During our dedicated Advanced Learning staff time, ALTs have been fortunate to learn from outside professionals who help us grow as leaders on our campuses. While our roles are not “above” those of classroom teachers, we do have a unique opportunity to influence the people we work alongside in meaningful ways as we strive to embody our vision to Advocate. Collaborate. Grow.
We hope to instill these same values in our students as well. The Texas Education Code defines gifted and talented students as:
“a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who: (1) exhibits high performance capability in an intellectual, creative, or artistic area; (2) possesses an unusual capacity for leadership; or (3) excels in a specific academic field.”
What does this look like for our students, and how can we best pour into this capacity? Many gifted children tend to fall into two camps. One group may demonstrate leadership in overbearing ways because they feel the need to be in charge or share all the answers. On the other end of the spectrum are students who do not feel they can lead because they are quiet or lack confidence outside of their academic strength.
In the Advanced Learning classroom, we intentionally create spaces where all students can develop leadership skills. Below are approaches we use in our classroom spaces that we encourage you to explore at home.
The Habits of Mind
The Habits of Mind, developed by Arthur L. Costa and Bena Kallick, are reviewed repeatedly throughout a student’s time in GT services. They encourage habits including Listening with Understanding and Empathy, Managing Impulsivity, Communicating with Clarity and Precision, Taking Responsible Risks, and Thinking Interdependently. Each of these correlates to effective, lifelong leadership beyond the classroom. When we witness students practicing these in the classroom, we give a name to that leadership. Try naming these things at home, too!
The RISD Graduate Profile
This school year, in our Just One Percent lesson, students learned about the RISD Graduate Profile. Our goal is for students to thrive beyond their time inside our four walls. Some specific aspects of the Graduate Profile that correlate directly with our work in GT services include:
Critical Thinking/Problem Solving
2.1. Undertake risks with thoughts and ideas and learn through mistakes in a supported environment.
2.2. Analyze problems, evaluate options, and apply solutions.
2.3. Exhibit curiosity, tenacity, resourcefulness, and innovation in and out of school.
Real World Connections
3.3. Adapt and be flexible.
Effective Communication
4.1. Engage in multiple methods of communication including oral, written, and non-verbal, where all participants feel heard, valued, and understood.
Emotional Intelligence
5.1. Develop a positive self-worth and increase belief in one’s self and one’s capacity to thrive in different situations.
5.2. Advocate effectively for self and form resiliency in the face of adversity.
Consider looking at this profile with your child/ren and discussing what it means to them. What do the adults in their lives really want for them? Is it to make good grades, or do we want to empower them to develop tools that serve them beyond school performance?
Ultimately, leadership doesn’t always look loud or commanding. Curious listeners who know how to adapt, remain flexible, and ask thoughtful questions of the world around them are true leaders.
