000			02722nam a2200229Ia 4500
003			NULRC
005			20250520102730.0
008			250520s9999 xx 000 0 und d
020			_a9780871205025
040			_cNULRC
050			_aLB 1031 .T66 2000
100			_aTomlinson, Carol A. _eauthor
245		0	_aLeadership for differentiating schools and classrooms / _cCarol A. Tomlinson and Susan D. Allan
260			_aAlexandria, Virginia : _bAssociation for Supervision and Curriculum Development, _cc2000
300			_aviii, 168 pages ; _c23 cm.
504			_aIncludes bibliographical references and index.
505			_a1. Understanding Differentiated Instruction58; Building a Foundation for Leadership --2. Reasons for Optimism About Differentiation58; Its Basis in Theory and Research -- 3. Lessons from the Literature of Change58; What Leaders for Differentiation Need to Know -- 4. Establishing Conditions to Initiate Systemic Change -- 5. Practical Strategies for Implementing a Differentiation Growth Plan -- 6. Staff Development That Supports Differentiation -- 7. Continuation of Systemic Growth Toward Differentiation -- 8. Communicating with Parents and the Public About Differentiation -- 9. Growth Toward Differentiation in Context58; A Case Study of Change in Process -- 10. Planning for the "What" and the "How" of Differentiation.
520			_aTry going a week without hearing a call for a massive overhaul of our educational system. Parents, students, educators, bureaucrats, pundits ... everyone says something must be done. But what? And who should do it? In this environment, school leaders must build bridges for change. As the system now stands, many students spend great portions of their lives feeling inferior if they struggle, invisible if they already know the material, problematic if they're not a child of the dominant culture, and perverse if they question the school agenda. This book explores how school leaders can develop responsive, personalized, and differentiated classrooms. Differentiation is simply a teacher attending to the learning needs of a particular student or small group of students, rather than teaching a class as though all individuals in it were basically alike. Expert educators teach individuals the most important things in the most effective ways. No single approach works with all students. Classrooms function best when teachers and students join to develop multiple avenues to learning. Until every student is growing and successful, our own growth is unfinished. The authors show how school leaders can encourage and support growth in our classrooms.
650			_aEDUCATIONAL LEADERSHIP
700			_aAllan, Susan D. _eco-author
942			_2lcc _cBK
999			_c14007 _d14007