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POSITION PROPERTIES

Position Title

Teacher - K-12 Gifted Education

Schedule / Grade

Teacher

Job Code

xxTEACH153

FLSA

Exempt

Calendar

TTeacher

Benefits

Eligible (Retirees not benefit eligible)

Contract Type

Teacher

Bargaining Unit

None

Revised Date

02/23/2026

PURPOSE

The K-12 Gifted Teacher is responsible for designing, coordinating, and supporting a comprehensive program that meets the academic, social, and emotional needs of gifted and high-potential students across all grade levels, ensuring equitable identification practices and access to services. This role collaborates with teachers, administrators, and families to promote differentiated instruction, develop enrichment and advanced learning opportunities, and foster critical thinking, creativity, and agency in students. This position also provides professional development and coaching to staff, monitors student progress, evaluates program effectiveness, and ensures compliance with state and district guidelines, with the overall goal of creating an inclusive environment where gifted learners are recognized, challenged, and supported to reach their full potential.

ESSENTIAL RESPONSIBILITIES AND DUTIES

• Identify students for gifted services using multiple criteria, including standardized assessments,
performance data, observations, and culturally responsive screening measures.
• Develop, implement, and continuously refine individualized learning plans that address advanced academic
needs as well as social-emotional development.
• Design and deliver differentiated instruction that incorporates depth, complexity, acceleration, and
abstraction to meet the varied readiness levels, interests, and learning profiles of gifted learners.
• Develop and implement innovative instructional approaches (e.g., inquiry-based learning, problem-based
learning, design thinking, and independent study) that promote critical thinking, creativity, and authentic
application of knowledge.
• Individualize learning experiences to support the "whole child," including intellectual, emotional, social, and
creative development.
• Provide explicit instruction and support in intrapersonal skills, such as self-awareness, self-regulation, goal
setting, resilience, and coping with perfectionism or asynchronous development.
• Provide explicit instruction and support in interpersonal skills, including collaboration, communication,
leadership, empathy, and navigating peer relationships.
• Facilitate opportunities for student voice and choice, empowering gifted learners to take ownership of their
learning through goal setting, reflection, and self-directed projects.
• Collaborate with classroom teachers to embed differentiated strategies into core instruction, including
flexible grouping, tiered assignments, curriculum compacting, and enrichment extensions.
• Model and co-teach lessons that demonstrate effective differentiation and gifted education strategies within
general education classrooms.
• Use ongoing formative and summative assessment data to adjust instruction and ensure appropriate levels
of challenge and growth.
• Promote equitable practices in gifted education by implementing strategies to identify and serve historically
underrepresented populations.
• Integrate social-emotional learning into academic programming, recognizing the unique affective needs of
gifted students.
• Support the development of executive functioning skills, including organization, time management, task initiation, and sustained attention.
• Provide enrichment and extension opportunities that connect learning to real-world issues, interdisciplinary
themes, and student interests.
• Guide students in advanced research skills, including inquiry design, evaluation of sources, synthesis of
information, and presentation of findings.
• Coordinate mentorships, competitions, and extracurricular opportunities that extend learning beyond the
classroom.
• Provide professional learning and coaching to staff on gifted education best practices, including
differentiation, culturally responsive teaching, and supporting twice-exceptional (2e) students.
• Communicate regularly with families to support understanding of gifted characteristics, programming
options, and strategies for supporting students at home.
• Maintain compliance with district, state, and federal guidelines, including documentation, reporting, and
program evaluation.
• Participate in building and district teams to support continuous improvement of gifted programming.
• Stay current with research-based practices and emerging trends in gifted education and apply them to
program development.

• Perform other duties as assigned by building and district administrators.

Perform other duties as necessary to support the mission and vision of Columbia Public School District.

DISTRICT EXPECTATIONS

All employees of the District are expected to adhere to the policies and regulations of the Board of Education, maintain appropriate certification and competencies necessary for the position, and demonstrate the values of the district at all times. For information on polices, regulations and values, visit http://www.cpsk12.org.

REPORTING RELATIONSHIPS

Reports To:       Director K-12 Gifted

Supervises:      Students

QUALIFICATIONS

Minimum:

• Valid Missouri teaching certificate in an appropriate content or grade-level area
• Missouri K–12 Gifted Education certification (or eligibility to obtain), as required by DESE for educators
providing gifted services
• Completion of state-approved coursework in gifted education (typically including specialized training in
identification, curriculum, and instruction for gifted learners)
• Demonstrated knowledge of gifted learner characteristics, including academic, social, and emotional needs
• Understanding of equitable identification practices and use of multiple data sources for gifted screening
and placement
• Ability to design and support differentiated curriculum, enrichment, and acceleration opportunities aligned
with Missouri standards
• Strong collaboration and communication skills to work effectively with teachers, administrators, families,
and students
• Knowledge of DESE Gifted Education Program Guidelines and compliance expectations for state-approved
programs

Preferred:

• Missouri K–12 Gifted Education certification or advanced coursework in gifted education
• Master’s degree in gifted education, curriculum and instruction, educational leadership, or a related field
• Experience working with gifted and high-potential students across multiple grade levels
• Demonstrated expertise in differentiated instruction, curriculum compacting, enrichment models, and
acceleration practices
• Strong understanding of the academic, social, and emotional characteristics of gifted learners
• Experience with equitable identification processes, including the use of multiple data points and culturally
responsive practices
• Proven ability to design, implement, and evaluate gifted programming aligned with state guidelines
• Experience providing professional development, instructional coaching, or leadership to support teachers of
gifted learners
• Familiarity with Missouri DESE Gifted Education Program Guidelines and compliance requirements
• Strong collaboration, communication, and organizational skills to effectively partner with staff, students,
and families

The ideal candidate is a passionate and student-centered educator with a strong foundation in gifted education and a commitment to meeting the diverse academic, social, and emotional needs of advanced learners. They bring expertise in differentiated instruction, enrichment, and acceleration, along with a deep understanding of equitable identification practices. This individual is adept at building relationships with students, families, and colleagues. They are a flexible and collaborative leader who effectively partners with teachers, administrators, and families to enhance learning opportunities and build capacity across the district. The ideal candidate is also a skilled communicator and problem-solver, capable of designing innovative programming, analyzing student data to inform decisions, and providing meaningful professional development. They demonstrate a commitment to continuous improvement, stay current with best practices in gifted education, and work to ensure all high-potential students are challenged, supported, and empowered to succeed.

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skills and abilities required.  Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

ADA REQUIREMENTS

Language: Have strong written and verbal communication skills; Write clear and complete lesson plans; Be able to read and interpret educational and technical journal articles and Board policies; Be able to receive inquiries and complaints and respond appropriately; Be able to make effective presentations to the Board, staff and community.

Computation:  Be able to do basic mathematic calculations and apply concepts such as fractions, percentages, ratios and proportions to practical situations

Reasoning:  Be able to define problems; collect data, verify facts, make valid conclusions and deal with abstract concept; Apply knowledge of current educational theory and instructional techniques.

Technology:  Be able to use computers and technology, including Smart Boards, to support and deliver fine arts curriculum.

Other skills and abilities:  Establish and maintain effective relationships with teachers, administrators, students, and parents; Perform multiple tasks simultaneously.

Physical Demands: Regularly required to move about, hear and speak; Must be able to travel between district facilities; Must be able to complete a moderate amount of travel for conferences and trainings.

Sensory Requirements: The position requires normal visual acuity and field of vision, hearing and speaking.

Attendance: Consistent and regular attendance is an essential function of this position; Requires frequent evening and/or weekend work related to the rehearsal and presentation of fine arts performances and events.

Conditions and Environment: The work environment is consistent with a typical office environment; however, the person holding this position will frequently visit fine arts classrooms and facilities within District schools, which may be noisy.

Prospective and current employees with disabilities are encouraged to contact human resources to discuss reasonable accommodations to perform the essential job functions.

Equal Opportunity Employer