Level 3: Program Development & Application

IMPORTANT BILLING INFORMATION

When you fill out the participant form, enter only the information of the person participating in the course. After submitting this form you will move to the payment phase where you must enter the billing information of the individual or the school/organization that is responsible for the payment. The invoice is created automatically from the billing information entered at this stage, and it will reflect the name, email, address, and any other details you provide in the payment section. If a school/organization needs to appear on the invoice, ensure that you enter the school/organization billing information during the payment phase.

Please note that HAGT is no longer able to create revised invoices following payment. Refund requests received within 2 weeks of the course start date are not eligible for a refund; however, participants may choose to transfer their enrollment to the next available cohort. Refunds provided will incur a payment processing fee.

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Level 3 Program Development/Application-Fall Regular Registration Level 3 Program Development/Application-Fall Regular Registration
Level 3 Program Development/Application-Fall Regular Registration
$369.00
Level 3 Program Development/Application-Winter Early Registration Level 3 Program Development/Application-Winter Early Registration
Level 3 Program Development/Application-Winter Early Registration
$319.00

Fall Session:
September 21, 2026 - November 22, 2026

Early Bird Registration: Before August 31, 2026
Regular Registration: September 1 - 14, 2026
Late Registration: After September 14, 2026

Level 3 Program Development/Application-Spring Early Registration Level 3 Program Development/Application-Spring Early Registration
Level 3 Program Development/Application-Spring Early Registration
$319.00

Winter Session:
November 30, 2026 - January 30, 2027

Early Bird Registration: Before November 8, 2026
Regular Registration: November 9 - 22, 2026
Late Registration: After November 22, 2026

Spring Session:
March 1, 2027 - May 2, 2027

Early Bird Registration: Before February 11, 2027
Regular Registration: February 12 - 25, 2027
Late Registration: After February 25, 2027

Building on the foundational and applied knowledge developed in Levels 1 and 2, this course moves participants into the concrete work of building, refining, or evaluating a highly able/gifted/talent development program at their own school. Participants will conduct a self-assessment of where their school currently stands, weigh the tradeoffs between a talent development approach and a more traditional GATE model, evaluate their own team's readiness and capacity, and work through the practical steps of setting up a program from the ground up, including drafting the beginnings of their school's own policies and procedures manual.

Suited for program coordinators, school leaders, and educators who have completed Level 2 or have equivalent prior experience in gifted education.

    1. Participants will complete a self-study of their school across five key areas of program provision, including community commitment, identification practices, professional capacity, service delivery, and evaluation.

    2. Participants will distinguish the talent development framework from a traditional GATE program model, and evaluate the advantages and trade-offs of each approach for their own school context.

    3. Participants will conduct a talent development audit of their school, identifying existing practices that already support highly able learners and generating a wish list of opportunities worth pursuing.

    4. Participants will design one program element from their wish list, considering where it sits on the identification continuum and the risks of inappropriate placement to both the student and the program.

    5. Participants will engage with the research and questions raised in Olszewski-Kubilius's work on talent development, and plan a protocol for using this material with stakeholders at their school.

    6. Participants will construct a working definition of giftedness for their program, weighing the balance between objective and subjective measures and the resources and constraints of their school community.

    7. Participants will evaluate the research on parent input in gifted identification and construct an evidence-based position on its role in the eligibility process.

    8. Participants will assess their team's readiness using the NAGC-CEC Teacher Preparation Standards in Gifted and Talented Education, and identify at least one area for growth.

    9. Participants will review the NAGC Programming Standards' student outcomes to determine which practices are already evident at their school and which need further attention.

    10. Participants will draft at least two sections of a program policies and procedures manual, selecting the areas with the greatest potential for immediate use at their school.

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Faculty Professional Learning Series