What Is Talent Development Secondary?

While the individual teaching styles of the team were very different, it became apparent that commonality existed in terms of supporting the growth of our students. After team collaboration, we adopted the following vision statement: “We will provide a classroom climate that fosters thoughtful and respectful consideration of alternative viewpoints and ideas, personal ownership of learning, and individual construction of personally meaningful knowledge.”

What is actually being valued to our students’? Dweck points out, “In our society, we seem to worship talent- and we often portray it as a gift”. (Pg.15) This is an absolute prime example why students’ tend to get defensive of each other's intelligence. For instance, students’ presume that the gifted get to attend class, sit there and become successful. In this case, that statement is incorrect, you have to work for the success you crave, creates problems within the students’. Not only teachers, but parents need to realize that praising children is the inaccurate approach to do, and it will later benefit them in doing

Background Knowledge: what students work well together in the classroom, they will be doing group work

Identifies skills, theories of change, program designs, partnerships, and ways of building schools where students achieve.

Collaboration in a school setting refers to teachers working together to form an effective classroom and lesson for learning. “Teacher assistance teams (TAT) are school-based teams of professionals, classroom teachers, and administrators that assist classroom teachers in meeting the instructional and

Gagne, F. (1995). From giftedness to talent: a developmental model and its impact on the language of the field. Roeper Review, 18, 103-111.

At this academy, there would be a variety of skills for each intelligence that would be available to students. Some of the musical skills are songwriting/composing, music theory, singing, teaching, and playing an instrument(s). Some career paths that correlate with these skills include a musician, songwriter/composer, singer, music teacher, and a musical therapist. Some of the language skills are writing, speaking a foreign language, reading, public speaking, and teaching. Some of the jobs that correlate with these skills are an author/writer/journalist, translator, editor, motivational/public speaker, english/language/public speaking teacher. Our school provides many classes such as a music theory course, singing lessons, musical instrument

Collaboration between teachers is a key component to professional development that will lead to higher student achievement. There is a need for schools to set up time for teachers to be able to collaborate together. This allows for teachers to help each other, matchup content, teach each other new and best practices, troubleshoot student issues just to name a few of the areas that collaboration time can help foster within a school. The key is to build time for teachers to be able to collaborate during the school day or week. This collaboration time needs to be between grade levels, departments, and cross curricular when needed. For many schools this is an afterthought to the school schedule or a fleeting thought after the master schedule is completed. A principal needs to keep an open mind to any strategy that will enable the teachers to be able to collaborate for the good of the students and the school.

In 2008, Cyndey Spohn did a case study on the impact of the No Child Left Behind act (NCLB) of the arts programs in a Ohio school district. At the time of her study, thirty-two percent of the 2,500 students were classified as economically disadvantaged, which was a good comparison of National average at that time. The case study follows six educators two visual arts teacher (one high school, one elementary school), two music teachers (one elementary school, one middle school), a middle school math teacher, and an elementary school language arts teacher. Drama and dance classes do not exist within this district (2008).

Daniel Coyle, the author of the book, The Talent Code, claims that, “Greatness isn’t born, it’s grown.” Coyle supports his claim by first explaining why the Brazilian soccer team is so great. He then explains how his theory, “deep practice”, can be proven by doing a word recall exercise. Lastly the author applies his theory to a real life situation, trying to remember a person's name at a party. Coyle’s purpose is to convince people that one doesn’t need to be born with a talent to become talented.

Small Groups, Flipped Classrooms, Makerspaces - it’s clear the teacher’s role is changing to a facilitator of student learning. In the nature of changing learning environments, how are your teachers managing multiple small groups working at different levels in the classroom?

Development of skill takes time, patience, and determination. One must be willing to improve upon their skill while also being secure in themselves and their abilities. I would like to instill in my students that hard work pays off and being driven is

The high school where I currently teach consists of twenty-four hundred students from grades 10th through 12th. This school organization as many others is in the business of meeting educational challenges in the midst of innovative times in a noble attempt to prepare students academically for the demands of an ever-changing and knowledge driven work environment. There are several key factors that I observe in our school that have in some way hindered our progress in becoming an ideal learning organization. First, our school depends on the collaborative and communication processes

We want our audience to learn why talent development is no longer becoming an option in organizations. In addition, we want the audience to learn why our topic is becoming important and how they can use what we teach them in real life.

“Teamwork fuels group spirit, develops process skills that help teachers interact in more productive ways, and fosters a more intellectual atmosphere.” (Maeroff, 1993).