The Impact of Professional Development With Coaching on Teachers' Implementation of Culturally Responsive Practices

• In Event: Moscone Center West Roundtable Session 2
  In Roundtable Session: Professional Development on Student-Centered and Culturally Relevant Teaching

Abstract

This paper describes an experimental study of the effectiveness of a professional development project in increasing teachers' implementation of culturally responsive practices (CRP). A professional development model rooted in the Culturally Responsive Instruction Observation Protocol (CRIOP) was enacted with K-8 teachers. Teachers participated in a summer institute, follow-up meetings, and school-based coaching. CRP implementation of 23 teachers who participated in professional development and coaching across a school year was compared with 19 teachers who did not participate. There were significant differences in teachers' growth in implementation of CRP from pre- to post-observation.

Authors

• Susan Cantrell, University of Kentucky

• Shannon O. Sampson, University of Kentucky

• Kristen H. Perry, University of Kentucky