Cabarrus County Schools
Gifted Local
Endorsement
for Educators
(GLEE)
GLEE Cohort Requirements
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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 nontransferrable 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 (1.5 is literacy credit) 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.
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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, The Gifted Kids/Teens Survival Guide,
and Teaching Gifted Kids in the Regular 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 gifted learners