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Early identification of gifted children, including those twice-exceptional, allows schools and parents to support these children’s needs, but little is known about this early identification process and the role parents and teachers play. Parents of gifted children completed a survey which looked at what age their child was tested and identified, whether or not the parent suspected that the child was gifted, who referred the child for testing, and whether or not their child was twice-exceptional. Schools tested, identified, and started services for gifted children in the early elementary grades, usually between 5 and 6 years of age. Most parents identified giftedness in their children by age 2. Parents were also the most frequent person to refer their child for testing, although teachers also placed a strong role. Twice-exceptional children did not differ significantly from gifted children on any of these measures. Implication for further study are included.

The “highly qualified teacher” requirement of No Child Left Behind has put pressure on rural school districts to recruit and retain highly qualified regular and special education teachers. If necessary, they may utilize uncertified, rural teachers with provisional certification; however, these teachers may find completing the necessary certification difficult due to time, distance, and geographic barriers. The University of Nebraska at Kearney has been able to address this need by: (1) creating access to the university’s certification program, (2) providing professional supports, (3) tailoring assignments, projects, and field based practicum experiences and (4) building capacity for rural teachers who have completed certification to mentor others in their regions.

Hierarchical leadership models are not well matched to the early childhood field, which is a complex, diverse system where early childhood educators serve in multiple dynamic roles. Distributed leadership, which involves collaboration, inclusive engagement, and shared problem-solving, typifies efforts of leaders who advocate and work toward systemic change. This chapter explains how early childhood teacher educators used distributed leadership to push for statewide changes that removed barriers to degree completion for early childhood educators. In Phase 1, educators used a shared set of competencies and a common course system to improve articulation agreements between two- and four-year colleges. In Phase 2, educators expanded, revised, and delineated core competencies from national standards (NAEYC, CEC, DEC) to inform state endorsements. In Phase 3, educators built an inclusive, formal network to lay a foundation for a statewide articulation agreement system that will incorporate the Power to Profession's unified framework and standards.

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