Section 92-3-006 - PREPARATION OF PROFESSIONAL STAFF (as suggested by the Nebraska Department of Education)006.01 Learners with high ability deserve to be served by professionals who have specialized preparation, expertise in content and instructional methods, involvement in ongoing development, and portray exemplary personal and professional traits.006.02 The director/supervisor/coordinator of a local district program for learners with high ability and the teachers whose primary responsibility is working with learners with high ability should have, or be working toward, an endorsement in Gifted Education.006.03 The recommendations of 006.02 should not apply to the director/supervisor/ coordinator of a program for learners with high ability or the teacher whose primary responsibility is working with learners with high ability if such a person has held a similar position for a period of two years or more. However, this individual should show to the local district administrator evidence of continued involvement in professional growth programs in the field of Gifted Education.006.04 All teachers and administrators in the school district should be aware of the district-wide plan for learners with high ability, and have an understanding of the characteristics of such students. Teachers who provide instruction and services that are part of the program for high ability students should be able to design and implement classroom experiences which utilize differentiation of curriculum and instruction, and be able to assess the work and progress of learners with high ability.006.04A. This knowledge base could be attained by: completion of at least one college-level course in Gifted Education or by involvement in at least ten (10) clock hours of information concerning learners with high ability within a college course.006.04B. Or, by providing inservice training to administrative and teaching staff members to help them have an understanding of the characteristics of learners with high ability, be able to design and implement classroom experiences that utilize differentiation of curriculum and instruction, and be able to assess the work and progress of such learners.92 Neb. Admin. Code, ch. 3, § 006