The federal government has been making strides to make the term “appropriate” an inclusive term that recognizes and addresses the special learning needs of all students. In an effort to appropriately educate students who have been identified as “gifted,” the New Jersey State Board of Education readopted Standards and Assessment for Student Achievement in June, 2005. Gifted and talented students are defined as, “Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local school district and who require modification of their educational program if they are to achieve in accordance with their capabilities” (N.J.A.C. 6A:8, p. 6).

The purpose of this mixed methodology three-cycle research study was to enhance gifted education in Anywhere Public Schools, including standardization of the model for identification, program development, and service delivery. In doing so, I developed an understanding of the needs of all stakeholders, raised the level of awareness among our educators, and adequately prepared them to work with gifted students from diverse backgrounds. During this research project, I reflected upon my espoused leadership theories and compared them to my actual leadership practices, and initiated program changes in the gifted and talented program at Elkwood Elementary School.