MOVING BEYOND ONE-SIZE-FITS-ALL PD: A MODEL FOR DIFFERENTIATING PROFESSIONAL LEARNING FOR TEACHERS

This article describes an innovative model for differentiating professional development to address teachers’ wide range of content knowledge, experiences, and interests. The model has three components: core activities that all participants experience; choice points that allow teachers to choose options to individualize their learning; and self-assessment opportunities to help teachers reflect on their knowledge and identify areas to strengthen. To elucidate the workings of each component and the overall model, we present design principles and examples from a differentiated professional development sequence on fraction multiplication. To support the application of the model, we share implementation findings and offer suggestions to help mathematics education leaders plan and facilitate professional development that is differentiated for their teachers’ needs.