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by Carol Ann Tomlinson and Jay McTighe
Table of Contents
Carol Ann Tomlinson's career bridges both practice and scholarship in education. She was a classroom teacher for 21 years, teaching at the high school, middle school, and primary levels. She was instrumental in developing a language arts program designed to effectively serve a full spectrum of learners in heterogeneous middle grades classrooms. The program was piloted and funded by the Commonwealth of Virginia and demonstrated positive achievement gains for a full range of learners in such settings. During her public school career, she also served as district coordinator for programs for both struggling and advanced learners. She was named outstanding teacher at the middle school where she taught, Jaycees Outstanding Young Educator, Soroptimist Outstanding Educator, and Virginia Governor's School Outstanding Teacher. She also received the Optimist Club Achievement in Education Award and was Virginia's Teacher of the Year in 1974.
At the University of Virginia (UVA), where she is a professor of educational leadership, foundations, and policy, Tomlinson and her colleagues have researched differentiation in a variety of contexts over the past decade. Among those are preservice teachers' understanding of and ability to address student differences, the nature of the change process in schools implementing differentiation, achievement impacts of differentiation in middle school, elementary, and high school settings, and profiles of teachers whose classroom practice enhances success of students from low-economic and/or cultural minority groups. Her research and writing have received awards from the Virginia Education Research Association, the American Education Research Association, and the National Association for Gifted Children. At UVA, she teaches graduate and undergraduate students in courses on curriculum and differentiation and serves as co-director of the university's Institutes on Academic Diversity. Tomlinson was named Outstanding Professor at the University of Virginia in 2004.
Articles written by Tomlinson have appeared in many leading journals—among them Educational Leadership, Journal for Staff Development, Education Week, Theory into Practice, National Association for Secondary School Principals Bulletin, School Administrator, Phi Delta Kappan, Middle School Journal, Research in Middle Level Education, Evaluation Practice, Exceptional Children, Journal of Learning Disabilities, Journal for the Education of the Gifted, and Gifted Child Quarterly. She is author or coauthor of 10 books on differentiation and curriculum. For ASCD, she has authored How to Differentiate Instruction in Mixed-Ability Classrooms, The Differentiated Classroom: Responding to the Needs of All Learners, Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching, (with Susan Allan) Leadership for Differentiating Schools and Classrooms, (with Caroline Cunningham Eidson) Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 5–9, and (with Cindy Strickland) Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 9–12. She has also authored a Professional Inquiry Kit on Differentiation for ASCD and has served as consultant for and featured presenter in 15 ASCD videos on differentiation. Her books have been translated into eight languages.
Tomlinson works regularly with schools and school districts and presents at conferences nationally and internationally with educators who want to develop schools that are more responsive to and successful in serving academically diverse student populations. She can be reached at Curry School of Education, The University of Virginia, P.O. Box 400277, Charlottesville, VA 22904, or via e-mail at cat3y@virginia.edu.
Jay McTighe brings a wealth of experience developed during a rich and varied career in education. He served as director of the Maryland Assessment Consortium, a state collaboration of school districts working together to develop and share formative performance assessments. Prior to this position, McTighe was involved with school improvement projects at the Maryland State Department of Education. He is known for his work with thinking skills, having coordinated statewide efforts to develop instructional strategies, curriculum models, and assessment procedures for improving the quality of student thinking. McTighe also directed the development of the Instructional Framework, a multimedia database on teaching. In addition to his work at the state level, McTighe has experience at the district level in Prince George's County, Maryland, as a classroom teacher, resource specialist, and program coordinator. He also served as director of the Maryland Summer Center for Gifted and Talented Students, a statewide residential enrichment program held at St. Mary's College. McTighe has published articles in leading journals and books, including Educational Leadership (ASCD), Developing Minds (ASCD), Thinking Skills: Concepts and Techniques (National Education Association), and The Developer (National Staff Development Council). He coauthored three books on assessment, Assessing Learning in the Classroom (NEA), Assessing Outcomes: Performance Assessment Using the Dimensions of Learning Model (ASCD), and Scoring Rubrics in the Classroom (Corwin Press). He is coauthor, with Grant Wiggins, of Understanding by Design Professional Development Workbook (ASCD), Understanding by Design Handbook (ASCD), and other essential Understanding by Design titles with ASCD.
McTighe has an extensive background in staff development and is a regular speaker at national, state, and district conferences and workshops. He is also a featured presenter and consultant for videotape programs including Performance Assessment in the Classroom (Video Journal of Education), Developing Performance Assessments (ASCD), and Understanding by Design video series (tapes 1–3) (ASCD).
McTighe received his undergraduate degree from The College of William and Mary, earned a master's degree from The University of Maryland and has completed postgraduate studies at The Johns Hopkins University. He was selected to participate in The Educational Policy Fellowship Program through the Institute for Educational Leadership in Washington, D.C. McTighe served as a member of the National Assessment Forum, a coalition of education and civil rights organizations advocating reforms in national, state, and local assessment policies and practices. He also completed a three-year term on the ASCD Publications Committee, serving as committee chair during 1994–95.
McTighe can be reached at 6581 River Run, Columbia, MD 21044-6066. Phone: (410) 531-1610. E-mail: jmctigh@aol.com. Web site: http://jaymctighe.com.
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