Cultural relevance training and coaching of teachers in a Texas elementary school: A design development intervention study investigating how teachers can positively impact African-American students

This study endeavored to examine if providing teachers with culturally responsive training would positively impact their instruction and increase engagement for African-American students. This study is so important because black students consistently score lower than their white counterparts on campus, district and state assessments. Many are quick to name this disparity as an achievement gap, however, this researcher presents arguments in the literature convincing the reader that the problem should be attributed to that of an opportunity gap. In order to close this opportunity gap, it is necessary to focus on adult behaviors by supporting teachers with culturally responsive professional development in order to build teacher understanding and awareness of relevant instructional practices. This study was conducted using an insider action research model, while utilizing a design-based approach to develop the intervention based on the needs of the campuses in the study. This design development intervention study utilized surveys and pre and post- conference sessions, with teachers to identify specific targeted areas to focus on, while also building knowledge of cultural responsiveness through discussion and collaboration. The findings of the study showed that individualized professional development of teachers helped to build teacher understanding, knowledge, confidence, and the ability to implement culturally responsive practices within their classrooms.