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  • Volume 27
  •  Issue 4
  • Publication Date: Fall 2004



Through the Looking Glass: One School’s Reflections on Differentiation

Carol L. Tieso

Teachers approach professional development and in-service opportunities as if they’re approaching a train wreck. They know they must see what’s ahead, but they can’t bear the sight of it. Most teachers recoil in fear when professional development days appear on the school calendar. Further, when allowed a choice, they will generally choose workshops that will add to their “bag of tricks”—brief, hands-on activities they can use in their classrooms on Monday, instead of the sometimes painful specter of initiating long-term, systemic change in their standard operating procedures.


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