Designing Professional Development to Support Differentiated Instruction for High-Achieving Mathematics Students at a New Elementary School

This study examined how structured professional development influences elementary teachers’ ability to differentiate mathematics instruction for high-achieving students. Using a design-based improvement framework, data were collected through pre- and post-questionnaires, exit tickets, classroom observations, and semi-structured interviews. Findings revealed that targeted professional learning enhanced teachers’ capacity to identify and address instructional gaps, increased confidence in implementing differentiation strategies, and promoted the use of data-informed decision-making. Teachers applied strategies such as flexible grouping, tiered tasks, and enrichment activities, which were perceived to positively impact student engagement and learning outcomes. Guided by Asset-Based Theory, the study emphasized leveraging students’ strengths to move beyond deficit-focused approaches. Results corroborate prior research on the importance of sustained, collaborative, and evidence-based professional development, while highlighting the role of structured learning experiences in supporting advanced learners. Implications suggest the need for leadership to create conditions that sustain equitable, intentional differentiation and reflective teaching practices.