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Urban Teachers’ Perspectives of Strengths and Needs: The Promise of Teacher Responsive Professional Development

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Abstract

This study examines urban high school teachers’ perceptions (N = 50) of their strengths and needs in supporting diverse students in their classrooms. Qualitative analysis of responses revealed the emergence of four thematic categories: enactment of positive teacher dispositions; external challenges affecting student learning; strengths in the classroom environment and; effective instructional practices to support high needs students. We discuss the use of the findings of teachers’ perceptions as integrated in a teacher responsive professional development model built on culturally responsive student-centered teaching and focused on teacher involvement that includes collaborative decision-making, collective construction of effective practice, and a growth driven approach.

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Authors and Affiliations

  1. Department of Teaching and Learning, University of Miami, Miami, FL, 33146, USA

    Wendy Cavendish, Ayanna F. Young, Edgar Díaz & Mary Avalos

  2. Department of Educational and Psychological Studies, University of Miami, Coral Gables, FL, 33124, USA

    Ignacio Barrenechea

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  1. Wendy Cavendish
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  2. Ignacio Barrenechea
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  3. Ayanna F. Young
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  4. Edgar Díaz
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  5. Mary Avalos
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Correspondence to Wendy Cavendish.

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Cavendish, W., Barrenechea, I., Young, A.F. et al. Urban Teachers’ Perspectives of Strengths and Needs: The Promise of Teacher Responsive Professional Development. Urban Rev 53, 318–333 (2021). https://doi.org/10.1007/s11256-020-00569-9

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