ABSTRACT
This chapter explains differentiated instruction in relation to the Common Core curriculum from an administrative aspect and suggests ways for leaders to help teachers use differentiated techniques. Differentiated instruction is more than just being intuitive to improvise when confronted with student learning differences or day-to-day learning challenges; it is purposefully and strategically planning for those differences. For leaders, varied instructional methods linked to Common Core assessments are also discussed as related to core instruction. It focuses why leadership becomes a critical component to implementing the CCSS or any innovative reform effort or out-of-the-box approach to improving schools. The chapter discusses more recent practices in use such as inclusion, Response to Intervention (RTI)/Multi-tiered Systems of Support (MTSS), and Universal Design for Learning (UDL). It includes strategies for leaders that can help address some of these and other pressing questions on what to do in classrooms to differentiate instruction.
