ABSTRACT
This chapter focuses on the role of the teacher in supporting the use of differentiated and innovative curriculum in schools. It provides a set of templates for organizing professional learning opportunities across an academic year, using the Integrated Curriculum Model units of study in the core content areas of language arts and science as the basis for professional learning activities. The chapter relates the research base for providing such professional learning and extends a discussion of teacher needs for implementation, follow-up, and monitoring for fidelity, centering on core content for professional learning and elements of format. The need to incorporate clear content pedagogy is a critical part of professional learning agendas, derived from alignment with both the content standards and the gifted education standards. The relevant characteristics and needs of advanced learners must also be a primary consideration in selecting, implementing, and training for the use of advanced curricula. Teachers need direct experience with the models they will be providing for students to develop higher-level skills and concepts. The chapter also describes multiple formats for teacher learning from online formats to discussion groups to coaching, and it addresses the needs for professional learning to support administrative leadership as well as classroom practice.
