D.C. Mun. Regs. tit. 5-E, § 1635
Endorsement: Gifted and Talented Education (K-12)
Authority: Sections 2a, 3(b)(11), (12) and (17) of the State Education Office Establishment Act of 2000, effective October 21, 2000 (D.C. Law 13-176; D.C. Official Code §§ 38-2601.01, 38-2602(b)(11), (12), and (17) (2012 Repl. & 2016 Supp.)), and Sections 1002(a)(22) and (36) of the Non-Health Related Occupations and Professions Licensure Act of 1998, effective April 20, 1999 (D.C. Law 12-261; D.C. Official Code § 47-2853.04(a)(22) and (36) (2015 Repl.)). Source: Final Rulemaking published at 28 DCR 3201 (July 17, 1981); as amended by Final Rulemaking published at 33 DCR 6542 (October 24, 1986); as amended by Final Rulemaking published at 40 DCR 6893, 6918-19 (October 1, 1993); as amended by Final Rulemaking published at 63 DCR 9071, 9088 (July 1, 2016).District of Columbia, Office of the Secretary
1635.1 For certification in gifted and talented, the following shall be required:
- (a) A valid teaching certificate and a minimum of two (2) years of demonstrated excellence in classroom teaching. For purposes of this subsection, 'Excellence' is the highest possible rating on a performance evaluation;
- (b) A minimum of nine (9) graduate semester hours from the following:
- (1) Characteristics of gifted students;
- (2) Specific techniques of identifying the gifted (i.e. diagnostic and prescriptive approaches to instruction);
- (3) Educational models, teaching methods and strategies, selection of resources and materials in gifted and talented education;
- (4) Curriculum development and program evaluation in gifted and talented education;
- (5) Contemporary issues and research in gifted education; or
- (6) Practicum experience in gifted and talented education; and
- (c) Content program to include the following:
- (1) Knowledge of the history, major research and philosophies of the gifted;
- (2) Knowledge of the definitions, cognitive, social and emotional characteristics and needs of the gifted including those in special populations;
- (3) Development of competencies in identification screening, prescription, appraisal, and placement using a variety of formal and informal assessments of the gifted;
- (4) Instruction in program evaluation, organizational models, curriculum development and materials of the gifted; and
- (5) Practicum experiences in gifted education.
SOURCE: Final Rulemaking published at 28 DCR 3201 (July 17, 1981); as amended by Final Rulemaking published at 33 DCR 6542 (October 24, 1986); and by Final Rulemaking published at 40 DCR 6893, 6918-19 (October 1, 1993).