differentiating instruction professional development
TRANSCRIPT
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)
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 Financial Support Tuition Reimbursement Recognition
Content of Staff Development
Approach with varied levels of complexity Varying teacher proficiency Inline with District evolution
Basic-Level Staff Development Mid-Level 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
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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
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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.
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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