Differentiating Instruction Professional Development

“This differentiated instruction is difficult, frustrating, and time consuming – and I would never go back to teaching the old way!”

Most schools and teachers cannot produce the kind of learning demanded by the new reforms – not because they do not want to, but because they do not know how, and the systems in which they work do not support them in doing so. (p.8). Doing What Matters Most: Investing in Quality Teaching (Darling-Hammond, 1997).

Characteristics of Effective Staff Development on Differentiation  Common Vocabulary  Teacher Readiness  Focused on Grade Level and Subject Area  Inclusion of School Leadership  High-Quality Curriculum and Instruction  Transfer Knowledge, Understanding and Skill into classroom  Consistent and Aligned with District Differentiation Goals  Recognize Teacher Efforts

Common Vocabulary Related to Differentiation  Same basic vocabulary and core understanding.  Common set of material and concepts

Teacher Readiness, Interest and Preferred Learning Modes  Address teachers’ current comfort level  Activities for multiple learning profiles, different ways of accessing materials and alternative learning activity  To differentiate staff development is to practice what we preach

Focused on Grade Level and Subject Area  Accommodate the needs and perceptions of both primary grade and high school teachers  Honor teachers craft by creating staff development tailored to their grade level or subject area  Brings the classroom to life, identifies their own questions and needs, encourages implementation

Inclusion of School Leadership  Leadership to increase expertise to support and assess teachers’ growth  Leaders must emulate district vocabulary, be able to identify what it looks like, and understand the process in which teachers hone their skills.  Think holistically: Include media specialists, technology specialist, guidance counselors and social workers

High-Quality Curriculum and Instruction  Rich, important and meaningful  Identify and communicate what best- practice curriculum and instruction looks like  Learn to differentiate it.  Begin with high-quality student work and then differentiate it.

Transfer Knowledge, Understanding and Skill into classroom  Teachers should plan to use what they are learning in their classrooms  Assess the effectiveness of what is implemented  Select new opportunities based on the logical next step of their professional growth  Collaboration throughout the phases (study groups, peer coaching, co-teaching, guided curriculum development and guided observations) (study groups, peer coaching, co-teaching, guided curriculum development and guided observations)

Consistent and Aligned with District Differentiation Goals  Staff development should consistently help teachers learn new ways to attend to student needs, see additional examples of how it can be utilized, and understand the connection with high quality instruction.

Recognize Teacher Efforts  Provide support to teachers Release time Release time Financial Support Financial Support Tuition Reimbursement Tuition Reimbursement Recognition Recognition

Content of Staff Development  Approach with varied levels of complexity  Varying teacher proficiency  Inline with District evolution Basic-Level Staff Development Basic-Level Staff Development Mid-Level Proficiency Mid-Level Proficiency Advanced Levels of Proficiency Advanced Levels of Proficiency

Basic-Level Staff Development An Overview  Involve all staff members  Common understanding of district or school goals  Shared vocabulary and instructional principals  Understanding of the Rationale Strategies  Presentations  Hands-on workshops  Classroom visits  Coaching  Consultation Page 83

Mid-Level Proficiency  Sense of comfort and competence with planning and managing deal with more complex approaches  Guided work time  Hands on application  Additional readings on relevant topics to teacher need and interest  Ongoing classroom visits  Consultation with specials in varying areas of student need Page 84

Advanced Levels of Proficiency  Teachers who are comfortable with basic routines of differentiation who comfortably use a number of instructional strategies to differentiate content, process and product are ready to explore in greater depth  Guided workshops  Advanced reading  Opportunities for collaboration with peers and specialists  Work with proficient teachers to develop differentiated curriculum  Multi-part sessions or an extended session on a single topic. Page 85

Extended Study  Administrators and teachers will become In- house experts for turnkey training  Developing differentiate curriculum and assisting in the implementation of differentiated instruction on a school wide system basis.  Teams working together  Attendance at national and state conferences  Extended coursework  Cross school collegiality