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by Carol Ann Tomlinson and Susan Demirsky Allan

Susan Demirsky Allan

susanallencolorSusan Demirsky Allan is Assistant Superintendent for Curriculum, Assessment, Instruction and Technology for the Grosse Pointe (MI) Public School System.   She works with teachers and administrators developing and implementing curriculum, improving classroom instructional practice, analyzing and using data, providing professional development for all staff and inducting new teachers into the teaching profession.  Allan is an author of Leadership for Differentiating Schools and Classrooms with Carol Tomlinson and Local Realities, Local Adaptations: Problems, Process and Person in a School’s Governance, with Frederick Lighthall, as well as many articles on differentiated instruction, grouping practices and gifted education.  She’s presented at many conferences, served on the boards of national and state organizations, and consulted around the country and internationally.

Allan has been an educator for over 30 years serving as a high school social studies teacher, a K-12 resource teacher gifted education coordinator, a middle school administrator, and a fine arts director.  She has also been an adjunct instructor at the University of Virginia and George Mason University and a guest instructor at Michigan universities.

Susan Demirsky Allan, Assistant Superintendent for Curriculum, Assessment, Instruction and Technology, Grosse Pointe Public School System, 389 St. Clair, Grosse Pointe, MI 48230.  Phone, 313-432-3042. Mailing address, 1320 Burgundy Road, Ann Arbor, MI 48105.

    Workshop topics for presentations:

  • Differentiating Instruction:  One Size Does Not Fit All
  • General workshop on differentiating instruction
      May be presented as a full day (including learning styles) or as a half day
      May be targeted for elementary or secondary teachers and administrators
 
  • Differentiating Instruction:  Focus on Gifted Education
 
  • Leading Toward Differentiated Instruction
  • Workshop for administrators and teacher leaders on implementing differentiated programs and supporting classroom practice
 
  • Response to Intervention in a Context of Differentiation (in process of development)
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