Schools and districts that function as professional learning communities (PLCs) have a keen understanding of the connection between professional development and student learning. So, if differentiated instruction is known to be essential for student learning, why not apply it to teacher learning? The authors suggest that one-size-fits-all professional development cannot provide success for all. Just as classroom teachers are challenged to meet the needs of the diverse learning styles of their students, professional development specialists need to incorporate learning styles into their work with adult learners.

This book explores the idea that PLCs often overlook this one crucial element to professional development. The authors’ firsthand experience supports how differentiated teacher learning increases the chances of improving practice, which ultimately sustains the development of the PLC.