Join US for OUR
ANNUAL CONFERENCE
October 3, 2026
Keynote Speaker: Dr. Tamra Stambaugh Keynote topic: Conceptions and Misconceptions in Gifted Education: What Do We Know and Where Do We Go?
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Conference Quick Links
Online registration ends Sept 23, 2026. Walk-in registrations will be accepted at the door, but lunch is not guaranteed. Walk-in payment with credit card or check will be accepted. No Cash please.
Volunteers are needed on the day of the conference. Volunteers receive free registration. Contact OATAG's President ([email protected]) or Secretary ([email protected]) for more information. |
Dr. Tamra Stambaugh
Keynote Speaker Bio
Dr. Tamra Stambaugh is Professor and the Margo Long Endowed Chair in Gifted Education at Whitworth University. An internationally recognized scholar and leader in gifted education, her work focuses on talent development, advanced curriculum and instruction, and improving access to gifted services for students from rural and low-income backgrounds.
She is the author, co-author, or editor of numerous articles, book chapters, and award-winning curriculum programs, including the Vanderbilt PTY Curriculum and the Jacob’s Ladder Reading Comprehension Program. Her books include Serving Gifted Children in Rural Settings and Unlocking Potential: Identifying and Serving Gifted Students from Low-Income Households.
Dr. Stambaugh serves in leadership roles across state and national organizations. Current roles include governance secretary for the National Association for Gifted Children, the American Educational Research Association Gifted SIG incoming program chair, Gifted Child Quarterly Editorial Board, and the Washington Association of Educators of the Talented and Gifted board (WAETAG). Previously, she was Executive Director of Programs for Talented Youth and Associate Research Professor at Vanderbilt University. She earned her Ph.D. from the College of William & Mary and began her career as a teacher and later a coordinator of gifted education programs, before working in higher education.
Her contributions have been recognized with numerous national awards for leadership, scholarship, and service, including the NAGC Early Leader Award, NAGC Distinguished Service Award, and the Margaret The Lady Thatcher Award from the College of William and Mary. She is a frequent keynote speaker and has led educational initiatives and professional learning throughout the United States and internationally, including ongoing work in the United Arab Emirates.
Dr. Tamra Stambaugh is Professor and the Margo Long Endowed Chair in Gifted Education at Whitworth University. An internationally recognized scholar and leader in gifted education, her work focuses on talent development, advanced curriculum and instruction, and improving access to gifted services for students from rural and low-income backgrounds.
She is the author, co-author, or editor of numerous articles, book chapters, and award-winning curriculum programs, including the Vanderbilt PTY Curriculum and the Jacob’s Ladder Reading Comprehension Program. Her books include Serving Gifted Children in Rural Settings and Unlocking Potential: Identifying and Serving Gifted Students from Low-Income Households.
Dr. Stambaugh serves in leadership roles across state and national organizations. Current roles include governance secretary for the National Association for Gifted Children, the American Educational Research Association Gifted SIG incoming program chair, Gifted Child Quarterly Editorial Board, and the Washington Association of Educators of the Talented and Gifted board (WAETAG). Previously, she was Executive Director of Programs for Talented Youth and Associate Research Professor at Vanderbilt University. She earned her Ph.D. from the College of William & Mary and began her career as a teacher and later a coordinator of gifted education programs, before working in higher education.
Her contributions have been recognized with numerous national awards for leadership, scholarship, and service, including the NAGC Early Leader Award, NAGC Distinguished Service Award, and the Margaret The Lady Thatcher Award from the College of William and Mary. She is a frequent keynote speaker and has led educational initiatives and professional learning throughout the United States and internationally, including ongoing work in the United Arab Emirates.
Keynote: Conceptions and Misconceptions in Gifted Education: What Do We Know and Where Do We Go?
Synopsis: What does gifted education look like when viewed through a talent development framework? As the field evolves, we must distinguish between widely held myths and evidence-supported practices. This session explores past research alongside the shifting paradigms that are confirming or redefining how we understand, develop, and nurture talents. We will specifically examine what advanced learners need to thrive and what those who support them need to know to develop or advocate for services that enhance student learning.
Breakout #1: Three Ways to Differentiate: Add a Concept, Relationship, or Problem
Synopsis: How do we provide meaningful, advanced learning opportunities for students who have already learned grade-level content or require more challenging opportunities to thrive? Meeting the needs of advanced learners requires moving beyond "more work" to deeper work. This practical session introduces three ways teachers can apply advanced differentiation and intentionally include abstraction, complexity, and depth into standard curriculum. Models and frameworks to support differentiation will be shared with practice or modeling of strategies as time permits.
Breakout #2, for Parent/Caregivers: Developing Talent Across the Lifespan
Synopsis: How does potential transform into expertise, and what factors contribute to this trajectory? Talent development is not a static or fixed, but a dynamic, lifelong journey. Understanding how to develop and nurture talent requires a comprehensive view of how talent evolves from early childhood through adulthood, including the contributing factors that support the development of expertise and creative productivity. In this session we discuss five essential understandings for developing talent and share practical implications for caretakers, educators, and other advocates.
Synopsis: What does gifted education look like when viewed through a talent development framework? As the field evolves, we must distinguish between widely held myths and evidence-supported practices. This session explores past research alongside the shifting paradigms that are confirming or redefining how we understand, develop, and nurture talents. We will specifically examine what advanced learners need to thrive and what those who support them need to know to develop or advocate for services that enhance student learning.
Breakout #1: Three Ways to Differentiate: Add a Concept, Relationship, or Problem
Synopsis: How do we provide meaningful, advanced learning opportunities for students who have already learned grade-level content or require more challenging opportunities to thrive? Meeting the needs of advanced learners requires moving beyond "more work" to deeper work. This practical session introduces three ways teachers can apply advanced differentiation and intentionally include abstraction, complexity, and depth into standard curriculum. Models and frameworks to support differentiation will be shared with practice or modeling of strategies as time permits.
Breakout #2, for Parent/Caregivers: Developing Talent Across the Lifespan
Synopsis: How does potential transform into expertise, and what factors contribute to this trajectory? Talent development is not a static or fixed, but a dynamic, lifelong journey. Understanding how to develop and nurture talent requires a comprehensive view of how talent evolves from early childhood through adulthood, including the contributing factors that support the development of expertise and creative productivity. In this session we discuss five essential understandings for developing talent and share practical implications for caretakers, educators, and other advocates.
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