Leading secondary teachers' understandings and practices of differentiation through professional learning

This article reports on the findings of a qualitative research project that explored teachers' understandings of differentiation, their application of differentiation in the classroom, and the role of targeted professional development and mentoring in improving teachers' understandings and practices related to differentiation in a regional public secondary school. Using action research methodology, the study builds on the limited body of Australian research relating to teachers' understanding and application of differentiated instruction, and explores the complexities of attempting to implement a differentiated approach to pedagogy within the framework of the Australian Curriculum. It also scrutinises a school leader's role in facilitating change toward more differentiated pedagogy. We found that teachers appeared willing to deepen their knowledge about differentiation and improve its practical classroom application when given targeted, contextual support and direction. The findings are relevant to those in pedagogical leadership, particularly those interested in examining the leader's role in enhancing differentiated pedagogy.