Catherine M. Brighton
Holly L. Hertberg
Tonya R. Moon
Carol A. Tomlinson
Carolyn M. Callahan

This study was an investigation of staff development programs designed to provide teachers with strategies through which all learners, including gifted, minority, and limited-English proficient students, can be appropriately served in a middle school environment sensitive to diverse learner academic needs. Participants in the study were assigned to either one of two experimental groups (Differentiated Instruction or Differentiated Authentic Assessment) or to a comparison group. Using a concurrent mixed method design, data were collected and analyzed relating to (a) the effects on teachers and students of a staff development program focusing on differentiated instruction, and (b) the effect on teachers and students of a staff development program focusing on differentiated authentic assessment strategies. Results suggest that differentiation of instruction and assessment are complex endeavors requiring extended time and concentrated effort to master. Add to these complexity current realities of school such as large class sizes, limited resource materials, lack of planning time, lack of structures in place to allow collaboration with colleagues, and ever-increasing numbers of teacher responsibilities, and the tasks become even more daunting.

Reference:

The Feasibility of High-end Learning in a Diverse Middle School
Catherine M. Brighton
Holly L. Hertberg
Tonya R. Moon
Carol A. Tomlinson
Carolyn M. Callahan
 

Conclusions

1. The most significant changes to teachers’ beliefs and practices occur when teachers are intrinsically motivated to make these changes.
2. Changing teachers’ beliefs and practices requires:
   • individual and peer reflection,
   • an informed, supportive educational community, and
   • the self-evaluation of prior assumptions about teaching and learning.
3. Teachers in the process of changing their beliefs and practices need:
   • consistent, differentiated coaching,
   • substantial time, and
   • honest, informed feedback about their efforts.
4. Teachers need support as they attempt to address diverse student needs in a culture of accountability.
5. When addressing academic diversity, teachers must recognize students’ varied readiness needs.
6. Staff development and coaching efforts should focus on ways of encouraging teachers to utilize pre-existing organizational structures and resources to begin the process of creating a responsive classroom environment.