ERIC Number: EJ1364127
Record Type: Journal
Publication Date: 2023-Jan
Pages: 32
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2562-783X
Toward More Inclusive Professional Learning Communities
Shand, Robert; Batts, Jacqui
Journal of Education Human Resources, v41 n1 p110-141 Jan 2023
Collaboration among teachers is an important vehicle for teacher development, shared leadership, improving student achievement, building school culture, and attracting and retaining effective teachers. However, if professional collaborative environments are not truly diverse and inclusive or marginalize individual teachers or groups of teachers based on their identities, the professional communities are less effective and efforts to increase teacher diversity and student achievement by attracting and retaining teachers of color will be thwarted. We investigate whether a sustained commitment to anti-racism and/or diversity, equity, and inclusion (DEI) through districtwide teacher training efforts contributes to more inclusive professional learning communities within schools and whether these efforts, in creating more inclusive professional learning communities (PLCs), increase recruitment and retention of teachers of color. We investigate trends in two selected case study districts that implemented districtwide training for all teachers on anti-racism and/or DEI, using comparative interrupted time series and synthetic control methods. We find mixed and mainly null findings on teacher reports of inclusive PLCs following DEI initiatives, but the efforts do lead to small and not significant positive effects on teacher diversity.
Descriptors: Communities of Practice, Inclusion, Diversity (Faculty), Racism, Minority Group Teachers, Teacher Recruitment, Teacher Persistence, Professional Development, Educational Trends
University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: https://www.utpjournals.press/loi/jehr
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York); North Carolina
Grant or Contract Numbers: N/A