Resource Teachers for the Gifted (RTGs)

Arlington Public Schools Resource Teacher for the Gifted (RTG) model is built upon the work of Dr. Mary Landrum of JMU and Dr. Carol A. Tomlinson of UVA. The Collaborative Instructional Resource Teacher for the Gifted model has been incorporated in to the schools to provide support to the classroom teachers in the instruction of identified gifted and highly able children and the differentiation of curriculum to challenge the potential of all students.

The K-12 RTGs engage the classroom teacher in a collaborative instructional cluster model that includes co-planning, collaborative teaching, and one-on-one professional development focused of specific gifted instructional methodology.

• Co-planning requires the RTG to meet for at least 30 minutes with the cluster or classroom teacher prior to a lesson or short unit to determine ways to support instruction of the gifted in the regular classroom. This planning includes discussion of the characteristics of advanced learners and a variety of instructional strategies and curricular resources written for gifted/advanced learners  meeting the all students’ academic needs.
• Collaborative teaching results when the RTG and the cluster or classroom teacher work together to instruct the students. The RTG support of the classroom teaching may take a direct or indirect instructional approach.
  • Direct instructional support for identified gifted student is evidenced when
    • the RTG and classroom teacher collaboratively plan for daily differentiation of gifted learners on a weekly basis
    • the RTG shares or models critical and creative thinking strategies for the classroom teacher by instructing the whole class and plans follow up support based on teacher and student needs
    • the RTG models and/or co-teaches curricular resources written for the classroom teacher by instructing the whole class and plans follow up support based on teacher and student needs
  • Indirect support to identified gifted students in the general education classroom is evidenced when
    – the RTG and the classroom teacher collaboratively plan and the teacher implements student assessment, particularly pre-assessments
    – the RTG and the classroom teacher collaboratively plan for daily differentiation on a weekly basis
    – the RTG serves as an ongoing support for daily differentiation by sharing resources and strategies to support differentiation for gifted/advanced learners”Teachers in differentiated classrooms begin with a clear and solid sense of what constitutes powerful curriculum and engaging instruction. Then they ask what it will take to modify that instruction so that each learner comes away with understandings and skills offering guidance in the next phase of learning. Essentially, teachers in differentiated classrooms accept, embrace, and plan for the fact that learners bring many commonalities to school, but that they also bring the essential differences that make them individuals. Teachers can allow for this reality in many ways to make classrooms a good fit for each individual.”