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AIG Licensure Program

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About the Program

The Barton College Teacher Education Program offers an advanced learning opportunity for teachers and post-baccalaureate students seeking licensure in the academically gifted field. Barton offers four courses which address all state and national standards required for licensure in the field of gifted education. This program is ideal for teachers, administrators, counselors, and parents seeking to better understand and serve the gifted students in our world today.

The Every Student Succeeds Act (ESSA) now mandates that school systems must include data on students achieving at the advanced level. It also mandates that systems utilizing Title II funds must include information about how they plan to improve the AIG identification and service skills of teachers and school leaders. It is, therefore, imperative for teachers and school leaders to refine their skills so they can enhance the education of the gifted and talented students in their schools.

Barton is excited to be able to help fulfill this need. Join us and be BOLD in your pursuit of excellence for all students in your system, school, and classroom.

Courses

• Introduction to Gifted Education
• Curriculum Differentiation for the Gifted
• Methods and Models in Gifted Education
• Problems and Issues in Gifted Education

(Courses must be taken in sequence.)

Cost

$318 per credit hour for the
2018 - 2019 Academic Year

Contact Us

Dr. Barbara Mize
Director of Field Experience
Professor of Education
School of Education
Hardy Center

bmize@barton.edu
800-345-4973 x6435
252-399-6435
252-399-6571 (fax)

Holly King

Dare County Schools
 

“My participation in Barton’s AIG Certification Cohort has transformed my educational career in multiple ways. First of all, the coursework provided valuable information about gifted learners, which is very important for teachers in all grade levels. Equally important, the delivery of this material was intentional, modeling instructional strategies that target the specific academic, social, and emotional needs of these students. As a result of this cohort, I lead a more student-centered learning environment where I serve as a facilitator rather than a teacher. Now, my students regularly work in flexible groups on tiered assignments, developed to reflect the rigor, relevance, and student engagement that my district expects. My success in this area has led to teacher leadership opportunities that include leading professional development, speaking at regional leadership conferences, and a new job title, none of which would have been possible without the valuable collaboration in the AIG Cohort.”