Implementation of a Differentiated Instruction Initiative: Perspectives of Leaders

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.

Does differentiated instruction affect learning outcome Systematic review and meta-analysis

“…Differentiated instruction emphasizes acknowledging and accommodating individual student differences, offering relevant and challenging learning experiences, promoting active student engagement, and providing constructive feedback (Marks et al, 2021). These findings are supported by research (Cruz et al, 2019;Whitley et al, 2021) that By taking into account the unique characteristics and needs of each student, the implementation of differentiated instruction enhances student engagement, motivation, understanding, and learning skills, ultimately leading to improved learning outcomes.…”

Differentiated Instruction Around the World. A Global Inclusive Insight

“…Accordingly, Ko and Boswell (2013) reported that prospective teachers received too little input on inclusive didactics as part of their training and also had too few opportunities to put what they learned into practice. Furthermore, studies point to several other structural factors that may stand in the way of successful DI implementation in schools, such as physical and time resources (Whitley et al, 2021), low peer support , class size , and organizational settings such as school leadership (Bondie et al, 2019).…”

“…Thus, participants explicitly expressed the need for sufficient administrative and school leadership support (e.g., creation of a school-wide plan for DI implementation, expansion of resources, mentoring, and coaching) to successfully implement DI. Interestingly, a study by Whitley et al (2021) found that some school leaders tend to believe that fostering and taking advantage of learning and development opportunities in the area of differentiation is the responsibility of teachers rather than school administrators. For example, several participants reported that the primary barrier to differentiated approaches was a lack of time resources for teacher professional development rather than personal commitment to DI and support of educators through organizing opportunities professional learning.…”