Much of the research about teachers focuses on ""those who can't/don't/aren't good"" in the classroom. However, teachers who are gifted and talented exist, but there has been little attention to date on the characteristics and practices of such teachers in the classroom. While few, the examples of research on positive teacher attributes include work on the ""expert,"" ""authentic,"" and ""creative,"" as well as examples of research on eminent adults. Identifying, Describing, and Developing Teachers Who Are Gifted and Talented is an essential reference source that discusses behaviors and traits in teachers who are considered gifted and talented as well as case studies on the identification and preparation of teachers who fall into this category. Featuring research on topics such as creative innovation, emotional intelligence, and skill development, this book is ideally designed for educators, administrators, researchers, and academicians.

New material in this text takes into account all the changes in practice in the past 8-9 years, such as collaboration with the special education community to ensure that students with disabilities have access to gifted education services, a focus on diversity, the efforts schools should be making to ensure that underrepresented student populations are screened for gifted education, and how technology has increased opportunities for gifted students, especially in rural communities. The whole book describes a change in focus based on the revised gifted programming standards, which are no longer written as inputs ("do XYZ in the area of curriculum planning") but are now written to be student-outcome oriented ("students need to be able to do ABC").