Abstract
Differentiated Instruction (DI) is a framework that supports planning for diversity within K-12 classrooms. Research has grown steadily over the past 15 years that explores DI implementation, as well as beliefs and practices. Literature to date has focused heavily on the experiences of educators, with limited attention given to the role of leadership in implementing DI in schools. The current study explores the perspectives of 19 school and board-level administrators regarding the ways in which a differentiated instruction framework was implemented within their school board as well as facilitators and barriers to the implementation and uptake of the framework. Interviews revealed five themes: a) DI continuum, b) differentiated professional learning supports, c) making space for shared professional learning, d) align/integrate/embed, and e) multi-level leadership. Our findings reflect a strong belief system of most of the participants with respect to the foundations of DI as well as an understanding of effective approaches to professional learning and school change.
Highlights
Differentiated Instruction (DI) is a framework that supports planning for diversity within K-12 classrooms
Administrators believed that the implementation of Differentiated instruction (DI) depending on a number of variables, including the readiness of the teachers, the resources provided by the school board, the piece-meal vs. school-wide approach adopted, and the grade level or subjects taught
We explored the perceptions of 17 school and board-level administrators regarding the implementation of a differentiated instruction professional learning initiative, with specific attention paid to facilitators and barriers to DI uptake
Summary
Differentiated Instruction (DI) is a framework that supports planning for diversity within K-12 classrooms. Developing approaches to effectively address and embrace the academic, linguistic, cultural, and social diversity within classes is an ongoing challenge facing educators. To this end, a DI framework has been suggested or required in several countries, including the United States, Canada, Germany, Norway, Hong Kong, and Australia, for elementary, secondary, and even post-secondary settings (e.g., Cameron & Lindqvist, 2014; Mills et al, 2014; Santangelo & Tomlinson, 2009; Suprayogi et al, 2017; Wan, 2016). A teacher in a differentiated classroom recognizes that students enter learning experiences at different starting points and with different backgrounds; they will benefit from multiple options to access information, an array of ways to process information, a variety of outlets to demonstrate learning, and a range of supports. DI is a complex approach, not studied or measured
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