California Department of Education Revised June 2005


PART 5 KEY ROLES AND RESPONSIBILITIES



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PART 5

KEY ROLES AND RESPONSIBILITIES


Clearly defined roles and responsibilities for GATE administrators, coordinators, teachers, and parents are integral to the success of the GATE program. Each district decides the types of GATE program services it will provide. Administration of GATE programs varies according to LEA funding levels and the number of GATE students to be served. Each district is required to designate a district GATE coordinator who is responsible for overseeing the implementation and evaluation of the district GATE program. Districts may also designate a GATE coordinator at each school site. GATE parents have defined roles in the implementation of GATE programs. The roles and responsibilities of GATE administrators, coordinators, and parents are provided below.


5.1 What are the responsibilities of the district GATE administrator?


The district GATE administrator is responsible for overseeing the implementation and evaluation of the GATE program and providing support for district and site coordinators, site administrators, and teachers. The responsibilities of the district GATE administrator include the following:


  • Oversee planning the overall structure and design of the district’s GATE program in collaboration with the district GATE coordinator, district GATE advisory committee, site administrators, site GATE coordinators, teachers, and parents to ensure that GATE services are implemented according to the current GATE plan.



  • Oversee GATE identification and placement procedures to ensure they are equitable, comprehensive, ongoing, and consistent with the current GATE plan.




  • Include methods to seek out and identify GATE students from diverse linguistic, socioeconomic, and cultural groups.



  • Ensure the GATE program is comprehensive, structured, and sequenced within and across grade levels.



  • Ensure the implementation of differentiated curriculum, instructional models, and strategies that are aligned with and extend the state academic content standards and curriculum frameworks within classrooms.



  • Ensure the implementation of programs and services that support the social and emotional development of gifted learners to increase responsibility, self-awareness, empathy, and other aspects of affective development, including counseling and intervention services.



  • Ensure the implementation of professional development opportunities related to gifted education for administrators, teachers, counselors, and other staff to support and improve educational opportunities for gifted students.




  • Ensure the participation of parents and community members in planning and evaluating GATE programs.



  • Conduct an annual evaluation of components of the GATE program including data from teacher, student, and parent surveys, a review of student academic progress, and the administration of the program.



  • Oversee GATE budget expenditures that support the implementation of the gifted program that meets the identified standards based on assessed needs of the district or site.

5.2 What are the responsibilities of the district GATE coordinator?


The district GATE coordinator is responsible for coordinating the implementation and evaluation of the GATE program. The roles and responsibilities of the district GATE coordinator include the following:


  • Plan the overall structure, design, and implementation of the district’s GATE program in collaboration with the district GATE administrator, the GATE advisory committee, site administrators, site GATE coordinators, teachers, and parents to ensure that GATE services are integrated within the school day and that the program provides for continuous progress and intellectual peer interaction of GATE students.




  • Coordinate GATE identification processes and procedures that are equitable, comprehensive, ongoing, and consistent with the current GATE plan. Develop methods to seek out and identify students from diverse linguistic, socioeconomic, and cultural groups.



  • Coordinate the implementation of differentiated curriculum, instructional models, and strategies are aligned with and extend the state academic content standards and curriculum frameworks within the regular classroom.



  • Develop and disseminate information regarding the district’s method for identification of gifted and talented pupils to administrators, teachers, and parents.



  • Implement procedures for consideration of the identification and placement of a pupil who was identified as gifted or talented in the district from which the pupil transferred.



  • Implement procedures to inform parents of a pupil’s participation or nonparticipation in the gifted and talented program.



  • Coordinate the placement of GATE students with teachers who have training in gifted education.




  • Identify programs and services that support the social and emotional development of gifted learners to increase responsibility, self-awareness, empathy, and other issues of affective development, including counseling and intervention services.



  • Implement professional development opportunities related to gifted education for administrators, teachers, and staff to support and improve educational opportunities for gifted students.



  • Attend professional workshops and meetings to remain current on research and best practices in gifted education.



  • Develop and conduct an annual evaluation of the GATE program including data from teacher, student, and parent surveys, student academic progress, and administration of the program.



  • Coordinate the participation of parents and community members in planning and evaluating GATE programs.



  • Ensure that GATE budget expenditures support gifted program components.



  • Identify professional resources, research materials, and publications to assist staff and parents in building their knowledge base for working effectively with gifted students.


5.3 What are the responsibilities of the site GATE coordinator?
The site GATE coordinator is responsible for implementation of the GATE program services at the school site. The responsibilities of the site GATE coordinator include the following:


  • Coordinate the site GATE program, including facilitating the nomination, referral, and assessment of potential GATE students including those from diverse linguistic, socioeconomic, and cultural backgrounds.



  • Participate in advanced training in providing curriculum and programs for gifted learners to serve as a model, coach, and resource to teachers and administrators at each school site.



  • Provide resources for teachers with individual GATE students and clusters of gifted learners.



  • Coordinate the school site GATE advisory committee.



  • Provide professional resources for administrators and teachers including best practices for gifted learners, research on the gifted, and GATE standards.




  • Coordinate support services to meet the social-emotional needs of the gifted learner that may include counseling and/or intervention services.



  • Organize ongoing staff development opportunities to improve teachers’ knowledge and skills.



  • Serve as GATE liaison between parents, teachers, administrators, and district GATE coordinator. Attending district advisory committee meetings, GATE conferences, and trainings.



  • Conduct GATE teacher, student, and parent needs assessments, and program evaluation surveys.


5.4 What are the responsibilities of the site GATE administrator?
The school site administrator provides support for implementation of the GATE program in the school. The responsibilities of the school site administrator include the following:


  • Implement a continuum of program options and services identified in the district’s GATE plan that are equitable and ongoing and responsive to the needs, interest, and abilities of gifted students.



  • Ensure that there are GATE program options across grade levels and that gifted learners are placed with teachers trained in GATE curriculum and pedagogy.



  • Ensure that differentiated curriculum, instructional models, and strategies for GATE are aligned with and extend the state academic content standards and curriculum frameworks within classrooms of gifted learners.



  • Support high quality professional development related to gifted education for teachers, counselors, and parents to support and improve educational opportunities for gifted students.



  • Encourage participation of parents and community members in supporting GATE program activities.



  • Provide services to meet the social and emotional needs of the gifted learner, including counseling or intervention services for at-risk students.

  • Support formal and informal evaluation to assess the performance of gifted students (meeting or exceeding state content standards). Use the results of data collected to study the value and impact of the services provided and to improve the performance of gifted students and the gifted program.




  • Oversee the site GATE budget to support implementation of components of the GATE program based on assessed needs.


5.5 What are the responsibilities of GATE teachers?
GATE teachers provide differentiated curriculum for GATE students. The responsibilities of GATE teachers include the following:


  • Refer potential students for GATE program identification including those from diverse linguistic, socioeconomic, and cultural backgrounds.



  • Develop differentiated curriculum and learning opportunities in collaboration with GATE students and parents.



  • Provide differentiated curriculum through the use of depth and complexity, compacting, acceleration, tiered assignments, and independent contracts.




  • Set high expectations for GATE students to meet and exceed state content standards.



  • Provide flexible grouping within the classroom or between classrooms to provide large and small collaborative learning opportunities with peers and with other students based on interests or abilities.




  • Provide opportunities for independent study.



  • Monitor, assess, and evaluate GATE student progress and communicate progress with parents and students.



  • Participate in professional development related to characteristics of GATE students, research and literature on best practices in GATE program curriculum and pedagogy.


5.6 What are the responsibilities of GATE parents?
GATE parents support the GATE program and student participation in a variety of ways. The responsibilities of GATE parents include the following:


  • Participate in regular meetings of the site and/or district GATE advisory committees or school site council to assist in the planning and evaluation of the district GATE program.

  • Assist with the development of the GATE application and/or school site plan.



  • Participate in orientation and updates regarding district criteria for identification of GATE students, program options, and learning opportunities available.



  • Participate in professional development related to research and literature on gifted education.



  • Meet with teachers to ensure that the GATE program addresses the needs, interests, abilities, and talents of participating students. Include the gifted learners, as appropriate.



  • Assist with the GATE program by sharing talents and attending events for GATE students.


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