In this digest the functions of an administrator in gifted and talented education are explored. Administrators are seen to have responsibilities in awareness of the students, in community, and the curriculum. Among specific tasks outlined for administrators are developing plans for continuing identification of gifted students, ensuring that instruction is differentiated, and evaluating all facets of the program. Budgeting and motivating are key functions in program development. In providing differentiated instruction, the administrator should begin with needs assessment of instructional priorities on which to base differentiation decisions. Evaluation of teacher performance should take into account such factors as pace and sequencing of instruction and the teacher's abilities in task analysis and question analysis. Administrators should be knowledgeable about state plans and regulations regarding gifted programs, promote parent participation, appreciate gifted students' special counseling needs, and advocate good inservice training for staff. (CL)