Profession teacher of talented and gifted students

Talented and gifted students co-ordinators ensure suitable education is provided to talented and gifted students, commonly children and young adults, on various levels. They oversee the implementation of the school's gifted policy, monitor the students’ progress, and suggest extra activities to stretch and stimulate.

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Personality Type

  • Social / Artistic
  • Social / Investigative
  • Social / Realistic

Knowledge

  • Learning difficulties

    The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.

  • Counselling methods

    Counselling techniques used in different settings and with various groups and individuals, especially concerning methods of supervision and mediation in the counselling process.

  • Pedagogy

    The discipline that concerns the theory and practice of education including the various instructional methods for educating individuals or groups.

  • Language teaching methods

    The techniques used to teach students a foreign language, such as audio-lingual, communicative language teaching (CLT), and immersion.

  • Assessment processes

    Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.

  • Children's physical development

    Recognise and describe the development, observing the following criteria: weight, length, and head size, nutritional requirements, renal function, hormonal influences on development, response to stress, and infection.

  • Learning technologies

    The technologies and channels, including digital, to enhance learning.

  • Learning needs analysis

    The process of analysing a student's learning needs through observation and testing, potentially followed by the diagnosis of a learning disorder and a plan for additional support.

  • Special needs education

    The teaching methods, equipment and settings used to support students with special needs in achieving succes in school or community.

  • Curriculum objectives

    The goals identified in curricula and defined learning outcomes.

Skills

  • Guarantee students' safety

    Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.

  • Assess the development of youth

    Observe and assess the developmental needs of children and young people in all aspects of their developmental, identity, emotional, social, linguistic and communication needs.

  • Adapt teaching to student's capabilities

    Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.

  • Apply teaching strategies

    Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.

  • Assist students with equipment

    Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.

  • Compile course material

    Write, select or recommend a syllabus of learning material for the students enrolled in the course.

  • Recognise indicators of gifted student

    Observe students during instruction and identify signs of exceptionally high intelligence in a student, such as showing remarkable intellectual curiosity or showing restlessness due to boredom and or feelings of not being challenged.

  • Apply intercultural teaching strategies

    Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.

  • Assign homework

    Provide additional exercises and assignments that the students will prepare at home, explain them in a clear way, and determine the deadline and evaluation method.

  • Maintain relations with children's parents

    Inform children`s parents of the activities planned, program`s expectations and children`s individual progress.

  • Demonstrate when teaching

    Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.

  • Support children's wellbeing

    Provide an environment that supports and values children and helps them to manage their own feelings and relationships with others.

  • Encourage students to acknowledge their achievements

    Stimulate students to appreciate their own achievements and actions to nurture confidence and educational growth.

  • Perform classroom management

    Maintain discipline and engage students during instruction.

  • Manage children's problems

    Promote the prevention, early detection, and management of children`s problems, focusing on developmental delays and disorders, behavioural problems, functional disabilities, social stresses, mental disorders including depression, and anxiety disorders.

  • Observe student's progress

    Follow up on students’ learning progress and assess their achievements and needs.

  • Implement care programmes for children

    Perform activities with children according to their physical, emotional, intellectual and social needs by using appropriate tools and equipment that facilitate interaction and learning activities.

  • Manage student relationships

    Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.

  • Maintain students' discipline

    Make sure students follow the rules and code of behaviour established in the school and take the appropriate measures in case of violation or misbehaviour.

  • Give constructive feedback

    Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.

  • Assess students

    Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.

  • Support gifted students

    Assist students showing great academic promise or with an unusually high IQ with their learning processes and challenges. Set up an individual learning plan catered to their needs.

  • Support the positiveness of youths

    Help children and young people to assess their social, emotional and identity needs and to develop a positive self image, enhance their self esteem and improve their self reliance.

  • Assist students in their learning

    Support and coach students in their work, give learners practical support and encouragement.

  • Prepare lesson content

    Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.

Optional knowledge and skills

monitor student's behaviour provide lesson materials work with virtual learning environments promote the safeguarding of young people escort students on a field trip keep records of attendance common children's diseases attend to children's basic physical needs monitor educational developments oversee extra-curricular activities primary school procedures perform playground surveillance kindergarten school procedures workplace sanitation liaise with educational support staff arrange parent teacher conference assist in the organisation of school events facilitate teamwork between students advise on lesson plans consult students on learning content secondary school procedures post-secondary school procedures develop course outline liaise with educational staff monitor developments in field of expertise first aid behavioural disorders