Teachers who are not gifted can somewhat determine if a 2nd grader is gifted???

[Anonymous]

Anonymous wrote:

Anonymous wrote:I’m a teacher and I’m gifted 🤷‍♀️

Most aren't. There's data on this. Most people in general aren't gifted, nor do they need to be in order to do a good job teaching.

I will say, though, I know a lot of teachers both family members and old college friends. The one friend who became a gifted teacher... was gifted.

Share the data? Not sure how they could collect that info.

-Another teacher here with a 155 IQ

[Anonymous]

Anonymous wrote:https://giftedissues.davidsongifted.org/bb/ubbthreads.php/topics/120474/master-of-none.html

Does anyone else find it annoying that teachers with lower IQs than the students they are evaluating are determining if these students are gifted???? The committee who prepares and evaluates AAP Packets should be made up of gifted individuals who have high enough IQs themselves to qualify for AAP. Most of the students I graduated with who ended up being teachers did not do well in high school and went to schools like Radford. How are they somehow able to determine how gifted a child is?

I can't cook but I can tell you if the cook is any good

I can't sing it play music but I can tell you if the band is any good

Etc.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a teacher and I’m gifted 🤷‍♀️

Most aren't. There's data on this. Most people in general aren't gifted, nor do they need to be in order to do a good job teaching.

I will say, though, I know a lot of teachers both family members and old college friends. The one friend who became a gifted teacher... was gifted.

Share the data? Not sure how they could collect that info.

-Another teacher here with a 155 IQ

Here are a couple:

https://gwern.net/doc/iq/ses/2023-wolfram.pdf

https://gwern.net/doc/iq/ses/2002-hauser.pdf

Charts at the end.

[Anonymous]

Anonymous wrote:I’ve read a lot of dumb things online but this really takes the cake.

I don't think it's that dumb. For example, they use that CCT criteria and there's no reason to believe that strongly correlates with giftedness. They also don't know the difference between a WISC and a CogAT in terms of the information/insight offered about a child. And they evaluate your child based on crappy in-school work samples and then try to keep your kid out of AAP for whatever reason by giving them crappy HOPE scores.

I don't think they have to be gifted necessarily but should have some significant training in identifying/understanding giftedness and advanced thinking/behavior.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a teacher and I’m gifted 🤷‍♀️

Most aren't. There's data on this. Most people in general aren't gifted, nor do they need to be in order to do a good job teaching.

I will say, though, I know a lot of teachers both family members and old college friends. The one friend who became a gifted teacher... was gifted.

Share the data? Not sure how they could collect that info.

-Another teacher here with a 155 IQ

Why are you, a teacher with a 155 IQ, lurking on this forum? Don't you have anything better to do?

[Anonymous]

OMG—the utter stupidity of the OP’s post. I’m embarrassed for them.

You do realize that the admissions team at a medical school is not made up of doctors. Same for law schools.

Also, no one is determining if someone is gifted or not. Teachers are completing a HOPE scale are answering questions based on observations. It’s the same as when they’re asked to complete a behavior rating scale for ADHD. They’re not diagnosing ADHD—they’re simply answering questions based on their observation in a particular setting. A professional does the diagnosis based on the scores reported.

Teachers who are on a central screening committee review multiple data points for eligibility into a program. No one is diagnosing anyone or making a determination that this student is gifted and that student isn’t.

[Anonymous]

Anonymous wrote:OMG—the utter stupidity of the OP’s post. I’m embarrassed for them.

You do realize that the admissions team at a medical school is not made up of doctors. Same for law schools.

Also, no one is determining if someone is gifted or not. Teachers are completing a HOPE scale are answering questions based on observations. It’s the same as when they’re asked to complete a behavior rating scale for ADHD. They’re not diagnosing ADHD—they’re simply answering questions based on their observation in a particular setting. A professional does the diagnosis based on the scores reported.

Teachers who are on a central screening committee review multiple data points for eligibility into a program. No one is diagnosing anyone or making a determination that this student is gifted and that student isn’t.

+1 It is a very flawed system with lots of subjectivity. Moreover, the program isn’t even that great! You can do far superior things with your child.

[Anonymous]

Anonymous wrote:I’ve read a lot of dumb things online but this really takes the cake.

Ha! 100%

[Anonymous]

Anonymous wrote:I think a person can recognize giftedness without being gifted. That being said, I don’t think the committee is nailing it on understanding giftedness. Advanced academics, sure. Giftedness? No. But I’m not going to blame it on the teachers.

“Giftedness” is irrelevant. A school’s job is to provide an academic education. They are screening for kids capable of advanced academics. Whatever other needs they may have due to their giftedness (for those that truly are gifted), isn’t the school’s wheelhouse. That’s on the parents.

[Anonymous]

Anonymous wrote:OMG—the utter stupidity of the OP’s post. I’m embarrassed for them.

You do realize that the admissions team at a medical school is not made up of doctors. Same for law schools.

Also, no one is determining if someone is gifted or not. Teachers are completing a HOPE scale are answering questions based on observations. It’s the same as when they’re asked to complete a behavior rating scale for ADHD. They’re not diagnosing ADHD—they’re simply answering questions based on their observation in a particular setting. A professional does the diagnosis based on the scores reported.

Teachers who are on a central screening committee review multiple data points for eligibility into a program. No one is diagnosing anyone or making a determination that this student is gifted and that student isn’t.

+1
Thank you.

[Anonymous]

Anonymous wrote:I’ve read a lot of dumb things online but this really takes the cake.

+1

[Anonymous]

Anonymous wrote:

Anonymous wrote:I think a person can recognize giftedness without being gifted. That being said, I don’t think the committee is nailing it on understanding giftedness. Advanced academics, sure. Giftedness? No. But I’m not going to blame it on the teachers.

“Giftedness” is irrelevant. A school’s job is to provide an academic education. They are screening for kids capable of advanced academics. Whatever other needs they may have due to their giftedness (for those that truly are gifted), isn’t the school’s wheelhouse. That’s on the parents.

Virginia law mandates programs for gifted education. Also, gifted education falls under the special education umbrella. The whole program is flawed, but it is mandated.

[Anonymous]

Anonymous wrote:

Anonymous wrote:OMG—the utter stupidity of the OP’s post. I’m embarrassed for them.

You do realize that the admissions team at a medical school is not made up of doctors. Same for law schools.

Also, no one is determining if someone is gifted or not. Teachers are completing a HOPE scale are answering questions based on observations. It’s the same as when they’re asked to complete a behavior rating scale for ADHD. They’re not diagnosing ADHD—they’re simply answering questions based on their observation in a particular setting. A professional does the diagnosis based on the scores reported.

Teachers who are on a central screening committee review multiple data points for eligibility into a program. No one is diagnosing anyone or making a determination that this student is gifted and that student isn’t.

+1 It is a very flawed system with lots of subjectivity. Moreover, the program isn’t even that great! You can do far superior things with your child.

This. But let's start with the fact that HOPE ratings are meant to include kids who otherwise wouldn't make the cut and not to exclude kids who have the test scores. FCPS is misusing the tool for some bizarre reason and rejecting kids with high CogAT and high iready scores from AAP. OP most likely has an objectively gifted child who was rejected, and they're lashing out at teachers when they should be lashing out at the morons at Gatehouse.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I’m a teacher and I’m gifted 🤷‍♀️

Most aren't. There's data on this. Most people in general aren't gifted, nor do they need to be in order to do a good job teaching.

I will say, though, I know a lot of teachers both family members and old college friends. The one friend who became a gifted teacher... was gifted.

+1

I was identified as "highly-gifted," but not "profoundly gifted," because my IQ is around 140. That doesn't mean I can't identify when children are more intelligent than me. Because I had some exceptionalities, however, I can very much relate to the unique educational experience and needs of gifted learners.

I agree that teachers do not necessarily need to gifted themselves in order to be highly-qualified and effective in their roles.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I think a person can recognize giftedness without being gifted. That being said, I don’t think the committee is nailing it on understanding giftedness. Advanced academics, sure. Giftedness? No. But I’m not going to blame it on the teachers.

“Giftedness” is irrelevant. A school’s job is to provide an academic education. They are screening for kids capable of advanced academics. Whatever other needs they may have due to their giftedness (for those that truly are gifted), isn’t the school’s wheelhouse. That’s on the parents.

Virginia law mandates programs for gifted education. Also, gifted education falls under the special education umbrella. The whole program is flawed, but it is mandated.

Yes, but the current method identifies anyone who can afford a private diagnosis as gifted.