If differentiated instruction works for diverse student learning needs, why not apply it to teacher learning? The authors draw from real experience and PLC concepts to support the value of differentiated professional development. A practical guide for designing school or district professional development plans, this book explains a three-step model that is core to the differentiation process.
Benefits:
- Examine research on adult learning.
- Find detailed explanations of the "I Do, We Do, You Do" model of differentiated professional development.
- Learn about various teacher roles for providing collegial support.
- Gain strategies for creating time to incorporate continuous learning into the workday.
- Review examples of differentiated professional development in action.
- Read a story of one districts evolution into a PLC that uses differentiated professional development.
Contents:
Chapter 1: The Power of Differentiation
Chapter 2: Adult Learning Theory and a Three-Step Model for Differentiated Professional Development
Chapter 3: Setting Up Differentiated Job-Embedded Professional Development
Chapter 4: Demonstration and Expectations: "I Do"
Chapter 5: Approximation and Response: "We Do"
Chapter 6: Responsibility and Use: "You Do"
Chapter 7: Teacher Leaders as Mentors and Team Facilitators
Chapter 8: Time Out!
Chapter 9: Ten Principles for Principals
Chapter 10: Sharing the Journey
Linda Bowgren has 25 years of experience in education. She retired in 2008 from the Maine-Endwell Central School District in Endwell, New York, where she developed the new teacher induction program and served as the district's new teacher mentor. Today she consults with districts interested in improving literacy and professional development practices. Her focus is on differentiating instruction in professional learning to unlock the full potential of each staff member in a professional learning community. Linda has worked in private and public schools as a high school physical education teacher and coach, an elementary teacher, a literacy specialist, and a professional developer.
She has presented at many state and national conferences on literacy, instructional strategies, and professional development. Her work is driven by her firm belief in collaboration and building a culture of professionalism for all teachers.
Together with her colleague Kathryn Sever, Linda coauthored an article for NSDC titled "Shaping the Workday."
Linda received a master of science degree in literacy from Elmira College, New York.
Kathryn Sever has 35 years of experience as a public school educator in Maine and New York. She has been a classroom teacher, building administrator, and director of education. Kathy has spent the past 20 years in the Maine-Endwell Central School District in Endwell, New York, and recently retired as assistant superintendent for instruction. A true advocate of professional learning, she draws from her experience in the classroom and at the administrative level to share best practices for keeping educator growth a continuous job-embedded process. Her focus is on differentiating instruction in professional learning to unlock the full potential of each staff member in a professional learning community.
Kathy encourages a "grow your own" approach through her work with schools and districts. Her workshops, trainings, and presentations provide administrators with practical plans for professional development. Kathy has presented at several local, state, and national conferences. She coauthored an article for NSDC titled "Shaping the Workday."
Kathy earned a bachelor of arts in French from Bates College and a master of arts and master of education in curriculum and instruction from the University of Hawaii at Manoa.
