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An experiential approach to professional development (EPD) allowed Spanish teachers opportunities to improve their practice through demonstration, observation, collaboration, fieldwork, and reflection. As result of experientialprofessional development, Burke (2012) found that teachers’ knowledge about communicative language teaching developed, and teachers’ beliefs about language teaching changed. The Spanish teachers implemented communicative methods, which they had used rarely, if ever, prior to EPD. Through qualitative analysis of teacher questionnaires and written reflections, as well as the researcher’s observations and field notes, it was discovered that specific components of EPD made it successful. Teachers believed it promoted a collaborative community because it incorporated purposeful meetings, peer observations, and peer and student feedback. Teachers appreciated the on-site coaching and practical application that allowed them time to experiment with communicative methods. EPD provided an effective alternative to classroom-based university courses that allowed for viable change in classrooms. The results show that experiential educators should consider collaborating with professors, researchers, staff developers, school administrators, and teachers to create meaningful, transformative, EPD in which classroom teachers understand and apply theory and research into practice effectively.

The article focuses on the Chicago Differentiation Coach initiative developed by the Chicago Public Schools (CPS) Office of Academic Enhancement to promote professional, onsite, job-embedded learning of differentiated instruction for school principals in Illinois. Topics discussed include the training and support for coaches provided by CPS Office of Academic Enhancement, the use of a technique to model and co-taught differentiated lessons, and the suggestion to employ differentiation coach.