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Supporting Teachers and Influencing Differentiated Instruction through Effective Professional Development | Dr. Valerie Hastings Gregory

Program Description

What professional development practices support teachers' ability to expand and sustain their instructional repertoires for diverse learners? How can administrators provide concrete support to encourage implementation of effective practices for educating ALL students? Participants will reflect upon "conditions for change" and will analyze how five models of professional development can be used to support teacher growth in practice for differentiated learners. Participants also will experience several job-embedded forms of professional development and will leave with tools for planning, implementing, and following-up professional development.

Virginia Standard(s) Addressed

Instructional Leadership (ISLLC standard 1)

Program Goals and Objectives

By the end of this program, participants will demonstrate the ability to:

• Understand a four-corner framework for differentiating instruction.
• Identify "conditions for change" and characteristics of effective professional development.
• Analyze characteristics of five models of professional development.
• Apply job-embedded forms of professional development.
• Use "tools" for planning and implementing effective professional development.

Program Format

Varied instructional strategies will be used including auditory, visual, and kinesthetic methods. The workshop includes: 1) presentation of differentiated instruction, and effective professional development characteristics, models, and strategies, 2) demonstrated applications, and 3) simulated practice in individual and small group settings. Participants will experience job-embedded forms of professional development pertaining to differentiation and will leave with tools for planning and implementing effective professional development. Participants also will be provided time for reflection about how to implement effective professional development in their schools or districts.

Target Audience

Elementary, middle, and high school administrators and teacher leaders

Self-Selection and/or Identification Through School Division

No/yes. Any designation of individual or group performance needs would suffice.

Duration of Program

1 day, 9:00-4:00.

Outcomes Measured

• Peer review and analysis of a professional development plan using criteria checklist for effective professional development and a four-corner framework for differentiated instruction.
• Peer review of reflection on appropriate application of professional development models and tools.

Program Evaluation

• Comparison of beginning assessment with end-of-workshop assessment.
• Participant evaluation forms.

Contact Information

Dr. Valerie Hastings Gregory
QLD Learning
1028 Ruffin Mill Court
Colonial Heights, VA 23834
W & M Office Phone: 757-221-2414
QLD Learning: 1-800- 700-9535
Email: vhgreg@wm.edu