| The purpose of this research project was to develop an understanding the leadership strategies being used to implement and maintain differentiated instruction. Differentiated instruction is a process teachers may use to meet the varied needs of the students in their classroom. Differentiated instruction requires careful planning for how students will receive information and demonstrate learning. Schools that have successfully implemented differentiated instruction have relied on staff development and supportive school leadership. This qualitative study interviewed twenty school principals that had implemented differentiated instruction. A grounded theory format was used to analyze the data. School leaders at both the school and district level will be able to apply the results to their own efforts of implementing and supporting differentiated instruction. The results were that leaders need to develop a more complete understanding of differentiated instruction, leaders need to have more training on leading a change process, and leaders need to learn about more effective staff development practices. |
