Perceptions of a Gifted Coordinator on University/District Collaboration Providing Culturally Responsive Gifted Professional Learning: A Phased Analysis of the Four-Zone Equity-Driven Model of Professional Learning

Abstract

Achieving equity in gifted education requires districts to disrupt inequities. Professional learning (PL) is acknowledged as an effective tool to spark lasting change; however, the realities of implementing equity-driven PL often hinder its effectiveness. This case study provides the perspectives of a gifted coordinator on the obstacles to growing equity in a gifted and talented program following targeted ongoing, relevant, collaborative, online equity-driven PL provided as part of a university/district collaboration. The qualitative study sought to understand challenges the gifted coordinator faced as well as insights she gained after the university/district collaborative PL. The case study methodology involved an interview; data were transcribed, coded, and analyzed; and five themes and three key understandings are discussed, along with implications for future research and study limitations. Key understandings include the benefits of targeted PL, the need for timely change, and the need to balance between leadership and empowering teachers to be change agents.