Eighteenth International Conference on Diversity in Organizations, Communities & Nations

Abstract

K-12 professional development programs at national, state, and local levels can vary. They exist in varying lengths as conferences, online webinars, in-school sessions, or after-school training programs. Due to limited resources, costs, and time measuring the efficacy of a session based on participant knowledge and impact becomes challenging. This study utilized a retrospective pretest in assessing K-12 teachers’ knowledge-base and efficacy of a mandated professional development session during a new teacher induction in one urban public school. Participants in the two-hour session ranged from having no experience in the classroom to over eight years of classroom experience. The study provides insight into their skills and knowledge related to culturally responsive teaching in light of the professional development they received.