Practitioner Perspectives: Embedding Research Frameworks in School Processes

• In Event: Research-Practice Partnerships for Educational Equity: Sustaining Good Work in Challenging Times

Abstract

As the diversity of students in K–12 classrooms continues to grow, persistent racial and
socioeconomic disparities in access, resources, and learning outcomes remain a pressing
challenge (Korous et al., 2022; Reardon et al., 2019). To address these inequities and strengthen
educators’ capacity to effectively teach diverse learners, education systems increasingly rely on
equity-focused professional learning (PL) (Bottiani et al., 2018; Villavicencio et al., 2022). Within
our research-practice partnership (RPP), we define equity-focused PL as programming designed to
equip teachers and administrators with practical strategies to promote equity in their interactions
with students, families, and colleagues. In our district context, culturally responsive instruction
(CRI) serves as a key instructional anchor, supporting teachers in affirming students’ cultural
identities and deepening academic learning.
Across multiple studies from our research partners, one consistent predictor of teachers’
CRI use has emerged: pedagogical alignment. Pedagogical alignment refers to educators’
perceptions of how well CRI-supportive practices fit—or do not fit—with their existing beliefs,
instructional routines, and school or district contexts. Qualitative evidence from a neighboring
Oregon district and quantitative data from several thousand educators across the United States
demonstrate that teachers who experience stronger pedagogical alignment are substantially more
likely to use CRI-supportive practices in their classrooms (Brady et al., in prep; Brady et al., 2025).
These findings suggest that, for districts seeking to expand the use of CRI, understanding
educators’ experiences of alignment can guide where to focus implementation supports and how
to tailor equity-related PL.
To translate this evidence into practice, we developed an empirically grounded coaching
framework designed to deepen instructional coaches’ understanding of teachers’ beliefs and
practices. This framework positions coaches—given their sustained relationships with educators
and their influence on instructional routines—as key levers for school-level systems change. Our
collaborative practitioner presentation explores the process of integrating research on pedagogical
alignment into coaches’ equity-focused PLs with the goal of increasing teachers’ use of
CRI-supportive practices and enhancing student belonging.
The session will highlight three main components. First, we describe the development of
our coaching framework, which is anchored in concrete coaching skills and in coaches’ ability to
identify and respond to teachers’ levels of pedagogical alignment. Second, we discuss the
evolution of our RPP and our work to integrate multiple research tools and frameworks into
coaches’ day-to-day processes, including classroom observations, reflective conversations, and
school-wide planning. Finally, we offer reflections on sustaining this work within a dynamic district
context and outline future directions for scaling the framework across educational structures, such
as districtwide PL systems, hiring processes, and organizational planning.
By bridging research on pedagogical alignment with practical coaching tools, this RPP
demonstrates how making research usable and actionable can foster shared understandings
among educators and support meaningful, school-level change. Ultimately, this presentation
offers a replicable model for embedding equity-focused research within everyday educational
practice—advancing culturally inclusive learning environments that support the success of all
students.
Bottiani, J. H., Larson, K. E., Debnam, K. J., Bischoff, C. M., & Bradshaw, C. P. (2018). Promoting
educators’ use of culturally responsive practices: A systematic review
of inservice interventions. Journal of Teacher Education, 69(4), 367-
385. https://journals.sagepub.com/doi/full/10.1177/0022487117722553
Brady, L.M., Morman, K.M., Wang, C., & Fryberg, S.A. (2025). Educators’ Experiences of Identity
Negotiation in Equity-focused Professional Development: A Missing Piece of the Theory to
Practice Puzzle. Education Sciences, 15(9), 1209.
https://doi.org/10.3390/educsci15091209
Brady, L.M., Wang. C., Morman, K.M. & McPhee, K. (In Prep). Pedagogical Alignment with Culturally
Responsive Practices: Scale Development and Validation
Korous, K. M., Causadias, J. M., Bradley, R. H., Luthar, S. S., & Levy, R. (2022). A Systematic
Overview of Meta-Analyses on Socioeconomic Status, Cognitive Ability, and Achievement:
The Need to Focus on Specific Pathways. Psychological Reports, 125(1), 55–
97. https://doi.org/10.1177/0033294120984127
Reardon, S. F., Kalogrides, D., & Shores, K. (2019). The Geography of Racial/Ethnic Test Score
Gaps. American Journal of Sociology, 124(4), 1164–1221. https://doi.org/10.1086/700678
Villavicencio, A., Klevan, S., Conlin, D., & Hill, K. (2022). “It’s a Marathon, Not a Sprint”: The
Implementation and Outcomes of a Yearlong Racial Justice Intervention. AERA Open, 8,
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Authors

• Perla Rodriguez, Beaverton School District

• Veronica Galvan, Beaverton School District

• Sho Shigeoka, Beaverton School District

• Toshiko Maurizio, Beaverton School District