Department of - Curriculum & Teaching
The program in Gifted Education at Teachers College, Columbia University, takes a critical approach to the education of students typically identified as gifted. Although students leave the program well-grounded in the traditional theories and practices of the field to the point where they are qualified to teach in programs for gifted students in the public and independent schools, our program positions gifted education in the nexus of race, ethnicity, social class, gender, and other sociopolitical factors that have influenced and continue to influence the field in profound ways.
Students who are interested in gifted education have two options on the M.A. level at Teachers College.
Those with no background in education can obtain the extension in gifted education as well as certification as an elementary school teacher through the Elementary Inclusive Education Program with the gifted extension (ELGF-DUAL). This option allows students in the Elementary Inclusive Education Program to receive the New York State certificate extension in gifted education along with their initial elementary education certification by including 12 credits in gifted education in their course of study. Students who choose this option complete an additional semester of student teaching (4 credits) in a gifted education setting, which can be an inclusive setting, along with three courses in gifted education. See program description below.
The M.A. certification program in the Education of Gifted Students (GIFT-EXT) is designed for students who have graduated from an accredited teacher education program and who hold an initial teaching certificate. Graduates of the program are recommended for the New York State certificate extension in Gifted Education. Thus, completion of this program provides students with both certification in gifted education and knowledge relating to the nature, needs, and pedagogy of gifted students that contributes to greater effectiveness as a teacher in a variety of situations.
GIFTED EDUCATION EXTENSION CERTIFICATION (GIFT-EXT)
- Master of Arts (M.A.)
ELEMENTARY INCLUSIVE EDUCATION-INITIAL CERTIFICATION WITH GIFTED EXTENSION (ELGF-DUAL)
- Master of Arts (M.A.)
Please note: The Ed.D. with a concentration in Gifted Education is available through Curriculum and Teaching.
For a complete listing of degree requirements, please click the "Degrees" tab above
For a complete listing of degree requirements, please continue on to this program's "Degrees" section in this document
MA: Elementary Inclusive Education Initial Certification with Gifted Extension
The gifted education extension option allows students in the Elementary Inclusive Education Program to receive the New York State extension in gifted education along with their initial elementary education certification by including 12 credits in gifted education in their course of study. Students who choose this option complete an additional semester of student teaching (3 credits) in a gifted education setting, which can be an inclusive setting, along with three courses in gifted education. This is a 52-point M.A. program.
Students who are interested in entering this program can choose this option either when they apply for admission to the Elementary Inclusive Education Program, by designating the extension on their applications, or by informing Professor Borland and Professor Oyler of their intention to pursue the extension once they have matriculated in the Elementary Inclusive Education Program.
Since the extension program combines courses and requirements from the Elementary Inclusive Education Program and the Program in Gifted Education, advisement is provided by the faculty of both programs. Faculty in the Program in Gifted Education advise students on matters related to courses in gifted education, student teaching in gifted education, and the culminating project.
If students have any questions about the extension program, they should get in touch with Professor Borland at email@example.com.
Course Requirements for the 48-credit Gifted Education Extension
Foundation and Methods Courses:
- C&T 4000 Disability, exclusion, and schooling (3)
- C&T 4143 Multicultural social studies in the elementary and middle school (3)
- MSTM 5010 Mathematics in Elementary Schl (3)
- MSTC 4040 Science in Childhood Education (3)
- HBSS 4116 Health education for teachers (1)
- Various Educational foundations (philosophy/social science in education or child development) (2)
Student Teaching Semesters:
- C&T 4123 Curriculum and Instruction in Inclusive Elementary Education (fall) (3)
- C&T 4124 Curriculum Development in Inclusive Elementary Education (spring) (3)
- C&T 4726 Professional laboratory experiences/student teaching in elementary education (8; year-long)
- C&T 4702 Student teaching: Giftedness (3)
- C&T 4132 Learning and teaching in the primary reading/writing classroom (3)
- C&T 4133 Learning and teaching in the intermediate reading/writing classroom (3)
- Various Literacy electives (2)
Gifted Education Courses
Nine credits from any of the following:
- C&T 4021 Nature and needs of gifted students (2-3 credits)
- C&T 4022 Instructional models in the education of gifted students (1-3 credits)
- C&T 4023 Differentiated curriculum for gifted students (2-3 credits)
- C&T 4024 Planning and implementing programs for gifted students (3 credits)
- C&T 4026 Exceptionality and intelligence: Theoretical approaches (2-3 credits)
- C&T 5506 Seminar in Gifted Education (3 credits)
New York State Education Department (NYSED) has teacher certification requirements that are needed for program completion and graduation which are listed in the Office of Teacher Education section of the catalog.
Each student’s academic progress is reviewed by the faculty of the Program in Gifted Education and the Elementary Inclusive Program. Students must achieve average grades to continue in the program. Specifically, this means that one must have a “B” average in all courses to be allowed into student teaching. If a student receives any course grade of less than a “B-,” he or she must meet with faculty.
During the Elementary Inclusive Education Program student-teaching year, students must achieve a grade of “B-” or better in Core and must receive a “Pass” on their fall student teaching portfolio in order to continue onto the spring semester.
The culminating project in the Gifted Education Extension Program in the Elementary Inclusive Education Program consists of a professional-development portfolio. This portfolio documents a student’s professional growth as an educator over a period of time of his or her choosing but must include the period in which he or she is a student at Teachers College. The student is responsible for designing, compiling, managing, and submitting the portfolio to Professor Borland as a requirement for graduation
MA: Professional Certification Program leading to the Extension in Gifted Educat
The Nature of Giftedness (7-12)
- C&T 4021 Nature and needs of gifted students (2-3)
- C&T 4026 Exceptionality and intelligence (2-3)
- C&T 5506 Seminar in gifted education (3)
- C&T 4025 Educating young potentially gifted children (2-3)
Teaching Gifted Students (6-8)
- C&T 4023 Differentiated curriculum for gifted students (2-3)
- C&T 4022 Instructional models in the education of gifted students (1-2)
- C&T 4024 Planning and implementing programs for gifted students (3)
Out-of-Program Requirements (6 credits minimum)
Additional courses to be determined in consultation with your advisor.
Field Placement (3)
- C&T 4702 Student teaching-giftedness (3)
- C&T 5302 Advanced practicum-giftedness (3)
Culminating Project (0)
A culminating project, arranged in consultation with your advisor, that demonstrates your ability to integrate your theoretical knowledge with practical problems and issues in gifted education.
New York State Education Department (NYSED) has teacher certification requirements that are need for program completion and graduation which are listed in the Office of Teacher Education section of the catalog.
Admission to programs leading to the M.A. degree is determined on the basis of academic ability as evidenced by success in prior academic work and/or other measures of academic aptitude and demonstrable potential for excellence in teaching or development activities in education. The Graduate Record Examination (GRE) or Miller Analogies Test (MAT) is not required for admission to the M.A. programs. The Department of Curriculum and Teaching evaluates M.A. applications three times per year. For information on application deadlines, see the Admissions section of the catalog.
For up to date information about course offerings including faculty information, please visit the online course schedule.
This introductory course in gifted education explores a number of issues related to the psychology and education of gifted students, including conceptions of giftedness, educational provisions for gifted students, creativity, and economically disadvantaged gifted students. Issues of race, class, gender, and disability status as they interact with the construct of giftedness are examined.
What should gifted students learn? How can we differentiate the curriculum for gifted learners in order to meet their special needs more effectively? These and other questions will be addressed in this course devoted to the discussion, analysis, and evaluation of instructional models designed or adapted for gifted students. Emphasis will be placed on the principles of curricular differentiation and on providing an overview of a range of models designed to modify content, enhance the development of thinking skills, and enhance creativity. Issues of defining giftedness and of defensible differentiated curriculum will also be explored.
Examination of factors affecting planning and implementation of programs for the gifted, components of gifted programs, and a systems approach to program planning. Students develop written program plans for specific settings. Issues of race, class, gender, and disability status as they affect the planning of gifted programs are examined.
The theme of this course centers on the potential and promise of all young children ages three through eight. Through workshop style sessions, visits to our early childhood lab school on campus, and guests talks from practitioners, we will grapple with how best to support each child's interests, passions, and over all development. We will take a critical stance as we examine the "deficit" perspective that disregards each child's full and unique profile. In our time together we will sample a variety of topics and ponder the best ways to support and celebrate the development of the full potential of our youngest learners.
Professor Borland. In this course, we explore theories of intelligence, which have served as a theoretical basis for the field of gifted education from its beginning. Starting with the work of Francis Galton in the 19th century and following through to the present day, we will critically examine and problematize such constructs as intelligence, creativity, and giftedness as well as such related topics as mental measurements.
Gifted students are present in almost every elementary, middle school, and high school classroom. The educational needs of these students can and must be met within this context. This workshop will provide an overview of curricular and instructional strategies designed to enhance the optimal development of gifted learners (and all learners) in the regular classroom. Topics will include general curricular modifications, management techniques, instructional strategies, individual learning opportunities, and outcomes and assessments. Special consideration will be given to those methods of differentiation that can be integrated readily into the learning environment of mixed-ability classrooms.
This is a topical seminar that examines such issues as identification of gifted students in New York City schools, equity in gifted education, the effects of No Child Left Behind and Race to the Top, and whether gifted students are necessary for gifted education. In addition, students choose topics of interest to them as the basis for class sessions.