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| About the Authors | |
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| Introduction | |
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| The Basics of Differentiation | |
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| A Cultural Shift | |
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| Differentiation in Practice | |
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| The Power of Differentiation | |
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| A Differentiation Mindset | |
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| Differentiation and Collaborative Learning | |
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| One Learning Experience, Two Learners | |
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| A Formula for Success | |
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| Adult Learning Theory and a Three-Step Model for Differentiated Professional Development | |
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| Conditions for Children's Learning | |
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| Malcolm Knowles and Adult Learning Theory | |
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| Teacher Learning Needs | |
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| The Gradual Release of Responsibility Model | |
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| "I Do, We Do, You Do": A Three-Step Model for Differentiated Professional Development | |
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| Setting Up Differentiated Job-Embedded Professional Development | |
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| Collect Data | |
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| Determine Initiatives and Targets Based on Data Analysis | |
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| Choose Formats for Delivering Professional Development | |
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| Encourage and Select Leaders/Trainers/Facilitators/Coaches | |
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| Provide Time and Sustained Training for Leaders/Trainers/Facilitators/Coaches | |
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| Build Positive Relationships and Learning Environments | |
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| Motivate Adult Learners and Remove Barriers to Learning | |
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| Implement the "I Do, We Do, You Do" Model to Differentiate and Sustain Learning From the Introduction to the Embedding of Concepts | |
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| Putting It All Together | |
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| Demonstration and Expectation: "I Do" | |
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| Demonstration | |
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| Expectations for Learning | |
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| A Team Experiences Step 1 | |
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| Differentiating Demonstrations | |
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| A Foundation of Trust | |
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| The Power of Demonstration | |
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| Approximation and Response: "We Do" | |
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| Learning in Context | |
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| Differentiation in Step 2 | |
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| Managing Discomfort | |
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| Coaching: The Heart of "We Do" | |
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| Differentiated Coaching | |
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| Watching the Action | |
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| Responsibility and Use: "You Do" | |
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| An Evolutionary Process | |
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| Listening in on Teacher Reflection | |
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| Leaders' Follow-Up | |
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| Results of the Differentiated Framework | |
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| Teacher Leaders as Mentors and Team Facilitators | |
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| Teacher Leaders as Mentors | |
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| Teacher Leaders as Team Facilitators | |
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| Teacher Leaders as Lifelong Learners | |
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| Time Out! | |
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| Superintendent's Conference Day Time | |
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| Early Release and Late Arrival Time | |
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| Roll-Through Time | |
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| Release Time | |
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| Restructuring the Workday | |
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| Online Resources | |
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| Harnessing Time | |
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| Ten Principles for Principals | |
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| You Get What You Model | |
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| Data and Evidence Define Focus | |
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| Empower Teacher Leaders | |
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| Foster a Safe Environment | |
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| Build Bridges Between Grade Levels and Schools | |
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| Support the Big Picture of Systematic Initiatives | |
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| Allocate Resources to Support Professional Learning | |
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| Be Visible | |
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| Plan Faculty Meetings to Promote Learning | |
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| What Gets Assessed Gets Done | |
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| The Principal as Learning Leader | |
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| Sharing the Journey | |
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| The Evolution of Maine-Endwell | |
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| Reflecting on the Journey | |
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| References and Resources | |
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| Index | |