FL
AG
F A L L 2 0 1 4
V O L U M E 2 , I S S U E 2
F L A G B A N N E R
H I G H L I G H T S I N T H I S
I S S U E :
Message from FLAG’s presi-
dent
Operation Hounds Tooth
Challenge grant accepted
Highlights from the Annual
Conference
2014 FLAG award recipi-
ents
Shout outs from FLAG’s
president
F A L L 2 0 1 4
V O L U M E 2 , I S S U E 2
I N S I D E T H I S I S S U E :
P R E S I D E N T ’ S M E S S A G E P A G E 3
R E G I O N R E P O R T S P A G E 4 - 5
O P E R A T I O N H O U N D S T O O T H P A G E 5 - 6
C H A L L E N G E G R A N T ? A C C E P T E D ! P A G E 6
H I G H L I G H T S F R O M T H E A N N U A L
C O N F E R E N C E
P A G E 7
2 0 1 4 F L A G A W A R D R E C I P I E N T S P A G E 8 - 9
R E G I O N I V A N N U A L M E E T I N G P A G E 1 0 - 1 1
L A S T W O R D : S H O U T O U T S P A G E 1 2
B O A R D
M E M B E R S
P r e s i d e n t
S t e p h a n i e G e o r g i a d e s
( H i l l s b o r o u g h C o u n t y )
S e c r e t a r y
D r . C h r i s W e b e r ( D u v a l C o u n t y )
A w a r d s C o m m i t t e e
L y n n A l b i n s o n
( V o l u s i a C o u n t y )
B y l a w s C o m m i t t e e
D i a n n e A z z a r e l l i ( H e r n a n d o C o u n t y )
I n t e r n e t & T e c h n o l o g y C o m m i t t e e
H e r m a n C a r d o n a
( H i l l s b o r o u g h C o u n t y
L e g i s l a t i v e C o m m i t t e e
C a t h l e e n B l a i r
( O k a c h o b e e C o u n t y )
M e m b e r s h i p C o m m i t t e e
D r . B e s s W i l s o n ( S t . J o h n s C o u n t y )
P a r e n t L i a i s o n C o m m i t t e e L o u r d e s G a r c i a A l v e r
( H i l l s b o r o u g h C o u n t y )
P u b l i c a t i o n s C o m m i t t e e
K a t i e O w e n s
( H i l l s b o r o u g h C o u n t y )
S p e c i a l P o p u l a t i o n s C o m m i t t e e
C a t h y H o o p e r ( B a k e r C o u n t y )
T r a i n i n g a n d S u p e r v i s i o n C o m m i t t e e D r . J o y c e S w a r z m a n
( H i l l s b o r o u g h C o u n t y )
R e g i o n a l C o o r d i n a t o r s
I I — M a r y M a r g a r e t E n f i n g e r & C a n d a c e G a u t n e y
( L e o n C o u n t y )
I I I — D r . C h e r y l l A d a m s
( A l a c h u a C o u n t y )
I V — T e r r i P o p e - H e l l m u n d
( O r a n g e C o u n t y )
V — C h r i s t i e R a y
( H i l l s b o r o u g h C o u n t y )
V I — I r e n e B e n f a t t i
( C o l l i e r C o u n t y )
V I I — S u z a n n e O t e r o
( P a l m B e a c h C o u n t y )
F l o r i d a D e p a r t m e n t o f E d u c a t i o n
G i f t e d S p e c i a l i s t C a r o l B a i l e y
( L e o n C o u n t y )
F L A G B A N N E R
If you would like to publish articles or pictures in the winter issue of the
FLAG Banner, all materials are due on or before January 12, 2015. Materi-
als should be forwarded to [email protected].
FLAG wants your Shout Outs, short messages saying congratulations, well-
done, thank you or “hey, we have some good news.” Shout Outs should be no
longer than 75 words and can include a high resolution photo (JPEG attach-
ments please). Please send your WINTER “shout Outs” by e-mail by January
15, 2015 to [email protected]
Page 3 V O L U M E 2 , I S S U E 2
On behalf of the Board of Directors of
FLAG, thank you for participating as a
conference presenter, exhibitor, adver-
tise, volunteer, and/or participant at this
year’s conference held last weekend in
Tampa. We are so thankful you were
able to join us at this year’s “Growing
Creative Learners in Florida” confer-
ence. It was a huge success and we
owe it all to you. We value and appre-
ciate your support of gifted education
and look forward to seeing you again in
Tampa, September 2015, as we bring
the conference back to Corbett Prepara-
tory School if IDS and the peacocks.
In the midst of the ever-changing edu-
cation environment, challenges to dis-
trict budgets, and the varying degree of
delivery of services in Florida, it is
more important than ever to speak with
one voice on behalf of gifted learners!
Thanks to your participation and the
contributions of all the committees, and
regional coordinators, we have been
able to maintain our services to mem-
bers and even add some new focus and
relevance!
For example, we have worked very
hard to build our membership and en-
courage committee work. We present-
ed a conference to help teachers and
parents of gifted learners receive the
training and comradery that is other-
wise absent in our state. FLAG contin-
ues to promote resources and articles
targeted to teachers, parents, and ad-
ministrators, and the quarterly newslet-
ter is back in publication. We are plan-
ning our theme for the 2015 regional
meetings and Tampa conference, and
with the upcoming elections we now
have a full slate of Executive Commit-
tee nominations for the 2015-17 mem-
bership years.
Thank you to all past, present, and fu-
ture committee chairs and committee
members. Committee work is very
important to the future of FLAG, and it
is my goal to build a team that is willing
to work together to ensure a meaningful
annual conference, quality quarterly
newsletters, professional and engaging
regional meetings, and a network of
parents, teachers and administers to
unite our gifted learner advocates from
around the state. If you are interested in
sharing your talents as a committee
member, please visit the website http://
www.flagifted.org/board/committees/
and drop me an email at presi-
[email protected] . I am happy to
introduce you to the committee chair,
and will share your contact information
with them. We are beginning to plan
our 2015 calendar of events, and need
all of your help to ensure a successful
year of advocacy and learning.
If you are interested in helping to plan
and present future conferences, please
consider joining the Conference Com-
mittee this year. Send an email to con-
[email protected] with your interest
and skill set and we will be happy to
find a sub-committee for you. We need
help in the following areas: conference
book/program, bags and giveaways,
decorations, sponsors/advertiser, ven-
dors/exhibitors, auction items/
presentation, presenter liaison
(including vetting, scheduling, and all
communications), professional develop-
ment set-up and certificate distribution,
registration, name tags, talent/
entertainment, volunteer recruitment
and organization, invitations/marketing,
A L E T T E R F R O M T H E P R E S I D E N T
signs & directions, website updates
and social media marketing, and much
more. It is sure to be a lot of fun again
next year.
As we look toward our 2015 member-
ship year, I look forward to moving
ahead with a proclamation requesting
that Florida recognize September as
Gifted Education Month, and facilitat-
ing a Legislation Day in Tallahassee.
I am thrilled to report that the FLAG
BOD has approved the appointment of
Kathleen Caspar as Legislative Com-
mittee Chairperson. Kathleen is a
Pasco County Civics Teacher who is
interested in playing an active role in
these endeavors. As per our ByLaws,
it “shall be the function of this Com-
mittee to influence the Florida Legis-
lature and, when directed by the Exec-
utive Board, the US Congress, on is-
sues consistent with the mission of
FLAG. This influence may occur
through the provision of information
or testimony regarding such issues,
representing FLAG in legislative coa-
litions, contracting with a legislative
consultant, and serving as liaison be-
tween FLAG and the consultant.”
Kathleen will share quarterly articles
in our FLAG newsletter as well as
“Call-to Action” notices to the board
and membership when the need arises.
If you are interested in serving as a
member on the Legislation Commit-
tee, please contact me at presi-
[email protected] with your interest.
It has been my privilege to work with,
and for, you this year, and I look for-
ward to your continued involvement
in FLAG at future regional meetings
and conferences. Thank you again for
the contributions you’ve made to
FLAG. Volunteers and leaders like
you are vital to FLAG and to gifted
education!
Warm regards,
Stephanie Georgiades, M.A. ■
Page 4 V O L U M E 2 , I S S U E 2
Board Members: Candace Gautney and Mary-Margaret
Enfinger
2014-15 FLAG Conference – October 17-18
Attended by Mary-Margaret Enfinger
Board Meeting
Membership for Region 2 is down to “8” members, ave-
nues to increase membership
Recruitment through Teacher / Parent Gifted Symposium
Promotion through Gifted Endorsement classes
Commenced Monday, October 20th
Recruitment through Gifted Advocate quarterly meetings
3nd Annual Gifted Symposium – February 28, 2015
Event Description: Leon County Schools and the Tallahassee
Gifted Network (TGN), in partnership with FLAG, will hold
our 3rd annual Gifted Symposium on Saturday, February 28th.
We are presently looking for a guest speaker for the event.
Are you interested in serving as a reporter for the FLAG Banner? Do you have an idea for an article?
Please contact Katie Owens for more information: [email protected]
R E G I O N R E P O R T S
R E G I O N I I
By: Mary-Margaret Enfinger
FLAG will be represented at the symposium this year, not only through print media, but through a brief presentation at the
introduction of the event and through a booth.
4th Annual STEM Bowl - May 15, 2015
Event Description: Leon County Schools will be hosting our 4th annual STEM Bowl for our Gifted and Talented students. This
day-long event involves over 20 elementary schools (out of 23) sending teams to participate in both STEM engineering and
brain bowl competitions.
R E G I O N I I I
By: Cheryll Adams
I sent an email with the conference flyer to all Region III co-
ordinators.
These Region III members were speakers at the FLAG con-
ference held October 17 and 18 at the Sheraton Suites Tampa
Airport Westshore. We have many talented individuals in
Region III. If you did not submit a proposal for a presenta-
tion this year, please consider doing so for next year.
Dr. Elizabeth Shaunessey-Dedrick and Dr. Cheryll Adams
will be presenting a pre-conference on the Common Core
State Standards and the Next Generation Science Standards at
NAGC on November 12. Others presenting sessions with
them are Dr, Susan Johnsen, Dr. Alicia Cotabish, Dr. Debbie
Dailey; Dr. Gail Ryser, and Dr. Claire Hughes.
Dr. Cheryll Adams will receive the Distinguished Service
Award from NAGC at the annual conference in November for
her years of service to the field.
Dr. Chris Weber and her co-authors have a second book se-
lected for co-publishing with NAGC. The working title is
Implementing Differentiated Instruction for Gifted and Ad-
vanced Learners: A Case Studies Approach.
Page 5 V O L U M E 2 , I S S U E 2
Region V hosted the FLAG conference Friday event of Creativity Night and “Appy Hour”. Over 80 conference attendees were
eligible to attend through an additional fee paid during conference registration. FLAG has also joined with Pinellas County and
Hillsborough County (both Region V) to receive the Challenge Grant. As Region V representative I will be working to provide
online professional development for teachers across the State using the M2 Math Curriculum. The online PD will be offered
free of charge. The first set of teachers (exact number still pending) to sign up will also receive the curriculum in conjunction
with the grant funding. Additionally, the training will be recorded with links housed on the FLAG website for future teachers
to experience the instruction in a self-paced environment.
Of note, Dr. Lauri Kirsch from Hillsborough County in Region V received the Gifted Coordinator Award to be given during the
2014 NAGC conference in Baltimore. Maggie Aldana from Thonotosassa Elementary in Hillsborough County is a Javits Frasi-
er Scholar. ■
R E G I O N V R E P O R T
By: Christie Ray
O P E R A T I O N H O U N D S T O O T H By: Steve Haberlin
I had an experience this past school year
that really got me thinking about wheth-
er the curriculum I was using was ade-
quate to teach my gifted students to
grow into creative, productive-and re-
sponsible-adults. As part of a research
project, one of my students decided to
start a teacher recognition program at the
school, which would involve students
each month voting on their favorite
teacher and providing that teacher with a
goodie bag and certificate. The project
sounded innocent enough, but without
wisdom and responsibility, creativity can
run rampant. The student decided that
he didn’t care for a particular teacher,
even though that teacher secured the
highest number of votes, and fixed the
voting results so that a different teacher
won the contest. Word got out and the
teacher who was slighted obviously was
upset and asked that the program be ter-
minated. There I was sitting in the assis-
tant principal’s office, trying to explain
how this project was meant to be a posi-
tive, productive experience.
Nevertheless, the experience caused me
to reflect on what we should be teaching
our high potential students—and
prompted to seek answers. What causes
one child to grow up to become Adolph
Hitler and another to become Mother
Theresa? What is the difference in life
that produces a Saddam Hussein as op-
posed to a Martin Luther King, Jr.?
While these are obviously extreme ex-
amples, the answers to these questions,
though we may never entirely know,
should prompt researchers and educators
to consider what roles schools may play
in the development of influential leaders.
The characteristics and traits that lead to
individuals to abuse their power and
talents or use them to benefit society
demand consideration, particularly in
light of the gifted and talented. Opera-
tion Houndstooth Intervention Theory,
created by Dr. Joseph Renzulli at the
University of Connecticut, attempts to
shed light on the traits of creatively pro-
ductive individuals, who contribute to
what the model refers to as social capital
or actions that positively benefit society
and the well being of others.
Operation Houndstooth Intervention
Theory
Operation Houndstooth emerged from
Renzulli’s three-ring conception model
(Renzulli), which expanded the defini-
tion of giftedness by attributing gifted
behavior to the intersection of three ele-
ments: task commitment (motivation),
creativity, and above-average ability.
Within the context of the Three-Ring
model, Renzulli sought to understand the
educational and environmental factors—
or background components—that result
in socially constructive giftedness. In
other words, why does a student use
their gifts and talents to help others and/
or society in general? Through literature
review and Delphi technique classifica-
tion studies, Renzulli arrived at six co-
cognitive traits.
1. Optimism
2. Courage
3. Physical/Mental Energy
4. Romance with a Discipline
5. Sensitivity to Others
6. Vision/Sense of Destiny
While Renzulli has determined six co-
cognitive traits, he does not propose that
one trait is more important than another,
but that they work together in some
combination.
While research on the model remains in
its early stages, the theory provides hope
that perhaps educators and schools can
help young people develop the qualities
that will lead to responsible, productive
leadership. Though Common Core and
academic curriculum hold a strong place
at the educational table, and rightfully
so, doesn’t it make sense to also focus
upon the character development and
Continued to page 6
Page 6 V O L U M E 2 , I S S U E 2
qualities that could help to produce
adults, not only talented and motivated,
but inherently driven to help make the
world a better place? It is for this reason
that it is recommended that researchers
should continue testing the tools and
methods that might help students devel-
op the traits espoused by Operation
Houndstooth as well as school adminis-
trators and teachers be willing to experi-
ment with various programs.
While teaching children to be optimis-
tic, courageous, etc., may prove to be a
worthwhile goal, the challenge lies in
exactly how to instill these traits. Ren-
zulli himself admits that character de-
velopment programs, particularly those
that rely on direct instruction, have his-
torically proved largely unsuccessful.
Renzulli also discourages forcing chil-
dren into participating in service-
learning projects. Rather, Renzulli ad-
vocates for a systematic approach,
which relies first on students taking
inventory of talents and interests, then
having the opportunities and resources
to pursue those interests through first-
hand investigations. Through engaging
in investigations and creating products
for authentic audiences, students will
learn these co-cognitive traits through
direct experience.
During a recent workshop at Confratute,
a week-long gifted education training at
UCONN, researchers suggested that
school administrators and teachers con-
sider using the following methods to
begin implementing Operation Hound-
stooth:
1. Consider the physical space/
classroom. Can these traits be dis-
played in some manner in the learn-
ing environment?
2. Using literature to teach the traits
through biographies and other text.
Literature circles and class discus-
sions can be held on literary char-
acters and people throughout histo-
ry, who demonstrate one of more of
the six traits.
3. Journaling and writing tasks such
as composing a thank you letter to
someone.
4. Creating a romance with a disci-
pline through exposing students
through Type one activities such as
guest speakers.
O P E R A T I O N H O U N D S T O O T H
5. Allowing students to work on ser-
vice learning projects.
Testing these methods, and others, will
require schools and teachers open to the
idea of developing the co-cognitive
traits in their students and allowing re-
searchers to document the impact. For
Operation Houndstooth to be success-
ful, it first requires buying into the idea
that, as educators, we can and should be
teaching the gifted to be socially re-
sponsible as well as creatively produc-
tive. Lacking in adequate research and
specific instructional techniques, the
question becomes: should teachers wait
until we have all the facts—if we ever
do-or should we begin to at least try to
teach the co-cognitive traits of Hound-
stooth? Considering the cost of failing
to instill values and wisdom in our fu-
ture leaders and high-potential individu-
als, personally, I choose the latter.
Operation Houndstooth Articles: http://www.gifted.uconn.edu/oht/
houndst.html ■
C H A L L E N G E G R A N T ? A C C E P T E D ! By: Christie Ray
This grant will offer, free of charge, professional development
and curriculum to teachers across the state while studying the
effects of problem-based learning in math using the M2 cur-
riculum. Select teachers in Hillsborough County and Pinellas
County will participate in the pilot program receiving curricu-
lum and coaching support. The professional development
piece will then be offered to a limited number of teachers
across the state free of charge through FLAG. In addition,
sessions will be recorded and posted on the FLAG website for
anyone to utilize as self-paced professional development on
using M2 to differentiate and accelerate math through prob-
lem-based learning. ■
Hillsborough County Schools has paired with Pinellas Coun-
ty Schools and FLAG to win a $35,000 Challenge Grant from
the Florida Department of Education.
The Challenge Grant Program for the Gifted was established
in 1981 to encourage public schools and districts to imple-
ment exemplary programs that appropriately challenge gifted
students. Projects funded under this program are designed to
improve the quality of existing programs, initiate a model or
demonstration program, or expand student participation in
existing programs. Project activities support the improvement
and further development of provisions for enhanced and more
rigorous curriculum and services for gifted students in a
school, district, or group of districts.
Page 7 V O L U M E 2 , I S S U E 2
H I G H L I G H T S F R O M T H E A N N U A L C O N F E R E N C E
Page 8 V O L U M E 2 , I S S U E 2
Nicholas Green Distinguished Student Award: Meryl Liu, Por t Orange
A 6th grader at Creekside Middle School in Port Orange, Meryl Liu is a talented artist and accomplished pianist. Her artwork has
been selected as the state winner of Florida in the Doodle 4 Google art competition, and the grand winner of the Music K-8
Magazine Cover Contest. She has participated in many piano competitions, including local and state events, and even earned an
international 2nd place in Stockholm, Sweden.
2 0 1 4 F L A G A W A R D R E C I P I E N T S By: Lynn Albinson
Excellence in Creative Teaching Award: Matthew Peterson, Jacksonville
Matthew Peterson, a Math teacher and Head Gir l’s Swim Team Coach at James Weldon Johnson College Preparatory
School, incorporates Paideia seminars into his classroom where he came up with a format and grading system for students to
take quizzes using the Paideia structure. “Gifted students often need teachers who think outside of the box to create instruction-
al strategies that best meet their needs”, stated Brett Hartley, Assistant Principal of Curriculum.
Continued on page 10
Page 9 V O L U M E 2 , I S S U E 2
Scobee Scholarship Recipient
Diana Ortiz, Haines City High School IB East, Haines
City
A senior in the IB Program, Diana embarked on her quest
for scientific knowledge when her mother was diagnosed
with Lupus. She is interested in research and would like
to find a cure for her mother’s auto-immune disorder.
Diana plans to attend the University of Miami and be-
come a physician.
Scobee Scholarship Recipient:
Trevorn Hodge, Bartow Senior High School, Bartow
Trevorn Hodge, a senior , is an aspir ing trauma sur -
geon. He is enrolled in the Medical and Fire Academy at
his school where he will receive EMT certification upon
graduation. Trevorn plans to attend either Johns Hopkins
University or the University of Florida and major in
Emergency Medicine and Neurology.
C A L L I N G A L L F L A G C R E A T I V E T E A C H E R S !
Here’s your chance to bring your ideas to life in the classroom with a FLAG Creative
Teacher Mini Grant!
The purpose of these grants is to recognize and assist FLAG members in develop-
ing and implementing creative classroom projects. Each mini-grant applicant
must be a FLAG member in good standing at the time of application submission.
The maximum amount awarded will be $500 for each teacher.
The selection criteria include creativity, innovation, benefits to students, and ex-
pected educational outcomes of the project.
Complete the application form at http://www.flagifted.org/annual-awards/
classroom-mini-grants/
and submit no later than December 19, 2014!
The grants will be awarded in the spring of 2015.
Recipients will be recognized at the 2015 FLAG annual conference.
Recipients will need to provide receipts, a grant report, and photos to FLAG at the
completion of the project.
Page 10 V O L U M E 2 , I S S U E 2
R E G I O N I V : A N N U A L M E E T I N G
Photo: Martha Kesler, Terri Pope-Hellmund, Dr. Gillian Eriksson, Dr. Lianne Hoogeveen, Dr. Carole Ruth Harris
Nearly 100 gifted advocates gathered to share trends, technology, and best practices while joining renowned international
researchers at a special engagement. FLAG, in partnership with University of Central Florida’s Faculty Advocates for Gifted
Education (ADAGE), hosted the annual Region IV conference at the Morgridge International Reading Center on the UCF
campus Saturday, March 15, 2014.
KEYNOTE SPEAKERS:
Dr. Lianne Hoogeveen is a developmental psychologist and head of the Center for the
Study of Giftedness (CBO) at Radboud University Nijmegen, the Netherlands.
She is a board member of the ‘Internationales Centrum für Begabungsforschung (ICBF)
(Westfälische Wilhelms-Universität Münster, Germany) and member of the Executive
Committee of the European Council for High Ability (ECHA). She teaches at Radboud
University and is a guest teacher at other universities, in and outside the Netherlands. She
is involved in post-academic education for psychologists and teachers and in individual
counseling of gifted children, youngsters and adults. She conducts research on giftedness
and education, specifically academic acceleration. Concerning research and education, she
cooperates with colleagues of other universities around the world.
Dr. Carole Ruth Harris is the Director of G.A.T.E.S. Research and Evaluation.
She holds a Doctorate in gifted Education from Columbia University, Formerly Associate
in Education in International Education at Harvard University and researcher on the Hol-
lingworth Longitudinal Study at Teachers College, Columbia University. She has taught
education of the gifted at University of Hawaii and international education of the gifted,
creativity, and qualitative research methods at University of Massachusetts-Lowell. Dr.
Harris is the author of more than 60 articles and book chapters and has given more than 170
lectures and workshops for teachers and educators at nationally and internationally. She is a
Continued on page 13
By: Terri Pope-Hellmund
Page 11 V O L U M E 2 , I S S U E 2
recipient of the Gowan Award from the National Association for Gifted Children and a Fellow of the American Association
for Educational Research. Recent publications include Fostering Creativity in Children, K-8: Theory and Practice, with M.
Lynch (Allyn & Bacon), and The Fragility of the Faceted Child: Gifted, Culturally Conflicted, Isolated. In Eriksson, G. &
Wallace, B. (Eds.). Diversity in gifted education: International perspectives on global issues (Routledge), and Applied Practice
for Educators of Gifted and Able Learners (Routledge) with H. Vidergor.
Dr. Gillian Eriksson, (Gifted Education
Program, School of Teaching, Learn-
ing and Leadership, UCF), started off
the day with, “Lessons from the Best:
How top scoring countries meet the
needs of their gifted students”. She
presented research on three countries
that outperform the USA in educational
ranking and how they treat the status of
education as a profession and invest-
ment in teaching the gifted. Dr. Eriks-
son discussed South Korea, Finland,
and New Zealand; all rated top per-
forming countries in achievement lev-
els for reading, science, and math. Who
decides how “best” is defined? From
the task oriented approach in South
Korea where the student success means
family success, to non-graded elemen-
tary education in Finland, and then the
rich multicultural extended family ap-
proach found in New Zealand, the key
seems to be a strong focus on the pro-
gress of the individual. One significant
difference between the USA and each
of these countries is the status placed
on the educational profession which is
much higher in these top performing
countries, some comparing the role of
the teacher to doctors and lawyers.
Recommended readings included Wal-
lace, B; Eriksson G., (2006), Diversity
in Gifted Education: International per-
spectives on global issues; Abboud, S.;
Kim, J., (2005), Top of the Class: How
Asian Parents Raise High Achievers—
and How You Can Too; White, S.,
(2012), Designing Defensible Class-
room Programs For Gifted Secondary
School Learners: A Handbook for
Teachers.
Dr. Lianne Hoogeveen, Director CBO
(Center for Research in High-Ability
Studies), Radboud University Nijme-
gen, The Netherlands, delivered the
morning keynote. She presented,
“Critical Issues Impacting Education of
high Ability Students: Lessons from
Europe” as her topic. Dr. Hoogeveen
told of the formation of the European
Council for High Ability (ECHA) that
had been generated by an overwhelm-
ing demand for coordination from
most European countries, both West
and East. The major goal of ECHA is
to act as a communications network to
promote the exchange of information
among people interested in high abil-
ity – educators, researchers, psycholo-
gists, parents and the highly able
themselves. As the ECHA network
grows, provision for highly able peo-
ple improves and these improvements
are beneficial to all members of socie-
ty. The 14th International ECHA Con-
ference will be held in Ljubljana, Slo-
venia September 17-20, 2014. To see
a clip of the 2012 conference, follow
this link: http://www.youtube.com/
watch?v=WY9sOSonPoY.
Dr. Hoogeveen spoke of the im-
portance of the teacher in the success
of the gifted student’s future. Be it the
autonomous student, the creative stu-
dent, the successful one or the one
who goes underground or is at risk,
even the multi-exceptional student
depends on a teacher as a critical
guide to a successful path. Suggested
reading includes Wolfensberger, M.
(2008), Six Habits of Highly Inspiring
Honours Teachers.
The afternoon keynote was delivered
by Dr. Carole Ruth Harris, Director,
Gifted and Talented Education Ser-
vices (GATES) Research. Dr. Harris
presented, “Viewing Giftedness as a
Cultural Prism.” She emphasized the
importance of culturally responsive
teachers and how they are critical to
opening doors for culturally diverse
and multilingual gifted students.
These students who consistently use
higher-order thinking in their native
language and who are occupied with
learning a new language and new sets
of cultural values and norms, lack the
experience to negotiate learning trajec-
tories in another language, culture, be-
lief system or artistic expression. This
duality enforces mental borders and
erects barriers to reciprocity. Teachers
need to interweave daily, common lin-
guistic expression to classroom instruc-
tion and utilize the broader linguistic
understanding including gestures and
cultural nuances. With the increased
mobility of populations, gifted students
experience a decrease in locus of con-
trol in a new educational system while
balancing the attributes and characteris-
tics of giftedness that set them apart
from other students. Understanding
giftedness requires a derivative view of
the way in which individual characteris-
tics are perceived, defined, and encour-
aged within multiple dualities. Dr. Har-
ris provided 15 suggested guidelines for
teachers in her presentation. A few are
listed below.
1. Be attentive to ability that is hidden
in the language of the classroom
but emerges in the native language.
2. Define giftedness in terms of the
sending as well as the receiving
culture.
3. Be sensitive to issues of locus of
control, self-esteem, and cultural
self-image.
4. Cultivate empathetic understanding
with frequent personal communica-
tion.
5. Encourage socialization and under-
standing through participation in
extra-curricular activities that pro-
mote understanding and tolerance
such as sport and the arts. ■
Visit our website: http://www.flagifted.org
F L A G A N A F F I L I A T E O F
T H E L A S T W O R D : F A L L S H O U T O U T S
V O L U M E 2 , I S S U E 2 Page 12
Shout out to Katie Owens for documenting the entire 2014 “Growing Creative Learners in Florida” Annual Gifted Confer-
ence as our official photographer! —Stephanie Georgiades
Shout out to Herman Cardona for creating and facilitating FLAG’s digital conference presentation. —Stephanie Georgiades
Shout out to Pam Cebula, Terri Pope-Hellmund, Mary-Margaret Enfinger, Christie Ray, Lynn Albinson, Dianne Az-
zarelli, Dr. Bess Wilson, Dr. Joyce Burick-Swarzman, and Cathy Hooper for all of the work you did leading up to
and on the day of the conference. Your efforts paid off in a grand way. —-Stephanie Georgiades
Shout out to FLAG Board of Director members Dr. Cheryll Adams, Dr. Christine Weber, Dr. Bess Wilson, Christie Ray,
Cathy Hooper, Terri Pope-Hellmund, and Irene Benfatti for shar ing your exper tise and time as presenter s at the
conference. —Stephanie Georgiades
Shout out to Brian Housand for inspiring us to celebrate the GEEK in all students, and for presenting multiple outstanding
educational session throughout the conference. —Stephanie Georgiades
Shout out to Julie Williams for representing Hillsborough County’s gifted students by providing beautiful entertainment at
the conference though her musical talents.