professional development: differentiated instruction

Professional Development: Differentiated Instruction

Milisa Sammaciccia Ismail, MEd.

1 August 2011

“Effective teaching strategies begin with realizing that there are multiple pathways to learning. Frequent and

careful assessment aligned with observation determines the direction

taken for optimal learning. Respect for all learners takes place. Varying teaching styles within a student-centered environment maximizes

educational effectiveness.”

- Mary Rose (2008)

Differentiation in Education

Today, a teacher would be hard pressed to find a classroom that isn’t differentiated with student’s who possess a myriad learning styles. Because of this differentiation, the classroom is more multi-dynamic than ever. One of the most pressing issues for teachers today evolves from meeting the various learning styles this differentiation presents and, ensuring that each student masters the same core principles, curriculum requirements and skills they need to be successful.

An opportunity for teachers, paraprofessionals and administrators to come together through a professional learning community (PLC) to benefit from the shared knowledge and experiences is one of the best way to promote professional growth and success.

How Will We Get There?

• Through cost effective solutions, we will develop a professional learning community (PLC) to combat the declining math scores and promote learning and maximize student potential in the differentiated classroom environment. The PLC will meet once per month but the strategies and techniques applied will be monitored through formative assessments of each math unit.

• As suggested by Cramer (1996), we will use the four stage lifecycle for the implementation of development techniques: Goal identification Exploration Synthesis & Application Evaluation

Work Setting Needs?• Time for peer collaboration and PLC meeting time.

• Space for the PLC to come together in a quiet and uninterrupted environment.

• Access to quality resources, literature and information.

• The ability to modify instruction and use techniques that are beneficial to the differentiated classroom environment.

• Leadership that supports professional growth, encourages experimentation and promotes self-efficacy and collaboration.

Goals & Objectives• In September 2012, a pre-assessment will be conducted in each

math class to identify areas of strength and weakness.

• Once content gaps have been identified, our PLC will employ the detailed strategies and instructional techniques to modify and restructure lesson plans to promote growth in the differentiated environment.

• Demonstration of results will be noted through the in-class formative and summative assessments. Adjustments will be applied using techniques shared and learned through the PLC.

• Teaching staff will receive on-going and continual support, guidance and instruction through the PLC.

• By March 15th, 2012, 50% of our students will score at or above a level of “advanced” in-school developed formative assessments (prior to the administration of the State required FCAT).

• By March 15th, 2012, not more than 5% of our students will score below a level of “proficient” on in-school developed formative assessments (prior to the administration of the State required FCAT).

Strategies & Plans• A teacher leader for each grade level will be identified.

• The PLC will meet once per month for 90 minutes to review relevant material and data. Results will be discussed and collaboration encourage content knowledge sharing, assistance with problem areas, crucial feedback and new techniques will be presented.

• We will use job-embedded staff development strategies such as: Peer Coaching & Review Reflection Collaborative Planning

• The PLC will focus on: Developing a deeper understand of content Increasing teacher’s knowledge base. Provide coherence and focus to school growth & improvement

Strategies & Plans Continued…

Focus on specific needs to improve overall math scores

• The PLC will focus on the following processes: Analysis of statewide content requirements and address

them with respect to differentiated instruction. Integration of school practices and utilize available and

developing programs. Monitor the impact of new applications and practices Studying the latest research on learning and pedagogy.

• The action research strategy, we will work through (3) phases: Planning Phase Implementing Phase Analysis & Reflection Phase

Strategies & Plans Continued…

• Through the peer coaching strategy, we will: Consult, discuss & share teaching practices. Monitor each other’s classrooms through observation. Assist in maintaining a high quality of teaching. Promote collaboration and support.

• Through collaborative planning strategies we will focus on: Overall curriculum and classroom assessments. Examination of educators work and progress. “Plan use and evaluation of instructional practices”

(Collaborative Planning, 2011, para. 1). Examination of the student’s work and progress. Through information obtained, develop a mathematical

improvement plan based on the student data.

Assessment of Activities

To ensure forward progression and that the focus is maintained, we will implement the following assessments as they are related to the PLC:FeedbackFormative Assessment Data & Performance

MeasuresSurveysCoachingPeer VisitsStandardized Assessment Scores (FCAT)

Resources Requested

• Team planning templates;

• Protocols for planning and documenting PLC meetings;

• Surveys on professional learning;

• Resources to support effective use of data, the analysis of student work, and the creation of outlined assessments;

• Time allocations for teaching personnel to attend the PLC monthly meetings and to design and implement instructional techniques;

• Space allocation where meetings can be held in an environment that is quiet, comfortable, well lit and, fosters collaboration;

• “Technology will enable teachers and administrators…to share ideas, strategies, and tools with one another in ways that will dramatically increase the number of collaborative links among [the participants]” (Abdal-Haqq, 1996).

Session Areas To Be Addressed• Planning

Long-range planning Short-range planning Planning, development and use of assessments

• Instruction Establishing and maintaining high expectations for learners Using instructional strategies to facilitate learning Providing content for learners Monitoring and enhancing learning

• Classroom Environment Maintaining an environment that promotes learning Maintaining the classroom

• Professionalism Fulfilling professional responsibilities

September Session• Intro: Introductions and an overview of the established goals, objectives and

key elements of the PLC will be reviewed and discussed. Short and long term goals are introduced and discussed.

• Handout(s): What are the current development opportunities and resources available? A compiled list will be distributed along with contact information of the PLC participants. Academic standards handout will be distributed for review. Review of additional relevant literature.

• Feedback: What barriers are in place that may be impeding my progress in skill acquisition and/or in the instructional environment? Open forum.

• Data: Team leaders will present the results from the review of 2011 FCAT assessment data.

• Improvement Area(s): Areas of strength and weakness will be identified and preliminary suggestions will be gathered.

• Skills & Techniques: We will provide a sample pre-assessments that grade level focused. Submission of data will be to the grade level team leader (2) weeks prior to next session. Techniques on adjusting the instruction in the differentiated classroom will be discussed.

• Collaboration: opportunities to discuss short and long term goals and share experience in differentiated instruction. Q&A opportunities.

October Session• Intro: We begin with an overview of the previous session and discuss the

results of the pre-assessment.

• Handout(s): Formative assessment samples and templates are distributed for review. Review of relevant literature.

• Feedback: What barriers are in place that may impede the administration of the unit formative assessments? Open forum.

• Data: Results from the pre-assessment submissions have been gathered and compiled for review of all PLC members. Reflection and input are encouraged.

• Improvement Area(s): Areas of strength and weakness will be identified and opportunities for mentor/coaching will be scheduled.

• Skills & Techniques: Administering the formative assessment in the differentiated classroom. Scaffolding techniques are discussed.

• Collaboration: Teacher’s will have an opportunity to discuss experience with various effective instructional tools they have previously used or would be interested in implementing in their classrooms. Q&A opportunities.

November Session• Intro: We begin with an overview of the previous session and discuss the

techniques that have been implemented and solicit feedback.

• Handout(s): an overview will be provided on peer visits and why it is beneficial to professional development. Review of relevant literature.

• Feedback: Ideas, thoughts, strengths, weaknesses and improvements are discussed. Open forum.

• Data: Review of formative assessments for the units covered and areas of marked progress will be noted.

• Improvement Area(s): Areas of strength and weakness will be identified and opportunities for peer visits will be scheduled.

• Skills & Techniques: How to review the formative assessment for areas of strength and/or weakness and, identify areas of improvement. Tiered lesson technique is demonstrated.

• Collaboration: Shared experiences with peer visits and observational opportunities are discussed. Q&A opportunities.

December Session• Intro: We begin with an overview of the previous session and discuss reactions

and observations of the peer visits.

• Handout(s): Review of relevant literature and an overview of multiple intelligences will be distributed.



• Improvement Area(s): Areas of strength and weakness will be identified and opportunities for mentoring and coaching will be scheduled.

• Skills & Techniques: How to accommodate multiple intelligences in the classroom to ensure that each individual is learning to their capacity.

• Collaboration: Experiences with use of multiple intelligences in the classroom setting will be shared. Q&A opportunities.

January Session• Intro: We begin with an overview of the previous session and discuss the

techniques that have been implemented and solicit feedback on the mentoring and coaching.

• Handout(s): Review of relevant literature and information on graphic organizers and teacher survey’s will be distributed.



• Improvement Area(s): Areas of strength and weakness will be identified and opportunities for observation of graphic organizers being used in the classroom will be scheduled.

• Skills & Techniques: How to graphic organizers in the classroom to enhance learning.

• Collaboration: Previous use of graphic organizers is shared. Q&A opportunities.

February Session• Intro: We begin with an overview of the previous session and discuss the any

graphic organizers that are being used and their results.

• Handout(s): Review of relevant literature and an overview of grouping techniques.



• Improvement Area(s): Areas of strength and weakness will be identified towards the use of grouping. When should it be used and when not.

• Skills & Techniques: How to use various forms of grouping in the classroom to enhance learning and comprehension.

• Collaboration: Previous use of grouping techniques and any positive or negative results. Q&A opportunities.

March Session• Intro: We begin with an overview of the previous session and discuss the

grouping techniques that might have been used. We will further our preparation for the FCAT in late April. Keeping motivated!

• Handout(s): Review of relevant literature. Reinforcement of content standards. Techniques to motivate student’s.


• Data: Review of formative assessments for the units covered and results of grouping techniques.

• Improvement Area(s): Areas of strength will be identified towards motivation and the benefits overall.

• Skills & Techniques: How to keep your students motivated in the learning environment.

• Collaboration: Shared discussion of motivational techniques. Q&A opportunities.

April Session

• Intro: We begin with an overview of the previous session and discuss the techniques we used to motivate our students and the results. The summative assessments and how they reflect progress.

• Handout(s): Review of relevant literature and the summative assessment.



• Improvement Area(s): We will demonstrate how the summative assessment can be a useful tool in providing a good indication of the results on the FCAT.

• Skills & Techniques: The summative assessment and how to wrap it all up.

• Collaboration: Discussions and technique sharing on the summative assessment and ways to keep students motivated for the FCAT. Q&A opportunities.

“While the improvement of instruction can occur through training, coaching, critical friends groups, study groups,

and other reflective processes, one of the most obvious and direct ways to improve teaching is to have teachers

continuously work with others to improve the quality of their lessons and

examine student work to determine whether those lessons are assisting all students to achieve at high levels” (p.

97).

- Dennis Sparks (2002)

RESOURCES

Abdal-Haqq, I. (1996). Making time for teacher professional development. Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education. (ERIC Document Reproduction Service No. ED 400 259). Retrieved from http://www.ed.gov/databases/ERIC_Digests/ed400259.html

Collaborative Planning. (2011). Association for supervision and curriculum development (ASCD). Retrieved 27 July 2011, from http://webserver3.ascd.org/ossd/collaborativeplanning.html

Cramer, G. (1996). Teacher study groups for professional development. Fastback 406. ERIC, Retrieved from http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?nfpb=true&_&ERICExtSearch_SearchValue_0=ED406371&ERICExtSearch_SearchType_0=no&accno=ED406371 DOI: ED406371

http://www.ed.gov/databases/ERIC_Digests/ed400259.html

RESOURCES CONTINUED…

Rose, M. (2008). Differentiation. Teacher Scholastic, 1(3). Retrieved from http://www.eht.k12.nj.us/~jonesj/differentiated%20instruction/Newsletter%203%20proofed.pdf

South Carolina State Department of Education, (2011). Competence-building professional growth and development Retrieved from http://www.scteachers.org/adept/pgd.cfm

Sparks, D. (2002). Designing powerful professional development for teachers and principals. Retrieved from http://www.learningforward.org/news/sparksbook/sparksbook.pdf

State of New Jersey Department of Education, (2011). A guidance document for the district professional development plan NJ: Retrieved from http://www.state.nj.us/education/profdev/pd/teacher/pdguidance_district.pdf