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I graduated from undergrad and entered into teaching just as “differentiated instruction” was becoming a thing. My school district had district coaches on staff, and on my very first day, I met one of my current mentors, who introduced us to Tomlinson and her work. Over the next ten years, I worked with this coach to fine-tune my differentiation practices. Through this work, I saw that every child can succeed if they are given what they need. I worked with my students to help them understand that not everyone needs the same thing to learn, which is okay. This idea is foundational to my philosophy of education. I believe every child’s right is to get what they need to succeed.

Over my 20-plus years in education, how “differentiation” has been mandated in schools has varied. Today, we have learned through research that high-quality, “Tier 1” instruction is essential for all learners. Every student deserves access to grade-level “work.” We also know that while Tier 1 instruction is exactly what most students need, some need more time to master Tier 1 content, and some need less time. This differentiation in instruction is Tier 2 instruction. A small percentage of students require even more intense instruction (Tier 3), and an even smaller percentage requires special education services. In my coaching role at the University of Delaware, I worked in public, private, and charter schools of all sizes in several states. I saw how different schools implemented tiered instruction models effectively and not-so-effectively. 

Our small class sizes, experienced faculty, and resources at Tatnall allow us to implement Tier 2 instruction in the best ways possible. All students receive Tier 2 reading instruction with one of their grade-level teachers, or with Mrs. Mitchell. During this time, students are getting exactly what they need. This may be working on phonics of single-syllable words, working with multisyllabic words, fluency, and/or comprehension. It is targeted and systematic. The groups are flexible and change as often as needed. This year, Tier 2 math instruction looks slightly different than reading, but still provides differentiated instruction for students. Mrs. Mitchell works with students who need more time mastering the content taught during Tier 1 instruction, as well as with those who quickly master the content taught during Tier 1 instruction.

It is so important to me that every student is recognized for their strengths and receives support where needed. This belief is why I choose to join the Tatnall community. As both a school and a community, Tatnall believes the same thing. Every single student is their own unique and wonderful person. Our job as educators is to help them be their very best selves! Our job is to help young, curious citizens find joy in perseverance!