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This study investigates perspectives from 19 school and board-level administrators on how DI was implemented across their boards, including facilitators and barriers. Interviews identify five themes: DI continuum, differentiated professional learning supports, shared learning space, align-integrate-embed, and multi-level leadership.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/implementation-of-a-differentiated-instruction-initiative-perspectives-of-leaders-abstract/596907/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/implementation-of-a-differentiated-instruction-initiative-perspectives-of-leaders-abstract/596907.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study focus on regarding differentiated instruction (DI)?","Question",{"text":112,"@type":113},"The study examines how DI was implemented within school boards from the perspectives of 19 school and board-level administrators, including facilitators and barriers to implementation and uptake.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is a differentiated classroom in the DI framework?",{"text":117,"@type":113},"A differentiated classroom recognizes that learners enter at different starting points and with different backgrounds, so teaching supports multiple options for accessing information, processing it, demonstrating learning, and receiving support.",{"name":119,"@type":110,"acceptedAnswer":120},"Which leadership-related themes emerged from the interviews?",{"text":121,"@type":113},"Five themes were identified: the DI continuum, differentiated professional learning supports, making space for shared professional learning, align/integrate/embed approaches, and multi-level leadership.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596907,1792190835,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Implementation of a Differentiated Instruction Initiative: Perspectives of Leaders  \nJess Whitley, Cheryll Duquette, Suzanne Gooderham, Catherine Elliott, Shari Orders, & Amy Klan University of Ottawa  \nAbstract  \nDifferentiated 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.  \nKeywords: differentiated instruction, school leadership, professional learning, secondary education, Canadian schools  \nDifferentiated instruction (DI) is a philosophy of teaching and assessment that supports planning for diversity within classrooms. Increasingly, students with a range of needs, strengths, backgrounds, and linguistic profiles are taught in inclusive classrooms alongside same-age peers (Dixon et al., 2014; Subban, 2006). Developing approaches to effectively address and embrace the academic, linguistic, cultural, and social diversity within classes is an ongoing challenge facing educators. To this end, a DI framework has been suggested or required in several countries, including the United States, Canada, Germany, Norway, Hong Kong, and Australia, for elementary, secondary, and even post-secondary settings (e.g., Cameron & Lindqvist, 2014; Mills et al., 2014; Santangelo & Tomlinson, 2009; Suprayogi et al., 2017; Wan, 2016). According to Dack (2018),  \nA teacher in a differentiated classroom recognizes that students enter learning  \nexperiences at different starting points and with different backgrounds; thus, they will benefit from multiple options to access information, an array ofways to process  \ninformation, a variety of outlets to demonstrate learning, and a range of supports. (p. 63)  \nThis flexibility of content, process, and product and responsiveness to student need is key to DI and reflects the importance of understanding DI as a philosophy rather than a prescribed set of strategies or a packaged program (Tomlinson, 2005). As such, DI is a complex approach, not easily studied or measured.  \nLiterature exploring DI has grown steadily over the past 15 years and has focused on interven-  \ntion studies in a range of subjects and grades, examinations of teacher beliefs, efficacy and practices, and professional learning for DI; a heavy emphasis on practice-focused articles is also noted (e.g., de Graaf et al., 2019; De Neve & Devos, 2017; Suprayogi et al., 2017; Valiandes, 2015; van Geel et al., 2019; Whitley et al., 2019). Studies with DI as a focus generally adopt the definition proposed by Tomlinson (2005), where DI is viewed as “a philosophy of teaching purporting that students learn best when their teachers effectively address variance in students’ readiness levels, interests, and learning profile preferences”(p. 263). Measures used to capture DI practices and beliefs range from teacher self-report of specific strategies to structured observation guides (Coubergs et al., 2017; van Geel et al., 2019). Findings suggest that teachers’ efficacy and use of DI practices vary widely, with a heavy emphasis on differentiation of product, ","cbCaicYnIVLpMm0G","https://ap.wps.com/l/cbCaicYnIVLpMm0G","pdf",397791,16,"English","# Abstract\n## Differentiated Instruction as a Framework\n## The Role of School Leadership","[{\"question\":\"What does the study focus on regarding differentiated instruction (DI)?\",\"answer\":\"The study examines how DI was implemented within school boards from the perspectives of 19 school and board-level administrators, including facilitators and barriers to implementation and uptake.\"},{\"question\":\"What is a differentiated classroom in the DI framework?\",\"answer\":\"A differentiated classroom recognizes that learners enter at different starting points and with different backgrounds, so teaching supports multiple options for accessing information, processing it, demonstrating learning, and receiving support.\"},{\"question\":\"Which leadership-related themes emerged from the interviews?\",\"answer\":\"Five themes were identified: the DI continuum, differentiated professional learning supports, making space for shared professional learning, align/integrate/embed approaches, and multi-level leadership.\"}]","Implementation of a Differentiated Instruction Initiative - Perspectives of Leaders - Abstract | PDF",1792083979]