Hewitt, Kimberly Kappler; Weckstein, Daniel K

Abstract: In Oakwood City School District, differentiation is--and has been for a number of years--their primary academic goal. In Oakwood, the Core Team, a group of teacher leaders and administrators that has been instrumental in the implementation of differentiation, has used Tomlinson's (2007) "fire and light" metaphor to identify strategies to ensure deep implementation. "Light" symbolizes efforts to beckon and draw teachers toward the change. Such strategies include professional development, modeling, celebration, and teacher leadership. Not all teachers, however, respond to being beckoned by the light. "Fire" strategies are, therefore, necessary for the few who resist change in the face of overwhelming data in support of the change. "Fire" symbolizes the use of cognitive dissonance to help those who need to change to understand, through the presentation of data, that their current behaviors are less effective than the proposed changes. Cognitive dissonance makes it difficult for people to maintain status quo performance, because over time they come to realize that the status quo might not be what is best for students. "Fire" strategies that help to increase awareness and create cognitive dissonance include differentiated supervision, providing "required choice" professional development, and aligning teacher evaluation to the change initiative. This article focuses on the last of these--aligning teacher evaluation to the change initiative.

总结：在奥克伍德市学区，他们的主要学术目标分化了，而且已经数年。在奥克伍德，核心团队，一群老师领导和管理员说一直在分化的实施。 “光”象征着努力召唤和对变化得出的教师。这些战略包括：专业开发，建模，庆典，以及教师领导。不是所有的老师，但是，应对正在招手的光。  “火”象征着用认知失调，以帮助那些谁需要改变认识，通过数据的表示，他们目前的行为是不是修改建议事倍功半。认知失调，使人们很难维持现状的表现，因为随着时间的推移，他们逐渐认识到现状可能不是最适合的学生。 “火”战略，帮助提高认识，创造认知失调，包括差异化监管，提供“必需选择”的专业发展，调整教师评价，以改变行动。本文重点介绍的最后一项对准教师评价，以改变行动。

来源：Kappa Delta Pi Record, v48 n1 p35-46 2012. 12 pp..