{"id":24692,"date":"2025-02-13T05:00:00","date_gmt":"2025-02-13T13:00:00","guid":{"rendered":"https:\/\/www.nwea.org\/blog\/?p=24692"},"modified":"2025-02-10T08:46:45","modified_gmt":"2025-02-10T16:46:45","slug":"differentiate-teacher-professional-learning-based-on-need-and-experience","status":"publish","type":"post","link":"https:\/\/www.nwea.org\/blog\/2025\/differentiate-teacher-professional-learning-based-on-need-and-experience\/","title":{"rendered":"Differentiate teacher professional learning based on need and experience"},"content":{"rendered":"

\"\"Whether you are in your third or thirtieth year in education, one thing is for sure: differentiation in the classroom is non-negotiable. School leaders expect teachers to use all the resources at their disposal\u2014 their curriculum, assessments, and professional learning\u2014to provide an optimal learning experience for their students. Leaders expect diverse levels of support, a dynamic classroom configuration, and layers of reflection and development to push learning forward and meet desired outcomes. Differentiation, just like data, is now part of our collective, universal classroom day-to-day.<\/p>\n

But rarely is that best practice\u2014differentiation\u2014one we emphasize, scrutinize, and implement when selecting professional learning opportunities for our teachers. Many school leaders expect our teachers to provide a bespoke, custom learning experience to meet the needs of their diverse learners, but with teachers, learning is often one size fits all. And we know that way simply doesn\u2019t make an impact.<\/p>\n

Borrow from what works in the classroom<\/h2>\n

For our students, differentiation often starts with assessment data. Whether it is MAP\u00ae Growth\u2122<\/a> assessment data, formative assessment data, or graded quizzes and end-of-unit tests, assessment in all its forms serves to provide insight into where our students are in their learning and if they are making progress. From there, classroom teachers rely on their full arsenal of resources to provide a learning experience for each student that is as personal and meaningful as possible. I refer to this frequently as differentiation non-negotiables<\/a>. Differentiation requires a complete understanding of students, content, and data; that\u2019s what\u2019s required to bring differentiated learning to life.<\/p>\n

It may seem obvious, but classroom teachers should also have an interest in their students. They should understand their data but also who they are as individuals. All of that context helps teachers plan accordingly, so students stay engaged and feel ownership of their learning. That bit of cultural capital goes a long way when creating flexible groups<\/a>, which is the perfect entry-level differentiation practice for teachers who are wondering where to start. For our students, agency grounded in their interests creates trust, supports collaboration in working toward goals, and fortifies a classroom culture.<\/p>\n

Instead of a one-size-fits-all approach, school leadership should similarly try to better understand the professional goals of their teachers and maybe even their learning styles as individuals and what they find meaningful in their professional practice. Years of experience also make a difference in what a teacher finds meaningful. A veteran teacher\u2019s needs are almost always different from those of a teacher new to the classroom. By differentiating professional learning, we use cherished funds carefully and with intention, and our teachers benefit from a tailormade learning experience. Just like kids do.<\/p>\n

Tips for differentiating teacher professional learning<\/h2>\n

How can you differentiate professional learning for your teachers? I believe the following can help:<\/p>\n