This training focuses on the unique–and vital–role of the administrator in establishing the philosophy and practice of curricular and instructional differentiation in schools (K-12). Teachers are being asked to differentiate curriculum and learning experiences for the diversity of learner ability, style, and interest found in the heterogeneous classroom. Recent studies have shown the effectiveness of differentiation in improving students’ academic performance and emotional well-being. Teachers embrace differentiation if administrators are knowledgeable and involved. They need administrative support for the training and implementation stages in the acquisition of new beliefs and skills. This training provides an overview of the theory, rationale, major strategies, challenges, myths and misconceptions of differentiation, with emphasis on how administrators can help their teachers provide a better match between learners and curricular expectations. The presenter suggests strategies for communication about differentiation to faculty, administration, staff, parents, students, and community groups. Recommended literature, resources, and professional development strategies for administrators and teachers will be presented.

Target Audience: district-level administrators, building-level administrators, curriculum and instruction coordinators, gifted/talented coordinators