(McGraw-Hill, 1985) and Educational Renaissance(St. Martins’ Press,
1991) and is a curriculum developer for schools of the future. She was the
project designer and director in NCDPI for the Lincoln School of Tech-
nology and the DownEast Instructional Telecommunications Network
from 1985 to 1989. Gayle holds a BA in English (magna cum laude) and
an MA in education from Western Carolina University. She has been a
teacher, a media specialist, and a principal. She has presented more than
2,000 keynote addresses and seminars to business and education leaders
about curriculum and education for the future.
Emilie Hardis the principal of Glacier Park Elementary School (GPES),
which serves more than 900 students in the Tahoma School District in
Maple Valley, Washington. She became principal at GPES in 2000 and
is one of the main authors of the elementary curriculum units. She coau-
thored an integrated curriculum for the district with thinking skills and
thinking habits at its core. She supports this curriculum by providing
demonstration lessons, teacher inservice training, and instructional coach-
ing through her role as principal. Hard has more than 20 years of elemen-
tary teaching experience in Oregon, Washington, and Alaska. She has also
served on the Washington State Math Advisory Committee and was a
member of the state’s Classroom-Based Assessment Committee. She can
be reached at the Tahoma School District Office, 23700 SE 280th St.,
Maple Valley, WA 98038; phone: 425-432-7294; fax: 425-432-6795; e-mail:
[email protected].
Mary “Valorie” P. Hargettwas the state consultant for academically or
intellectually gifted programs in the North Carolina Department of Pub-
lic Instruction and a former systemwide staff developer, literacy specialist,
talent development program specialist, curriculum writer, and education
consultant specializing in the most up-to-date theories and practices. As
the state consultant for gifted programs she is responsible for (1) program
designs, implementation, and reviews; (2) facilitation of rigorous and chal-
lenging K–12 curricula; (3) advocacy for underserved populations in K–12
for honors and gifted classes; (4) professional development expertise in
best instructional practices that promote student achievement and growth;
and (5) licensure policies and development in gifted education. She was
About the Editors and Other Contributors 419