part A funds -available to states by formula under the Every Student Succeeds Act- can be used to implement evidence-based policy strategies from the ED’s Raise the Bar: Lead the World initiative that aims to address educator shortages and ensure educators and students have the tools to succeed. Title II, Part A funds may be used, among other purposes, to enhance compensation and improve working conditions, develop, refine, and expand pathways into the teaching profession, support induction programs and ongoing professional development, facilitate educator leadership and career advancement, and advance educator diversity.

 

Read the guidance here.

 

President Issues Executive Orders on Education

On January 29, the President issued several Executive Orders specifically focused on education. The first, on “educational freedom,” directs the U.S. Department of Education to take measures to support parental rights and school choice, including issuing guidance on how states can use federal formula funds to support school choice, placing educational freedom as a priority for discretionary grants, and directing the Secretary of Health and Human Services to expand choice in block grants to States for family and children services.

 

Read the EO here.

 

The second Executive Order, Ending Radical Indoctrination in K-12 Schooling, condemns practices that it defines as fostering division, identity-based victimization, and challenges to family unity. Specifically, the Executive Order focuses on aspects of race and gender and also emphasizes support for patriotic education. Within 90 days, the federal agencies involved must develop strategies to eliminate funding for discriminatory ideologies, protect parental rights, and prevent unauthorized social transitions.

 

Read the EO here.

NAGC gathered November 21-24 in Seattle, Washington, to wrap up our 70th year with a dynamic and celebratory convention – our first ever in Seattle. More than 2200 people came together to engage in professional learning and community, including over 1000 first-time attendees! The convention included more than 200 sessions, most of which were organized by the 16 networks with specific attention to the questions and topics of high interest and significance to network members and the membership at large. In addition, many sessions addressed topics highlighted by our affiliate partners in Washington as especially relevant to educators in that state.  

The convention came together through the efforts of many individuals who brought tireless energy and enthusiasm to their work:  

- The NAGC24 Host Committee was an invaluable partner to the NAGC team in organizing the entire event, including the energetic performances and beautiful artwork from local students. The Host Committee included members from three Washington affiliates for gifted education and gifted learners: WAETAG, the Washington Association of Educators of the Talented and Gifted; the Washington Coalition for Gifted Education; and the Northwest Gifted Child Association.  

- A legion of volunteers in bright teal t-shirts, including local participants and other members and attendees from across the country, were constantly on hand to welcome attendees, answer questions, and complete a wide range of other tasks to ensure that the convention ran smoothly. 

- Network leaders worked hard to construct a solid and engaging program and to facilitate special events and sessions. They and the SIG leaders provided a warm welcome to participants at the “Get to Know Your Networks and SIGs” event on Friday afternoon, and many networks held in-person network business meetings for the first time in several years.  

- Exhibitors made the exhibit hall inviting and fun, sharing resources and conversations throughout the event. Many also served as sponsors, and they and other sponsors, together with NAGC’s generous donors, helped to make many of the features of the convention possible. 

- Several hundred individuals participated as speakers, generously sharing their expertise to build a substantive, thought-provoking, and useful professional learning experience. Their sessions addressed topics from introductory learning about gifted education to advanced discussions of complicated and persistent issues in the field. 

- The Convention Committee worked closely with the NAGC team all year to facilitate building a strong program, with an eye to continuous growth and innovation. Dozens of reviewers added their insights to program development, reviewing more than 800 proposals to make recommendations to the committee for the array of sessions to be offered. 

- The NAGC staff team worked nonstop prior to and throughout the convention to ensure a high-quality and positive experience for participants. The small but mighty NAGC staff once again pulled off an inspiring and invigorating event for all who attended. 

I invited members of the Convention Committee to share their reflections on the convention. Reby Parsley, WAETAG President and Convention Committee member, wrote, “As WAETAG president, I was thrilled to partner with NAGC for this year’s convention. It was an honor to showcase Washington’s progress in advancing equity in gifted education and demonstrate how our state is supporting all gifted learners. The opportunity to engage with national leaders and learn innovative practices directly from experts in the field was truly inspiring—not only for me but for countless educators who benefited from having NAGC right here in our home state.”  

Another committee member, Matt Makel, commented that “seeing the incredible efforts individuals, schools, and states are making to meet the needs of their students is both inspiring and energizing. I love being reminded that I am a part of a vibrant community who gets things done.” 

Vibrant community, commitment to equity, and inspiration from colleagues were themes throughout the event. At our opening session, we welcomed the large group of first-time attendees and also highlighted the history of our community, as we sought to discover who among those present had been coming to NAGC conventions the longest—finding members who had been attending since at least the 1970s! Shelagh Gallagher, President of the NAGC Board of Directors, reflected on our history as a community in her opening remarks, looking back and looking ahead at NAGC’s role in fostering equitable opportunities for talent development. She described key initiatives in progress and in preparation, including significant planned efforts to advocate for universal educator preparation in gifted education.  A further celebration of our history came in a signature session called “Our Eras Tour: NAGC at 70,” in which a panel of leaders reflected on milestones across NAGC’s history and implications for the path to come. 

The Lesson Roundtables were a new and popular feature of this year’s convention. At these two sessions, featuring more than 40 speakers, practitioners shared specific examples of the work they do in their classrooms with immediate take-away resources for participants. Dave Mendell, President of the Pennsylvania Association for Gifted Education and member of the Convention Committee, commented, “I really enjoyed both presenting at and attending the teacher roundtable sessions.  It was a great way to share and pick up some great ideas that I can take back to my classroom!” WAETAG President Reby Parsley observed, “Attendees were highly engaged, sharing their enthusiasm for the practical, evidence-based strategies presented. Walking through the halls afterward, the positive feedback was overwhelming—educators loved leaving with tools they could implement on Monday.” 

The keynote speakers who opened and closed the convention invited us into their stories and shared insightful reflections on the world that kids are experiencing today and how as educators and caregivers we can support their talent development and their growth as individuals and members of their communities. John Spencer, discussing “Vintage Innovation,” illustrated ways of enhancing students’ development of empathy and human connection even as they engage with ever more powerful technology. Kelly Yang explained how time to be bored and let her imagination work helped to make her into the successful writer she is today—and she encouraged all of us to model time away from our ubiquitous phones to foster that kind of opportunity.  

From the special Sasquatch guest at the opening to the silent disco and giant Jenga game at Saturday’s party, the convention was a space for joy, laughter, and community. From the wide array of preconvention offerings to the network spotlight Super Sunday sessions, it was also a place for new learning, deep conversation, and attention to the challenges and opportunities of our times. Our gathering each year helps us grapple with the magnitude of our responsibilities to the children, educators, and caregivers we all serve—our responsibilities, and our opportunities. Kelly Yang’s words about the work of educators and caregivers really struck me as we concluded the convention: “You’re not just saving lives,” she said. “You are protecting humanity.”  

Whatever you took from the convention, whether it was a specific strategy, a new question or understanding, or renewed energy for the work, I hope it provided space for reflection and inspiration. The Convention Committee is already hard at work planning for NAGC25 in Pittsburgh—I hope you will join us! Watch your NAGC communications for more details—the call for proposals opens December 13!