What is an effective way for a school leader to coach a teacher who has not differentiated instruction for gifted students?

Guiding the teacher to challenge the assumption about gifted students needing no extra help is an effective coaching strategy for several reasons. It encourages reflection on educational practices and reinforces the idea that all students, regardless of their ability level, require support tailored to their unique needs. This approach fosters a growth mindset and highlights the importance of recognizing that gifted students can benefit from differentiated instruction just as struggling students do.

By facilitating discussions that prompt the teacher to reconsider their assumptions, the school leader helps cultivate a deeper understanding of gifted education. This can lead to more inclusive practices that ensure gifted students are adequately challenged and engaged in their learning. It also sets the stage for the teacher to implement various instructional strategies that promote higher-order thinking and problem-solving skills among gifted learners. Overall, this method empowers teachers to become more effective in recognizing and meeting the diverse needs of all their students.