Talented Teachers’ Perceptions of an Intensive Summer Symposium and the Need for Differentiated Professional Learning

Abstract

Effective professional learning (PL) practices are essential for promoting experienced and talented teachers’ continued growth, and ultimately, supporting student achievement, including gifted students. In this qualitative case study, we interviewed and surveyed 32 public and private school PK-12 teachers, an Executive Director, and a Board Member about their experiences while participating in a week-long summer symposium designed to enhance talented teachers' expertise and leadership skills. Teachers were identified as talented and nominated to participate through a selection process. The topics, delivered by education experts through lecture, small group work, and large group discussion, focused on executive functioning research, professional self-reflection, and leadership. Data analysis illuminated teachers' critiques and suggestions for improvement of the symposium and a preference for more differentiated PL approaches. We discuss key implications for future research and applications of our research to the growing need for differentiated PL in the field of gifted education.