For the TAG endorsement, you can choose from a variety of courses offered at Drake with up to six transfer hours. You must take at least one course from each of the four content areas:
You must have a total of 12 hours for Drake University to recommend you to the Board of Educational Examiners (BOEE). Credit hours can be obtained by attending the Iowa Talented and Gifted Conference. Below is a list of courses by content area.
You must take at least one course from the content area: Psychology of the Gifted. The following courses fulfill this requirement.
EDUC 191/291 Introduction to Gifted Education (3 credits). This comprehensive introduction to gifted education combines both theory and practice. In addition to developing an understanding of the history of gifted education and the characteristics, identification, special programs, and related law, participants will learn about instructional models, programming options, assessments, and evaluation. Practical components such as resources, beginning a program, and special programs available, as well as parent education will be addressed.
EDUC 192/292 Social-Emotional Needs of Gifted (2 credits). This course will explore social and emotional issues facing gifted and talented individuals. Current research, basic counseling techniques, and effective classroom strategies will be presented. Some topics include perfectionism, motivation, underachievement, self-esteem, gender bias, depression, stress management, and over-excitabilities.
EDUC 193/293 Creativity and Gifted (2 credits). This course is designed to be an overview of creativity to include definitions and theories of creativity, characteristics of the creative person, models of the creative process, techniques of creative thinking, metaphorical thinking, creative dramatics, tests of creativity, and developing personal creativeness.
EDUC 194/294 Special Populations of Gifted (1 credit). This course is designed to help students increase their knowledge and understanding of issues related to serving special populations of gifted learners. Some of these special populations are gifted children who are poor, twice-exceptional(2E), who live in rural areas, or who are English Language Learners (ELL). Their issues include various racial, cultural and ethnic backgrounds of gifted learners. The course addresses these students’ unique needs, gender identity concerns, programming options, identification, and learning styles.
You must take at least one course from the content area: Programming for the Gifted. The following courses fulfill this requirement.
EDUC 112/212 Challenging the Young Gifted Child (1 credit). This course is designed to develop an understanding of programming related to the education of the young gifted preschool to second grade child. Relevant research related to social emotional needs, literacy, STEM, acceleration, differentiation, and assessment will be addressed. This course is appropriate for preschool and early elementary teachers.
EDUC 195/295 Curriculum & Assessment (3 credits). This course provides an understanding of developing, selection, and implementing appropriately challenging curriculum for the gifted. A practical application includes reviewing both a curricular unit and an existing gifted program. Curriculum design areas including resources will be explored. The role of assessing student learning and best practice to implement curriculum will be addressed.
EDUC 196/296 Differentiation for the Gifted (1 credit). This course provides the specific tools and techniques to meet the needs of the gifted through adapting the curriculum. Content, process, and product differentiation will be examined as well as strategies such as pre-assessment, flexible grouping, independent study, compacting, centers, and tiered instruction. Students will learn how differentiation is effective in the regular classroom through classroom management and proper assessment.
EDUC 197/297 Gifted Learners: Literacy Strategies (2 credits). This course will examine curriculum theories and methods for teaching literacy, with a focus on meeting the needs of gifted learners. Strategies for identification, assessment, and instruction will be presented.
EDUC 198/298 Gifted Learners: Math Strategies (1 credit). This course will examine curriculum theories and methods for teaching mathematics, with a focus on meeting the needs of gifted learners. Strategies for identification, assessment, and instruction will be presented.
The following course is required to meet the requirement for the content area: Administration and Supervision of Gifted Programs.
EDUC 190/290 Administration of Gifted Programs (1 credit). This 1 hour course is designed to develop an understanding of program policy, administration and evaluation related to gifted education. Relevant research on definition, mission statements, and goals of programming will be reviewed. State policy and regulations regarding identification, programming, licensure, and funding will be addressed. Advocacy and communication, professional development and in-service design will be examined to further the development of a school program.
The following course is necessary to meet the requirement in the content area: Practicum Experience.
EDUC 110/210 Practicum in Gifted Education (1 credit). This course is designed to be a substantive field based practical experience with a population of TAG students learners in a level in which you do not have your license. It includes 8 hours of observation and “hands on” interaction with gifted students. Those licensed at the elementary level observe or work with secondary students and secondary educators observe or work with elementary students, since this is a PK-12 endorsement.
Independent studies may be taken for courses of special interest (e.g., technology, out of sequence or unavailable courses, NAGC conferences).
EDUC 130/230 Independent Study (1 – 3 credits)
EDUC 198/298 TAG Learners: Math Strategies (1 credit)
EDUC 197/297 TAG Learners: Literacy Strategies (2 credits)
Contact the TAG Endorsement Program Director, for information on independent studies. Independent studies must be approved by the Teaching and Learning Department as well as the Dean's Office prior to taking the course. They can be arranged any semester including January Term.
Students can complete the TAG endorsement as part of the MSE in Effective Teaching which is a completely online degree for teachers interested in becoming leaders in their field.
“From my research, it is evident that the TAG endorsement program in the School of Education at Drake University is well respected, flexible, and offers collaboration with educators with a wide variety of backgrounds.”
—Cara Campbell, Iowa Middle School Health Teacher
Cara Campbell has served as a health teacher in Iowa for 10 years.