vol. 35 ■ no.

1 GIFTED CHILD TODAY

FROM THE EDITOR

Teacher Professionalism
Christine L. Weber, PhD1 and Susan K. Johnsen, PhD2

Keywords: teacher professionalism, teacher standards

W
hat does teacher professionalism mean? Standards
from various stakeholders including the National
Board for Professional Teaching Standards, the
National Association for Gifted Children (NAGC), and the
Council for Exceptional Children–The Association for the
Gifted (CEC-TAG) have clearly articulated knowledge and skill
standards for teachers of the gifted. These standards frequently
guide the level of expectations for educators working with
gifted children.
However, as Coleman, Gallagher, and Job explain, the
definition of “professionalism” has evolved and includes not
only knowledge of research-based practices and the skills to
implement them but also reflective thinking
preparation. She warns practitioners to be vigilant of the means
in which programs become alternative and to be aware of the
existing political climate in which such programs emerge.
Roberts and Siegle emphasize the role of the teacher as an
advocate. They provide a clear and concise set of guidelines
for getting involved. They raise the question, “If not you, then
who?” With this challenge in mind, one cannot fail to become
involved in being an advocate for gifted education.
Berman, Schultz, and Weber relate how in-service teachers,
preservice teacher candidates, and preservice education
students viewed gifted and talented students and teacher
training that is specific to the nature and needs of gifted
and talented learners.

“
and the production of new knowledge and Preconceived beliefs appear
skills. Moreover, professionals are now expected What can you to guide the willingness and
to collaborate with others and fill leadership approaches used to teach
roles in an increasingly complex and diverse do for yourself, children.
society. The articles in this issue elaborate and Coleman, Gallagher, and
describe different thoughts and perspectives
your students, your Job explore a new paradigm
about professionalism for preservice teachers, school, your of professionalism. They
in-service teachers, and teachers continuing recommend a shared vision
their professional growth. community, your with a long-range plan of
Johnsen focuses on a comparison of four action, the development of
sets of teacher standards in the field. This state, and your nation fidelity with flexibility tools
foundation defines professional competence and to describe and clarify best
helps to legitimize the field. Moreover, research
in the name of gifted practices, and the creation of
suggests that standards have a positive effect on education?” a collaborative infrastructure
professional competence and offer guidance for to support professionalism in
developing programs at the university, state, and practice.
local levels. On a lighter yet just as serious note, Delisle brings us the 5 Cs
VanTassel-Baska provides an overview of the Classroom of student engagement: control, complexity, common bonds,
Observation Scale (COS-R) for analyzing differentiation in the choice, and caring teachers. It brings the voices and ideas of
classroom for this very purpose. She reinforces the need for a the students regarding their education.
more systematic approach to observing teacher behaviors that There is a wealth of information to digest in these articles.
promote differentiation. Reflect on your own practice. What can you do for yourself,
Alternative routes to teacher education are presented in your students, your school, your community, your state, and
Kaplan’s article. She provides a comparison of the general your nation in the name of gifted education? Could this be the
components of alternative routes in general education teacher key in which the answer to what is teacher professionalism
preparation with alternative routes to gifted education teacher lies?

DOI: 10.1177/1076217511429676. From 1University of North Florida and 2Baylor University. Address correspondence to: Susan K. Johnsen, Baylor University, School of
Education, 1 Bear Place, Waco, TX 76798; email: Susan_Johnsen@baylor.edu.
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Copyright © 2012 The Author(s)