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Examining teachers’ perceptions of diversity, equity, and inclusion professional development

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Examining teachers’ perceptions of diversity, equity, and inclusion professional development

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Content Examining Teachers’ Perceptions of Diversity, Equity, and Inclusion Professional
Development
Marissa Martinez
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
August 2024

© Copyright by Marissa Martinez 2024
All Rights Reserved

The Committee for Marissa Martinez certifies the approval of this Dissertation
Gregory Franklin
Mary Stevens
Darline Robles, Committee Chair
Rossier School of Education
University of Southern California
2024

iv
Abstract
The purpose of this study was to explore how organizational factors shape teachers’ participation
in diversity, equity, and inclusion (DEI) professional development. The educational partners for
this study were 10 secondary teachers employed by a school district in Southern California for 3
or more years. A gap analysis framework guided the study to assess the knowledge, motivation,
and organizational influences related to achieving the organizational goal. Literature helped to
define the assumed knowledge, motivation, and organizational influences assessed. I collected
data through interviews and documents. This study found that teachers had knowledge of DEI
definitions, appropriate practices, and personal bias. Findings suggest that organization
influences were a need. The study offers recommendations through an implementation and
evaluation plan aligned to the new world Kirkpatrick model.
Keywords: professional development, diversity, equity, inclusion

v
Dedication
To my son Xavier, you are my driving force. We did this together. Thank you for understanding
all the times I had to watch your games with my computer in my lap. Thank you for keeping me
company at the coffee shop. Thank you for cheering me on and holding my hand when I needed
it. I hope you always know that you can do anything you set your heart and mind to. You are an
unstoppable light. ’24 is our year, our Mamba year. I love you, more, forever.
To my dad and mom. This dissertation, every page of it, is for you. Thank you for inspiring me
with your hard work, sacrifice, and love. There is no way I would have made it through the last 3
years without your support. Mom, your belief in me carried me through the hardest days. Dad,
thank you for loving me with your whole Bruin heart. Mom and Dad, this is our success.
To Mama Paz and Grandma Jennie, I hope I have made you both proud and continued your
legacies of strength, beauty, and brilliance. You were with me every step of the way.
To Michelle and Kenny, your love lifted me and brought me to the finish line. Thank you for
every phone call, text, and encouraging word. Thank you for filling in for me when I could not
be with X. Thank you for being my cheerleaders. I love you both so much.
To Teddy and Melody, thank you for being by my side, helping me, loving me, and reminding
me that I am strong. I love you two very much.
To every single soul who believed in me, checked on me, cheered me on, offered a shoulder to
lean on, and loved me through this journey, thank you. From the depths of my heart, I am
grateful.

vi
Acknowledgements
I begin by acknowledging my committee. Dr. Stevens and Dr. Franklin, I am grateful for
your time, guidance, inspiration, and support. Dr. Robles, thank you for believing in me and
reminding me of my own strength. Thank you for celebrating every victory along the way and
reminding me that I can, and I will. I did it! Thank you. I am forever grateful.
I share this moment with my Martinez and Loyola family, whose love, support, and
prayers surrounded me. To my uncles, aunts, and cousins, thank you. Your constant and
consistent check-ins meant the world to me. I love every one of you so much.
Thank you to my “lunch bunch,” Jas, Liz, and Chris, for reminding me that I am, in fact,
doctor material. I am so thankful for your support.
A very special thank you to my “big sister” Paula. You have been with me through the
peaks and valleys, encouraging and loving me. I am so blessed to call you a friend and sister.
All Stars and Underdawgs family, thank you for your support season after season. You all
helped with X when I had to write and attend class and checked on me when I was in the outfield
stuck behind a laptop. Thank you.
Nambah Coffee Co., thank you for being my special place. Every coffee was inspiration.
To the ultimate crew, Dr. Knight-Briseno, Dr. Ili, and Dr. Brahmbhatt, thank you for
everything. I would not have survived the last 3 years without our endless text threads, snack and
coffee runs, laughs, and incredible group project planning sessions. Thank you for making this
journey unforgettable. I love you all. Fight On (forever)!
Damian, my star, thank you for encouraging me to finish “my book.” Love you, kiddo.
D.R., I share this celebration with you. Your encouragement, endless support, love, and
friendship sustained and filled me through every challenge and victory. I love you. Thank you.

vii
Table of Contents
Abstract.......................................................................................................................................... iv
Dedication ........................................................................................................................................v
Acknowledgements........................................................................................................................ vi
List of Tables ...................................................................................................................................x
List of Figures................................................................................................................................ xi
Chapter One: Introduction ...............................................................................................................1
Introduction of the Problem of Practice...............................................................................1
Organizational Context and Mission ...................................................................................2
Organizational Performance Goal........................................................................................3
Related Literature.................................................................................................................3
Importance of the Evaluation...............................................................................................5
Purpose of the Project and Questions ..................................................................................7
Methodological Framework.................................................................................................8
Definitions............................................................................................................................8
Organization of the Study ....................................................................................................9
Chapter Two: Review of the Literature .........................................................................................10
Professional Development .................................................................................................10
Adult Learning ...................................................................................................................13
Importance of Diversity, Equity, and Inclusion Training ..................................................16
Conceptual Framework......................................................................................................18
Conclusion .........................................................................................................................31
Chapter Three: Methodology.........................................................................................................33
Participating Educational Partners and Sample Selection .................................................38
Instrumentation ..................................................................................................................39

viii
Data Collection ..................................................................................................................40
Data Analysis.....................................................................................................................41
Trustworthiness of Data.....................................................................................................41
Role of Investigator............................................................................................................42
Chapter Four: Results and Findings...............................................................................................43
Participating Educational Partners.....................................................................................44
Determination of Assets and Needs...................................................................................45
Results and Findings for Knowledge Causes.....................................................................45
Results and Findings for Motivation Causes.....................................................................54
Results and Findings for Organization Causes ..................................................................58
Summary of Validated Influences .....................................................................................62
Chapter Five: Recommendations and Evaluation ..........................................................................65
Organizational Context and Mission .................................................................................66
Organizational Performance Goal......................................................................................66
Description of Educational Partners Groups......................................................................67
Goal of the Educational Partners Group for the Study ......................................................67
Purpose of the Project and Questions ................................................................................67
Introduction and Overview ................................................................................................68
Recommendations for Practice to Address KMO Influences............................................68
Implementation and Evaluation Framework......................................................................83
Summary of the Implementation and Evaluation ..............................................................97
Strengths and Weaknesses of the Approach ......................................................................98
Limitations and Delimitations............................................................................................99
Future Research ...............................................................................................................100
Conclusion .......................................................................................................................100

ix
References....................................................................................................................................102
Appendix A: Interview Protocol for Secondary Teacher.............................................................110
Introduction......................................................................................................................110
Interview Questions.........................................................................................................111
Closing Comments...........................................................................................................112
Appendix B: Qualitative Research Documents Analysis Protocol..............................................113
Appendix C: Information Sheet for Exempt Research ................................................................114
Appendix D: Recruitment Letter .................................................................................................115

x
List of Tables
Table 1: Educational Partners for the Study and Educational Partners Performance Goal 7
Table 2: Summary of Assumed Knowledge Influences on Educational Partners’ Ability to
Achieve the Performance Goal 25
Table 3: Summary of Assumed Motivation Influences on Educational Partners’ Ability to
Achieve the Performance Goal 28
Table 4: Summary of Assumed Organization Influences on Educational Partners’ Ability to
Achieve the Performance Goal 31
Table 5: Summary of Knowledge Influences and Method of Assessment 36
Table 6: Summary of Motivation Influences and Method of Assessment 37
Table 7: Summary of Organization Influences and Method of Assessment 38
Table 8: Participants 44
Table 9: Summary of Assumed Knowledge Influences on Educational Partners’ Ability to
Achieve the Performance Goal 62
Table 10: Summary of Assumed Motivation Influences on Educational Partners’ Ability to
Achieve the Performance Goal 63
Table 11: Summary of Assumed Organization Influences on Educational Partners’ Ability to
Achieve the Performance Goal 64
Table 12: Summary of Knowledge Influences and Recommendations 70
Table 13: Summary of Motivation Influences and Recommendations 76
Table 14: Summary of Organization Influences and Recommendations 80
Table 15: Outcomes, Metrics, and Methods for External and Internal Outcomes 84
Table 16: Critical Behaviors, Metrics, Methods, and Timing for Evaluation 87
Table 17: Required Drivers to Support Critical Behaviors 89
Table 18: Evaluation of the Components of Learning for the Program 94
Table 19: Components to Measure Reactions to the Program 95
Appendix B: Qualitative Research Documents Analysis Protocol 113

xi
List of Figures
Figure 1: The Gap Analysis Process............................................................................................. 34

1
Chapter One: Introduction
In the last few years, pivotal events in the United States, such as the deaths of George
Floyd, Breonna Taylor, and Ahmaud Arbery, and the increase in incidents of violence and
racism toward Asian American and Pacific Islander communities, have served as catalysts for
social change (Hilton et al., 2021). In this climate of national and global change, it is essential
that organizations, specifically schools, model, promote, and shape practices that advance
diversity, equity, and inclusion. This work begins with personal reflection and introspection.
Historically, theorists have argued that implicit biases persist and are powerful determinants of
behavior due to a lack of personal awareness of biases (Devine et al., 2012). Hilton et al. (2021)
identified the need for an organization to design initiatives that examine and address diversity,
equity, and inclusion (DEI). In 2020, the XP Unified School District (XPUSD) formed the
District Advisory Committee on Racial Equity (DAC).
Introduction of the Problem of Practice
The goal of the DAC was to examine the impact of district policies, procedures, and
practices on historically marginalized students and educational partners. As a result, the
committee provided input and recommendations to district leadership and the board of education
that led to the development of an equity action plan as well as metrics and actions that align with
goals in XPUSD’s local control accountability plan. These efforts include professional
development for teachers, as well as opportunities for them to participate in committees and
discussion groups addressing DEI.
Well-meaning secondary teachers seem resistant to participating in professional
development/training in DEI. Well-meaning teachers understand the importance of equitable
practices and acknowledge the need for these practices in their classrooms. They want to receive

2
training and improve their knowledge of DEI. An XPUSD administrator provided the data. This
person plans and conducts DEI professional development for the organization. During its alldistrict professional development day, XPUSD offered sessions on equity training, and a handful
of teachers attended. An ongoing training series was offered during the 2022–2023 school year,
with approximately 30 teachers signed up and attending regularly. For the 30 administrators in
XPUSD, this training is mandatory. After participating in DEI professional development,
teachers rarely implement the proposed practices, and there is little to no follow-through. This
study examined how organizational factors shape secondary teachers’ participation in DEI
professional development and their implementation of DEI practices.
Organizational Context and Mission
The organization of focus is XPUSD, a school district in Southern California. The district
enrolls approximately 6,300 students in 11 schools serving TK–12th grade. The student
population is approximately 45% Hispanic, 30% White, 11% Asian, and 4% African American.
Ten percent of students do not list an ethnicity. In addition, approximately 5% are English
learners, 12% are students with disabilities, less than 1% foster youth, and 28% are identified as
socioeconomically disadvantaged. The certificated staff population of XPUSD is approximately
370 individuals. The approximate ethnic make-up of certificated staff members is as follows:
60% White, 25% Hispanic, 6% Pacific Islander/Filipino, 5% Asian, and 3% African American.
One percent did not list an ethnicity.
The mission of XPUSD is to strengthen resilience, ignite curiosity, inspire excellence,
and empower each student’s academic journey. The organization lists equity as one of the
organization’s core values. Under the value of equity, the organization strives to support the

3
whole student and their academic success by equipping students with differentiated resources.
The district’s secondary schools were the specific focus of this study.
Organizational Performance Goal
The goal for the organization is for 100% of its secondary teachers to participate in DEI
professional development and implement effective DEI practices in their teaching by 2030, as
directed by the board of education and XPUSD superintendent. This goal was established to
meet the equity core value of the organization to equip students with differentiated resources to
support the whole student. Interviews and document analysis will be used to track progress
toward the goal. Progress will be measured by tracking teacher attendance at professional
development sessions. Administrators will work with the board of education by the fall of 2024
to create and develop a plan that will train principals on DEI effective practices. Principals will
be supported in evaluating teachers in DEI practices and work with the teachers’ union to ensure
support for teachers. Principals will manage the training and provide professional development
for teachers, working with teachers to support and evaluate implementations of DEI practices.
Principals will be trained by 2025, with professional development opportunities for secondary
teachers beginning in the fall of 2025 and continuing through 2030.
Related Literature
Previous studies have found that it is imperative that educational organizations
continuously model, promote, and shape practices that advance equity and diversity (Gillborn,
2018; Gover et al., 2020; Harvey, 2017; Hilton et al., 2021; Picower, 2009). Within the
educational setting, it is important to evaluate variables that compose an individual’s culture,
such as age, ethnicity, disability, gender identity, race, religion, sexual orientation, and
socioeconomic status (Beaulieu et al., 2019). By 2044, the United States will become a majority-

4
minority nation, as predicted by the U.S. Census Bureau (Colby & Ortman, 2014). This means
that no specific demographic will hold a majority of the total population (Beaulieu et al., 2019).
The diversity of children in the United States is increasing at an even faster rate (Beaulieu et al.,
2019). Considering these quickly shifting demographics, educational organizations must meet
the challenge of educating students inclusively and equitably. According to the California
Department of Education, currently in the state, 63% of the teachers are White and 20% are
Hispanic/Latino. The largest percentage of students of color is Latino, 54%, and 23% of the
student population is non-Hispanic White. This off-balance representation calls for examining
ethnicity and its relationship to teaching (Picower, 2009).
Picower (2009) pointed out that the literature in the field of culturally relevant teacher
education argues that it is imperative that teachers, particularly White teachers, develop
awareness, or critical consciousness, around issues of race, privilege, power, and oppression to
be successful with students from diverse settings. In discussing training and pre-service teachers,
Kumar and Lauermann (2018) stated that to be equitable and culturally responsive, teachers need
to feel comfortable with students who may be from a background different from their own. They
must be made aware of and overcome any biased beliefs they may hold against culturally and
linguistically diverse students and be committed to adapting their instruction to students’ needs.
One way for organizations to do this is to provide training and opportunities to address implicit
bias and positionality in efforts to examine issues of DEI (Murrell, 2006). Douglas and Nganga
(2013) added that it is important to identify positionality to account for the complexity and
diversity that inform our identities, our practices as educators in teacher-education classrooms,
and our roles as researchers/scholar-practitioners. According to Villaverde (2008), positionality
is “how one is situated through the intersection of power and the politics of gender, race, class,

5
sexuality, ethnicity, culture, language, and other social factors” (p. 10). In addressing bias, a
systematic process is essential to identify areas of needed intervention (Hilton et al., 2021).
Harvey (2017) identified seven steps for an organization to begin to identify the gaps in DEI
training and practice. The seven steps are to identify important situational factors, conduct a
needs assessment, identify/define key learning objectives, decide upon feedback and assessment
methods, choose the most appropriate teaching and learning activities, integrate activities into a
coherent whole, reflect on the process and identify key learning (Harvey, 2017, pp. 116–117). By
following the seven steps, an organization can begin to identify and address gaps in DEI training
and practice.
Importance of the Evaluation
Schools can model, promote, and shape practices that advance DEI. This work begins
with personal reflection and introspection through initiatives that examine and address DEI. By
examining bias, organizations can use implicit bias training to aim for equity and inclusion
(Devine et al., 2012; Hilton et al., 2021). In 2020, the XPUSD formed the DAC, whose goal was
to examine the impact of district policies, procedures, and practices on historically marginalized
students and educational partners. As a result, the committee provided input and
recommendations to district leadership and the board of education which led to the development
of an equity action plan as well as metrics and actions that align with goals in XPUSD’s local
control accountability plan. These efforts include professional development opportunities for
teachers, as well as opportunities for teachers to participate in committees and discussion groups
addressing DEI. When teachers participate in DEI professional development, proposed practices
are rarely put into practice with little to no follow-through. As reported during a conversation
with an XPUSD administrator in early 2023, well-meaning secondary teachers seem resistant to

6
participating in professional development/training in DEI. In a time of demographic shifts, it is
important for schools to examine how they address shifts and changes. This study examined how
organizational factors shape secondary teachers’ willingness to participate in DEI professional
development and to implement DEI practices. As an XPUSD administrator stated, well-meaning
secondary teachers are resistant to participating in professional development/training in DEI. The
administrator said that when teachers do participate, it is rare that they use the proposed
practices. It is important to provide training for teachers to build their capacity in the areas of
DEI.
Picower (2009) noted that teachers must develop awareness, or critical consciousness,
around issues of race, privilege, power, and oppression to be successful with students from
diverse settings. In evaluating the organization’s performance, teachers must be made aware of
biased beliefs they may hold against culturally and linguistically diverse students and be
committed to adapting their instruction to students’ needs. Systemic racism is endemic and
ingrained in U.S. society, especially when considering institutions and systems (Bell, 1995). This
includes the school system. For XPUSD, this is a difficult but necessary reflection that needs to
take place. Teachers must have a critical consciousness as they develop an awareness of their
biased beliefs and issues of race, privilege, and power. Teachers must feel supported in their
efforts as they embark on difficult, ongoing challenges around DEI. If the organization does not
train and support this work for teachers, XPUSD will not meet its goal of recognizing equity
gaps and realizing its core values. Table 1 presents the goals of focus in this study.

7
Table 1
Educational Partners for the Study and Educational Partners Performance Goal
Organizational mission
The mission of XPUSD is to strengthen resilience, ignite curiosity, inspire excellence, and
empower each student’s academic journey.
Organizational performance goal
All secondary teachers at XPUSD will participate in DEI professional development and
implement effective DEI practices in their teaching by 2030.
District administrators’ goal:
Administration will work
with the board of education
by fall 2024 to create and
develop a plan that will
train principals on DEI
effective practices, support
principals in evaluating
teachers in DEI practices,
and work with the teachers’
union to ensure support for
teachers. Expectation for all
training will be done by
spring 2025.
Site administrators’ goal:
Administrators will manage
the training and provide
professional development
for teachers beginning in the
fall of 2025 and continuing
through 2030, working with
teachers to support and
evaluate implementations of
DEI practices. Expectation
for all training for 100% of
teachers will be done by
2030.
Secondary teachers’ goal:
100% of secondary
teachers at XPUSD will
participate in DEI
professional development
and implement effective
DEI practices in their
teaching by 2030.
Purpose of the Project and Questions
The purpose of this project was to conduct a gap analysis to examine the root causes of
the organizational problem. The analysis focused on the causes of this problem due to gaps in the
areas of knowledge and skill, motivation, and organizational issues. While a complete
performance evaluation would focus on all educational partners, for practical purposes, the
educational partners focused on in this analysis are secondary teachers who participate in DEI
professional development. Specifically, this study examined their implementation of DEI
practices. The analysis further examined the participants’ knowledge and motivation, as well as

8
the organizational factors that shape participation in DEI training and implementation. Two
research questions guided this study:
1. What is the current status of XPUSD secondary school teachers’ knowledge and
motivation with regard to the goal of 100% participation in DEI professional
development and implementation?
2. How do organizational factors shape XPUSD secondary teachers’ participation in
DEI professional development and implementation of DEI practices?
Findings will inform the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational practice.
Methodological Framework
R. E. Clark and Estes’s (2008) gap analysis framework aims to identify the knowledge,
motivation, and organizational (KMO) influences, identifying performance gaps related to the
organization’s achievement of the goal. I used related literature to identify the KMO influences
on the XPUSD staff participation in DEI professional development. I used qualitative data
gathering and analysis of interviews and documents to evaluate current performance in relation
to the organization’s goal. I conducted a qualitative case study and analysis to evaluate XPUSD
teachers’ current performance in relation to performance goals in the areas of KMO resources. I
validated staff members’ current performance using observation, interviews, literature review,
and content analysis.
Definitions
Diversity: the practice of including or involving people across cultural variables, such as
age, disability, ethnicity, expression, gender, orientation, race, and socioeconomic status (Hilton
et al., 2021).

9
Equity: the management of all institutional policies and procedures and individual
behavior that is free from bias or favoritism based on individualized context (Hilton et al., 2021).
Implicit bias: the automatic and unconscious stereotypes that drive people to behave and
make decisions in certain ways (Gilliam et al., 2016).
Inclusion: the practice of incorporating individuals across all cultural variables through
equal access and accommodations (Hilton et al., 2021).
Organization of the Study
Five chapters are used to organize this study. Chapter One presents the problem of
practice, as well as the organization’s mission, goals, educational partners, and the initial
concepts of gap analysis. Chapter Two provides a review of literature regarding the scope of the
study, such as DEI and professional development. Chapter Three details the assumed causes for
this study as well as the methodology in terms of the choice of participants, data collection, and
analysis. In Chapter Four, the data and results are assessed and analyzed. Chapter Five provides
solutions, based on data findings from Chapter Four and the literature review, for closing the
perceived gaps as well as recommendations for an implementation, evaluation plan for the
solutions, and recommendations for future research.

10
Chapter Two: Review of the Literature
In this chapter, I will provide an overview of the influences on the problem of practice.
I will present the history of professional development and explore effective and ineffective
models of professional development. I will also present effective practices, challenges and
supports of adult learning. I will discuss the importance of DEI training, from the history of civil
rights and desegregation to current efforts in public schools. I will then review the role of district
and site administrators, followed by explaining the secondary teachers’ knowledge and
motivation used in this study. Next, I will turn to organizational influences on secondary
teachers. I will complete the chapter by presenting R. E. Clark and Estes’s (2008) gap analysis
conceptual framework to examine the root causes of an organization’s problem and what is
needed to achieve its goals. This problem-solving process is based on (a) understanding
educational partners’ goals regarding the organizational goal and (b) identifying assumed
performance influences in the KMO areas based on general theory, context-specific literature,
and an understanding of the organization. The analysis focuses on the causes of this problem due
to gaps in the areas of knowledge and skill, motivation, and organizational issues. While a
complete performance evaluation would focus on all educational partners, for practical purposes,
the educational partners of focus in this analysis are secondary teachers who take part in DEI
professional development and implement DEI practices.
Professional Development
One of the keys to improving the quality of U.S. schools is teacher professional
development. Desimone (2011) found that many education reforms rely on teacher learning to
increase student learning. In addition, professional development improves instruction, is ongoing
and connected to practice, focuses on the teaching and learning of specific academic content, is

11
connected to other school initiatives, and builds teachers’ work relationships (Darling-Hammond
et al., 2009; Desimone, 2011).
History and Impact of Professional Development
Over the years, models of professional development and teacher training have grown
from one-shot workshops and lectures to intensive, ongoing models that address concrete
everyday challenges involved in teaching (Darling-Hammond et al., 2009). These models are
presented in a variety of ways, depending on the subject. Workshops, local and national
conferences, college courses, special institutes, and formal and informal learning communities
are all forms of professional development.
Guskey (2002) pointed out that the common core features for effective professional
development are content focus, active learning, coherence, duration, and collective participation.
Understanding what makes professional development effective is critical to understanding the
success or failure of school reform (Desimone, 2011). The National Staff Development Council
found that general guidelines for effective professional development, such as ongoing, intensive
training, are connected to practice and school initiatives (Darling-Hammond et al., 2009).
Darling-Hammond and Richardson (2009) found that professional development lasting 14 or
fewer hours showed no effects on learning, and the largest effects were for programs offering
30–100 hours spread out over 6–12 months. Ongoing professional development that addresses
specific needs in a school is the most effective way to support and promote teacher learning and
practice.
Effective Models of Professional Development
Schools can provide the suggested ongoing 30–100 hours of training by using
technology, such as groups that meet virtually over several months (Amador et al., 2021;

12
Darling-Hammond & Richardson, 2009). The use of technology allows for easier meeting times
and follow-up in a small group setting. Rather than just one meeting time, virtual meetings
provide more opportunities to provide ongoing feedback and follow-up after a training session
(Amador et al., 2021). The one-time, one-stop workshop style of training has shown to be
ineffective in providing long-lasting change for teachers and students. Much of this could be due
to the teachers’ perceptions and attitudes toward professional development (Amador et al., 2021;
Guskey, 1986). Guskey (1986) suggested a model that (a) recognizes change is a gradual and
difficult process for teachers, (b) ensures teachers receive regular feedback on student learning
progress, and (c) provides continued support and follow-up after initial training. Keeping this
model in mind, schools can begin to address the challenges of teacher perception and attitude
toward training and professional development. This is particularly important when thinking of
training in sensitive areas such as DEI.
With the sensitive nature of DEI, school leaders must keep their teachers’ attitudes and
perceptions in mind when planning training in these areas. For practicing teachers, effective
professional development is one of the most important bridges from research to classroom
implementation (Kretlow et al., 2012). Research has suggested that pairing training with
consistent follow-up coaching improves teachers’ delivery of practices (Kretlow et al., 2012;
Naizer et al., 2017).
In-service paired with coaching is a specific model of support that shows promise for
improved teacher practices and student achievement (Jackson et al., 2006; Jager et al., 2002;
Kretlow & Bartholomew, 2010; Kretlow et al., 2012; Yoon et al., 2007). Kretlow and
Bartholomew (2010) indicated two primary types of effective coaching that improved teacher
fidelity: supervisory and side-by-side. Supervisory coaching involves an expert or skilled peer

13
observing a teacher and providing structured, constructive feedback. Side-by-side coaching
involves an expert or skilled peer observing a teacher and then co-teaching an in-class lesson.
The coach modeled specific teaching skills, provided opportunities for the teacher to practice the
skills, and provided ongoing support or error correction throughout the lesson (Kretlow &
Bartholomew, 2010). These models are examples of effective coaching and training that
improves teacher effectiveness.
Ineffective Models of Professional Development
Professional development is an integral feature of collaborations and efforts targeted at
school reform, but much of what is presented as reform does not lend itself to skill training
because it is not readily expressed in terms of specific, transferable skills and practices (Little,
1993). This is due to the way in which professional development is delivered to teachers, often
through a direct teacher/training model where teachers sit and listen and rarely take an active role
in training (Little, 1993). Darling-Hammond and Richardson (2009) stated that research does not
support professional development that relies on the one-shot workshop model. In addition,
professional development that focuses only on training teachers in new techniques and behaviors
but is not related to teachers’ specific contexts and curricula is also ineffective (DarlingHammond & Richardson, 2009). When training is episodic and fragmented and expects teachers
to make changes in isolation and without specific support, it does not result in sustained teacher
learning opportunities (Darling-Hammond & Richardson, 2009; Little, 1993).
Adult Learning
Adult education is defined as the process of adult learning, an organized set of activities
to accomplish educational objectives, or a combination of the two into a movement or a field of
social practice (Knowles et al., 2005). The learner’s experience mitigates knowledge, which

14
means that when adults learn, they are doing so in the context of their own life experiences. As
adults learn, it helps to have ongoing, consistent training with coaches/trainers to see positive
results in the real-world setting (Zee & Koomen, 2016).
Effective Practices in Adult Learning
Adult education is defined as the process of adult learning, an organized set of activities
to accomplish educational objectives, or a combination of the two into a movement or a field of
social practice (Knowles et al., 2005). The learner’s experience mitigates knowledge, which
means that when adults learn, they are doing so in the context of their own life experiences. As
adults learn, it helps to have ongoing, consistent training with coaches/trainers to see positive
results in the real-world setting (Zee & Koomen, 2016).
Knowles et al. (2005) pointed out that adults are motivated to learn as they experience
needs and interests that learning will satisfy. In addition, adult motivation to learn is life-centered
with experience being the richest source for adult learning (Knowles et al., 2005). Taking this a
step further, an effective strategy for adult learning is adopting an inquiry-as-stance approach,
which encourages a broader survey of the entire teaching/learning system and power
relationships (Cochran-Smith & Lytle, 2009). By doing this, adult learning assumes a lifelong
approach that results in greater results and progress. As adults are challenged in the context of
their own experiences, needs, and interests, their willingness to learn increases. Techniques that
tap into the experience of the learners, such as group discussions, simulation exercises, problemsolving activities, and peer-helping activities, adult learners show greater participation and
investment in the learning process (Knowles et al., 2005).

15
Challenges and Supports of Adult Learning
Knowles et al. (2005) examined adult education and identified that an adult’s life
situation affects their readiness to learn and readiness for andragogical-type learning experiences.
Most learning experiences are highly situational, which also means that a learner may exhibit
very different behaviors in different learning situations (Knowles et al., 2005). When considering
the sensitive nature of DEI, this poses a challenge for instructors who teach adults. Depending on
an individual’s life experiences, they may or may not be open to what needs to be done to selfreflect. Knowles et al. (2005) found that adults resent and resist situations in which they feel
others impose their wills on them.
Adult learning is affected by an adult’s life situation and experiences (Cochran-Smith &
Lytle, 2009; Knowles et al., 2005). When providing adult education, it is important to provide
support for the implementation of strategies. One way to provide support is by forming groups to
identify the knowledge and expertise of people/staff. By grouping people, a collective wisdom
forms to help solve local problems, and power is put in the hands of those people (CochranSmith & Lytle, 2009). Groups are best supported through continuous, collective mentorship and
coaching (Horn et al., 2015; Rivera-McCutchen & Panero, 2013). Kretlow et al. (2012)
suggested that when designing teacher training, a two-level training model that includes highquality in-service and coaching if small, homogeneous groups should be included. The
combination of supervisory and side-by-side coaching has shown to be a promising model for
professional development support (Kretlow et al., 2012). Adult educators and learners continue
to discover ways to help adults examine personal habits and biases and open their minds to new
approaches, such as sensitivity training, values clarification, and meditation, which are some
examples of techniques used to address this problem (Knowles et al., 2005).

16
Importance of Diversity, Equity, and Inclusion Training
Historically, schools have worked to address diversity, equity, and inclusion. These
efforts continue to address challenges by implementing anti-bias curriculum, teacher training and
learning, and professional development.
History of Diversity, Equity, and Inclusion
For most Americans, the 1954 decision in Brown v. Board of Education marks the
beginning of the desegregation of schools (López & Burciaga, 2014). It is important to note,
however, that landmark civil rights efforts did not occur until well after the ruling. For example,
Rosa Parks’ protest happened 18 months after the ruling, and the Little Rock Nine attempted to
integrate Central High School 3 years after the Supreme Court ruling (López & Burciaga, 2014).
Although the ruling did not immediately result in effective integration policies and practices in
education, it impacted the country’s collective understanding that separate is inherently unequal
and set into motion a policy-based agenda that would guide standards of equality for students of
color in the United States (López & Burciaga, 2014). These efforts led to actions countering
strategic redlining, which aimed to influence racial disparity in cities when determining
homeownership, which indirectly affects school districts. Statistically, these neighborhoods have
less access to funding or resources, resulting in lower-rated schools (Riggins-Royals, 2021).
Although there were public integration efforts in the 1950s and 1960s, there remained a
deficit lens when working with students of color. Curricula did not change, and efforts to include
people of color in the narrative were nonexistent. The American Dream was very much alive and
well, encouraging Americans to pull themselves up by their bootstraps and work hard to achieve
all they wanted in life. There was no acknowledgement of the historical and systemic struggles
of people of color and how these experiences affected educational, social, and professional

17
upward mobility. Even in schools, the narrative became, “Work hard, and you can achieve the
dream.” To address the inequities, educators adopted the idea of color blindness, or seeing all
students as the same in their eyes, which was generally sold as a positive, although color
blindness contributes to a collective ignorance and relieves individuals from fighting against the
impact of racism (Ullucci & Battey, 2011). An approach centered around multiculturalism and
assimilation to educate a “melting pot” has remained a dominant strategy in American schools
(Wei, 2020). The earliest conceptions of multiculturalism were seen as early as the 1970s, but the
1980s saw the emergence of a body of scholarship on multicultural education by progressive
education activists and researchers. Banks (1981) argued that multicultural education promotes
the idea of “educational equality.” According to Banks (1981), to maintain a “multicultural
school environment,” all aspects of the school had to be examined and transformed, including
policies, teachers’ attitudes, instructional materials, assessment methods, counseling, and
teaching styles (p. 31).
Multiculturalism served as a springboard for more recent changes in DEI in education. In
the 1990s and early 2000s, affirmative action protests were prevalent across California university
campuses. Students recognized the inequities that kept people of color from accessing
opportunities. Efforts to create a curriculum that includes contributions of people of color
became more prevalent. An effort to address the growing diversity in schools is the
implementation of ethnic studies curriculum. Students learn through a critical lens about the
diverse and complex histories of people of color in America, including current struggles such as
Black Lives Matter.
Social movements such as Black Lives Matter have called on organizations to refocus
their mission and vision to include DEI. Student-led resistance movements of the 1960s, such as

18
the Freedom Riders and the Student Nonviolent Coordinating Committee, continue to examine
equitable practices and inspire schools to strive for change in the face of inequities (C. Clark,
2011; Hale, 2016; Patel, 2021).
DEI in Public Schools
Schools have tried to address DEI. By exploring some challenges of teacher programs in
addressing bias and teacher candidates’ awareness of students’ cultural diversity, schools begin
to examine teachers’ awareness of and sensitivity to multiculturalism (Lin & Rice, 2008).
Schools have addressed challenges by implementing anti-bias curriculum, teacher training and
learning, and professional development to teach skills around self-reflection, role-play, and
service learning. There have even been efforts to reach into the community through home visits
and inviting parents into classrooms. Tatum (2017) used an intervention model that involved
students and staff members, focusing on student efficacy training is discussed and highlighted.
Within this intervention model, Black students met with teachers in a small group setting. This
resulted in positive gains from teachers’ perspective, which was also evidenced by student
learning outcomes (grades). The study found “impact was dramatic” (p. 14).
Conceptual Framework
R. E. Clark and Estes’s (2008) gap analysis framework examines the root causes of an
organization’s problem and what is needed to achieve its goals. This problem-solving process is
based on (a) understanding educational partners’ goals with regard to the organizational goal and
(b) identifying assumed performance influences in the KMO areas based on general theory,
context-specific literature, and an understanding of the organization. The purpose of this study
was to conduct a gap analysis to examine the root causes of an organizational problem. The
analysis focused on the causes of this problem due to gaps in the areas of knowledge and skill,

19
motivation, and organizational issues. For this study, the organizational goal is that 100% of
secondary teachers at XPUSD will participate in DEI professional development and implement
effective DEI practices in their teaching by 2030. The educational partners focused on in this
analysis are secondary teachers, and the examination pertained to their meeting the
organizational goal. The analysis further examined the participants’ knowledge and motivation,
as well as the organizational factors that shape participation in DEI training and implementation.
Knowledge and Skills
Krathwohl (2002) listed the four main categories of knowledge dimensions as factual,
conceptual, procedural, and metacognitive. According to R. E. Clark and Estes (2008), an
individual’s overall knowledge affects their performance, which, in turn, impacts an
organization’s goal. This qualitative case study and analysis evaluated XPUSD teachers’ current
knowledge and performance in relation to performance goals in the areas of KMO resources.
Factual Knowledge
Factual knowledge contains the basic elements (including terminology, details, and
elements) that secondary teachers should know to engage with DEI practices. Teachers should
know definitions of diversity, equity, and inclusion, as well as any terms and vocabulary
associated with DEI.
Conceptual Knowledge
Conceptual knowledge is the interrelationships among the basic elements within a larger
structure that enables them to function together (Krathwohl, 2002). Teachers should have
knowledge of implicit bias and positionality to examine issues of DEI (Murrell, 2006).

20
Procedural Knowledge
Teachers must be aware of systematic processes essential to identify areas of needed
intervention (Hilton et al., 2021). Harvey (2017) identified seven steps for an organization to
begin to identify the gaps in DEI training and practice. The seven steps are: identify important
situational factors, conduct a needs assessment, identify/define key learning objectives, decide
upon feedback and assessment methods, choose the most appropriate teaching and learning
activities, integrate activities into a coherent whole, reflect on the process, and identify key
learning.
Metacognitive Knowledge
This knowledge is a knowledge of cognition in general as well as awareness and
knowledge of one’s cognition (Krathwohl, 2002). Teachers must be aware of their own bias and
positionality.
Declarative Factual Knowledge Influences
Per Picower (2009), prior research has found that teachers must develop critical
consciousness around issues of race, privilege, power, and oppression to be successful with
students from diverse settings. In discussing training and pre-service teachers, Kumar and
Lauermann (2018) stated that teachers must be made aware of and overcome biased beliefs to be
equitable and culturally responsive. Teachers must have knowledge of practices that can be
implemented to identify personal bias and then examine how it relates to teaching and the
educational setting. This awareness will help teachers to adapt their instruction to students’
needs.

21
Factual Influence: Administrators and Teachers Know the Definitions of Diversity, Equity,
and Inclusion
To effectively engage in DEI training and professional development, teachers must be
open and willing to engage with the material. There must be an acknowledgement that the terms
DEI are important to define and understand. Equity is a difficult word to grasp and define, but
teachers and administrators must understand the word and embrace the working definitions
associated with it (Allbright et al., 2019; Berne & Stiefel, 1999). Defining equity can be a
complicated process that differs from school district to school district, from community to
community, teacher to teacher. People have different understandings and beliefs about equity and
how to implement equitable practices, and this must be considered by administrators and
teachers alike (Albright et al., 2019; Berne & Stiefel, 1999; Bertrand et al., 2015).
Factual Influence: Administrators and Teachers Must Know of the Shifts in Demographics.
It is important for XPUSD educators to know the demographics of the school district,
understand the impact of demographic shifts, and examine how they address shifts and changes.
They must also have knowledge of the past and current district efforts to address these shifts.
Considering these quickly shifting demographics, it is essential that XPUSD meet the challenge
of educating students inclusively and equitably (Beaulieu et al., 2019). In California, 63% of
teachers are White, and 20% are Hispanic/Latino. In contrast, 54% of students are Latino, and
23% are White, not Hispanic.
Conceptual Knowledge Influences
Krathwohl (2002) defined conceptual knowledge as the interrelationships among the
basic elements within a larger structure that enable them to function together. At XPUSD,
conceptual knowledge describes what teachers need to know to support the organizational goal

22
of 100% of secondary teachers at XPUSD participating in DEI professional development and
implementing effective DEI practices in their teaching. Examples of conceptual knowledge are
the knowledge of models, principles, and relationships (Rueda, 2011).
Conceptual Influence: Teachers’ Knowledge About Their Implicit Bias and Positionality
Picower (2009) stated that the literature calls for teachers to develop critical
consciousness of race, privilege, power, and oppression to be successful with students from
diverse backgrounds. In discussing training and pre-service teachers, Kumar and Lauermann
(2018) stated that being equitable and culturally responsive requires teachers to feel comfortable
with students who may be from backgrounds different from their own. They must be made aware
of and overcome any biased beliefs they may hold against culturally and linguistically diverse
students and be committed to adapting their instruction to students’ needs. Douglas and Nganga
(2013) add that it is important to identify positionality to account for the complexity and
diversity that inform our identities, our practices as educators in teacher-education classrooms,
and our roles as education leaders.
Conceptual Influence: Administrators and Teachers’ Knowledge of the Organization’s Goals
Regarding Diversity, Equity, and Inclusion
Administrators and teachers of XPUSD need to identify the mission and goals regarding
DEI. One way for organizations to do this is to provide training and opportunities to examine
issues of DEI and how they relate to organizational goals (Murrell, 2006).
Procedural Knowledge Influences
Krathwohl (2002) defined procedural knowledge as the methods of inquiry, and criteria
for using skills, algorithms, techniques, and methods for one to demonstrate their ability to apply
knowledge and implement a practice or method. Knowing how to do something and the specific

23
methods and techniques required to accomplish a goal are examples of this type of knowledge
(Rueda, 2011). XPUSD’s organizational goal requires teachers to implement DEI practices.
Procedural Knowledge Influence: How Do Teachers Evaluate Their Implementation of
Practices Around Diversity, Equity, and Inclusion?
One way to provide support is by forming groups to identify the knowledge and expertise
of people/staff. By grouping people, their collective wisdom helps solve local problems and puts
power in the people’s hands to evaluate and assess their implementation of practices (CochranSmith & Lytle, 2009).
Procedural Knowledge Influence: How Are Teachers Supported in Their Learning of DEI
Practices?
After teachers participate in professional development, they require support through
constant and consistent coaching. Research has suggested that pairing training with consistent
follow-up coaching improves teachers’ delivery of practices (Kretlow et al., 2012; Naizer et al.,
2017).
Metacognitive Knowledge Influences
According to Krathwohl (2002), metacognitive knowledge is awareness and knowledge
of one’s cognition. Strategic knowledge and knowledge about cognitive tasks, including
appropriate contextual and conditional knowledge, enhance self-awareness and self-knowledge
(Krathwohl, 2002). Teachers best implement DEI practices when they can identify their
positionality and implicit bias (Douglas & Nganga, 2013). In practice, this can be achieved by
providing effective professional development that includes support and coaching. For XPUSD to
meet the organizational goal of 100% participation, it is important for educators to self-reflect

24
and identify their role in the implementation and support of DEI practices. Table 2 presents the
assumed knowledge influences.

25
Table 2
Summary of Assumed Knowledge Influences on Educational Partners’ Ability to Achieve the
Performance Goal
Assumed knowledge influences Research literature
Declarative factual (terms, facts, concepts): Teachers know …
Administrators and teachers know the
definitions of diversity, equity, and
inclusion.
Albright et al., 2019
Berne and Stiefel, 1999
Bertrand et al. 2015
Administrators and teachers must be able to
state the shifts in demographics in their
schools and district.
Beaulieu et al., 2019
Beck et al. (2022).
Declarative conceptual (categories, process models, principles, relationships): Teachers need
to know …
Teachers have knowledge of their own
implicit biases and positionality.
Douglas & Nganga (2013)
Kumar and Lauermann (2018)
Picower (2009)
Administrators and teachers have knowledge
of the organization’s goals regarding
diversity, equity, and inclusion.
Murrell, 2006
Procedural
Teachers are able to implement and evaluate
the appropriate strategies for diversity,
equity, and inclusion.
Cochran-Smith and Lytle (2009)
Teachers can name specific ways they are
supported in implementing DEI practices.
Kretlow et al. (2012)
Naizer et al. (2017).
Metacognitive: Educational partners need to know how to reflect on …
Teachers can name ways they are to
effectively implement DEI practices.
Douglas and Nganga (2013)
Krathwohl (2002)

26
Motivation
Knowledge of how to perform a task does not equal motivation to complete that task or
predict the level of success to complete the task. A person must demonstrate that they are
motivated to engage in and complete a task (Rueda, 2011). R. E. Clark and Estes (2008) pointed
out that motivational issues are a possible cause for performance gaps in an organization. Schunk
et al. (2014) defined motivation as having three contributing factors: active choice, persistence,
and effort. Rueda (2011) offered that active choice involves the intentional decision to pursue
one activity over another, persistence is the ability to stick with pursuing a goal in the face of
distractions, and effort requires the mental stamina to see a task through to completion.
Achieving organizational goals requires attaining and implementing all three motivational factors
(R. E. Clark & Estes, 2008). People who are motivated to attain a goal will engage in selfregulatory activities they believe will help them (Schunk, 2020). Also, motivation and selfregulation influence each other and promote learning. Three areas of motivation examined herein
regarding XPUSD’s organizational performance goals are value, self-efficacy, and mood.
Bandura (1997) defined self-efficacy as a person’s belief in their ability to achieve a goal.
Motivational value is defined as the level of significance given to a task or goal (Rueda, 2011).
Motivational mood is the way a person believes about goal attainment, whether it is successful,
and the amount of control they have over the outcome (Wiener, 2005).
Value
The mission of XPUSD is to strengthen resilience, ignite curiosity, inspire excellence,
and empower each student’s academic journey. Equity is one of the organization’s core values.
The organization supports the whole student and their academic success by equipping students
with differentiated resources. These differentiated resources are based on the students’ needs,

27
which vary due to the ever-shifting demographics of XPUSD. To achieve the organizational
goal, XPUSD secondary teachers must see and understand the value of equity in education.
XPUSD teachers must value and participate in initiatives that address equity, as well as
understand the value of engaging in personal reflection and growth in regard to bias,
positionality, and equity (Devine et al., 2012; Hilton et al., 2021)
Self-Efficacy
Self-efficacy is defined as a person’s belief in their capabilities (Bandura, 1997). Four
influences shape an individual’s self-efficacy: mastery experiences that build resilience, social
mastery that comes from seeing others succeed, social persuasions that build resolve and belief
in one’s ability to succeed, and how one responds to and manages stress (Bandura, 2012). Much
of this will have an impact on teachers’ equity work. Considering the sensitivity of selfreflection, it is important to be aware of the self-efficacy of teachers to engage in equity work,
professional development, and implementation of learned practices. This can influence
motivation, perseverance, and whether teachers can meet set goals (Bandura, 2012). Teachers
need to feel confident in their knowledge of DEI to achieve goals. For XPUSD to achieve its
organizational goals, the group must have collective efficacy to work together for XPUSD’s
common goal of 100% participation in DEI professional development (Bandura, 1997).
Mood
At XPUSD, teachers need to feel confident in their knowledge of DEI to achieve goals.
Teachers need to believe that they play a valuable role in the implementation of equitable
practices (Bandura, 1997, 2012). It is also important that teachers are open to having difficult
conversations and willing to engage in equity work that examines equity, their implicit biases,

28
and their positionality (Devine et al., 2012; Hilton et al., 2021). Table 3 presents the assumed
motivation influences.
Table 3
Summary of Assumed Motivation Influences on Educational Partners’ Ability to Achieve the
Performance Goal
Assumed motivation influences Research literature
Value
Teachers need to value the work and effort
that go into equity work.
Devine et al., 2012
Hilton et al., 2021
Self-efficacy
Teachers need to feel confident in their
knowledge of diversity, equity, and
inclusion in order to achieve instructional
goals.
Bandura, 2012
Bandura, 1997
Mood
Teachers need to feel positive about diversity,
equity, and inclusion in order to achieve the
goals of implementing DEI practices.
Bandura, 2012
Bandura, 1997
Devine et al., 2012 ;
Hilton et al., 2021
Teachers need to believe that they play a
valuable role in the implementation of
equitable practices.
Bandura, 2012
Bandura, 1997

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Organization
An organization’s culture helps to determine the causes of performance gaps (R. E. Clark
& Estes, 2008). Some causes for organizational change are a lack of resources, inadequate
policies/procedures, and cultural models and settings that do not align with performance goals
(R. E. Clark & Estes, 2008). Examining and fully understanding organizational gaps require
understanding cultural settings and models that influence culture (Bolman & Deal, 2021)
Resources
R. E. Clark and Estes (2008) stated that an organization’s tangible supplies, materials,
tools, and equipment can impact overall performance. Educational partners need to be aware of
resources available to them, such as time. An organization should provide time for training, time
to learn, and time to be coached. For XPUSD teachers, this includes books and articles,
individuals who can support DEI work and professional development opportunities. Teachers
need to know how to access these resources.
Policies and Procedures
Rueda (2011) stated that an organization’s policies and procedures influence whether it
will meet performance goals. For XPUSD, it is important to provide specific policies that support
DEI instruction, including processes and procedures that could include how the district addresses
racial conflicts, tensions between groups, and harassment marginalized communities face.
Organizations are most effective when their policies, processes, and procedures align with their
organizational goals (Albright et al., 2019; R. E. Clark & Estes, 2008)
Cultural Setting
According to Rueda (2011), cultural settings help to understand why an organization’s
educational partners think and behave the way they do, and this must be examined and analyzed.

30
The cultural setting consists of the core values, goals, beliefs, and processes learned and
developed over time that become the everyday experience of those in the organization (R. E.
Clark & Estes, 2008). XPUSD teachers need to feel that the organization and school support and
value DEI learning and exploration. Considering the sensitive nature of DEI, it is important to
understand the culture of the organization, as well as the school culture. Teachers should be able
to identify practices that align with XPUSD’s mission to strengthen resilience, ignite curiosity,
inspire excellence, and empower each student’s academic journey. Under the organization’s core
value of equity, the organization strives to support the whole student and their academic success
by equipping students with differentiated resources. Teachers should be able to recognize
features of daily interactions between educational partners, practices, and procedures that align
with the organization’s goal of equity.
Cultural Models
Rueda (2011) stated that cultural models are an organization’s unseen workings that
determine educational partners’ behavior. To fully understand the gaps that prevent XPUSD
from achieving its goal, there must be an understanding of the cultural model that shapes
XPUSD’s operating procedures (Rueda, 2011). Work related to DEI is sensitive, which is even
more reason to examine XPUSD’s cultural models and how they determine teachers’ behavior.
Table 4 presents the organizational influences examined in this study.

31
Table 4
Summary of Assumed Organization Influences on Educational Partners’ Ability to Achieve the
Performance Goal
Assumed organization influences Research literature
Resources (time, finances, people): Educational partners need resources to …
Educational partners support DEI
instructions.
R. E. Clark and Estes, 2008
Policies, processes, and procedures: Educational partners need policies aligned with …
Educational partners can name specific
district policies that support DEI goals and
procedures that are aligned with their
organizational goals.
Albright et al., 2019
R. E. Clark and Estes, 2008
Rueda, 2011
Culture: Educational partners need to be part of a culture that aligns with …
Educational partners understand and are part
of a culture that values DEI.
Rueda (2011)
Educational partners identify features of a
culture that aligns with DEI practices.
Rueda (2011)
Conclusion
This literature review presented effective practices in professional development, adult
learning, and the importance of DEI training. This chapter introduced a gap analysis conceptual
framework to examine the root causes of the organizational problem. The influences reviewed
the role of organizational influences on secondary teachers’ knowledge and motivation according
to R. E. Clark and Estes’s (2008) gap analysis framework. Performance gaps were identified by
analyzing the XPUSD KMO factors as described in Chapter Three. The analysis in Chapter
Three will focus on the methodology to identify the gaps in the areas of knowledge and skill,

32
motivation, and organizational influences related to XPUSD achieving its performance goal of
100% of its secondary teachers participating in DEI professional development and implementing
effective DEI practices in their teaching by 2030.

33
Chapter Three: Methodology
The purpose of this project was to conduct a gap analysis to examine the root causes of
the organizational problem. The analysis focused on the causes of this problem due to gaps in the
areas of knowledge and skill, motivation, and organizational issues. While a complete
performance evaluation would focus on all educational partners, for practical purposes, the
educational partners focused on in this analysis are secondary teachers in DEI professional
development. This study examined their implementation of DEI practices. The analysis further
examined secondary teachers’ knowledge and motivation, as well as the organizational factors
that shape participation in DEI training and implementation.
As such, the questions that guided this study are the following:
1. What is the current status of XPUSD secondary school teachers’ knowledge and
motivation with regard to the goal of 100% participation in DEI professional
development and implementation?
2. How do organizational factors shape XPUSD secondary teachers’ participation in
DEI professional development and implementation of DEI practices?
R. E. Clark and Estes’s (2008) gap analysis framework examined the root causes of an
organization’s problem and what is needed to achieve its goals. This problem-solving process is
based on (a) understanding educational partners’ goals with regard to the organizational goal and
(b) identifying assumed performance in the KMO areas based on general theory, context-specific
literature, and an understanding of the organization. The purpose of this study was to conduct a
gap analysis to examine the root causes of an organizational problem. The analysis focused on
the causes of this problem due to gaps in the areas of knowledge and skill, motivation, and
organizational issues.

34
For this study, the organizational goal is that 100% of secondary teachers at XPUSD will
participate in DEI professional development and implement effective DEI practices in their
teaching by 2030. For practical purposes, the educational partners focused on in this analysis
were secondary teachers. The analysis further examined the participants’ knowledge and
motivation, as well as the organizational factors that shape participation in DEI training and
implementation. I conducted a qualitative case study and analysis to evaluate XPUSD teachers’
current performance in relation to performance goals in the KMO areas resources. Staff
members’ current performance was validated using document analysis, interviews, literature
review, and content analysis.
Figure 1
The Gap Analysis Process

35
For XPUSD to achieve the organizational goal of secondary teachers participating in DEI
professional development and implementing effective DEI practices, it is necessary to assess
teachers’ knowledge, motivation, and understanding of the organizational barriers through a gap
analysis (R. E. Clark & Estes, 2008). The KMO influences outlined in Chapter Two and
supported by the literature were the foundation of inquiry for assessing performance influences
at XPUSD. Through interviews and document analysis, guided by the research questions, this
gap analysis determined the needs for achieving the organizational goal. After the needs were
identified, an evaluation plan addressed the gaps to ultimately meet the organization’s goal.
Tables 5, 6, and 7 present the assumed influences and the interview questions that address them

36
Table 5
Summary of Knowledge Influences and Method of Assessment
Assumed knowledge influences Interview item
Declarative factual (terms, facts, concepts): Teachers know…
Administrators and teachers know the
definitions of diversity, equity, and
inclusion.
Tell me how you would define diversity,
equity, and inclusion.
What do you think the role of the teacher is in
diversity, equity, and inclusion training?
Administrators and teachers must be able to
state the shifts in demographics in their
school and district.
Tell me what you know about the
demographics (student/staff make-up) of
XPUSD.
Declarative conceptual (categories, process models, principles, relationships): Teachers need
to know ...
Teachers have knowledge of their own
implicit biases’ and positionality.
Do you believe all of us have biases? Why or
why not?
Administrators and teachers have knowledge
of the organization’s goals regarding
diversity, equity, and inclusion.
If you had to explain XPUSD’s goals
regarding DEI, what would you say?
Procedural
Teachers are able to implement and evaluate
the appropriate practices for diversity,
equity, and inclusion.
In your classroom, how do you determine
classroom instructional practices to teach
DEI?
Teachers can name specific ways they are
supported in implementing DEI practices.
Tell me how you and other teachers are
supported in implementing DEI practices.
Metacognitive: Educational partners need to know how to reflect on ...
Teachers can name ways they are supported
to effectively implement DEI practices.
Tell me about the last time you reflected on
ways in which you are supported to
effectively implement DEI practices.

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Table 6
Summary of Motivation Influences and Method of Assessment
Assumed motivation influences Interview items
Value
Teachers need to value the work and effort
that go into equity work.
How valuable is it for you to engage in equity
work?
Self-efficacy
Teachers need to feel confident in their
knowledge of diversity, equity, and
inclusion in order to achieve instructional
goals.
Can you describe how confident you are about
your ability to discuss DEI? How do you feel
about your ability to implement DEI
practices?
Mood
Teachers need to feel positive about
diversity, equity, and inclusion in order to
achieve the goals of implementing DEI
practices.
Please provide an example of a time when you
felt positive about implementing DEI
practices effectively.
Teachers need to believe that they play a
valuable role in the implementation of
equitable practices.
How do you feel about teachers’ role in the
implementation of equitable practices?

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Table 7
Summary of Organization Influences and Method of Assessment
Assumed organization influences Interview items
Resources (time, finances, people): Educational partners need resources to …
Teachers are knowledgeable of the resources
available to them to support DEI
instructions.
In the last 2 years, how many DEI-focused
PD or school-sponsored training have you
attended? What was it like for you to
participate in DEI training? Tell me about
the support you received after attending the
professional development sessions.
Policies, processes, and procedures: Educational partners need policies aligned with …
Educational partners can name specific
district policies that support DEI goals and
procedures that are aligned with their
organizational goals.
Tell me what you know about XPUSD’s
policies and procedures supporting DEI.
Culture: Educational partners need to be part of a culture that aligns with ...
Educational partners understand they are part
of a culture that values DEI.
XPUSD is committed to an inclusive culture.
Do you agree? Why or why not?
Educational partners identify features of the
organization’s culture that align with DEI
practices.
Suppose it was my 1st day working for
XPUSD; what would you tell me about
XPUSD and DEI?
Participating Educational Partners and Sample Selection
The educational partners of focus for this paper were XPUSD secondary teachers.
Supported by administrators, the goal is that 100% of secondary teachers at XPUSD will
participate in DEI professional development and implement effective DEI practices in their
teaching by 2030. The organizational goal cannot be met if secondary teachers do not participate
in DEI professional development and implement effective DEI practices. Therefore, secondary
teachers were the focus of the study.

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Sampling
Non-random sampling was most appropriate for this study. I used non-random sampling
to determine who could best speak to the problem of practice addressed in this study (Lochmiller
& Lester, 2017). The sample included general education and special education teachers across
different classrooms. Purposive sampling specifies the characteristics of a population of interest
and locates individuals with those characteristics (Johnson & Christensen, 2017). The purposive
sample consisted of five middle school and five high school teachers who had been teaching in
XPUSD for 3 or more years. Their selection provided informed responses from individuals who
are experiencing DEI-focused opportunities at XPUSD.
Recruitment
For this study, the sampling strategy sought out 10 secondary (middle school and high
school) teachers at XPUSD. The recruitment process included an email explaining the purpose of
the study. The email included a request for participation, stating that participation was voluntary
and confidential. The email outlined the anticipated length of time needed to complete the
interview and the options to participate in person or virtually (via Zoom). Each participant
received a $10 gift card for their participation.
Instrumentation
The instrumentation used for this qualitative study consisted of interviews and document
analysis. To ensure the credibility and trustworthiness of the findings of this qualitative study,
triangulation was used for cross-checking and comparison of data collection (Merriam & Tisdell,
2016).

40
Interview Protocol Design
Merriam and Tisdell (2016) noted that qualitative research seeks to understand interest
from the participants’ perspective. For this qualitative case study, I used interviews to conduct an
in-depth analysis of the participants’ knowledge, motivation, and understanding of the
organizational factors influencing secondary teachers’ participation in DEI training (R. E. Clark
& Estes, 2008; Merriam & Tisdell, 2016). The interviewees engaged in conversation focused on
questions related to the study and obtaining a specific kind of information. The interview
protocol is in Appendix A.
Document Analysis Design
I used document analysis to systematically review and evaluate documents to gain an
understanding of and measure participant’s KMO factors (Bowen, 2009). I reviewed and
evaluated professional development agendas, training materials, training PowerPoint
presentations, literature, and website postings.
Data Collection
Following the University of Southern California Institutional Review Board’s approval, I
solicited participants via email advising of the interview data that would be collected.
Participants were solicited via direct and individual email communication from me to participate
in the study. All participants received an informed consent form (Appendix C) explaining the
procedures and purpose of the study. Once they gave consent, I scheduled an interview. To
answer the research questions, I collected data from in-depth individual interviews. For data
collection methods, secure storage of the data, including personal responses (Glesne, 2011).
Interviews

41
Teachers agreed to be interviewed by responding to an email. They received a follow-up
email to set a convenient day and time for the interview. Participants chose to conduct their
interviews in person or via Zoom. The interviews lasted approximately 60 minutes and were
recorded with participants’ permission. I informed the participants about the purpose of the study
and that their identities would remain anonymous.
Document Analysis
For document analysis, I review and evaluate XPUSD artifacts from the following
documents: professional development agendas, training materials, training PowerPoint
presentations, literature, and website postings. I gained access to these documents by requesting
copies of materials, presentations, and literature from XPUSD teachers and administrators.
Data Analysis
For interviews, analysis occurred using the interview data. Prior to the interviews, I
developed a codebook that includes a color-coded list of codes related to each assessed influence
from R. E. Clark and Estes’ (2008) KMO gap analysis framework. Documents provided details,
as teachers could have forgotten and provided detailed descriptions of training and professional
development opportunities (Bowen, 2009). I coded and organized documents by themes and
influences and were included in the analysis as related to R. E. Clark and Estes’ gap analysis
framework.
Trustworthiness of Data
To maintain the credibility and trustworthiness of this study, I asked questions as they
were written and transcribed verbatim responses by the participants. I monitored my own bias by
focusing on the interview questions and responses, assuming all answers were truthful.

42
Role of Investigator
I served as the investigator in this study. I purposefully selected the sample, collected
informed consent, and conducted the interviews. I was the main point of contact for the study
and the person who reported the data analysis and findings in Chapter Four. I used ethical
practices, such as receiving informed consent to participate in the study, voluntary participation,
confidentiality, the right to withdraw without penalty, seeking permission to record the
interviews, and storing/securing the data. I am not in a supervisory role over any of the
participants, but I did recognize my positionality as it relates to the organization. It was also
important to uphold the researcher–researched relationship (Glesne, 2011).

43
Chapter Four: Results and Findings
The purpose of this project was to conduct an adapted gap analysis to examine the root
causes of the organizational problem. The study focused on secondary teachers’ willingness to
participate in DEI professional development through an examination of their KMO influences
related to achieving a goal of 100% teacher participation in DEI professional development and
implementation. The questions that guided this study are the following:
1. What is the current status of XPUSD secondary school teachers’ knowledge and
motivation with regard to the goal of 100% participation in DEI professional
development and implementation?
2. How do organizational factors shape XPUSD secondary teachers’ participation in
DEI professional development and implementation of DEI practices?
Qualitative data validated assumed causes. Specifically, interview and artifact data were
collected to understand the KMO challenges teachers encounter when participating in DEI
professional development. Data came from interviews conducted individually in person and
using the Zoom video conferencing format. Each interview lasted from 21 to 60 minutes and
utilized a semi-structured interview protocol. I also reviewed XPUSD artifacts, including past
meeting agendas, meeting notes, and the XPUSD mission and vision statements, to identify
evidence of the assumed influences.

44
Participating Educational Partners
The educational partners of focus for this paper were XPUSD secondary teachers. The
interviewees were five middle school and five high school teachers who had been teaching in
XPUSD for 3 or more years. I chose participants following responses to the recruitment email. I
selected the first five middle school and first five high school teachers to respond to the
recruitment email to participate. Table 8 lists the make-up of participants.
Table 8
Participants
Participant number Grade level Course Years of service
1 9/10 PE 29
2 7 History 20
3 11 English 16
4 12 English 30
5 8 English 21
6 7 Science 13
7 9/10/11/12 Electives 17
8 7 Math 9
9 7/8 History 29
10 9/10 Math 13

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Determination of Assets and Needs
I identified assets and needs from the analysis of the interviews and documents. I relied
on data triangulation to validate assets and needs. The literature review presented in Chapter
Two was the first component used to identify the KMO factors that can shape teachers’
willingness to participate in DEI professional development. The second component was the
individual interviews, and document analysis was the third. For interviews, analysis occurred
using the data gathered.
The KMO influences aligned with emerging themes from individual interviews. I
analyzed documents to review and evaluate XPUSD artifacts. I created a codebook of a priori
codes and open codes for each of the KMO influences. I included a priori, open, and axial codes
when analyzing interview transcripts and documents. Saturation was reached after interviewing
all 10 participants.
Results and Findings for Knowledge Causes
This section presents the findings related to Research Question 1 concerning knowledge
influences. I assessed the interviewees’ presumed knowledge influences related to participation
in DEI professional development and implementation of practices. I derived the findings in the
following sections from interviews and document analysis for each assumed cause with the
categories of factual, conceptual, procedural, and metacognitive knowledge. A minimum of eight
participants, or at least 80%, were needed to demonstrate a lack of knowledge, motivation, or
organizational factors to validate the influence as a gap.
Factual Knowledge
I used interviews and document analysis to assess teachers’ factual knowledge. The
factual knowledge influence assessed teachers’ ability to define DEI, and if they know the

46
demographics of their school and district. I organized and evaluated the findings to assess if there
was a gap regarding the assumed causes.
Influence 1: Interview Findings
To gauge teachers’ baseline knowledge of DEI. I first asked them how they would define
it. Each offered a response to the question. Participant 1 said, “Equity for all. Treating everybody
the same regardless of race, gender, ethnicity.” Participant 2 stated, “I would define [DEI] as
making sure that all parties have access to success in the classroom. That the path to success has
multiple lanes, depending on the needs of the students.” Per Participant 3
I mean, diversity, obviously, like pertains to variety, right? So, I guess if I’m talking
about diversity in a classroom, you can talk about the make-up of the classroom, like
who’s in it, right? Or who’s teaching or who’s employed in the district, making sure that
it represents a diverse group of people, right, culturally, or gender or, I don’t know, even
gender identity, right? Equity, I think we deal with a lot. I have, like, making sure that
everyone has access to the resources that they need. And kind of meeting people where
they’re at and recognizing that not everybody has the same needs to get to whatever the
end goal is. And so that’s sometimes a struggle, ensuring equity, and so that’s like a big
push for us. And then inclusion. I think just making everyone feel like they’re a part of it
all and that they’re not just a part of it all but, like, that they’re crucial to it all and that
they and it’s a safe space for them.
Participants 4, 5 and 9 discussed equitable distribution of resources in their definitions.
For example, Participant 4 said,
Diversity [is] specifically representing people that have been underrepresented in our
society. And equity is keeping things not necessarily equal. But equity, I guess, is not

47
equality but making sure things are equitable. And so, trying to help people that maybe
don’t quite have the same resources, or backgrounds, as the majority of our society and
need an extra leg up or like extra, a little bit extra, you know, help or tutoring or whatever
they need. And inclusion means that you’re thinking about everyone, not just a few
specific groups.”
Participant 5 stated,
Diversity is the multiple layers of identity that people hold. Equity is making sure that
people get what they need and where we meet them in education. Not necessarily that
everybody gets the same. And then inclusion is the process of making other people feel
like they are included in that environment, I guess.
Lastly, Participant 9 offered, “Giving the kids what they need when they need it to succeed.
Participants 6 and 7 related to representation. Participant 6 said, “That’s making sure
everybody has a seat at the table when it comes to decision-making participation, regardless of
how you were born. Participant 7 mentioned,
I would define diversity as having all different types of population on campus and
represented. I would define inclusion as making sure we’re including all those different
populations in whatever we were teaching. And then equity, I would say, is making sure
every student on campus has access to the best education that they could get, no matter
what rung of the ladder they started on.
Participants 8 and 10 discussed students’ background. Participant 8 said, “I think would
be something about like, just like the social and economic standards for a student’s race and
ethnicity as well. Having a variety of backgrounds in all aspects in your school or classroom.”
Participant 10 stated,

48
Diversity is just thinking about making sure that we are seeing everyone for whatever
background and culture they come from, whether it’s, again, culture, socioeconomic
status, and we are making sure that they are all included, that they feel like they’re
included. And we’re constantly kind of revisiting, we’re looking at data we’re looking at,
you know, maybe on paper, it says that they’re included, but are they actually feeling like
that? Do they feel like they have access to things? Do they actually have access to things?
In terms of education, that’s how I think of it.
Document Analysis
According to the XPUSD website, part of the organization’s mission and vision is
focused on equity. It states that XPUSD affirms each student’s background and unique identity
to ensure that all students have access to behavioral, academic, and extracurricular opportunities
and social-emotional support to eliminate barriers to wellness and achievement.
Summary
Participants’ responses show that they have familiarity with the terms “diversity,”
“equity,” and “inclusion.” They are able to offer their own definitions, demonstrating an
understanding of DEI. Participants’ responses align with XPUSD’s description of equity in the
organization’s mission and vision. According to the interview and document analysis findings,
all interviewees were able to define DEI, and all documents reviewed acknowledged DEI. This
influence is an asset. All participants had a definition or offered a response that demonstrated a
familiarity and understanding of DEI. Responses included similar themes of XPUSD’s equity
framework. This knowledge can be used to determine an effective baseline to begin DEI
education, development, and work. All participants were able to define DEI, and all documents
reviewed acknowledged DEI. This influence is an asset.

49
Influence 2: Interview Findings
For this influence, I asked the participants if they knew the demographics (student/staff
make-up) of XPUSD. Although all participants offered a response, two of the 10 participants had
a response that most closely represented the actual demographics of XPUSD. Participant 3 stated
that they knew XPUSD “is predominantly Latino at this point, whereas people think that it’s
White. I would guess the staff make-up is more heavily White.” Participant 5 stated that XPUSD
has a “rising group of Hispanic students and of African American students. Our Asian population
is also on the increase.” These statements align with the current demographics of XPUSD.
Eight out of the 10 participants responded with answers demonstrating inaccurate or a
lack of knowledge of the demographics of XPUSD. Participant 8 stated, “White. Minorities are
still the minority.” Participant 4 stated that student demographics are “75% Hispanic, 25% White
or 20% White, 5% other.” Participant 1 shared that they “Don’t really know” what the student or
staff demographics are of XPUSD, just that they have “shifted in the last few years.” Participant
9 stated, “I think 30% Hispanic, 30% White, and then maybe 15% Black, and the rest the Asian
community.” These answers illustrate that participants do not know the demographics of
XPUSD. Responses do acknowledge the shifting student demographics, but accurate numbers
are unknown.
Document Analysis
According to a PowerPoint presentation from XPUSD’s professional development on
ethnic studies, the student population is approximately 45% Hispanic, 30% White, 11% Asian,
4% African American, and 10% other or unknown ethnicities. The approximate ethnic make-up
of certificated staff members is as follows: 60% White, 25% Hispanic, 6% Pacific

50
Islander/Filipino, 5% Asian, and 3% African American. One percent did not identify an
ethnicity.
Summary
The influence that teachers know the demographics (student/staff make-up) was validated
as a need. Participants’ responses demonstrate that there is minimal knowledge of the actual
demographics of XPUSD. Two of the 10 participants offered responses representing more
accurate demographics of XPUSD. Eight did not know the staff or student demographics of
XPUSD, either stating they did not know or offering answers that did not demonstrate accurate
knowledge of the demographics of XPUSD. This influence is a need.
Conceptual Knowledge
I used interviews to assess the teachers’ conceptual knowledge. The conceptual
knowledge influence assessed teachers’ knowledge of the organization’s goals regarding DEI
and knowledge of their own implicit biases and positionality. I organized and evaluated the
findings to assess if there was a gap regarding the assumed causes.
Influence 1: Interview Findings
For this influence, I asked the participants how they would explain XPUSD’s goals
regarding DEI to assess their knowledge of the organization’s goals regarding diversity, equity,
and inclusion. No participants knew the XPUSD DEI goals. Participant 8 stated, “I’m not sure
what their goals are.” Participant 3 also stated, “I don’t know. I don’t really know what their
goals are.” Participant 7 stated, “I know they have a committee,” referring to DAC. Participant 2
expanded on their limited knowledge of XPUSD’s goals by stating, “I feel like the action doesn’t
follow the words. … There’s no follow-up. It should be a once-a-month program process of

51
exposing and teaching people about biases and inequalities. And I don’t think that we do that. I
wish we were a verb.”
Summary
The assumed influence that teachers are knowledgeable about XPUSD’s goals regarding
DEI was validated as a need. Across all responses for all 10 participants, it was clear that
XPUSD’s goals regarding DEI are unknown. Although two of the participants expanded on their
responses, there was nothing in their responses that demonstrated an understanding or knowledge
of the district’s goals.
Influence 2: Interview Findings
For this influence, I asked the participants if they believed that all individuals have
biases. All 10 participants stated that they felt all people had biases. When asked the question,
“Do you believe we all have biases?” Participant 10 stated, “I do because we are all human.”
Participant 4 simply stated, “Absolutely.” Participant 9 responded, “Of course.” All other
participants answered “Yes” when asked if they believed all people had biases.
Summary
The assumed influence that teachers have knowledge of their own implicit biases and
positionality was validated as an asset. All 10 participants stated that they believed that all people
have biases.
Procedural Knowledge
I used interviews to assess the teachers’ procedural knowledge. The procedural
knowledge influence assessed whether teachers were able to evaluate appropriate practices for
DEI and whether teachers could name specific ways they are supported in implementing DEI

52
practices. I organized and evaluated the findings to assess if there was a gap regarding the
assumed causes.
Influence 1: Interview Findings
For this influence, I asked the participants what they think the role of the teacher is in
DEI training. Participant 6 stated, “Being vulnerable, being honest, being open about your own
personal experiences, views, and having willingness to admit that you don’t know anything.”
Participant 3 said, “To be a learner and to learn all the latest research. … I have to keep growing
and changing.” Participants 1, 4, and 7 all stated that the role of a teacher in DEI training is to be
“open-minded.” Participant 9 gave a different response, stating, “Well, first, you have to have the
opportunities to be trained.”
Summary
The assumed influence that teachers are able to evaluate appropriate practices for DEI
was validated as an asset. Participants’ responses demonstrate an understanding of the
importance of teachers’ role in DEI training. Nine of the 10 participants stated the importance of
teacher participation in DEI training. Only one participant offered a response that referred to a
lack of opportunity for teachers.
Influence 2: Interview Findings
For this influence, I asked the participants how they are supported in implementing DEI
practices. All participants offered responses pointing out that there is not much support for
teachers to implement DEI practices. Participant 4 stated, “Not sure we specifically supported in
that area.” Participant 8 said, “I don’t know if I’m supported on the outside.” Participants 8 and 9
stated that there has not been much support, specifically in the area of implementation.

53
Participant 10 stated, “I personally feel supported by my principal,” but shared that they were not
sure that other teachers felt the same sense of support.
Summary
The assumed influence that teachers are able to name specific ways they are supported in
implementing DEI practices was validated as a need. Participants’ responses show that they do
not feel that they are supported in implementing DEI practices. Although Participant 10 stated
that they felt supported by their principal, the sense of support did not seem to extend when
describing colleagues.
Metacognitive Knowledge
I used interviews to assess the teachers’ metacognitive knowledge. The metacognitive
knowledge influence assessed if teachers could identify ways to effectively implement DEI
practices. I organized and evaluated the findings to assess if there was a gap regarding the
assumed causes.
Influence 1: Interview Findings
For this influence, I asked the participants how they determine classroom practices to
support DEI. Participant 1 stated, “I take into account my student population and tailor my
instructional strategies.” Participant 7 similarly stated, “Depends on the make-up of the students
in each class.” Participant 8 stated that in determining instructional strategies, “Everybody
should be involved in the conversation, … making sure voices are heard and accepted.”
Participant 6 also highlighted the importance of inclusion, stating that it is important to “Make
sure everybody has a chance to share” in their classroom. Participant 4 offered a different
response, referring to instructional strategies as a team decision, and that they “talk about it as a
department” as opposed to individual choice. Participant 10 stated, “I don’t know if I ever like

54
actually sit and think about what are my strategies to make sure I’m reaching kids.” Participant 9
demonstrated similar thoughts, stating, “That’s just good teaching,” but did not expand upon the
idea.
Summary
The assumed influence that teachers can name ways they are to effectively implement
DEI practices was validated as a need. Six participants identified practices to support DEI in
their classrooms. The remaining four participants, however, stated that practices were
implemented according to a group decision, with two of the participants pointing out that they do
not reflect on how they choose practices in their classrooms.
Results and Findings for Motivation Causes
R. E. Clark and Estes (2008) pointed out that motivational issues are a possible cause for
performance gaps in an organization. Three areas of motivation examined regarding XPUSD’s
organizational performance goals were value, self-efficacy, and mood. Motivational value is
defined as the level of significance given to a task or goal (Rueda, 2011). The district’s teachers
must value and participate in initiatives that address equity, as well as understand the value of
engaging in personal reflection and growth in regard to bias, positionality, and equity (Devine et
al., 2012; Hilton et al., 2021). Bandura (1997) defined self-efficacy as a person’s belief in their
ability to achieve a goal. XPUSD teachers need to feel confident in their knowledge of DEI to
achieve goals. Motivational mood is a person’s belief about goal attainment, success, and control
over the outcome (Wiener, 2005). XPUSD teachers need to feel confident and believe that they
play a valuable role in the implementation of equitable practices (Bandura, 1997, 2012).

55
Results and Findings for Motivation: Utility Value
Interviews with XPUSD secondary teachers were used to assess the value. I asked the
participants to reflect on how they are supported to effectively implement DEI practices. I also
asked them how valuable it was for them to engage in equity work.
Influence 1: Interview Findings
According to the interviews, five participants reflected on ways in which they are
supported to effectively implement DEI practices in their classrooms. Participant 8,
I feel like sometimes, when I reflect, it’s probably post-assessment on how students
performed, which students scored at the highest level, and how I can support the students
to be challenged, and how can I find ways to support those who are not performing? And
why are they not supporting?
Participant 6, “Yeah, I think that’s just a constant reflection just with me and my people
kind of seeing…do we need a needs assessment to see what are some of the needs that we have
as teachers and as students? Are there people here that can help us in the work?” Participant 5
said, “I think it’s a constant reflection just with me and my people. Kind of seeing what are some
of the needs that we have as teachers and as students. When it comes to the trickle down, it’s not
trickling.”
The other half of the participants stated that they did not reflect, nor did they feel
supported. Participant 2 stated, “I don’t really feel that I’ve been or that I’m being supported. It’s
hard to reflect on something that’s not happening.” Similarly, Participant 4 stated, “I’ve never
expected support because there’s never been support.” The other three stated they had never
reflected on how they are supported.

56
Summary
The assumed influence that teachers need to feel positive about diversity, equity, and
inclusion to achieve the goals of implementing DEI practices is a need. Half of the participants
reflected on the ways they felt supported, but the other half stated the opposite, they do not
reflect and do not feel supported to implement DEI practices.
Influence 2: Interview Findings
All but one interviewee responded that they felt it was important to engage in equity
work. Participant 5 stated, “I think it’s valuable for teachers to understand equity work,
understand what we’re striving for, and to implement practices into their classroom that help
students to feel included.” Some other responses included that equity work is “super important”
and “very valuable.” Participant 9 was the only interviewee who responded to the question by
stating, “I don’t understand the question.”
Summary
The assumed influence that teachers need to believe that they play a valuable role in the
implementation of equitable practices is an asset. Responses highlighted that teachers find
engaging in equity work highly valuable and very important.
Self-Efficacy
Influence 1: Interview Findings
Six participants responded that they felt confident discussing DEI. The responses for
those who felt confident were simply stated as, “I feel confident” when asked how they felt about
their ability to discuss DEI. The other four participants demonstrated less confidence. Participant
3 stated, “When I learn more, I will feel more confident.” Participant 8 stated, “I think I’m a bit
uncomfortable, but I’m OK with being uncomfortable in that type of environment.”

57
Summary
The assumed influence that teachers need to feel confident in their knowledge of DEI to
achieve instructional goals is a need. Although most felt confident in their ability, there are still
enough participants who feel like they need more information and training to grow their
confidence in discussing DEI.
Mood
Influence 1: Interview Findings
Six participants responded that they felt positive about implementing DEI practices
effectively. The responses for those who felt positive gave specific examples from their
classroom or their teaching practices. Participant 6 talked about their after-school tutoring
program and the success they have seen in implementing practices that include students.
Participant 4 shared,
In working with my [English learner] students, I feel really good about implementing
parts of their culture. In my class, we were implementing all their different cultures into
games. And so I felt really good about that because the students who are presenting it, not
me.
Participant 9 stated, “I walk into my classroom every day with the thought that today I’m going
to help my kids learn the content that we need. And that’s called good teaching.”
Four participants did not provide examples of a time when they felt positive about
implementing DEI practices effectively. Participant 10 stated, “Well, because I don’t really truly
know what the actual DEI strategies are, I don’t even know if I’m implementing them
effectively.” Participant 8 stated, “I don’t really know what that would look like,” and Participant
7 similarly said, “None that I know of.”

58
Summary
The assumed influence that teachers need to feel positive about diversity, equity, and
inclusion in order to achieve the goals of implementing DEI practices is a need. Six of the 10
participants were able to give specific examples of a time they felt positive about implementing
DEI practices, but the remaining four participants shared that they did not know what DEI
practices would look like in their classroom settings.
Influence 2: Interview Findings
All 10 participants responded that they feel that the teachers’ role is key and important to
the implementation of equitable practices. Participant 1 and Participant 2 both stated that the role
of the teacher is “very important.” Participant 5 stated, “If we’re not doing it, who’s doing it? We
really are the soldiers on the ground.” Participant 6 shared, “Teachers are the advocates. If
they’re not engaging in that work, then it’s not happening.” Participant 9 stated, “All teachers
should implement equitable practices every day.”
Summary
The assumed influence that teachers need to believe that they play a valuable role in the
implementation of equitable practices is an asset. All 10 participants felt that the most important
role in the implementation of equitable practices was that of the teacher.
Results and Findings for Organization Causes
The culture of an organization helps to determine the causes of performance gaps (R. E.
Clark & Estes, 2008). It is important to understand resources, policies/procedures, cultural
settings, and models that influence culture (Bolman & Deal, 2021). R. E. Clark and Estes (2008)
stated that an organization’s tangible supplies, materials, tools, and equipment can impact overall
performance. Educational partners need to be aware of resources available to them, such as time.

59
Rueda (2011) states that an organization’s policies and procedures influence whether the
performance goals will be met. Cultural settings help to understand why an organization’s
educational partners think and behave the way they do, and this must be examined and analyzed
(Rueda, 2011). The cultural setting consists of the core values, goals, beliefs, and processes
learned and developed over time that become the everyday experience of those in the
organization (R. E. Clark & Estes, 2008). Cultural models are an organization’s unseen workings
that determine educational partners’ behavior (Rueda, 2011).
Results and Findings for Organizational Influences: Resources
Based on the protocols listed in Chapter Three, interviews were used to assess to what
extent teachers felt their organization provided them the opportunity to meet the organizational
goal. Interviews with XPUSD secondary teachers were used to assess organizational factors. I
asked the participants to reflect on resources regarding policies, procedures, and processes
provided by the organization.
Influence 1: Interview Findings
All 10 participants responded that they did not know XPUSD’s policies and procedures
supporting DEI. Participant 3 stated, “Yeah, I don’t know anything about their policies and
procedures.” Participant 10 also stated, “I don’t know anything about their policies.” Participant
8 shared, “I don’t know what they are unless they were in an email I didn’t read.” Participant 9
stated, “Don’t know if we have any.”
Summary
The assumed influence that teachers can name specific district policies that support DEI
goals and procedures is a need. All 10 participants shared that they did not know XPUSD’s
policies and procedures for supporting DEI.

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Influence 2: Interview Findings
Eight participants responded that they had not attended school-sponsored DEI-focused
training or professional development in the last 2 years. Participant 1 and Participant 6 both
stated, “Maybe one,” but they were not sure if it was within the last 2 years. They also shared
that after attending the training, they did not receive any support. The other eight participants all
stated that they did not attend nor have they had the opportunity to attend a school-sponsored
DEI-focused training or professional development.
Summary
The assumed influence that teachers are aware of and participate in DEI training and
professional development is a need. Only two of 10 participants shared that they may have
attended a DEI-focused training or professional development. They also shared that they did not
receive any support following the training.
Results and Findings for Cultural Models and Cultural Setting
Influence 1: Interview Findings
Two participants responded that they felt that XPUSD is committed to an inclusive
culture. Participant 5 stated, “I agree that they’re committed. I think we could do more in action
to back up that statement.” Eight of the 10 responded that they did not feel that the organization
was committed to an inclusive culture. Participant 10 stated, “I know they say they are. I don’t
know if they are because I think if they were committed, I think we would have more direct
trainings.” Participant 9 stated, “I think they’re included to include some people. I don’t know
that they’re really committed to including everybody.”

61
Summary
The assumed influence that teachers can identify features of a culture that aligns with DEI
practices is a need. Only two of the 10 participants shared that they felt that XPUSD is
committed to an inclusive culture.
Influence 2: Interview Findings
All 10 participants shared different points of view of what they would share about
XPUSD and DEI. Participant 4 stated that the support and work “depends on who you are.”
Participant 6 stated, “We got to stick together in order to make some of those changes.”
Participant 3 stated, “The community is thoughtful about other people. Like, people try to be
inclusive and try to value each other. But then that doesn’t always play out in practice and
support and funding.” Participant 10 stated, “I don’t know if there’s support there, but there are a
good handful amount of teachers who do understand and are very supportive.” Participant 5
shared, “I would tell you that we have good-hearted people who are genuinely trying to do well
with equity work.” Participant 2 named one administrator in the district that they felt was
supportive of teachers and DEI work but shared, “You’re not going to catch it in a staff meeting,
training, or at the professional development at the beginning of the year.”
Summary
The assumed influence that teachers are part of a culture that values DEI is a need.
Teachers, as individuals, believe that they are supportive of each other. Only one participant
named an administrator in the district that they felt was supportive of teachers and DEI work. All
10 participants shared that they do not believe that the organization values DEI.

62
Summary of Validated Influences
Tables 9, 10, and 11 show the KMO influences for this study and their determination as
an asset or a need.
Table 9
Summary of Assumed Knowledge Influences on Educational Partners’ Ability to Achieve the
Performance Goal
Assumed knowledge influences Asset or need
Declarative factual (terms, facts, concepts): Teachers know…
Administrators and teachers know the definitions of diversity, equity,
and inclusion.
Asset
Administrators and teachers must be able to state the shifts in
demographics in their school and district.
Need
Declarative conceptual (categories, process models, principles, relationships): Teachers need
to know ...
Teachers have knowledge of their own implicit biases’ and positionality Asset
Administrators and teachers have knowledge of the organization’s goals
regarding diversity, equity, and inclusion.
Need
Procedural
Teachers are able to implement and evaluate the appropriate practices
for diversity, equity, and inclusion.
Asset
Teachers can name specific ways they are supported in implementing
DEI practices.
Need
Metacognitive: Educational partners need to know how to reflect on ...
Teachers can name ways they are to effectively implement DEI
practices.
Need

63
Table 10
Summary of Assumed Motivation Influences on Educational Partners’ Ability to Achieve the
Performance Goal
Assumed motivation influences Asset or need
Value
Teachers need to value the work and effort that go into equity work. Asset
Self-efficacy
Teachers need to feel confident in their knowledge of diversity, equity,
and inclusion in order to achieve instructional goals.
Need
Mood
Teachers need to feel positive about diversity, equity, and inclusion in
order to achieve the goals of implementing DEI practices.
Need
Teachers need to believe that they play a valuable role in the
implementation of equitable practices.
Asset

64
Table 11
Summary of Assumed Organization Influences on Educational Partners’ Ability to Achieve the
Performance Goal
Assumed organization influences Asset or need
Resources (time, finances, people): Educational partners need resources to …
Educational partners are knowledgeable of the resources available to
them to support DEI instructions.
Need
Policies, processes, and procedures: Educational partners need policies aligned with …
Educational partners can name specific district policies that support DEI
goals and procedures that are aligned with their organizational goals.
Need
Culture: Educational partners need to be part of a culture that aligns with …
Educational partners understand and are part of a culture that values
DEI.
Need
Educational partners identify features of a culture that aligns with DEI
practices.
need
Based on the findings presented in this chapter, Chapter Five will offer empirical
evidence-based recommendations for closing the gaps in the validated influences, as well as the
organizational supports needed in the KMO areas. Chapter Five will offer recommendations
necessary to support the organizational goal of teachers participating in DEI training and
professional development, and the implementation of DEI practices. Chapter Five will also make
recommendations for future research.

65
Chapter Five: Recommendations and Evaluation
Chapter Four presented findings according to R. E. Clark and Estes’ (2008) framework.
The study focused on secondary school teachers’ knowledge and motivation with regard to the
goal of 100% participation in DEI professional development and implementation. The study also
examined how organizational factors shape XPUSD secondary teachers’ participation in DEI
professional development and implementation of DEI practices. Chapter Four presented findings
related to KMO influences, confirming assets and needs. The findings suggest that XPUSD
teachers value DEI as an asset. Teachers are able to offer definitions of DEI and have knowledge
of their implicit bias. They are able to implement and evaluate appropriate DEI practices.
Organizational influences, however, are a need. The findings suggest that resources, procedures,
policies, and processes are a need. Teachers shared that they do not feel like they are part of a
culture that aligns with DEI and that they are unable to identify organizational goals regarding
DEI. The findings also suggest that although teachers value equity work, they do not feel that the
organization supports them to engage in equity work. The study’s results indicate that the
organization has made some progress, but many areas of need must be addressed.
This chapter will offer recommendations to address the validated KMO needs and
support for the KMO assets. First, Chapter Five will review the foundational elements of this
study, including the organization and educational partners of focus. Next, the chapter will use the
results and findings to recommend evidence-based solutions and recommendations. The
recommendations will be organized according to the KMO influences. The new world
Kirkpatrick model (Kirkpatrick & Kirkpatrick, 2016) will be used to construct an
implementation and evaluation plan. Finally, study limitations will be discussed, and suggestions
for future research will be presented.

66
Organizational Context and Mission
The organization of focus is XPUS, a school district in Southern California. It enrolls
approximately 6,300 students in 11 schools. As previously mentioned, the district’s student
population is mostly Hispanic and White. The district enrolls small percentages of English
learners, students with disabilities, and foster youth, although about a third of all students are
identified as socioeconomically disadvantaged. The certificated staff population at XPUSD is
approximately 370 individuals. The approximate ethnic make-up of certificated staff members is
as follows: 60% White, 25% Hispanic, 6% Pacific Islander/Filipino, 5% Asian, and 3% African
American. One percent did not provide an ethnicity. Equity is listed as one of the organization’s
core values. The organization supports students’ academic success via differentiated resources.
Organizational Performance Goal
The goal for the organization is for 100% of its secondary teachers to participate in DEI
professional development and implement effective DEI practices in their teaching by 2030, as
directed by the board of education and XPUSD superintendent. This goal was established to
meet the equity core value of the organization to equip students with differentiated resources to
support the whole student. This study used interviews and document analysis to track progress
toward the goal established by the board of education. The goal for the organization is for 100%
of its secondary teachers to participate in DEI professional development and implement effective
DEI practices in their teaching by 2030. The administration will work with the board of
education by the fall of 2024 to create and develop a plan that will train and support principals
and teachers on DEI effective practices. The implementation plan will state the metrics for each
recommendation made in this chapter.

67
Description of Educational Partners Groups
The educational partners of focus for this paper were XPUSD secondary teachers who
have worked in the district for 3 or more years. They were general education and special
education teachers. The recruitment process included an email explaining the purpose of the
study and a request for participation, stating that participation was voluntary and confidential.
Goal of the Educational Partners Group for the Study
The analysis examined secondary teachers’ knowledge and motivation, as well as the
organizational factors that shape their participation in DEI training and implementation. The
district’s goal is for all secondary teachers to participate in DEI professional development and
implement effective DEI practices by 2030. The organizational goal cannot be met if these
teachers do not participate in such professional development and implement such practices.
Therefore, secondary teachers were the focus of the study. I validated their current performance
using document analysis, interviews, literature review, and content analysis. I will recommend
research-based solutions and evaluate these comprehensively.
Purpose of the Project and Questions
The purpose of this project was to conduct a gap analysis to examine the causes of the
organizational problem. The analysis focused on the causes of this problem due to gaps in
knowledge and skill, motivation, and organizational influences. The analysis further examined
secondary teachers’ knowledge and motivation and the organizational factors that shape
participation in DEI training and implementation. Two research questions guided this study:
1. What is the current status of XPUSD secondary school teachers’ knowledge and
motivation with regard to the goal of 100% participation in DEI professional
development and implementation?

68
2. How do organizational factors shape XPUSD secondary teachers’ participation in
DEI professional development and implementation of DEI practices?
Introduction and Overview
This section will present specific recommendations related to the validated influences
presented in Chapter Four. Analysis of the findings provided evidence regarding the two research
questions. Chapter Five presents’ recommendations and an integrated implementation and
evaluation plan for the validated KMO influences regarding secondary teachers and DEI
professional development.
Specific recommendations are organized by the categories of validated influences. I used
the new world Kirkpatrick model (Kirkpatrick & Kirkpatrick, 2016) framework to develop an
integrated implementation plan. This model incorporates four levels of evaluation for training
consisting of Level 4, results; Level 3, behavior; Level 2, learning; and Level 1, reaction.
Kirkpatrick and Kirkpatrick (2016) begin with Level 4, results. This order, Level 4- Level 1,
serves as the plan for this study.
Recommendations for Practice to Address KMO Influences
The recommendations are presented and organized by the validated KMO influences
determined as gaps through analysis of qualitative data analysis. The data presented in Chapter
Four shows gaps and assets within knowledge and motivation influences. Data in Chapter Four
indicated gaps within all influences. Within knowledge and motivation influences, assets must be
maintained and remain a priority for the organization to achieve its goal. Within the motivation
influence, data showed only gaps. Influences were validated as a need if less than eight out of 10
were able to answer the questions regarding KMO influences.

69
To achieve the organizational goal of 100% of secondary teachers at XPUSD
participating in DEI professional development and implementing effective DEI practices in their
teaching by 2030, it is important to address findings that were determined to be a need in the area
of knowledge. Teachers must know the current demographic shifts in their organization to better
understand and learn to understand the students they are teaching. Teachers should know their
organization’s goals regarding DEI and be able to name specific ways they are supported in
implementing DEI practices. By filling these knowledge gaps teachers can begin to identify
where they need to build a knowledgeable foundation regarding DEI.
This study’s findings indicated assets in knowledge and motivation influences. Findings
demonstrated that teachers could define DEI and had knowledge and awareness of their personal
bias and positionality. Findings demonstrated that teachers are able to evaluate appropriate
practices for DEI. Maintaining these assets will help the organization to meet its goal and must
remain a priority.
A significant finding within motivation is that teachers value the work and effort that
goes into equity work, and they believe that they play a valuable role in the implementation of
equitable practices. It is important that the organization maintain this asset to encourage teacher
growth and participation. By maintaining these assets, the organization can begin to address
gaps, as determined by this study’s findings. In the area of motivation, there are gaps in feeling
confident and positive in their knowledge of DEI to achieve instructional goals.
The significant finding at the organizational level is that teachers do not feel that they are
part of a culture that supports DEI goals and procedures. In addition, teachers are unable to
identify specific organization policies and resources available to support equity work. It is
important to address these gaps so that teachers feel part of the organization’s efforts in DEI. To

70
reach the organizational goal of 100% participation in DEI professional development, teachers
must be aware of the organization’s policies to support them and their equity work. If teachers
are unaware of the resources to support them, they will be less likely to engage in DEI
professional development and training.
Knowledge Recommendations
Four knowledge influences were validated as needs from the data in this study: two
factual, one procedural, and one metacognitive influence. Influences were validated as needs
through document analysis and interviews. Data from this study validated three knowledge
influences as assets: two factual and one procedural. Influences were validated as assets through
document analysis and interviews. Table 12 indicates a priority level for each validated influence
in achieving the organization’s goal and the research-based principles that support this
recommendation. Following the table, a discussion is provided for each influence, the associated
principle, and the specific recommendations based on supporting literature.
Table 12
Summary of Knowledge Influences and Recommendations
Assumed
knowledge
influence
Asset
or
need
Priority
yes or
no
Principle and citation Context-specific
recommendation
Factual
Teachers know the
definitions of
diversity, equity,
and inclusion
Asset Yes Individuals’ overall
knowledge affects their
performance, which, in
turn, impacts an
organization’s goal
(R. E. Clark & Estes,
2008).
Principals will provide
training opportunities
for teachers to
demonstrate their
knowledge and build
upon it. Teachers will
continue to develop and
reinforce their

71
Assumed
knowledge
influence
Asset
or
need
Priority
yes or
no
Principle and citation Context-specific
recommendation
foundational knowledge
of definitions of DEI.
Provide support and
opportunities for
reflection to help
develop and nurture
critical consciousness.
Teachers must be
able to state the
shifts in
demographics in
their school and
district.
Need Yes Individuals’ overall
knowledge affects their
performance, which, in
turn, impacts an
organization’s goal
(R. E. Clark & Estes,
2008).
Principals will provide
data on the school and
district demographics
for teachers to
demonstrate their
knowledge and build
upon it.
Declarative
Teachers have
knowledge of
their own
implicit biases
and positionality
Asset Yes It is important to identify
positionality to account
for the complexity and
diversity that inform
identities, practices as
educators in classrooms,
and our roles as
education leaders
(Douglas & Nganga,
2013).
Teachers will continue to
examine and identify
their own implicit
biases. Administration
will provide one-to-one
coaching support for
teachers as they reflect
and identify their biases
and positionality.
Provide support that
emphasizes critical and
social-political
consciousness.
Provide coaching support
for teachers that
continues to support
critical and personal
consciousness.
Teachers have
knowledge of the
organization’s
goals regarding
DEI.
Need Yes Individuals’ overall
knowledge affects their
performance, which, in
turn, impacts an
organization’s goal
Principals will share the
organization’s goals
regarding DEI. Provide
training and
opportunities to
examine issues of

72
Assumed
knowledge
influence
Asset
or
need
Priority
yes or
no
Principle and citation Context-specific
recommendation
(R. E. Clark & Estes,
2008)
diversity, equity, and
inclusion and how it
relates to organizational
goals.
Procedural
Teachers are able
to implement and
evaluate the
appropriate
practices for
DEI.
Asset Yes Individuals must be able to
evaluate and assess their
implementation of
strategies (CochranSmith & Lytle, 2009).
Teachers will continue to
examine and identify
their own implicit
biases. Administration
will provide one-to-one
coaching support and
training for teachers as
they demonstrate their
knowledge of DEI
strategies.
Teachers can name
specific ways
they are
supported in
implementing
DEI practices.
Need Yes Individuals’ overall
knowledge affects their
performance, which, in
turn, impacts an
organization’s goal
(R. E. Clark & Estes,
2008)
Provide teachers with
targeted training and
follow up with support
that addresses
organizational goals
regarding DEI.
Metacognitive
Teachers can name
ways they are to
effectively
implement DEI
practices.
Need Yes The use of metacognitive
strategies facilitates
learning (Baker, 2006).
Provide teachers with
targeted training
organizational goals
regarding DEI.
Provide teachers with
opportunities for guided
individual reflection.
Provide teachers with
opportunities within
their small group/cohort
for reflection.

73
Factual Knowledge
Teachers must know the definitions of DEI (Albright et al., 2019; Berne & Stiefel, 1999;
Bertrand et al., 2015). This foundational knowledge must be present to begin and continue equity
work. Individuals’ overall knowledge affects their performance, which, in turn, impacts an
organization’s goal (R. E. Clark & Estes, 2008). Encouraging teachers to continue to develop and
reinforce their foundational knowledge of definitions of DEI helps to maintain this influence as
an asset and strength of the organization. The recommendation is to provide training and support
for teachers to demonstrate their knowledge and build upon it. I recommend that teachers receive
support that emphasizes sociopolitical and critical consciousness.
Teachers must be able to state the shifts in demographics in their school and district.
Albright et al. (2019) and Berne and Stiefel (1999) noted that teachers must understand and
embrace the definitions of DEI. This influence was identified as a high-priority need because this
foundational knowledge must be present to support equity work. R. E. Clark and Estes (2008)
pointed out that individuals’ overall knowledge affects their performance, which, in turn, impacts
an organization’s goal. This suggests that providing homeroom teachers with targeted learning
opportunities and job aids, such as charts with proficiency levels and lists of research-based
practices, would support their learning. The recommendation is to provide teachers with
demographic information about their school and district.
Declarative Knowledge
Teachers must have knowledge of their own implicit biases and positionality. It is
important to identify positionality to account for the complexity and diversity that inform
identities, practices as educators in classrooms, and our roles as education leaders (Douglas &
Nganga, 2013). I recommend that teachers are encouraged to continually examine and identify

74
their own implicit biases to be aware of and overcome any biased beliefs they may hold and be
committed to adapting their instruction to students’ needs. To maintain this strength, teachers
must receive support as they reflect and identify their biases and positionality.
Teachers must have knowledge of the organization’s goals regarding DEI. Individuals’
overall knowledge affects their performance, which, in turn, impacts an organization’s goal
(R. E. Clark & Estes, 2008). This influence was regarded as a need because teachers need to be
aware of the organization’s goals regarding DEI to contribute to equity work. I recommend that
teachers be reminded of the organization’s DEI goals. It is important to provide training and
opportunities to examine issues of DEI.
Procedural Knowledge
Teachers must be able to implement, evaluate, and assess their implementation of
appropriate practices (Cochran-Smith & Lytle, 2009). This influence was regarded as an asset, as
teachers were able to identify and discuss effective practices that they implement in their
classrooms. When asked about practices in their classrooms, teachers felt that they were able to
identify what it looked like in their teaching and their classrooms. Teachers must be encouraged
to continue to identify the effective practices implemented in their classrooms. In addition,
teachers should receive targeted training and follow-up with support that addresses
organizational goals regarding DEI.
Teachers require knowledge of DEI practices and must be able to name specific ways
they are supported in implementing these practices. Teachers must have an overall knowledge of
DEI, as it affects their performance, which, in turn, impacts an organization’s goal (R. E. Clark
& Estes, 2008). I recommend that teachers receive targeted training so they are able to identify
the areas in which they need support to help achieve organizational goals regarding DEI.

75
Metacognitive Knowledge
The use of metacognitive practices facilitates learning, which helps to inform teachers on
how to implement DEI practices effectively (Baker, 2006). Teachers must have strategic
knowledge and knowledge about cognitive tasks, including appropriate contextual and
conditional knowledge, to help enhance self-awareness and self-knowledge (Krathwohl, 2002).
This influence was identified as a high-priority need because the foundational knowledge must
be present to support equity work. In practice, this can be achieved by providing effective
professional development that includes support and coaching. I recommend that teachers receive
targeted training with specific follow-up, coaching, and support. I also recommend that teachers
receive opportunities for guided individual reflection, as well as opportunities for reflection
within their small group/cohort. This self-reflection leads to an awareness and knowledge of
one’s own cognition (Krathwohl, 2002). Teachers must be aware of their own bias and
positionality.
Motivation Recommendations
The data from this study validated two motivational influences as needs regarding the
problem of practice: one self-efficacy and one mood. Influences were validated as needs through
interviews. Data from this study validated two motivation influences as assets: one factual and
one procedural. Influences were validated as assets through interviews. Table 13 indicates a
priority level for each validated influence in achieving the organization’s goal and the researchbased principles that support this recommendation. Following the table, a discussion is provided
for each influence, the associated principle, and the specific recommendations based on
supporting literature.

76
Table 13
Summary of Motivation Influences and Recommendations
Assumed motivation
influence
Asset
or
need
Priority
yes or
no
Principle and citation Context-specific
recommendation
Value
Teachers need to
value the work and
effort that go into
equity work.
Asset Yes Teachers must value
and participate in
initiatives that
examine and address
equity. Teachers
must engage in
personal reflection
and growth in regard
to bias, positionality,
and equity (Devine et
al., 2012; Hilton et
al., 2021).
Teachers must connect
to life-centered
experiences as a
source of growth,
reflection, and
learning (Knowles et
al., 2005)
Provide teachers with
training opportunities
that support their
understanding of
equity work.
Provide specific
support and followup for teachers as
they engage in equity
training and work.
Provide support that
emphasizes critical
and social-political
consciousness.
Self-efficacy
Teachers need to feel
confident in their
knowledge of
diversity, equity,
and inclusion in
order to achieve
instructional goals.
Need Yes High self-efficacy can
influence motivation,
perseverance, and
whether teachers can
meet set goals
(Bandura, 2012).
Provide more training
opportunities in
smaller settings.
Allow time for
individual coaching
so that teachers can
build confidence in
their knowledge of
DEI.
Mood
Teachers need to feel
positive about DEI
in order to achieve
Need Yes Positive emotional
environments support
Provide small group
and individual
coaching time for

77
Assumed motivation
influence
Asset
or
need
Priority
yes or
no
Principle and citation Context-specific
recommendation
the goals of
implementing DEI
practices.
motivation (R. E.
Clark & Estes, 2008).
teachers to share and
reflect on their role in
equitable practices.
Provide collaborative
opportunities that
support an
andragogical
approach and allow
teachers to learn at
their own pace and
implement practices.
Provide support that
emphasizes critical
and social-political
consciousness.
Teachers need to
believe that they
play a valuable role
in the
implementation of
equitable practices.
Asset Yes Positive emotional
environments support
motivation (R. E.
Clark & Estes, 2008).
Principals and
administration will
provide direct
feedback regarding
successful practices
already in place.
Principals and
administrators will
continue to reinforce
teachers’ efforts
within their
classrooms.
Teachers will continue
to build on practices
Value
Teachers need to value the work and effort that goes into equity work and participate in
initiatives that address equity. To do this, teachers must engage in personal reflection and growth
in regard to bias, positionality, and equity (Devine et al., 2012; Hilton et al., 2021). This

78
influence was regarded as a strength and asset. It is important that the organization provides
teachers with support for their work and efforts in equity work.
Self-Efficacy
Teachers need to feel confident in their knowledge of DEI to achieve instructional goals.
Bandura (2012) stated that high self-efficacy can influence motivation, perseverance, and
whether teachers can meet set goals. This influence was identified as a high-priority need
because teachers do not feel confident in their knowledge of DEI. I recommend that more
training opportunities in smaller settings are offered. It is important to allow time for individual
coaching so that teachers can build confidence in their knowledge of DEI. It is also important for
teachers to form small groups/cohorts to develop trusting and open relationships that provide a
safe space for learning and reflection (Cochran-Smith & Lytle, 2009). Collaboration is an
important andragogical approach that emphasizes learning. Coaching and training should include
continuous coaching and collective mentorship of small groups (Horn et al., 2015; Kretlow et al.,
2012; Rivera-McCutchen & Panero, 2013). Small group training may include techniques such as
sensitivity training, values clarification, or meditation (Knowles et al., 2005).
Adult learning is affected by an adult’s life situation and experiences (Cochran-Smith &
Lytle, 2009; Knowles et al., 2005). When providing adult education, it is important to provide
support for the implementation of strategies. One way to provide support is by forming groups to
identify the knowledge and expertise of people/staff.
Mood
Teachers need to believe that they play a valuable role in the implementation of equitable
practices. This influence has been determined as an asset. I recommend that teachers receive
direct feedback regarding successful practices already in place.

79
To achieve the goals of implementing DEI practices, it is important that teachers feel
positively about DEI and are open to having difficult conversations regarding equity work.
Teachers must be willing to engage in equity work that examines equity, their implicit bias, and
positionality (Devine et al., 2012; Hilton et al., 2021). R. E. Clark and Estes (2008) emphasized
that positive emotional environments support motivation, which helps teachers engage in
reflective work. This influence was identified as a high-priority need because confidence is an
important element of equity work. I recommend that individual coaching and work in small
groups are necessary for teachers to share and reflect on DEI and their role in equitable practices.
Organization Recommendations
This study’s data validated three organizational influences on the problem of practice:
one resource, one policy and procedures, and a cultural model. The data indicated that all
organizational influences were determined as needs. The influences were validated through
interviews. Table 14 indicates a priority level for each validated influence in achieving the
organization’s goal and the research-based principles that support this recommendation.
Following the table, a discussion is provided for each priority influence, the associated principle,
and the specific recommendations based on supporting literature.

80
Table 14
Summary of Organization Influences and Recommendations
Assumed organization
influence
Asset
or
need
Priority
yes or
no
Principle and citation Context-specific
recommendation
Resources
Educational partners
are knowledgeable
of the resources
available to them to
support DEI
instruction.
Need Yes Effective organizations
ensure that
organizational
messages, rewards,
policies, and procedures
that govern the work of
the organization are
aligned with or are
supportive of
organizational goals and
values (R. E. Clark &
Estes, 2008).
Inform teachers of the
specific resources
and training
opportunities
available to them.
Administrators will
support teachers by
providing training to
support DEI learning
and implementation
of practices.
Policies, processes, and procedures
Educational partners
can name specific
district policies that
support DEI goals
and procedures that
are aligned with
their organizational
goals.
Need Yes Effective organizations
ensure that
organizational
messages, rewards,
policies, and procedures
that govern the work of
the organization are
aligned with or are
supportive of
organizational goals and
values (R. E. Clark &
Estes, 2008).
Inform teachers of the
specific policies,
processes, and
training opportunities
available to them.
Administrators will
support teachers by
providing training on
specific policies and
processes.
Administrators will
inform teachers of
the organizational
goals regarding DEI.
Cultural model
Educational partners
understand and are
part of a culture that
values DEI.
Need Yes Teachers must have an
understanding of the
cultural model that
shapes operating
Work with teachers to
identify how their
school and district
show that they are

81
Assumed organization
influence
Asset
or
need
Priority
yes or
no
Principle and citation Context-specific
recommendation
procedures (Rueda,
2011).
committed to an
inclusive culture.
Administrators will
support teachers by
providing time,
training, and
coaching resources to
support DEI learning
and implementation
of practices.
Educational partners
identify features of a
culture that aligns
with DEI practices.
Need Yes Teachers must have an
understanding of the
cultural model that
shapes operating
procedures (Rueda,
2011).
Work with teachers to
identify the ways
their school and
district engage in
equity work.
Administrators will
support teachers by
providing time,
training, and
coaching resources to
support DEI learning
and implementation
of practices.
Administrators will
inform teachers of
the organizational
goals regarding DEI.
Resources
Educational partners must be knowledgeable of the resources available to them to support
DEI instruction. Effective organizations ensure that organizational messages, rewards, policies,
and procedures that govern the work of the organization align with or are supportive of
organizational goals and values (R. E. Clark & Estes, 2008). This influence was identified as a

82
high-priority need because teachers were not knowledgeable about the resources available to
support DEI instruction. I recommend that teachers be informed of the specific resources and
training opportunities available to them. I recommend that administrators support teachers by
providing training to support DEI learning and implementation of practices.
Policies, Processes, and Procedures
Educational partners must be able to name specific district policies that support DEI
goals and procedures and align with their organizational goals. This influence was identified as a
high-priority need because teachers did not know the specific board and district policies that
support DEI. R. E. Clark and Estes (2008) pointed out that effective organizations ensure that
policies and procedures govern the work of the organization and align with organizational goals
and values. I recommend that teachers be informed of the specific resources that name specific
policies that support DEI. I recommend that administrators support teachers by providing
training that informs teachers of specific district policies, processes, and organizational goals
regarding DEI.
Cultural Model
Educational partners must understand that they are part of a culture that values DEI. This
influence was identified as a high-priority need because teachers do not feel as if they are part of
a culture that values DEI. Rueda (2011) called for an understanding of the cultural model that
shapes operating procedures. When the cultural model is inconsistent, it is challenging to identify
features of a culture that values DEI. I recommend that teachers receive the information needed
to identify ways in which their school and district show a commitment to an inclusive culture. I
recommend that administrators support teachers by providing time, training, and coaching
resources to support DEI learning and implementation of practices.

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Educational partners must identify features of a culture that aligns with DEI practices.
This influence was identified as a high-priority need because teachers do not feel as if they are
part of a culture that values DEI. It is important to provide specific policies that support DEI
instruction, including processes and procedures that could include how the district addresses
racial conflicts, tensions between groups, and harassment marginalized communities face.
Organizations are most effective when their policies, processes, and procedures align with their
organizational goals (Albright et al., 2019; R. E. Clark & Estes, 2008). I recommend that
administrators support teachers by providing time, training, and coaching resources to support
DEI learning and implementation of practices. It is important that administrators inform teachers
of the organizational goals regarding DEI.
Implementation and Evaluation Framework
The goal for the organization is for 100% of its secondary teachers to participate in DEI
professional development and implement effective DEI practices in their teaching by 2030. This
goal was established to meet the equity core value of the organization to equip students with
differentiated resources to support the whole student. This study examined secondary teachers’
knowledge and motivation, as well as the organizational factors that shape participation in DEI
training and implementation. The previous section offered recommendations to address KMO
gaps. The following section offers an implementation and evaluation plan with recommendations
to address KMO assets and gaps.
In the new world model, the recommendation is to follow the plan in reverse, beginning
with the end in mind: Level 4 results, then Level 3 behaviors, Level 2, learning, and Level 1
reaction. This backward design creates accountability and forces the organization to envision and
plan for the intended outcomes. In the following sections, Level 4 results are outlined first.

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Results are determined after considering the mission and goals and, for this study aligning with
the organizational goal. Level 3 is next and defines the critical behaviors educational partners
must perform consistently to impact the intended results. Level 2 follows and defines the
learning goals and the degree to which educational partners acquire the knowledge to achieve the
intended results. Finally, Level 1 measures educational partners’ satisfaction with the training.
Implementing the new world Kirkpatrick model will foster value and buy-in from educational
partners and ground and guide the organization to achieve the expected outcomes. In this study,
the teachers in the organization are considered the customers of the administration, as both the
principal and district staff are responsible for supporting teachers’ professional growth.
Level 4: Results
Level 4 of the new world Kirkpatrick model (Kirkpatrick & Kirkpatrick, 2016) includes
the desired outcome and ensures a focus on the desired outcome. Level 4 results measure the
degree to which XPUSD’s targeted outcomes occur as a result of the training plan. Results, as
defined for this specific organizational context, refer to the XPUSD mission. Table 15 shows the
results and leading indicators in the form of outcomes, metrics, and methods for external and
internal outcomes.
Table 15
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metrics Methods
External outcomes
Full participation by
secondary teachers in DEI
Number of secondary teachers in
professional development and training
Attendance
records

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Outcome Metrics Methods
professional development
and training
Amount of time designated for DEIspecific professional development and
training.
Professional
development
agendas.
Meeting minutes
Implementation of DEI
practices across settings for
teachers and students
Database of examples of DEI practices
across educational settings accessible
to secondary teachers to use for
reference and inspiration
Principal
observations
Teacher surveys
Student feedback
Educational partners will use
common language around
DEI, including definitions.
Number of secondary teachers able to
define DEI, framed by common
language across the organization
Principal
observations
Teacher surveys
Internal outcomes
DEI coaches are chosen for
each secondary school
campus to provide support
for teachers.
Monthly working coaching sessions
and/or small group settings
Coaching minutes
Meeting
notes/agendas
Cohorts/small groups are
created for teacher support
and coaching.
Creation of cohorts/small groups on
secondary campuses
Meeting minutes
Meeting
attendance
Formal feedback and one-onone coaching are utilized in
secondary settings to
provide support.
Monthly staff and/or department
meetings that include time for DEI
discussions/training/feedback
Monthly working group meetings
Meeting minutes
Meeting
attendance
Teachers are aware of the
district’s shifting
demographics.
Annual update on the student/staff
demographics
Meeting minutes
Teachers identify and discuss
personal bias and can
identify how these biases
affect their interactions.
Monthly working coaching sessions
and/or small group settings
Coaching minutes
Teacher surveys
Teachers have knowledge of
and can discuss the
organization’s goals
regarding DEI.
Number of teachers who can discuss and
identify the organization’s goals
regarding DEI.
Teacher surveys

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Level 3: Behavior
Level 3 refers to the application of learning as evidenced by teacher behaviors. Despite
equity being a core value of the organization, XPUSD is approaching the beginning phase of
implementing DEI professional development and support for teachers. Hanleybrown et al. (2012)
identified three phases of implementation: (a) initiate action, (b) organize for impact, and (c)
sustain action and impact. Based on this study’s findings, XPUSD is in the first phase.
Considering this, the following section provides suggestions for critical behaviors to address
implementation gaps. Table 16 presents the critical behaviors along with a metric, method for
implementation, and timeline.

87
Table 16
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical behavior Metrics Methods Timing
Participate in meetings
and/or professional
development sessions that
inform teachers of
staff/student
demographics and
XPUSD’s goals regarding
DEI.
Number of secondary
teachers attending
professional
development.
Number of meetings
held in which DEI is
discussed by
administration and/or
coaches.
Meetings
Coaches attend
professional
development
sessions/meetings
Monthly
Engage in a participatory
process involving
secondary teachers and
DEI coaches who work
with teachers individually
or in a small group/cohort
setting.
Number of secondary
teachers attending
small group/cohort
sessions with a coach
to discuss DEI.
Coaches meet with
individuals one-onone or attend small
group/cohort
meetings.
Monthly
Participate and engage in
discussions about implicit
bias and positionality.
Number of secondary
teachers that are able
to identify personal
bias and
positionality.
Administrators provide
training that defines
and examines bias,
implicit bias, and
positionality.
Coaches follow up and
meet with individuals
one-on-one or attend
small group/cohort
meetings.
Monthly
Table 16 also specifies the metrics, methods, and timing for evaluating each of these
critical behaviors. Each critical behavior is specific, observable, and measurable and will most
influence Level 4 results. The first critical behavior is to participate in meetings and/or
professional development sessions that inform teachers of staff/student demographics and

88
XPUSD’s goals regarding DEI. The second critical behavior is to engage in a participatory
process involving secondary teachers and coaches who are able to work with teachers
individually or in a small group/cohort setting. The third critical behavior is that teachers
participate and engage in discussions about bias, implicit bias, and positionality. Table 16
includes specific metrics, methods, and timing for critical behaviors.
Required Drivers
Level 3 seeks to evaluate what participants are doing differently as a result of training.
This study’s findings showed that there were KMO gaps. However, the assets can be leveraged
to support XPUSD’s readiness to initiate action and prepare for collective impact. The critical
behaviors align with the four assessed collective impact conditions. Kirkpatrick and Kirkpatrick
(2016) pointed out that these behaviors can be supported by drivers, including processes and
systems where performance is reinforced, monitored, encouraged, and rewarded. Table 17 shows
the recommended drivers to support the critical behaviors.

89
Table 17
Required Drivers to Support Critical Behaviors
Methods Timing Critical behaviors
supported
(1, 2, 3)
Reinforcing
Job aids: lists of research-based practices,
examples of DEI practices
At least four times
over the school year
1 and 2
Coaching to support self-reflection, planning,
and instruction
Monthly 1–3
Encouraging
Administrators and team members listen to
challenges and problem-solve together
Twice per month 1–3
Feedback from coaches on what is working well
and plan together for the next steps.
Twice per month 1–3
Informal feedback from administrators that
Acknowledges the effort.
Monthly 1–3
Rewarding
Teaching spotlight in monthly staff meeting Monthly 1–3
Personalized, handwritten letter from
administrator recognizing the effort and work.
At least twice a year 1–3
Monitoring
Observations by administrators and coaches Monthly 1–3
Review meeting minutes Twice per month 1 and 2
Touch bases/meetings with teachers, coaches,
and administrators.
Twice per month 1–3

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Organizational Support
This study’s findings point to needs in the area of organizational support. Support in the
areas of resources, processes, and culture is necessary for critical behaviors and for drivers to
take hold. XPUSD must ensure a culture of continuous improvement and openness, where
learning and adaptability are encouraged. As the demographics of XPUSD continue to shift, it is
important for administrators to communicate the organizational goals relevant to their core
values and mission.
Level 2: Learning
Level 2 learning is the extent to which participants acquire the intended knowledge,
skills, and attitudes as a result of the training (Kirkpatrick & Kirkpatrick, 2016).
Learning Goals
For XPUSD secondary teachers to perform the critical behaviors identified in Level 3,
they must first be able to
• state the shifts in demographics in their school and district (declarative knowledge),
• state the organization’s goals regarding DEI (declarative conceptual),
• implement and evaluate the appropriate practices for DEI (procedural knowledge),
• name ways they are to effectively implement DEI practices (metacognitive
knowledge), and
• name the resources available to them to support DEI instructions (resources).
Program
To achieve the learning goals, participants will engage in three professional development
sessions. The first type will be an informative session that presents common language around

91
DEI. The second will be more in-depth training and discussion on implicit bias and positionality
in small groups/cohorts. The third type will be ongoing coaching support.
The training program will begin with a training session at the beginning of the school
year during the district-wide professional development day. For the first training, they will
review the definitions of DEI. Considering the sensitive nature of DEI, teachers will revisit
norms for how they will work and learn together. This training will introduce teachers to a
common language around DEI. Teachers will learn about the shifting demographics of staff and
students in XPUSD. They will review the district’s goals regarding DEI. They will learn about
specific district policies that support DEI goals and procedures that align with the organizational
goals. They will be introduced to implicit bias and positionality and complete self-reflection
exercises that examine bias. They will begin to explore how implicit bias affects their
interactions and understanding of the students with whom they work. They will review how
inequities impact students. They will learn more about the behaviors needed to achieve the goal.
Due to the amount of content, this should be a full day or two half-day training sessions.
The second training opportunity will consist of forming smaller groups, or cohorts, to
receive more in-depth training and discussion on implicit bias and positionality. This training
will take place after the initial training, and the content will be developed in part from the
feedback from that training. Specific content will include a review of the organization’s goals
regarding DEI and of the common language around DEI. The content will introduce a more indepth discussion on implicit bias. It is imperative that teachers develop awareness around
positionality and issues of race, privilege, power, and oppression to feel comfortable and
successful with students from diverse settings (Douglas & Nganga, 2013; Kumar & Lauermann,
2018; Picower, 2009). The small group setting is important to establish a safe environment in

92
which teachers can reflect and share their thoughts and feelings. It is important to build a trusting
environment and relationship with colleagues, so small groups/cohorts should remain the same
for the year. In addition, the staff member leading the discussion should remain the same
throughout the year. To develop a trusting and effective relationship, this person should serve as
a coach for teachers. Recommendations for the role of the coach will be addressed in the final
recommendation.
The third training opportunity will focus on coaching support. Zee and Koomen (2016)
stated that it helps to have ongoing, consistent training with coaches/trainers to see positive
results in the real-world setting. To prepare secondary teachers to engage in DEI work,
individuals will be designated as facilitators/coaches. These positions will be designated as
teachers on special assignment with duties specifically supporting teachers and DEI work.
Coaches will be selected from within the organization according to their background and
working knowledge of DEI. Coaches will receive coaching training and will be given time
during their workday to work with secondary teachers in cohort settings. Coaches will receive
one-on-one support from principals and administrators within XPUSD. In working with coaches,
teachers will continue to review the district goals regarding DEI, reflect on personal bias,
identify ways they can effectively implement DEI practices, and receive feedback on how they
include DEI in the classroom. Teachers will be invited to participate in one-to-one coaching to
provide a confidential space for discussing challenges they may face. The comprehensive
training program is intended to address gaps and build upon assets to increase readiness for
collective impact work.

93
Evaluation of the Components of Learning
Kirkpatrick and Kirkpatrick (2016) suggested that once the learning goals and plan have
been established, it is important to determine which tools will be used to evaluate learning
components (i.e., knowledge, skills, attitudes, confidence, and commitment). Table 18 presents
the evaluation tools for the learning program described earlier. Evaluation tools include
assessments, group discussions, individual reflection, and coaching sessions.

94
Table 18
Evaluation of the Components of Learning for the Program
Methods or activities Timing
Declarative knowledge: “I know it.”
Define diversity, equity, and inclusion. During and after training
Explain the organization’s goals regarding diversity, equity,
and inclusion.
During and after training
Discuss ways they are to effectively implement DEI
practices
During and after training
Name the resources available to them to support DEI
instructions.
During and after training
Discussion about implicit bias and positionality During and after training
Procedural skills: “I can do it right now.”
Self-reflect on the effectiveness of DEI training. During and after training
Implement research-based practices into classroom
practices.
After training and ongoing
Attitude: “I believe this is worthwhile.”
Pre- and post-survey of secondary teachers, from initial
training to the end of the year, regarding attitudes
Before, during, and after
training
Discussions within cohort sessions and one-to-one sessions
about the value of equity work
After training and ongoing
Confidence: “I think I can do it on the job.”
Post-survey of teachers with items related to confidence After training
Discussions within cohorts and with the coach After training
Commitment: “I will do it on the job.”
Observations by coaches and administrators After training and ongoing to
monitor progress

95
Level 1: Reaction
Level 1 of the new world Kirkpatrick model (Kirkpatrick & Kirkpatrick, 2016)
evaluates how the participants react to the recommended training program. The dimensions
reactions are engagement, or the degree to which participants actively participate; relevance,
which is the degree to which participants will be able to apply what they have learned; and
satisfaction. Data will be collected through formal surveys, check-ins, one-to-one meetings, and
informal observations during the training events. Table 19 presents the components to measure
Level 1 reaction to the learning program.
Table 19
Components to Measure Reactions to the Program
Methods or tools Timing
Engagement
Facilitator/coach observations During each session
Attendance at each training session During each session
Attendance for the duration of the training During each session
Workshop evaluation During each session
Relevance
Check-ins with secondary teachers Monthly
Check-ins with coaches and admin. Monthly
Customer satisfaction
Program evaluation Annually
Teacher survey End of year

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Evaluation Tools
Level 1 measures reaction to the training event and Level 2 evaluates the amount of
learning as a result of the training event (Kirkpatrick & Kirkpatrick, 2016). Considering Level 1
and Level 2 closely follow the training events, they are assessed immediately following the
training program using formative and summative evaluation tools. Level 3 evaluates the
effectiveness of training by looking at behavior. Level 4 evaluates the effectiveness of the
training by looking at results and progress toward the organization’s goal. Both Level 3 and
Level 4 are evaluated after training and throughout scheduled intervals to measure long-term
impact. This section presents tools to be used for evaluation immediately after the training and
delayed for a period after the training.
Immediately Following the Program Implementation
The training program is designed to occur at least twice each semester. At the end of each
training session, members will share feedback about the value of the training event through an
evaluation form that blends Level 1 and Level 2. They will be asked to share their feedback on
what they learned. Teachers will be asked how they feel about implementing DEI practices.
Teachers will be asked about their confidence in engaging in equity work and their willingness to
continue to engage in DEI work. Teachers will also be asked if they are able to explain the
organization’s goals regarding DEI. Coaches will report on their observations of training
participants.
Delayed for a Period After the Program Implementation
After teachers participate in professional development, they will need constant and
consistent coaching. Prior research has found that training paired with consistent follow-up
coaching improves teachers’ delivery of practices (Kretlow et al., 2012; Naizer et al., 2017).

97
Therefore, the second training opportunity will consist of cohorts receiving more in-depth
training and discussion on implicit bias and positionality. Following this training, teachers will
complete self-evaluations in 30-day, 60-day, and 90-day intervals, as well as at the end of the
year. The self-evaluation will focus on their participation in DEI training and the support they
received following training sessions. They will also participate in ongoing one-on-one coaching
throughout the school year. It is important to evaluate the impact of the training program after
some time to allow participants to reflect on the impact and for drivers and critical behaviors to
take effect (Kirkpatrick & Kirkpatrick, 2016).
Data Analysis and Reporting
Data should be gathered and analyzed throughout the implementation process to allow
supervisors to influence what is happening for short-term and long-term desired results
(Kirkpatrick & Kirkpatrick, 2016). Data from coaches’ observations will include teacher’s
participation during training. I compiled data from teacher self-evaluations and surveys.
Additionally, during staff meetings, cohorts shared their celebrations and challenges about
implementation, and I collected that information. The goal of collecting, analyzing, and sharing
data is to monitor progress toward the organization’s goal. Collecting ongoing teacher feedback
keeps teachers involved and engaged in the process.
Summary of the Implementation and Evaluation
I used the new world Kirkpatrick model (Kirkpatrick & Kirkpatrick, 2016) as a
framework to develop, implement, and evaluate the training activities. Training activities were
based on recommendations to measure progress toward organizational goals. Adhering to the
recommendation to use the training evaluation plan in reverse, the leading indicators for goal
attainment were identified in Level 4. Level 4 outcomes focus on progress toward the

98
organizational goal. Critical behaviors and the required drivers to achieve those goals were
outlined for Level 3, and the critical details regarding organizational support and alignment of
goals were also identified. The recommendations in this chapter are based on the findings
reported in Chapter Four and were used to develop the required drivers to support Level 3 critical
behaviors. Learning goals and evaluating the learning program are outlined in the section
dedicated to Level 2. Level 1 measures knowledge, as well as teachers’ attitudes, confidence, and
commitment. Finally, outlining a plan to measure reactions to training completed the
implementation and evaluation plan for Level 1.
When organizations identify gaps and address them with training, the implementation of
training is expected to make a measurable difference in the organization’s goals. Kirkpatrick and
Kirkpatrick (2016) recommended collecting, analyzing, and sharing data continuously through
the training and implementation process. As data are collected and analyzed, observations and
discussions will determine the need for additional data collection tools that will support
XPUSD’s efforts toward meeting its goals.
Strengths and Weaknesses of the Approach
The gap analysis framework provided a process for evaluating gaps related to KMO
factors (R. E. Clark & Estes, 2008). R. E. Clark and Estes’s (2008) gap analysis framework
informed how the research was organized and sorted in Chapter Two. It informed the data
collection tools identified in Chapter Three and utilized in Chapter Four. The gap analysis
framework informed the recommendations in this chapter, which also introduced the new world
Kirkpatrick model. The model is a methodological framework designed to maximize the results
of training plans to allow organizations to achieve their goals (Kirkpatrick & Kirkpatrick, 2016).

99
The strengths of the gap analysis (R. E. Clark & Estes, 2008) include examining aspects
of an organization through the KMO influences and identifying each influence as an asset or a
need. This approach allows the organization to find the root causes of KMO gaps. This approach
identifies assets and needs to help move an organization toward achieving its goal. Well-aligned
with the gap analysis, the model (Kirkpatrick & Kirkpatrick, 2016) worked well with the various
evaluation levels and the validated KMO needs identified in Chapter Four. Creating an
evaluation plan in reverse also aligned with the gap analysis and served as an effective way to
organize the training and overall evaluation plan’s targeted outcomes. The next step is for
XPUSD to implement the recommended plan to address the gaps while achieving its
organizational goal.
Limitations and Delimitations
One limitation was the amount of detail participants were willing to divulge during
interviews because I, the investigator, am a woman of color. There may have been some feelings
and thoughts that participants may not have shared with me in the context of this study. Another
limitation was using purposive sampling which makes it difficult to generalize a single study to a
larger population (Johnson & Christensen, 2017). Another limitation is that I hold a leadership
position at XPUSD, which could result in a biased interpretation of the data. I held personal and
professional relationships with some of the participants, so it was important to note the personal
relationships between the participants and the investigator.
A delimitation of this study was the number of participants. There were 10 participants.
Another delimitation was that the study involved only one school district, so the findings are not
generalizable.

100
Future Research
This evaluation study analyzed the KMO influences impacting the participation of
secondary teachers in DEI professional development and their implementation of DEI practices
at a specific school district. The analysis examined knowledge and motivation, as well as the
organizational factors that shape participation in DEI training and implementation. The
educational partners of focus were secondary teachers, and the study identified gaps in all KMO
influences. To gather more data, future research could include more teachers and have DEIspecific focus groups in the same district, as well as in other school districts. Future research
could evaluate and study DEI programs that implemented specific DEI training. Future research
could also expand to other school systems that have done intensive work on DEI.
Conclusion
The purpose of this project was to conduct a gap analysis to examine the root causes of
the organizational problem. This study focused on the participation of secondary teachers in DEI
professional development and their implementation of DEI practices. The analysis examined
secondary teachers’ knowledge and motivation, as well as the organizational factors that shape
participation in DEI training and implementation. Two research questions guided this study:
1. What is the current status of XPUSD secondary school teachers’ knowledge and
motivation with regard to the goal of 100% participation in DEI professional
development and implementation?
2. How do organizational factors shape XPUSD secondary teachers’ participation in
DEI professional development and implementation of DEI practices?
I used a gap analysis conceptual framework to examine the root causes of the
organizational problem. Performance gaps were identified by analyzing XPUSD’s KMO factors.

101
XPUSD’s performance goal is for all of its secondary teachers to participate in DEI professional
development and implement effective DEI practices in their teaching by 2030. The educational
partners of focus for this study were XPUSD secondary teachers.
With a student population that continues to shift and currently consists of students of
color as the majority, this evaluation study was an important step toward informing teachers and
administrators of the KMO gaps at XPUSD while acknowledging current assets. This study’s
findings indicated that all organizational influences were determined as needs. This study found
that teachers do not feel like they are part of a culture that values DEI. First, the organization
must create a culture in which teachers identify features that align with DEI practices and
understand that they are part of a culture that values DEI. It is important that teachers are
informed and knowledgeable of the resources available to them and that XPUSD provides
support for equity work. Despite equity being a core organizational value, teachers do not feel
that they are part of an organization that truly values equity. Although they can define and
identify features of DEI in their classrooms, they struggle to identify features of the organization
that align with equity goals. This study presents a clear plan for addressing gaps while leveraging
assets. Equity work is ongoing and vital to address students’ diverse needs. Thus, XPUSD is
committed to equity work, but for it to be more than just a stated goal, all district employees
must receive training and support to address the diverse needs of culturally and linguistically
diverse staff and all students.

102
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Appendix A: Interview Protocol for Secondary Teacher
Thank you for agreeing to participate in my study. I appreciate the time that you have set
aside to answer my questions. As I mentioned to you, the interview should take about an hour.
Does that still work for you?
Introduction
Before we get started, I want to remind you about this study. The study information sheet
gives you the overview of the study and should answer any questions you might have about
participating in this interview. I am a student at USC and am exploring the factors that shape
secondary teachers’ willingness to participate in DEI professional development, as well as their
willingness to implement DEI practices.
I want to reassure you that I am strictly a researcher today. My goal today is to listen to
your perspective.
As stated in the study information sheet provided to you previously, this interview is
confidential. Your name will not be shared with anyone, including other teachers, site
administration, or district administration. I will use a pseudonym to protect your confidentiality
and will do my best to de-identify any of the data I gather from you. The data for this study will
be compiled into a report. I plan on using some of what you say as direct quotes, but none of this
data will be directly attributed to you. I am happy to provide you with a copy of my final paper if
you are interested.
As stated in the study information sheet, I will keep the data in a password protected
computer. Any written notes I take will be kept in a secure file and only accessible to me. All
data will be destroyed after 3 years.

111
Do you have any questions about the study before we get started? I brought a recorder
with me today so I can correctly capture what you share with me. The recording is so I may best
capture your perspectives and will not be shared with anyone other than me and the transcriber.
May I have your permission to record our conversation? Pause to hear the response regarding
permission to record.
I’d like to start by asking a few questions about you.
1. How long have you been teaching?
2. How did you become interested in working in education?
3. Tell me about your teaching style. How would you describe yourself as a teacher?
4. What are you passionate about as a teacher?
Interview Questions
5. Tell me how you would define diversity, equity, and inclusion. What do you think the
role of the teacher is in diversity, equity, and inclusion training?
6. Tell me what you know about the demographics (student/staff make-up) of XPUSD.
7. How valuable is it for you to engage in equity work?
8. Can you describe how confident you are about your ability to discuss DEI? How do
you feel about your ability to implement DEI strategies?
9. Do you believe all of us have biases? Why or why not?
10. If you had to explain XPUSD’s goals regarding DEI, what would you say?
11. In your classroom, how do you determine classroom instructional strategies to teach
DEI?
12. Tell me how you and other teachers are supported in implementing DEI strategies.

112
13. Tell me about the last time you reflected on ways in which you are supported to
effectively implement DEI strategies.
14. How valuable is it for you to engage in equity work?
15. Can you describe how confident you are about your ability to discuss DEI? How do
you feel about your ability to implement DEI strategies?
16. Please provide an example of a time when you felt positive about implementing DEI
strategies effectively.
17. How do you feel about teachers’ role in the implementation of equitable practices?
18. In the last 2 years, how many DEI-focused PD or school-sponsored training have you
attended? What was it like for you to participate in DEI training? Tell me about the
support you received after attending the PDs.
19. Tell me what you know about XPUSD’s policies and procedures supporting DEI.
20. XPUSD is committed to an inclusive culture. Do you agree? Why or why not?
21. Suppose it was my first day working for XPUSD; what would you tell me about
XPUSD and DEI?
Closing Comments
Thank you so much for sharing your thoughts with me today. I really appreciate your
time and willingness to share. Everything that you have shared is really helpful for my study. If I
find myself with a follow-up question, may I contact you (via email or phone)? Again, thank you
for participating in my study. Please accept this gift card as a thank you. I appreciate your time
and efforts in helping with my study.

113
Appendix B: Qualitative Research Documents Analysis Protocol
Artifact/Document Influence assessed (K-M-O) Data analyzed
Appendix B: Qualitative Research Documents Analysis Protocol

114
Appendix C: Information Sheet for Exempt Research
My name is Marissa Martinez, and I am a student at the University of Southern
California. I also hold a role as an Education Specialist at XPUSD. I am conducting a research
study to look at how organizational factors shape secondary teachers’ participation in DEI
professional development and implementation of DEI practices. The name of this research study
is “The Impact of Diversity, Equity, Inclusion Professional Learning on Teachers’ Pedagogy.” I
am seeking your participation in this study. Your participation is completely voluntary, and I will
address your questions or concerns at any point before or during the study.
You may be eligible to participate in this study if you meet the following criteria:
1. You are a secondary teacher within XP Unified School District who has been
teaching in XPUSD for 3 or more years.
2. You are over 18 years old.
If you decide to participate in this study, you will be asked to do the following activity:
Participate in a 1:1 interview in person or over Zoom for 45–60 minutes.
After you complete the interview, you will receive a $10 gift card in person or via email.
I will publish the results in my dissertation. Participants will not be identified in the
results. I will take reasonable measures to protect the security of all your personal information.
All data will be deidentified prior to any publication or presentations. I may share your data, deidentified, with other researchers in the future.
If you have any questions about this study, please contact me: Mmpatter@usc.edu. If you
have any questions about your rights as a research participant, please contact the University of
Southern California Institutional Review Board at (323) 442-0114 or email hrpp@usc.edu.

115
Appendix D: Recruitment Letter
Dear (Insert Participant Name),
My name is Marissa Martinez, and I am a 3rd-year doctoral student at the University of
Southern California. I am currently engaged in my doctoral research to look at how
organizational factors shape secondary teachers’ participation in DEI professional development
and implementation of DEI practices. The purpose of this study is to explore the reasons why
secondary teachers do or do not participate in DEI professional development.
As you are a secondary teacher who has been at XPUSD for 3 or more years, you provide
valuable insight into what factors may prevent successful implementation. I am reaching out to
see if you would be willing to participate in a virtual or in-person interview that would be
approximately 45–60 minutes in length as part of this research study. Interview content will be
kept confidential as well as responses being kept anonymous. After completing the interview,
you will receive a $10 gift card in person or via email.
I greatly appreciate your consideration of my request to participate. Please feel free to
reply to this email with your response to this invitation. Thank you for your consideration.
Sincerely,
Marissa Martinez

Abstract (if available)

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Asset Metadata

Creator Martinez, Marissa (author)

Core Title Examining teachers’ perceptions of diversity, equity, and inclusion professional development

School Rossier School of Education

Degree Doctor of Education

Degree Program Educational Leadership

Degree Conferral Date 2024-08

Publication Date 09/03/2024

Defense Date 06/13/2024

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag diversity,equity,inclusion,OAI-PMH Harvest,professional development

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Robles, Darline (committee chair), Franklin, Gregory (committee member), Stevens, Mary (committee member)

Creator Email marissamartinez724@gmail.com,misamart@usc.edu

Unique identifier UC11399A773

Identifier etd-MartinezMa-13475.pdf (filename)

Legacy Identifier etd-MartinezMa-13475

Document Type Dissertation

Format theses (aat)

Rights Martinez, Marissa

Internet Media Type application/pdf

Type texts

Source 20240904-usctheses-batch-1207 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

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