Leading change: exploring strategies for changing pedagogical practices for differentiation

The aim of this case study conducted in one school was to investigate strategies for educational leaders to use as agents of change influencing school teachers’ classroom practice, in particular, differentiation. The qualitative design methodology involved two phases. The first phase involved observation of high and low achieving students in mixed ability and streamed classes during the school day and a survey of teachers regarding their beliefs about the necessity for differentiation. The second phase involved the formation of a professional learning group of eight teachers who undertook activities including professional reading, group discussion, lesson observation and feedback with the aim of investigating whether these activities led to changes in practice. Findings revealed that although teachers generally believed that differentiated teaching and learning were desirable, a number of issues hindered their attempts to create a differentiated learning environment. The research culminated in the construction of a model that provides advice to educational leaders on supporting teachers to implement change in their classroom practice. The research was conducted specifically in the context of differentiation but the model was written with the aim of being applicable to any desired pedagogical change within a school.