Does a school applying to become a TDA have to have 300 students to qualify?  We are seeking schools that are around 300 students, so student population size does matter. If a school is too small, we won’t have the research size needed.  If a school is too large, we won’t have the budget to cover materials, teacher training, and other related expenses.  Size alone does not disqualify a school, but the most desirable schools are the schools that meet all of the parameters:  size (around 300), Title I status, a faculty committed to the TDA concept, and innovations that are compatible with the TDA concept.

How does TDA fit with Personalized Learning?  Talent Development Academies will focus on high level, interesting, challenging learning for all students.  Personalized learning individualizes learning more, based on student interests.  The focus on active, engaged learning for all students fits well with Personalized learning.

How will the TDA curriculum mesh with required standards for teaching/learning?  Units are begin matched with learning standards so that the link to the required content is clear to teachers.

What is the background of this project and where did the funding come from? Through funding from a Javits grant, the College of Charleston is seeking Title One Elementary schools in CCSD as partners interested in transforming their schools into  “Talent Development Academies.”

What is a Talent Development Academy? The Talent Development Academies (TDA) are schools moving towards becoming places of rigorous and high level learning where academic talent of all students is nurtured and developed, where underrepresented talented and gifted students become identifiable and perform at higher levels.

In partnership with the College of Charleston’s Faculty Partners, teachers in TDAs will learn to use curricula and strategies developed for high ability learners, whole school, with all students. The TDA’s academic foci include English/Language Arts (ELA), Mathematics, and Science and draw on curricula and strategies developed previously. The integration of these research-based curricula and effective strategies into the TDA teachers’ repertoire will be accomplished through ongoing sustained training, coaching, and support. Growth mindset and culturally responsive teaching will be woven throughout development activities. TDA teachers will become talent scouts and developers. The goal is to increase student engagement and improve student learning.

What are the benefits to selection as a TDA? The TDA project draws upon scientifically-based research of effective approaches in teaching culturally and linguistically diverse learners. These approaches integrate under the umbrella of talent development academies to create a different pathway to improved student learning and achievement. TDA activities will complement existing school environments so teachers are better equipped to provide more rigorous, challenging curriculum and instruction for high poverty learners grounded in high expectations, and academic talent development.  Benefits include

• Involvement in a different pathway to narrow the achievement gap
• Supportive Partnership and Collaboration with Faculty and CCSD Partners to supplement core academics
• Teacher Development and Training
  • Offered at varied times: Monthly, Saturday, and Summer Development
  • Rewards teachers with stipends and materials
• Use of interesting, challenging curriculum
• Student academic gains
• Growth in teachers’ ability to see and develop talent
• Increased student participation in GT programs

Who are the partners? The College of Charleston’s collaborative partners come from the Teacher Education Department and include Dr. Julie Dingle Swanson, Principal Investigator, and Faculty Partners and Co- PIs, Dr. Meta Van Sickle, Dr. Anne Gutshall, Dr. Laura Brock, and Teacher Development Director Della Jo Marshall. CCSD partners include Denise Zacherl, Karen Reed, Heather Grant, and Teacher-in-Residence, Lara Kessler. The partnership provide supports and resources for teacher training/development in summer, during and after school.

Who serves on the Talent Development Advisory Board?

• Terri Nichols, Associate Superintendent of Early Childhood/Elementary Learning Community
• Mary Runyon, Principal on Special Assignment
• Denise Zacherl, GT Coordinator
• Karen Reed, GT Teacher Coach
• Heather Grant, GT Teacher Coach
• Lara Kessler, Teacher-In-Residence
• Blondell Adams, Principal, Springfield Elementary
• Michael Griggs, Principal, Angel Oak Elementary
• Meta Van Sickle, Faculty Partner, College of Charleston
• Anne Gutshall, Faculty Partner, College of Charleston
• Dodie Marshall, Teacher Development Director
• Julie Swanson, Principal Investigator