| Field Qualifications | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 |
| She/he has theoretical and applied knowledge at the expert level about the education of gifted and talented children. She/he develops and deepens this knowledge. | 3 | 3 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 1 | 2 | 1 | 2 | 2 | 1 | 0 | 1 | 1 |
| She/he fictionalizes an issue independently, develops solutions, solves, evaluates results, and applies when necessary in the field. | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 1 | 1 | 3 | 1 | 1 | 3 | 1 | 1 | 3 | 1 |
| She/he develops new strategic methods and finds solutions by taking responsibility when she/he faces uncalculated situations during the applications in her/his field. | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 3 | 0 | 0 | 0 | 1 | 1 | 0 | 0 |
| She/he participates in group activities or leads them. | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 |
| She/he is critical about the knowledge of her/his field and directs learning. | 2 | 2 | 2 | 0 | 1 | 1 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 2 | 0 | 0 | 0 |
| She/he carries out studies in her/his field within the scope of lifelong learning. | 0 | 3 | 0 | 3 | 3 | 0 | 3 | 1 | 0 | 1 | 1 | 1 | 1 | 0 | 0 | 1 | 0 | 0 | 1 | 1 | 1 | 1 | 0 |
| She/he presents the developments and her/his studies in his/her field written, orally, or visually in a systematic way to the people in and out of her/his field. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 0 | 0 | 1 | 0 | 1 | 3 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 |
| She/he examines social relationships and norms that direct these relationships in professional environments in a critical way and becomes a leader to develop and change these if necessary. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 3 | 1 |
| She/he establishes written and spoken communication, at least, at the B2 level of CEFR using a foreign language. | 2 | 2 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 1 | 0 |
| She/he disseminates her/his knowledge in the field at the national/international level orally and in writing. | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 0 | 1 | 1 | 0 | 3 | 3 | 1 | 0 | 0 | 3 | 3 | 1 | 1 | 1 |
| She/he uses both field-specific software, and advanced informational and communication technologies together. | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 1 | 0 | 2 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 |
| She/he comments about strategy, policy, and application plans, develops these plans, and evaluates the results with the scope of quality processes. | 3 | 3 | 3 | 2 | 3 | 3 | 2 | 0 | 1 | 0 | 2 | 1 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 |
| She/he controls the stages of the collection, interpretation, and announcement of data based on social, scientific, and ethical values, and teaches these values. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 3 | 3 | 2 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 0 |
| She/he applies the knowledge and skills gained from the field in interdisciplinary studies. | 0 | 0 | 3 | 0 | 0 | 0 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 3 |
| She evaluates current developments based on national values and the realities of the country. | 0 | 0 | 1 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 3 | 0 | 0 | 0 |
| She/he develops strategy, policy, and application plans, develops these plans, and evaluates the results with the scope of quality processes. | 0 | 0 | 1 | 0 | 0 | 3 | 3 | 0 | 0 | 0 | 1 | 3 | 0 | 0 | 0 | 3 | 0 | 0 | 0 | 3 | 0 | 0 | 0 |
| She/he uses the theoretical and applied knowledge at the expert level, which has been learned in her/his field, to develop and deepen this knowledge. | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 0 | 1 | 1 |
| \nShe/he forms new knowledge by integrating her/his field knowledge with that is from other disciplines functionally. | 2 | 2 | 3 | 0 | 0 | 0 | 0 | 3 | 2 | 2 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 2 | 0 | 0 | 2 |
| She/he suggests solutions for issues that require specialty by using quantitative and qualitative research methods. | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 0 | 0 | 0 | 1 | 1 | 1 | 3 | 2 | 2 | 2 | 0 | 0 | 1 | 1 | 0 | 0 |
| She/he discusses interdisciplinary data related to her/his data. | 3 | 3 | 2 | 2 | 2 | 1 | 3 | 3 | 2 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 0 | 1 | 2 | 1 | 0 | 0 | 3 |
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