Cabarrus County Schools, in compliance with the North Carolina Academically or Intellectually Gifted State Standards, offers local training to classroom teachers working with gifted students. This training, the Gifted Local Endorsement for Educators (GLEE), is not comparable to AIG state licensure and is non-transferrable to other school districts. The GLEE program is facilitated by professional gifted educators, and promotes basic understanding of the characteristics and social-emotional needs of gifted students, as well as the implementation of differentiated content and instructional strategies for advanced learners.

Upon successful completion of the GLEE program, participants will earn 3 CEUs(1.0 literacy, 1.0 digital, 1.0 AIG) and a CCS Gifted Local Endorsement certificate. The goal of this endorsement course is for teachers to feel more effective in working with cluster groups of gifted learners in the classroom setting, and to develop a clear understanding of best practices for teaching gifted students.

GLEE Cohort Requirements

  • GLEE participation takes place during one school year from September through April. All tasks must be completed in full for participants to receive the Endorsement and CEUs.
  • Participants will attend two whole group meetings with GLEE cohort participants and facilitators.
  • Participants will meet with the AIG specialist(s) at their local school site by the end of each month to discuss the monthly activities, present any questions, and turn in finalized tasks for the month.
  • Participants will complete a GLEE Notebook final product as evidence of completed course work and submit to the GLEE facilitators for review.
  • Participants will borrow and return 3 course texts: A Parent’s Guide to Gifted Children, Mindsets in the Classroom, and Teaching Gifted Kids in Today’s Classroom.

Gifted Local Endorsement Topic Overview

Some of the general topics that will be covered throughout GLEE course units and tasks include:

  • Social and emotional needs of gifted learners (perfectionism, underachievement, overexcitabilities, etc)
  • Dual-exceptional gifted learners and underserved gifted populations
  • Thinking like a gifted child
  • Content and Product differentiation
  • Tiered Instruction and Rigor
  • Growth Mindset, Learning Styles, and Multiple Intelligences
  • Technology and Project Based Learning for gifted learners