Our Beliefs
Beliefs and Parameters
Drawing from—and expanding upon—the Javits definition, Edina Public Schools embraces the following beliefs about gifted learners.
We believe:
- Gifted learners have the potential and/or demonstrated ability to learn, think and perform at levels which are remarkably higher than other learners of like age, experience, or environment.
- Association with gifted and talented peers stimulates learning and contributes to affective development of gifted and talented learners.
- Recognizing, developing and valuing gifts and talents decreases risk of social and emotional difficulties and/or academic underachievement.
- Gifted students often demonstrate unique learning styles.
- Gifted students may have social and emotional needs related to their giftedness.
- Early and timely identification and ongoing intervention is essential for optimum development of gifted learners.
- Giftedness knows no boundaries of socio-economic class, gender, or race.
- Gifted and talented students need a rigorous and relevant curriculum delivered in a creative, flexible and supportive instructional environment.
- Success at challenging and rigorous activities enhances self-esteem; positive self-esteem enhances learning and future success.
- The education of gifted learners is a shared responsibility among students, family, school, community and society at large.
At the heart of these beliefs is the philosophy that gifted children have abilities and needs that are well beyond the ordinary. (See About Giftedness) To meet the unique needs of gifted students, Edina Public Schools has made a commitment to:
- determine appropriate learning environments and strategies for gifted learners.
- encourage innovation and exploration.
- regularly review services to determine current effectiveness, relevance and necessary modifications.
- make decisions for gifted learners based on data and research.
- consider the needs of the gifted learners as primary in making program decisions.
- address concerns at the source.
- seek to place gifted learners with teachers who have demonstrated interest and ability to educate them.
- encourage creativity, critical thinking, independent initiative and collaborative skills.
Service Philosophy
Our student-based service includes clustering in the classroom, small group sessions with a resource teacher, special extracurricular activities and competitions, and field trips. These activities provide opportunities for gifted students to work with their intellectual peers in an engrossing and synergistic environment. Even though some activities might benefit all students, the degree to which students benefit varies greatly. We can measure how an activity benefits a child by:
- The depth of the child's participation in the activity
- What a child takes away from the activity to further develop his/her capabilities
- How the activity meets the demonstrated needs of the child
See also Service for Students.