The position of a gifted education staff person is high-profile. Inherent in the role are pressures, demands, and criticisms which can lead to burnout. Teacher burnout is debilitating in its personal and professional effects; therefore, teachers of the gifted must capitalize on their strengths and learn strategies for coping with high-visibility roles and often inflated expectations of others. Furthermore, administrators must support and encourage these teachers as they endeavor to provide differentiated learning experiences for gifted students.
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