A steady increase in online instruction occurred from the 1990s to 2019, with a swift change, during the pandemic. However, during an instructional delivery change, are university instructors prepared to shift to the virtual classroom that appropriately aligns with student expectations of a meaningful online course? This is significant since student evaluations of instructor behavior are often an influential measure in the university tenure process. This current study investigated the expectations of school leaders in a graduate program as they prepare for a career in the PK-12 setting. In this study, graduate students in a school leadership program ranked the most and least important instructor behaviors in an online course. Recognizing the priorities of the PK-12 candidate provides university faculty with guidance on how to best design and implement online courses to the needs and desires of graduate students while maximizing instructor resources and meeting accreditation criteria.

Varied, and often, subjective definitions of giftedness, along with bias and reduced access are often factors leading to the identification of relatively few students of color, non-native English speakers, and students living in poverty for gifted and talented services. The policy language on gifted identification shifts across federal, state, and local levels which often creates ambiguity and results in a heavy reliance on parent and teacher referral. This paper explores barriers to equity throughout the policy landscape for children receiving gifted services and how those policies may ultimately be realized and interpreted by local educators and parents.