This study was designed to determine if teachers in one public school in Virginia were prepared to be evaluated based on culturally responsive practices (CRP) after completing Virginia Department of Education's (VDOE) Cultural Competency Training Module. This qualitative study sample included eight teachers from a suburban school division. The conceptual framework illustrated the connections between the evaluation of CRP and teacher preparedness after teachers completed VDOE's Cultural Competency Training Module.
The research questions that directed this study were: (1) How has Virginia Department of Education's Cultural Competency Training Module prepared teachers to implement culturally responsive practices? (2) To what extent do teachers feel prepared to be evaluated based on culturally responsive practices after completing Virginia Department of Education's Cultural Competency Training Module? The research method included a basic qualitative research design that used interview protocol.
Interview prompts were created based on Virginia's Cultural Competency Domains that underpin legislation approved by the 2021 Virginia General Assembly requiring that teacher evaluations include a standard for CRP. Interviews took place during the summer months of 2023 as virtual meetings using the Zoom video conferencing platform. Interview transcriptions were utilized as the data set. As categories and themes emerged, the interconnectedness of data was examined using open coding.
The findings of this study revealed that teachers indicated a support for Virginia's Cultural Competency Domains. However, teachers perceived that VDOE's Cultural Competency Training Module did not achieve the desired focus of providing educators with the tools needed to implement CRP. Instead, teachers perceived that their lived experiences framed their individual approach to understand and implement CRP. The implications of the study encouraged VDOE to consider a redesign of the Cultural Competency Training Module. Another implication emphasized the need for school divisions to consider investing in professional trainers to provide deep level culturally competency training in a format that also accounts for the emotional security and comfortability of teachers. / Doctor of Education / This study was designed to determine if teachers in one public school in Virginia were prepared to be evaluated based on culturally responsive practices (CRP) after completing Virginia Department of Education's (VDOE) Cultural Competency Training Module. This study included eight teachers from a suburban school division. The conceptual framework illustrated the connections between the evaluation of CRP and teacher preparedness after teachers completed VDOE's Cultural Competency Training Module.
The research questions that directed this study were: (1) How has Virginia Department of Education's Cultural Competency Training Module prepared teachers to implement culturally responsive practices? (2) To what extent do teachers feel prepared to be evaluated based on culturally responsive practices after completing Virginia Department of Education's Cultural Competency Training Module? The research method included teacher interviews.
Interview prompts were created based on Virginia's Cultural Competency Domains that reinforced legislation approved by the 2021 Virginia General Assembly requiring that teacher evaluations include a standard for CRP. Interviews took place during the summer months of 2023 as virtual meetings using the Zoom video conferencing platform. Interview transcriptions were utilized as the data for the study. As categories and themes emerged from interview responses, the connection of data was examined.
The findings of this study revealed that teachers indicated a support for Virginia's Cultural Competency Domains. However, teachers perceived that VDOE's Cultural Competency Training did not achieve the desired focus of providing educators with the tools needed to implement CRP. Instead, teachers perceived that their lived experiences framed their individual approach to understand and implement CRP. An implication of the study encouraged VDOE to consider a redesign of the Cultural Competency Training Module. Another implication emphasized the need for school divisions to consider investing in professional trainers to provide deep level culturally competency training in a format that also accounts for the emotional security and comfortability of teachers.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/118406 |
| Date | 12 March 2024 |
| Creators | Marbury, Kristen Renee |
| Contributors | Educational Leadership and Policy Studies, Cash, Carol S., Jarvis, Michael Christopher, Brinkmann, Jodie Lynn, Johnstad, Susan |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
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