Schools and districts that function as professional learning communities (PLCs) have a keen understanding of the connection between professional development and student learning. So, if differentiated instruction is known to be essential for student learning, why not apply it to teacher learning? The authors suggest that one-size-fits-all professional development cannot provide success for all. Just as classroom teachers are challenged to meet the needs of the diverse learning styles of their students, professional development specialists need to incorporate learning styles into their work with adult learners.

This book explores the idea that PLCs often overlook this one crucial element to professional development. The authors’ firsthand experience supports how differentiated teacher learning increases the chances of improving practice, which ultimately sustains the development of the PLC.

A practical guide for designing school or district professional development plans, this book explains a three-step model that is core to the differentiation process called “I Do, We Do, You Do.”

• Step One: Teacher leaders and facilitators introduce and demonstrate new strategies.
• Step Two: Teacher leaders and facilitators determine the needs of each teacher and provide the appropriate types of support, such as coaching, workshops, or co-teaching.
• Step Three: Teachers are ready to use the strategies independently in the classroom.

In this perpetual cycle of professional growth, the teachers return to their collaborative teams, share their progress and challenges, examine student work, analyze data, and help their colleagues use the strategies more effectively in their classrooms.