The Institutes on Academic Diversity are committed to providing educators with high quality, research-based support in differentiating instruction. The Institutes take place on the University of Virginia grounds in Charlottesville, VA, and are a stone’s throw from Thomas Jefferson’s beloved Monticello and a short drive to the Blue Ridge Mountains. Sessions end by 3:45 on Thursday and Friday and 2:30 on Saturday, allowing participants to soak up the cool, little city that is Charlottesville or zip out to one of the many wineries in the area.

Our Best Practices Institute (BPI) provides a unique, intimate conference experience. Already attending? More information HERE.


GROUP (5+) $359$379

* Please Note: Preservice educators need to fill out this form prior to registration. If you have any questions please contact us at said@virginia.edu



Click here for our 2018 Best Practices Institute program to get a sense of our programming options.

Thursday, March 1, 2018: Principles and Practices of DI: High-Quality Curriculum and Learning Goals

Carol guides participants through the crucial role high-quality curriculum plays in a differentiated classroom. In the afternoon sessions participants will break into content area or administrator sessions where they will unpack concepts from the morning.

Friday, March 2, 2018: Instruction in a Differentiated Classroom

Carol presents on the whys and hows of differentiated instruction. During afternoon break out sessions participants will learn more about instructional strategies to use when they have groups that differ based on readiness, interest, and learning profile.  Administrators will discuss ways they can help teachers successfully guide flexible classrooms.

Saturday, March 3, 2018: Assessment in a Differentiated Classroom

Carol presents about the key role of formative assessment in responsive instruction. In the afternoon content area sessions participants will learn how pre-assessment, formative assessment, and summative assessments fit within a unit.  Participants will also engage is hands-on data analysis within their content area to serve as a springboard to the Saturday’s focus on responsive instruction. Administrator sessions will focus on how to lead and support teachers in their use of data to inform instruction.


Carol Ann Tomlinson, Ed.D., is William Clay Parrish, Jr. Professor and Chair of Educational Leadership, Foundations, and Policy at the University of Virginia’s Curry School of Education where she is also Co-Director of the University’s Institutes on Academic Diversity. Prior to joining the faculty at UVa, she was a public school teacher for 21 years. During that time, she taught students in high school, preschool, and middle school and also administered programs for struggling and advanced learners. She was Virginia’s Teacher of the Year in 1974. Carol is author of over 300 books, book chapters, articles, and other educational materials. She was named Outstanding Professor at Curry in 2004 and received an All-University Teaching Award in 2008. In 2016, she was ranked #16 in the Education Week Edu-Scholar Public Presence Rankings for “University-based academics who are contributing most substantially to public debates about schools and schooling,” and as the #3 voice in Educational Psychology. She works throughout the United States and internationally with educators who seek to create classrooms that are more effective with academically diverse student populations.

Catherine Brighton, Ph.D., Co-Director of the Institutes on Academic Diversity, is Associate Dean for Academic Programs and Student Affairs, Associate Professor in the Curry School of Education, University of Virginia, and Co-Principal Investigator on two sponsored research projects focused on teachers’ use of literacy data to inform instruction. She earned her doctorate in Educational Psychology (Gifted Education emphasis) at the University of Virginia. Prior to that, she served as a curriculum coordinator/assistant principal, teacher of the gifted, and classroom teacher in the Charlotte-Mecklenburg Schools, (Charlotte, NC). She is the Past-President of the Virginia Association for the Gifted, Treasurer of the American Educational Research Association, Special Interest Group in Research for Giftedness and Talent, and the former Program Chair for the Research and Evaluation Division of the National Association for Gifted Children, from whom she received the 2005 Early Leader Award.

Tonya R. Moon
Tonya R. Moon, Ph.D., is a Professor in the Curry School of Education at the University of Virginia and a co-director of the Institutes on Academic Diversity. Tonya spends her professional career actively engaged in teaching assessment, research, and statistics courses at the University and conducting research in K-12 classrooms investigating teachers’ use of data for designing instructional actions. Tonya has published and presented widely on the topics of assessment, differentiation, identification of gifted students, and program evaluation.  She is co-author with Carol Tomlinson on the ASCD text, Assessment and Student Success in the Differentiated Classroom, and the author of a chapter on differentiation and assessment with in a diverse classroom setting the the recently released Handbook of Human and Social Factors in Assessment. She works both nationally and internationally with educators on issues associated with assessment.

Kelly Hedrick color2
Kelly Hedrick, Ed.D., is the Principal the Edward E. Brickell Academy for Advanced Academics and Arts at Old Donation School in Virginia Beach, VA. She is the former Director of Gifted Education and Curriculum Development having overseen gifted programs and curriculum development K-12. Prior to that she directed K-12 gifted education and academy programs which included 7 specialized programs at the high school level. Dr. Hedrick has worked as a classroom teacher at the elementary and middle school levels, and served as a middle school resource teacher. The National Association for Gifted Children awarded her a 2005 Doctoral Student Award. She was named Outstanding Leader for Program Development & Support for Gifted Learners by the College of William and Mary (2011). She is the 2015 Virginia Association for the Gifted Leader of the Year. She presents on gifted education, curriculum, differentiation, and related topics at the state and national levels in addition to serving as a consultant to school divisions outside Virginia Beach focusing on curriculum, instruction, and leadership for differentiation.

marcia imbeau
Marcia B. Imbeau, Ph.D., is a professor in the Department of Curriculum and Instruction at the University of Arkansas at Fayetteville, where she teaches graduate courses in childhood education and gifted education. She has been actively involved in university and public school partnerships, working regularly with her interns and their mentor teachers as a university liaison and teaching courses in curriculum development, differentiation, classroom management, and action research. The new Common Core Standards are an embedded feature of her work regarding differentiation, curriculum development and classroom management. She has been recognized for her teaching and was awarded the College of Education and Health Professions Outstanding Teaching Award in 2000 and 2003. Marcia has taught in general education classrooms, programs for students identified as gifted and talented and university-based enrichment programs for advanced learners. Among her publications are Differentiating Instruction in the Inclusive Classroom (with Barbara Gartin, Nikki Murdick, Darlene Perner), A Differentiated Approach to Common Core (with Carol Tomlinson), Parallel Curriculum Units K-5 (editor), Managing a differentiated classroom: K-8 (with Carol Tomlinson), Leading and Managing a Differentiated Classroom (with Carol Tomlinson).

Jenny Sue Flannigan, Ph.D. is an associate professor and director of the Martinson Center Mathematics and Science at Regent University. Prior to coming on full-time at Regent, Jenny Sue was an adjunct in the Interdisciplinary Study Program for Regent’s School for Undergraduate Studies, and was the Elementary Science Coordinator for Virginia Beach City Public Schools where she developed curriculum and professional development programs for K-5 teachers. She also served as the Middle School Science Coordinator for the division and taught science in grades 6-12 in Virginia Beach City Public Schools.

Mindy Moran B&W
Mindy Moran, MEd., Mindy is currently finishing her doctoral work at the University of Virginia in Curriculum and Instruction. She has co-taught courses on differentiation with Carol Tomlinson and has worked with districts on program implementations, evaluations and curriculum development. With support from the I. Lab Incubator Batten Institute for Entrepreneurship & Innovation, she developed and piloted a suite of online teacher tools that she is currently writing about in her culminating doctoral work on differentiation and technology. She spent 10 years as educational consultant for Houghton Mifflin Harcourt School Publishers and also taught 7th grade English in Fairfax County Public Schools, VA. She has worked closely with both pre-service and experienced teachers for over 15 years.

Christine Trinter, Ph.D., is an Assistant Professor of Mathematics Education at the University of Notre Dame. Prior to joining the center for STEM education, she held the same position at Virginia Commonwealth University, where her courses included teaching Mathematics for Middle Education, Teaching Secondary School Mathematics, and Investigations and Trends in Teaching Secondary School Mathematics. Her research interests are the effective use of technology for the teaching and learning of mathematics, curriculum development, mathematical problem solving, and factors supporting teacher development. Before joining VCU, Dr. Trinter was a Research Scientist at the Curry School of Education at the University of Virginia where she also earned her doctorate. During this time she was the lead author on several award-winning curricular units. Dr. Trinter also taught middle and high school mathematics in the northeast as well as overseas.