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I love you, too: interventions for secondary teachers to critically self-reflect on, create, and solidify a loving and culturally relevant classroom culture
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I love you, too: interventions for secondary teachers to critically self-reflect on, create, and solidify a loving and culturally relevant classroom culture
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I Love You, Too: Interventions for Secondary Teachers to Critically Self-Reflect on,
Create, and Solidify a Loving and Culturally Relevant Classroom Culture
Heber Alberto Marquez
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 Heber Alberto Marquez 2024
All Rights Reserved
The Committee for Heber Alberto Marquez certifies the approval of this Dissertation
Christine Gayle Corpus
Helena Seli
Kenneth Yates, Committee Chair
Rossier School of Education
University of Southern California
2024
iv
Abstract
This dissertation explored the role of love in high schools in communities of low socioeconomic
status. This research argues that teachers, as the primary respondents to classroom trauma, must
integrate love into their pedagogical practices to create supportive and healing environments.
Drawing on the theory of radical love and the concept of compa love, this study highlights the
necessity for teachers to understand and address their students’ complex social, political, and
economic challenges. The dissertation proposes a new curriculum to equip teachers to foster
loving and inclusive classrooms by promoting students’ academic success and resilience. This
curriculum emphasizes critical self-reflection, culturally relevant pedagogy, and emotional,
tangible, and intellectual love as interventions to support students dealing with trauma. Via a
case study of a high school in a predominantly Latino, low-income community in Los Angeles
County, the research underscores the impact of love-centered teaching on students’ sense of
belonging, academic performance, and overall well-being. The findings revealed significant
disparities in students’ academic achievement and emotional connectedness exacerbated by the
COVID-19 pandemic and ongoing socioeconomic inequities. Through a comprehensive
literature review and empirical analysis, the dissertation advocates for a transformative education
approach that prioritizes intersectional justice, antiracism, and holistic student support. The
proposed curriculum reframes educational practices, urging teachers to embrace their roles as
compassionate, culturally aware, and dedicated mentors committed to their students’ holistic
development by first critically self-reflecting at a personal level before diving into their
responsibilities as teachers.
Keywords: critical self-reflection, radical love, culturally relevant, professional
development
v
Dedication
To God for giving me the greatest gift of life. To my parents, who left everything they knew in
Zacatecas in an attempt to build a new life in Los Angeles as they pursued the American dream
for my benefit.
To my sisters, who have always remained a guide in my decisions as you both kept me asking,
“Will this make my sisters proud?”
To my students, who have given me purpose since before I even knew I wanted to be a teacher
and are my daily motivation. To my colleagues for always challenging me to be a better teacher
or administrator.
To SELA, especially Maywood, which has taken care of me, raised me, and pushed me beyond
what I thought was possible.
To my friends, who have always known how to remind me to keep my head up.
To Alberto, who has been on my side since birth, has been confused and lost with me, but who
has also celebrated and persevered through our toughest times.
To my past and present self, who gets to bask in the luxuries and privileges that accompany the
American Dream. You all have been the foundation of this dissertation. I am forever grateful.
#StayInspired
vi
Acknowledgements
I would like to thank Dr. Kenneth Yates for being patient, encouraging, and guiding me
in this process for longer than expected. Dr. Yates was easy to connect with, always available,
and had a special way of challenging my thoughts and writing to ensure it was what I really
wanted to express. Thank you, Dr. Yates, for checking in on me on the many times I had given
up on myself and bringing me back. Thank you, Dr. Helena Seli, for being part of my committee
and proposing to use critical self-reflection theory instead of self-reflection theory. I feel this
change gave my work a heartbeat. Thank you, Dr. Christine Corpus-Gayle, for encouraging me
before I even knew I had to select a committee member and for being part of my committee. It
has been your work ethic, your commitment to those you serve, and the way you see the best in
everyone that has encouraged me to make it this far. I am forever grateful for your and Dr. Seli’s
feedback and for being part of this journey with me.
A huge shout out to my USC classmates because no one else knows our struggles during
this program more than ya’ll. Thank you for the run-ins between classrooms, the late-night study
sessions, the fun outings, and the friendships we created.
vii
Table of Contents
Abstract .......................................................................................................................................... iv
Dedication ........................................................................................................................................v
Acknowledgements ........................................................................................................................ vi
List of Tables ...................................................................................................................................x
List of Figures ................................................................................................................................ xi
Chapter One: Overview of the Project and Needs Assessment .......................................................1
Problem of Practice ..............................................................................................................3
Evidence for the Problem of Practice ..................................................................................5
Importance of Solving the Problem .....................................................................................6
Instructional Needs Assessment ..........................................................................................7
Determination of the Learning Need ...................................................................................7
The Learning System / Environment ...................................................................................8
Potential Issues With Power, Equity, and Inclusion ............................................................8
Definition of Terms ..............................................................................................................9
Organization of the Design Blueprint ................................................................................12
About the Author ...............................................................................................................12
Chapter Two: Review of the Literature .........................................................................................17
Prior Attempts ....................................................................................................................17
The Content of the Curriculum ..........................................................................................19
Summary of the Curriculum Content .................................................................................27
Chapter Three: The Learning Environment and the Learners .......................................................30
Description of the Learning Environment .........................................................................30
Learner Characteristics ......................................................................................................32
Implications of the Learning Environment and Learner Characteristics for Design .........36
viii
Chapter Four: The Curriculum .......................................................................................................37
Cognitive Task Analysis ....................................................................................................37
Course Learning Goals ......................................................................................................38
Course Learning Outcomes ................................................................................................40
List of Units, Terminal, and Enabling Objectives .............................................................42
Overview of the Units ........................................................................................................45
Visual Overview of the Units ............................................................................................46
Scope and Sequence Table .................................................................................................47
Delivery Media Selection ..................................................................................................49
General Instructional Platform Selection in Terms of Affordances ..................................49
Specific Instructional Platform Selection in Terms of Restrictions ...................................51
Client Preferences or Specific Conditions of the Learning Environment ..........................52
Specific Media Choices .....................................................................................................53
General Instructional Methods Approach ..........................................................................55
Chapter Five: Implementation and Evaluation ..............................................................................58
Implementation Plan ..........................................................................................................58
Evaluation Plan ..................................................................................................................59
References ......................................................................................................................................76
Appendix A: Course Overview ......................................................................................................83
Course Overview Materials ...............................................................................................83
Learner Characteristic Accommodations ...........................................................................83
Appendix B: Lesson Overviews ....................................................................................................87
Unit 1: Critical Self-Reflection ..........................................................................................87
Unit 2: Culturally Relevant Pedagogy ...............................................................................89
Unit 3: Love Interventions .................................................................................................91
ix
Appendix C: Lesson Activities, Design, and Materials .....................................................94
Unit 1: Critical Self-Reflection ..........................................................................................94
Learning Objectives ...........................................................................................................94
Summative Assessment .....................................................................................................95
Lesson Materials ................................................................................................................95
Learner Characteristic Accommodations ...........................................................................95
Facilitator’s Notes ..............................................................................................................96
x
List of Tables
Table 1: Major Steps and Knowledge Outcomes for the Curriculum 28
Table 2: Major Steps and Learning Goal 39
Table 3: Learning Goals and Learning Outcomes 40
Table 4: Scope and Sequence 48
Table 5: Key Considerations for Media Selection 52
Table 6: Media Choices in Teacher Interventions to Create and Solidify a Loving and
Culturally Relevant Classroom Culture 53
Table 7: Indicators, Metrics, and Methods for External and Internal Outcomes 61
Table 8: Critical Behaviors, Metrics, Methods, and Timing for Evaluation 63
Table 9: Required Drivers to Support Critical Behaviors 64
Table 10: Evaluation of the Components of Learning for the Program 68
Table 11: Components to Measure Reactions to the Program 70
Table A1: Course Overview Instructional Activities 84
Table C1: Unit 1 Critical Self-Reflection Learning Activities 96
Appendix D: Evaluation Administered Immediately Following the Program Implementation 122
xi
List of Figures
Figure 1: Visual Overview of the Units 47
Figure 2: Students and Teachers Feeling Welcomed at School, Connectedness 73
Figure 3: Students and Teachers Feeling Welcomed at School, Teaching Satisfaction 74
Figure 4: Educator Comfort With Critically Self-Reflecting and the Use of Critical SelfReflection Strategies to Create and Deliver Lessons 75
1
Chapter One: Overview of the Project and Needs Assessment
Love belongs in schools.
Having the capacity to stay motivated is a challenge on its own. Being a motivated high
school student while navigating traumatic stressors is even more challenging. Bandura’s work
emphasizes agency, the belief that individuals can exert much influence over important events in
their lives (as cited in Schunk & DiBenedetto, 2020). Yet, for high school students living in
communities of low socioeconomic status, agency and motivation are almost impossible to
achieve due to the traumatic stressors they live with and bring to the classroom. High school
students need help.
Teachers are the first responders in the classroom, so they need to understand “the
complex social, political, and economic patterns that are linked to schooling” (Douglas &
Nganga, 2013, p. 59) and the importance of love in the classroom (Love, 2019). Teachers need to
understand their students’ traumatic stressors and be equipped with the right language and
paradigm to intervene and support their students (Hannegan-Martinez, 2019). The COVID-19
pandemic exacerbated and made these stressors more evident, challenging, and hurtful. Over the
last 2 years, teachers have seen an increase in traumas among their students, from gun violence
to racial inequity and mental health issues. According to the Centers for Disease Control and
Prevention (Krause et al., 2022), 66% of students in Grades 9–12 reported having difficulty
completing schoolwork, and 55% experienced emotional abuse by a parent or adult in their
home. The National Institute of Mental Health (2020) stated that suicide is the Number 2 cause
of death among teenagers aged 10 to 14 and the third cause of death for individuals aged 15 to
24. Research shows that young people are experiencing trauma at high levels.
2
High school students need loving adults to heal and be more resilient (HanneganMartinez, 2019). Teachers need to be prepared to be vulnerable in the classroom and to love their
students to help them heal and achieve academically. Freire (1970) introduced this as radical
love, stemming from the belief that teaching is an act of love (Darder, 2002). Love is being
present, standing up against the system for those who cannot, not playing by the rules, a
commitment to dialogue, and taking risks for the benefit of those we teach and around us
(Douglas & Nganga, 2013). Teachers’ sole focus should not be on evaluation, assessments, and
content standard objectives. School leaders need to also focus on intersectional justice,
antiracism, healing, joy, and love. Teachers need to build on their students’ creativity,
imagination, boldness, ingenuity, and community (Love, 2019). Students dealing with traumatic
stressors need compassion, understanding, and love and not punishment or being sent to the
dean’s office for what teachers believe are behavioral issues. In short, students need love in the
classroom. The curriculum presented here teaches teachers how to reflect on their practice to
create and provide loving environments and experiences for their students.
In the context of this curriculum, Hannegan-Martinez (2019) defined love as “the
political and pedagogical practice of meeting the emotional, tangible, and intellectual needs of
young people in hopes for both self and community actualization” called, and referred to this as
“compa love” (p. 664). The word “compa” is short for “compañero” in Spanish, meaning a
family member, a close friend, a comrade, a classmate, or a work peer; it is a term of endearment
(Hannegan-Martinez, 2019). As teachers aim to integrate love interventions in their classrooms,
they must understand the complex issues youth endure daily at home and in their communities.
Freire (1993) called for radical love from teachers. Radical love is the “understanding of the
complex social, political, and economic patterns that are linked to schooling” as teachers
3
examine their own values and assumptions about working with students who are different from
them through a commitment to dialogue (Douglas & Nganga, 2013, p. 59).
Hannegan-Martinez (2019) noted that it is important for teachers to show emotional love
as they create a healing classroom community by establishing conditions for young people to be
vulnerable as they share their experiences, stories, and struggles to heal and experience radical
love. Tangible love encompasses effective quality teaching (Duncan-Andrade, 2009) with
tangible resources, including tapping into resources beyond the classroom and school
(Hannegan-Martinez, 2019) and authentic caring (Valenzuela. 1999) to help youth overcome
complex issues in their lives. Lastly, loving young people intellectually ensures teachers are
committed to their students’ intellectual growth by fostering and sustaining their culture.
Through the lens of culturally sustaining pedagogy, teachers work on strengthening self-love and
community love by fostering students’ culture as needed to learn by “critically enriching
strengths rather than replacing deficits” (Paris & Alim, 2017, p. 1). Ultimately, intellectual love
aims to bridge students’ culture and rigorous academics at school while reinforcing the love of
self and community through healing.
Problem of Practice
Choices High School (CHS, a pseudonym), a school in Los Angeles County, serves over
a thousand students in Grades 6 to 12. The school is in a small city in Southeast Los Angeles,
with a population of under 30,000 residents (U.S. Census Bureau, n.d.). Most residents, 98%, are
Latino, hard-working, and living through years of corruption, environmental injustice, and living
paycheck-to-paycheck. Despite the fact that students at CHS are primarily Latino, the school is
expected to diversify over the years. Teachers employed at CHS are from diverse backgrounds,
yet not all have gotten to know their students beyond the classroom and the content they teach.
4
The literature shows that when teachers create spaces where students feel welcomed, loved, and
safe, students will be more connected to the classroom and the content, increasing learning and
academic success and growth (Brown, 2015; hooks, 2003; Katz, 1999; Nieto, 2003; Noddings,
1984; Rogers, 1957).
According to the California Assessment of Student Performance and Progress
(CAASPP), in 2021, out of 449 11th-grade students at CHS who took the ELA/literacy state
assessment, 54.5% did not meet grade-level standards. The mathematics assessment scores are
lower, with 77.3% of students not meeting grade-level standards. As much as academics are key,
it is important to also look into how students feel about attending their school. The Los Angeles
Unified School District’s (LAUSD) 2021–2022 school experience survey showcases the overall
connectedness content area. Only 64.5% of CHS students agreed or strongly agreed that they
belong or feel connected to their school, a teacher, or other students at their campus.
A community already classified as underprivileged, of low socioeconomic status, and
immigrant deserves teachers who are willing and prepared to show compa love to their students
and to know and love their students’ community. The CHS community and neighboring cities
are more than these characteristics. According to the literature, for meaningful engagement and
learning to happen, teachers must develop genuine, loving connections with their students
(Bartolomé, 1994; Brown, 2015; Nieto, 2003, 2017). These loving connections are even more
important in school communities where students might not have a supportive and positive
connection with an adult outside of school (Katz, 1999; Noddings, 2005; Noguera, 1995).
Society recognizes the lack of role models for youth. Even artists are reflecting on their lack of
role models, so youth are connecting to the feeling. As the lyricist Cole (2014) wrote, “No role
models and I’m here right now, No role models to speak of, Searchin’ through my memory, my
5
memory, I couldn’t find one” (3:54). High school students can benefit from teachers using love
as an approach to creating positive and loving classroom environments to help with traumatic
stressors and ultimately promote academic success.
Evidence for the Problem of Practice
Latino communities have, for years, experienced mounting inequities that contribute to
the education debt (Ladson-Billings, 2006). This is apparent in communities like Hope City, a
predominantly low-income Latino community that is overwhelmed by a lack of economic and
political capital that denies its members access to equitable educational resources. Located in
southeast Los Angeles County, Hope City is less than five square miles in size. It is one of the
smallest incorporated cities in the county yet in the top five most dense cities (U.S. Census
Bureau, n.d.). This urban community is home to just under 30,000 residents, according to the
2019 census. Hope City and its surrounding cities’ residents are working-class Latino with a
median income of about $35,000. The state’s median household income is $75,000, almost 47%
higher than in Hope City (U.S. Census Bureau, n.d.). Over the last 2 years, COVID-19 has only
exacerbated these inequities and definitely contributed to the education debt.
Ladson-Billings (2006) described inequities in communities of color, using the term
“education debt” to describe educational and political inequalities in educational funding and
academic opportunities to address the overarching issue of inequity between the White
mainstream and marginalized/underrepresented Black, Indigenous, and people of color (BIPOC)
student populations. As a result of the education debt, one can argue that communities like Hope
City need the most help and require teachers who are willing to understand their students beyond
the classroom and school campus. Teachers need to be prepared to identify students’ traumatic
6
stressors to create loving classroom environments where their students can succeed
academically.
Besides the education debt, the COVID-19 pandemic added additional stressors to
students that have only intensified the inequities the education debt encompasses. According to
the Centers for Disease Control and Prevention (Krause, 2022), the pandemic brought additional
stressors, leading to new trauma. As previously mentioned, only 64.5% of high school students
in Hope City feel they belong in their school based on the LAUSD 2021–2022 School
Experience Survey. These data suggest that the way they perceive education must change.
Importance of Solving the Problem
As students returned to school after dealing with the physical and mental health concerns
that COVID-19 brought, it became important for teachers to approach teaching and learning with
love. During the last 2 years, society has also lived through many uneasy experiences rooted in
social injustice, racial discrimination, and inequity. If teachers do not interact with their students
in a more humane and loving way, the disparities affecting students living in Hope City will
grow. It is important for both of the city’s secondary schools to solve this problem because
students cannot learn if they do not feel comfortable and like they belong in the school
community. Love (2019) reaffirmed the value of creating schools on intersectional justice,
antiracism, love, healing, and joy. Creating a curriculum with a foundation on radical compa love
can help students in Hope City and beyond feel they belong at school and increase their
academic achievement.
Teachers play a vital role in high school students’ lives as they learn how to fit in the
world and be themselves. Teachers are often the first responders to the traumatic stressors
brought into the classroom. Despite teachers having no say in what happens in students’ homes,
7
they can influence how students tackle these stressors. Teachers must empower their students by
challenging the oppressive paradigms they have inherited. By addressing the lack of love in
schools, teachers will also address inequities students experience on a daily basis. Students
feeling they belong in school will lead to an increase in school attendance and academic
achievement, which will prepare students for life after high school. As Freire (1970) stated,
“Love is an act of courage, not fear, … a commitment to others, … and to the cause of
liberation” (p. 78). Students need to feel that someone at school genuinely cares about them,
regardless of where they live, their socioeconomic status, immigration status, and other injustices
they carry that often get in the way of learning.
Instructional Needs Assessment
According to Smith and Ragan (2005), a needs assessment will determine if there is a
need for new instruction. In this section, I review the need for new instruction in secondary
schools. Smith and Ragan (2005) explained three different conditions to identify when deciding
if new instruction is needed. In this case, a combination of Condition A and Condition B is
needed to proceed. Condition A is used when there is a problem, and Condition B is used when
learners need to learn something new. I present a new curriculum idea that addresses a current
problem in education while focusing on something new secondary teachers need to learn to
support their students. The increased need for teachers to create an inviting and loving classroom
environment due to COVID-19 requires a needs assessment in the education system. Smith and
Ragan (2005) emphasized the learning environment, which goes beyond the classroom and
should include the students’ community and consider the teachers’ expertise (Smith & Ragan,
2005).
Determination of the Learning Need
8
Smith and Ragan (2005) proposed conducting a needs assessment using an innovation
model that examines changes or innovations in educational systems to determine if new learning
goals should be added to curricula to accommodate these changes or innovations. The first step is
to determine the nature of the change or innovation. In this case, it is important to understand the
changes that the COVID-19 pandemic brought to schools and, most importantly, the
repercussions that students have had to live with. From the many restrictions over the last 2 years
to students losing loved ones, learning loss cannot be the only focus of education systems. Until
students heal, learn how to be more resilient, and have loving adults in their lives, learning will
continue to be an almost impossible task for students (Hannegan-Martinez, 2019). In this
innovative curriculum, learning goals will encompass secondary teachers understanding the
importance of radical love (Freire, 1970) and the “complex social, political, and economic
patterns that are linked to schooling” while teachers examine their own values and assumptions
about working with students who are different from them through a commitment of dialogue
(Douglas & Nganga, 2013, p. 59), love and healing (Hannegan-Martinez, 2019).
The Learning System / Environment
The learning environment encompasses aspects beyond the classroom (Smith & Ragan,
2005). This curriculum will be delivered to secondary teachers via non-formal methods: a faceto-face, synchronous style with a blended option. A blended option would also work well since
the curriculum includes many opportunities for critical self-reflection that can happen
asynchronously. The learning will happen during teacher professional development time after
school or on a few Saturdays.
Potential Issues With Power, Equity, and Inclusion
9
Communities like Hope City have been ignored and learned to endure through issues of
power, equity, and inclusion. Hope City is an immigrant, low socioeconomic, and primarily
Latino marginalized community. De los Santos and Rosser (2020) noted that equitable outcomes
are not possible without equitable access, practice, and investments in institutions whose mission
is to serve the most underserved students. Choices High School is one of many magnet schools
in LAUSD, and it was created after years of demanding a magnet in Southeast Los Angeles. In
Hope City, many students do not meet academic expectations, fail many courses, have low
attendance rates, and lack financial and political stability. These issues extend beyond the K–12
system because students might graduate but not have the tools to compete in the workforce or
college. In the U.S. educational system, discussions on racism are usually avoided (López,
2003), hence a growth in the education debt. Those in power refuse to have the conversations,
and those who want to have the conversations must force themselves into such situations. Even
then, those who aim to speak up are not heard. Thus, Choices High School has become a haven
for students and their families, where many adults have adopted interventions rooted in love and
created safe, brave, and welcoming classrooms for students. However, not all teachers know how
to create these spaces or feel welcomed. It is important for all teachers to be equipped with the
right tools so that all students feel cared for and loved.
Definition of Terms
● Critical self-reflection is recognizing our underlying assumptions and questioning our
habitual thought processes (Jarvis et al., 2003; Mezirow, 1990a). It is a process in
which a person questions their views and beliefs and then uses that reflection to
reframe their thoughts on the issue, allowing the person to create new perspectives
and transform their views (Brookfield, 1995).
10
● Culturally relevant pedagogy: a theoretical model that addresses student achievement
and helps students accept and affirm their cultural identity while developing critical
perspectives that challenge inequities that schools and other institutions perpetuate
(Ladson-Billings, 1995).
● Compa love is the political and pedagogical practice of “meeting the emotional,
tangible, and intellectual needs of young people in hopes for both self and community
actualization” (Hannegan-Martinez, 2019, p. 664).
● Emotional love is about creating the conditions for young people to be vulnerable as
they share their stories and struggles to recognize and honor the humanity in one
another (Hannegan-Martinez, 2019).
● Tangible love is providing material resources to young people to allow them to deal
critically with the complex issues that affect their lives while simultaneously being
materially supported (Hannegan-Martinez, 2019).
● Intellectual love is about loving young people and committing to young people’s
intellectual growth in a way that is culturally sustaining (Hannegan-Martinez, 2019).
● Radical love is the understanding of the “complex social, political, and economic
patterns that are linked to schooling,” while teachers examine their own values and
assumptions about working with students who are different from them through a
commitment to dialogue to help them heal and then achieve academically (Douglas &
Nganga, 2013, p. 56).
● Education debt describes the educational and political inequalities in educational
funding and academic opportunities to address the overarching issue of the
11
fundamental inequity between the White mainstream and
marginalized/underrepresented BIPOC student populations Ladson-Billings (2006).
12
Organization of the Design Blueprint
This curriculum consists of five chapters. In Chapter 1, I write about the problem of
practice regarding love in secondary schools and how teaching teachers interventions on love can
help students’ academic success increase by creating a loving classroom environment. Chapter 2
is the literature review with a focus on the theories informing the design of this curriculum.
Chapter 3 describes the learning context and will analyze the learner. Chapter 4 will cover the
overall curriculum, including goals, outcomes, learning objectives, unit overview, practice and
feedback, and assessment. Chapter 5 describes how to implement and evaluate the curriculum.
About the Author
It is important to note that, as I write this curriculum, I am taking from my varied
positions and much critical self-reflection. This curriculum is inspired by my many years of
experience as a K–12 educator, elected official, son, brother, and 36-year-old Mexican American
male. As a current intervention coordinator, I understand first-hand the many discrepancies in
student success and how my positionality played a role in supporting students via multiple
interventions. Villaverde defined positionality as “how one is situated through the intersection of
power and the politics of gender, race, sexuality, ethnicity, culture, language, and other social
factors” (as cited in Douglas & Nganga, 2013, pp. 60–61). Being an elected official and mayor at
the time of this writing, I am experiencing first-hand the power my title carries and the privilege
this position grants me despite the intersections that make up who I am.
In a previous course in this program, I wrote about Douglas and Nganga’s work on
“understanding the complex social, political, and economic patterns that are linked to schooling”
(p. 59) for teachers and leaders to be fully prepared to guide and create transformative
institutions. In my position as an elected official and an educator, my roles are intertwined, and I
13
am still learning how to balance and use them all to really fit with my positionality. As I reflect
on Douglas and Nganga’s statement that “teachers examine their own values and assumptions
about working with students who are different from them” (pp. 59–60), I realize that I am not
that different from the students I serve and that my positionality plays a key role in my
community. My positionality has enabled me to inspire others in my community and be a servant
leader. My positionality has allowed me to understand the importance and role of love in the
work I do.
Working at Choices High School in Hope City created opportunities for my students and
me that led to each other’s empowerment, challenging the status quo, and working toward being
a better version of ourselves for the well-being of a thriving community.
Several theories have influenced my work on this curriculum, including culturally
relevant theory, critical self-reflection theory, social cognitive theory, self-regulation theory, and
compa love framework. I used these theories because they further allowed me to understand the
intersections of education and community. Culturally relevant theory has allowed me to
understand the importance of community and culture as teachers aim to make a difference in the
lives of students. Social cognitive and self-regulation theories have allowed me to better
understand all factors’ roles in people’s development, especially how reflection allows for more
meaningful self and community growth.
Culturally Relevant Theory
To understand the importance of love in the classroom, it is significant to first understand
the role culturally relevant teachers play in the creation of a loving classroom environment. Gay
(2002) suggested that culturally relevant teachers must keep culture as the center of students’
traumatic stressors while helping them so that they can perform academically. Gay (2002)
14
defined culturally relevant teachers as “using the cultural characteristics, experiences, and
perspectives of ethnically diverse students as conduits for teaching them more effectively” (p.
106). Furthermore, learning will happen when teachers are aware of students’ lived experiences
and connect with them at a more personal level (Gay, 2002).
According to Ladson-Billings (1995), culturally relevant teachers believe that all students
can succeed and will create relationships with students by cultivating a community of thriving
individuals. Culturally relevant teachers will understand the importance of the struggle in the
student and will not dismiss it but commit to the student’s reality in a way that is culturally
sustaining (Hannegan-Martinez, 2019). Culturally sustaining pedagogy aims to enrich students’
strengths rather than focusing on their deficits (Paris & Alim, 2017). Ultimately, students will
achieve academically when they are taught using their own cultural and experiential filters (Au
& Kawakami, 1994; Foster, 1995; Gay, 2000; Gay, 2002; Hollins, 1996; Kleinfeld, 1975;
Ladson-Billings, 1994, 1995).
Marginalized communities continue to believe that their stories do not matter. They
believe that their lived experiences and culture are not important to their growth. A goal of this
curriculum is to empower secondary teachers to be reflective about their privilege, create loving
and brave environments, and allow students to share their stories and their struggles for teaching
and learning to happen simultaneously.
Compa Love Framework
Given conversations on schools’ trauma-informed practices, it is important to identify
research-based practices that work and that teachers can use. Compa love is a framework they
can adopt that focuses on love as an intervention to deal with trauma. From Freire (1970) to
(Darder, 2002), researchers and theorists have mentioned the importance of using love in the
15
classroom as a key component of pedagogy and praxis of successful schools (HanneganMartinez, 2019). Compa love differentiates between punk love and compa love. Punk love is
teachers being aware of the struggles and traumas of their students but doing nothing about them
(Hannegan-Martinez, 2019). In contrast, Hannegan-Martinez (2019) defined compa love as “the
political and pedagogical practice of meeting the emotional, tangible, and intellectual needs of
young people in hopes for both self and community actualization” (p. 664). From this compa
love practice comes teachers’ desire and willingness to be courageous and to want to help
students’ traumatic experiences, which can lead to radical healing (Ginwright, 2010; HanneganMartinez, 2019; Weller, 2015).
This compa love practice requires teachers to understand and show emotional, tangible,
and intellectual love to help students deal with trauma. The basis of this practice is simple: get to
know the students and love them, their strengths, but most importantly, their struggles, traumas,
and weaknesses, and always be hopeful of a better version of that student. There is a strong
connection between love and being resilient. This curriculum is for teachers to learn how to
create loving classroom spaces to help students heal their traumatic stressors.
Social Cognitive Theory
Bandura’s social cognitive theory recognizes the importance of the individual’s
environment and behaviors along with personal factors, which may all help determine the
individual’s school success (Usher et al., 2019). Having students understand their environment,
behaviors, and personal factors is as important as adults understanding their environment,
behaviors, and personal factors and how these affect or do not affect the students for whom they
are responsible. Schunk and DiBenedetto (2020) stated that the right models in the right
environments ensure individuals’ continued motivation. Students deserve the best adults leading
16
them. Many high school students lack positive role models at home, and teachers need to be
there for their students and be ready to help meet their needs. Research shows that teachers also
lack the needed tools to guide students in reflecting cognitive or motivational attributes
(Zimmerman, 2002).
Self-Regulation Theory
Self-regulation is a self-directive process in which learners understand their mental
capabilities and turn those into learning opportunities through various life experiences.
Furthermore, students learn how to generate thoughts, feelings, and behaviors to attain goals
(Zimmerman, 2002). Self-regulation theory teaches learners how to regulate their cognitive or
metacognitive processes for personal or academic growth (Usher, 2018; Zimmerman, 2002). It is
important for self-regulating adults to learn how to understand the environment they are working
in to fully support their students and see those same students (Usher et al., 2019). They
understand the personal factors and behaviors that might get in the way, but they get around
them and remain motivated.
Critical Self-Regulation Theory
Critical self-reflection is recognizing underlying assumptions and questioning habitual
thought processes (Jarvis et al., 2003; Mezirow, 1990a). For learners to self-regulate, they must
learn to self-reflect (Cash, 2016). This critical self-reflection will allow teachers to understand
their own biases, assumptions, traumas, stressors, and privileges, which will help them reflect
and understand the struggle their students live through. Duncan-Andrade (2009) stated,
We must confront our failures and know that no matter what we do in our classrooms,
there will still be forms of social misery that confront our students. This kind of selfreflection will be painful, but it is necessary all the same. (p. 189)
17
Chapter Two: Review of the Literature
This chapter presents the literature review in two parts. The first section will review prior
attempts of the curricula in relation to the problem of practice and the analysis of those attempts.
The second section will review the content of the curriculum, that is, the what, why, when, and
how knowledge and motivation that support the curriculum.
Prior Attempts
Schools continue to seek solutions to increase students’ academic achievement. As much
as students need support to increase their academic performance, teachers also need professional
development and opportunities to reflect on their practice (Brown, 2015; hooks, 2003). Without
curricula that guide teachers to self-reflect on their teaching practices to create safe and brave
classroom environments, they lack love interventions to support their students’ traumatic
stressors and empower them (Hannegan-Martinez, 2019). To fully understand and support their
students, it is important for teachers to also center themselves to understand their positionalities.
Some research and interventions have attempted to solve this problem of practice
(Hannegan-Martinez, 2019). Hannegan-Martinez (2019) reinforced that the impact of
interventions is greater when teachers acknowledge their bias and privileges and use the same
interventions intended for high school students themselves. Research has identified the needs and
solutions to create loving and culturally relevant classrooms but lacks a curriculum on how to
implement the interventions needed. Hannegan-Martinez (2019) used writing as an intervention
to create loving, culturally relevant classrooms by having students write their stories and reflect
on their stressors in relation to their academic learning.
Another example is rational-emotive therapy, which is a strategy to decrease the number
of students who feel disturbed (Dames, 1991) instead of teachers spending time addressing the
18
stressors students bring to class. Social justice mathematics is another intervention in which
teachers use healing-informed practices to support students’ sociopolitical consciousness,
mathematics learning, and well-being (Kokka, 2019).
Duncan-Andrade (2009) suggested other interventions like building relationships and
solidarity with students. However, the author only provided suggestions, and urban school
systems do not have formal structures to prepare teachers to handle student stressors (DuncanAndrade, 2009). These intervention options for students do not teach teachers how to implement
these interventions.
Teachers focus on identifying their positionalities and vulnerabilities to fully meet their
students’ needs (Hannegan-Martinez, 2019). Morris and Perry (2016) asserted that “our
perceptions of difference can sometimes fuel unconscious biases that inform our subconscious
reactions based on our latent, involuntary idea about race, gender, and sexuality, or other aspects
of identity” (p. 65). Teachers need to learn how to be vulnerable, present, take risks, and build on
their students’ assets (Love, 2019). Often, teachers are not aware of the stressors students bring
with them to the classroom, and if they are aware of these, interventions to address them are
lacking.
I designed this curriculum by synthesizing prior attempts at using interventions to support
students’ traumatic stressors, focusing on what teachers can do for themselves to support their
students’ well-being while acknowledging their own privileges and biases, like their upbringing,
race, education, and socioeconomic status, and how to effectively implement the interventions
they already know. In sum, this curriculum explores interventions founded in love that will give
teachers the opportunities and tools needed to create culturally relevant and loving classrooms.
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The Content of the Curriculum
I identified the major steps to incorporate love into the classroom over three stages. First,
I conducted a basic Google search using the phrases “the importance of love in schools” and
“how to create loving classrooms.” After that, I searched Google Scholar using the same phrases,
revealing scholarly literature that led to the creation of a list of possible major steps. Based on
that list created, I consulted with a subject matter expert on the importance of deciding on the
final major steps.
Teacher Critical Self-Reflection
It is imperative that teachers reflect on their traits and on how their realities, privileges,
biases, and traumatic stressors may affect how they teach and, in so doing, affect their students.
Critical self-reflection is a multi-stage process (Brookfield, 1998). Critical self-reflection is
important in teachers becoming critical agents of anti-oppressive education (Freire, 1970).
Critical self-reflection encourages individuals to confront their biases and assumptions
and actively confront oppressive structures in the educational system. Through self-reflection
and engagement with diverse perspectives, teachers can recognize and challenge deeply
ingrained biases that may influence their decision-making and interactions with their students
(Freire, 1970). Schön (1983) posited that reflective practice allows individuals to become more
conscious of their actions and thought processes. This heightened awareness enables individuals
to identify areas of strength and areas for improvement in their personal and professional lives
(Schön, 1983). Likewise, Duncan-Andrade (2009) asserted,
We must confront our failures and know that no matter what we do in our classrooms,
there will still be forms of social misery that confront our students. This kind of selfreflection will be painful, but it is necessary all the same. (p. 189)
20
Furthermore, Love (2019) advocated for an abolitionist teaching approach that celebrates
creativity, imagination, and rebellion to demand an educational system where all students thrive,
not merely survive. Love (2019) also challenges teachers to embrace the ideals of reflection and
engage in kind, loving, and culturally sensitive teaching practices.
Reflective practice is an ongoing and iterative process. It requires individuals to be
receptive to feedback and be willing to adapt and learn from their experiences. According to
Moon (1999), this continuous learning and growth contribute to personal and professional
development. By critically reflecting on past experiences, individuals can gain insights that
inform their future actions and decisions (Moon, 1999). Through self-regulation, individuals can
take ownership of their learning, growth, and areas of improvement (Schunk & DiBenedetto,
2020), which emphasizes the belief in their agency and ability to influence their success (Usher
et al., 2019). Furthermore, the integration of motivational and social cognitive theories into
education also underscores the significance of self-regulation for learners (Schunk &
DiBenedetto, 2020). Learners often do not know how to regulate their sense of agency or
regulate challenging and important events in their lives.
Moreover, critical reflection for teachers is an ongoing process that extends beyond
formal teacher education programs (Zeichner, 1994). It demands consideration of morals, ethics,
and continuous growth in the teaching profession. By engaging in critical self-reflection and
adopting an abolitionist teaching approach, teachers can take a step toward transforming the
education system into a space where all students can thrive and achieve their full potential (Love,
2019). Critical self-reflection often requires individuals to be vulnerable and open to selfcritique. This vulnerability is an essential aspect of transformative learning, where individuals
21
recognize the need to question their beliefs and values to facilitate personal growth (Mezirow,
1990b).
In sum, teachers who embrace the challenge of critically self-reflecting will make more
personal and meaningful connections with their students. A commitment to self-reflection will
connect to dialogue, love, and healing in the classroom. Secondary teachers who examine their
values and assumptions about working with students who are different from them will be better
prepared for their students.
Create Community Using Culturally Relevant Pedagogy
Culturally relevant pedagogy must be rooted in individual and communal perspectives,
including experiences and cultural characteristics, to ensure that students’ ethnic diversity is
taken into consideration when creating curriculum and delivering instruction. According to Gay
(2002), it is imperative that future teachers learn about culturally relevant pedagogy in their
preservice programs. Introducing culturally relevant pedagogy and practices in these programs
will enable teachers to understand their students’ culture. It is also important for teachers to
include culturally responsive practices in their classroom management and to shift the idea of
having classroom rules to having a collective list of norms and expectations (Bondy et al., 2007).
According to Ladson-Billings (1995), “effective pedagogical practice is a theoretical
model that not only addresses student achievement but also helps students to accept and affirm
their cultural identity while developing critical perspectives that challenge inequities in schools”
(p. 469). Culturally responsive teaching aims to bridge the gap between home and school and
“teaching can better match the home and community cultures of students of color who have
previously not had academic success in schools” (Ladson-Billings, 1995, 466). Creating a
classroom community rooted in culturally relevant pedagogy is essential for fostering an
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inclusive and equitable learning environment. This approach places social justice and equity at
the forefront of the educational system (Ladson-Billings, 1995) and the day-to-day lives of the
students and communities teachers serve. Teacher education programs are increasingly
incorporating culturally relevant pedagogy to prepare future teachers with a commitment to focus
on social justice and equity (Ladson-Billings, 1995).
The education debt has accumulated over the years in the United States,
disproportionately affecting Latino communities (Ladson-Billings, 2006). This debt, comprising
historical, economic, sociopolitical, and moral debt, poses significant challenges for
underprivileged students nationwide as it continues to increase without having opportunities to
help close it (Ladson-Billings, 2006). As this debt increases, students in underprivileged
communities must learn to live and, for many, fight to survive. Closing the persistent
achievement gap requires addressing the education debt, as failing to consider this debt
perpetuates disparities in education (Ladson-Billings, 2006).
Critical race theory, as Ladson-Billings (2013) discussed, emphasizes understanding the
intersectionality of race, sex, class, national origin, and sexual orientation in various contexts. It
acknowledges the complexity of real-life situations and rejects oversimplification (LadsonBillings, 2013). This theory highlights narratives and storytelling, illustrating how perspectives
and power dynamics shape cultural narratives (Ladson-Billings, 2013). Furthermore, critical race
theorists, as outlined by Ladson-Billings (1998), share common interests in deepening their
understanding of how White supremacy has been created and maintained in America and how
legislation can be changed to promote equity and social justice (Ladson-Billings, 1998). It is
important that teachers understand critical race theory and how it can be part of how they invest
in being culturally relevant teachers. Ladson-Billings (2013) noted that “the very discipline we
23
call history is about the cultural narrative that cultures, nations, and societies tell, particularly
about themselves” (p. 42).
In line with these principles, De Jesús and Antrop-González (2006) stressed teachers’
role in creating culturally aware, rigorous classrooms. They emphasized teachers maintaining
high expectations for their students and cultivating positive relationships through hard caring (De
Jesús & Antrop-González, 2006). This approach involves fostering strong teacher–student
relationships while believing in the students’ capacity to excel academically (De Jesús & AntropGonzález, 2006). In essence, these diverse sources collectively underscore the necessity of
culturally relevant pedagogy, social justice, equity, and high expectations in shaping an inclusive
and effective classroom community. In sum, culturally knowledgeable teachers create culturally
relevant classrooms where their students will be better prepared to learn. However, it is not
enough to be culturally aware. Teachers need to learn how to create culturally relevant, brave,
and safe spaces founded in love in their classrooms.
Incorporate Love in the Classroom
Secondary teachers need to understand the importance of love and its connection to the
“complex social, political, and economic patterns that are linked to schooling” in order for
students to heal and perform positively academically (Douglas & Nganga, 2013, p. 59).
Incorporating love into the classroom is a transformative pedagogical approach, as Freire (1970)
advocated, and further articulated through the concept of radical love (Douglas & Nganga,
2013). Freire contended that love is not merely the foundation of dialogue but a prerequisite for
naming and creating the world, highlighting the connection between love and educational
practice. Moreover, Douglas and Nganga (2013) noted that students need to be surrounded by
loving adults who can aid in their healing from trauma, recognizing that teachers often lack
24
training in fostering loving relationships as interventions in the classroom. “Radical love requires
a commitment to dialogue and the capacity to take risks for the benefit of those we teach and
ourselves” (Douglas & Nganga, 2013, p. 64).
Critical pedagogy, as a framework rooted in critical theory, is highlighted as an approach
to education that liberates individuals and allows students to critically examine the societal
influences shaping their self-formation (Douglas & Nganga, 2013). This approach underscores
the importance of teachers creating inclusive spaces for marginalized students. Teachers are
reminded that their role goes beyond the transmission of knowledge; it is an act of love (Douglas
& Nganga, 2013). Furthermore, Douglas and Nganga (2013) shared that “a profound love for
humanity, coupled with a love for our subject matter and the power of ideas, must be present in
order to teach- since teaching requires a love for the people and a love for the world” (p. 65).
Recognizing the inevitability of traumatic stressors for young people, Hannegan-Martinez
(2019) emphasized the role of loving and caring adults in helping students heal from trauma.
Hannegan-Martinez noted that teachers are not taught how to create and practice loving
relationships to use as interventions in the classroom. This insight underscores the need for
teachers to transition from punk love, characterized by a lack of responsiveness to students’
needs even when aware of the problems in urban schools, to compa love. Hannegan-Martinez
defined compa love as “the political and pedagogical practice of meeting the emotional, tangible,
and intellectual needs of young people in hopes for both self and community actualization” (p.
664). Teachers who fail to take responsibility for their teaching methods are essentially
neglecting their students and failing to meet their educational needs. It is important to understand
that tough love is not supportive of students in urban schools. Tough love leaves out the reality
of oppressive structures and inequities.
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Compa love is a political and pedagogical choice that includes emotional, tangible, and
intellectual love, which collectively challenge oppressive systems and empower students to
understand and address the structures causing them harm (Hannegan-Martinez, 2019). Emotional
Love involves establishing an environment where young individuals can openly share their
stories and challenges, allowing them to acknowledge and respect each other’s humanity. To
achieve this, teachers must foster a supportive and nurturing community. Tangible love
encompasses the act of providing young people with essential resources, enabling them to
engage thoughtfully with the challenges that shape their lives while concurrently receiving
material support. And lastly, intellectual love entails a dedication to fostering the intellectual
development of young individuals in a manner that upholds and sustains their cultural identities.
Intellectual love also ensures calling out systems of oppression while students understand the
systems and structures that harm them (Hannegan-Martinez, 2019). Teachers must create a space
where young people can understand their traumas and the systems they live in and learn, read,
write, and speak about them.
Moreover, the concept of brave spaces (Ali, 2017) aligns with the importance of love in
education, offering an environment where varying opinions are accepted, emotional well-being is
acknowledged, and critical reflection thrives. Brave spaces provide equitable access and
opportunities for transformative learning, emphasizing the interconnectedness of love,
understanding, and education. Furthermore, Ali (2017) reaffirmed that “academically, safe
spaces are also seen as providing opportunities for equitable access. The creation of physical
spaces of access is an important one, considering the cultural shifts in marginalization for
varying demographics” (p. 5).
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Teachers must acknowledge their failures and understand that, despite their best efforts in
the classroom, their students may still encounter various forms of societal hardship. This form of
self-reflection can be challenging, yet it is very necessary (Duncan-Andrade, 2009). Love (2019)
noted, “We must struggle together not only to reimagine schools but to build new schools that
we are taught to believe are impossible: schools based on intersectional justice, antiracism, love,
healing, and joy” (p. 11). Duncan-Andrade (2009) uses the metaphor of the rose that grew from
the concrete to reference the struggles of young people and how, despite these challenges, just
like a rose, students can grow and succeed. Furthermore, Duncan-Andrade stated that teachers’
self-sacrifice, love, and investments of time increase students’ academic performance.
Ultimately, teachers must be willing to push their students’ abilities alongside their own.
Darder (2002) emphasized that teaching should be a liberatory practice rooted in love. It
is important for teachers to do their work with love. It is through love that teachers can connect
with their students, foster a sense of solidarity, and collectively work to reform oppressive
ideologies and practices in public education (Darder, 2002). This process can help teachers find
new ways of interacting with students in the classroom and allow students to experience their
talents and assets more deeply to find connections with others and better understand themselves
(Darder, 2002). This idea of radical love, which can translate to compa love, includes teachers
making connections to their students’ communities so that changes happen in the students and
their communities. Darder (2002) reaffirmed that “Freire argued that in our efforts to understand
the process of teaching, learning has to be acknowledged as an experience that takes place within
the totality of our being, as we strive to make sense of lived experiences within the larger social
contexts of our lived histories” (p. 84).
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In conclusion, secondary teachers must grasp the connection between love and education,
as evidenced by several sources. This understanding empowers them to create inclusive,
transformative, and healing classroom environments, ensuring that students heal and perform
positively academically despite the “complex social, political, and economic patterns”
intertwined with schooling (Douglas & Nganga, 2013, p. 59). It is imperative for teachers to
critically self-reflect on their teaching practice and how it connects to the students they serve. By
understanding and creating culturally relevant pedagogy through a lens of radical and compa
love, students will begin to heal their stressors and perform academically.
Summary of the Curriculum Content
This summary of the curriculum content includes literature on the components of creating
effective culturally relevant classrooms through radical, compa love interventions. The
curriculum’s content gives secondary school teachers the knowledge, interventions, and skills to
create culturally relevant and loving classrooms for students who experience high-level stressors.
The major steps and accompanying literature can be further represented as knowledge outcomes
(Gagne, 1985, as cited in Smith & Ragan, 2005). It is important to note that the primary
outcomes from the literature are declarative and intellectual skills. Lastly, learners will need to
develop cognitive strategies to ensure they retain the learning and strengthen their social and
learning skills to stay engaged in the learning. Table 1 presents the major steps and knowledge
outcomes.
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Table 1
Major Steps and Knowledge Outcomes for the Curriculum
Major step Knowledge outcomes
Incorporate opportunities for teachers to
critically reflect on their practice and how it
connects or does not connect to the students
and community they work with.
Declarative knowledge
Knowing the meaning of critical selfreflection, bias, privilege
Identify opportunities to reflect.
Intellectual skills
Describe reflection strategies for teachers to
use.
Exercise reflective practices.
Cognitive strategies
Reflect on own teaching practices.
Monitor the development of reflective
practices that lead to culturally relevant
practices.
Attitudes
Be comfortable self-reflecting.
Be confident in self-reflection.
Create community using culturally relevant
pedagogy.
Declarative knowledge
Knowing the meaning of pedagogy
Knowing the meaning of culturally relevant
pedagogy
Knowing who is part of community
Intellectual skills
Differentiating between culturally relevant
classrooms and non-culturally relevant
classrooms.
Effectively identify culturally relevant
connections with students.
Cognitive strategies
Evaluating making effective connections with
students’ culture and community.
Reflect on the assets of students’ community.
Attitudes
Value community, cultures, and differences.
Value assets over deficits.
Acknowledge community stressors.
29
Major step Knowledge outcomes
Be comfortable being vulnerable.
Incorporate radical love in the classroom. Declarative knowledge
Knowing the meaning of compa love and
radical love
Knowing intellectual skills
Understand how love influences student
learning.
Understanding ways to apply compa love
Cognitive strategies
Storytelling: feel comfortable sharing
stressors to connect with students.
Attitudes
Be comfortable loving students, their culture,
and their community.
Be comfortable expressing emotions.
Believe in the value of storytelling.
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Chapter Three: The Learning Environment and the Learners
This chapter explores the learning environment and the learners for this curriculum. It is
important to consider the learning context to help understand why this instruction is needed and
how the analysis of the learning environment is key to learning (Smith & Ragan, 2005). The
learning environment is pivotal in the teaching and learning process. Understanding the learners’
characteristics is also important in the development of a curriculum. Smith and Ragan (2005)
stated that fully understanding and meeting learners’ needs requires accounting for cognitive,
physiological, affective, and social characteristics. Understanding the learners will allow for the
most effective curriculum implementation.
Description of the Learning Environment
The learning environment encompasses a context, which may include a school, home, or
even business, and the nonphysical temporal and social context where learning takes place
(Smith & Ragan, 2005). During the design of instruction, it is important to fully understand the
system (Smith & Ragan, 2005), as this curriculum takes into consideration spaces beyond the
four classroom walls. For this curriculum to have an impact, CHS teachers must take into
consideration their classroom environment, the school’s environment, and their students’
communities. Part of the learning environment also includes factors such as the characteristics of
teachers, support staff, all students, families, and community members of CHS.
Teacher/Trainers/Facilitator Characteristics
Teachers’ and facilitators’ reliance on their expertise is a key component of the learning
environment (Smith & Ragan, 2005). This curriculum is meant to be delivered in person, as
human presence and connection are needed. Yet, basic knowledge of the use of technology,
including a projector, computer, and slide deck, will be needed. Handouts and reading material
31
will guide the facilitator as they teach. This curriculum’s facilitators will be former or current
secondary teachers and understand compa and radical love and their role in reaching their most
vulnerable and neglected students while being vulnerable themselves. The facilitator will also
understand the importance of critical self-reflection and knowledge of different interventions that
will help adults reflect. It is important for the facilitator to also understand the community in
which the training is delivered and use specific and relevant examples. Most importantly, the
facilitator will be someone whom the learners respect and regard highly. The lead curriculum
designer and facilitator will guide other facilitators and learners.
Existing Curricula/Programs
At CHS, there is no program that implements a curriculum like compa love. This
curriculum will help teachers reflect on what they have learned in their teacher preparation
program to be the loving adults their students need to heal their traumatic stressors and perform
academically. Moreover, for newly trained teachers, current preparation programs mention the
importance of making connections with students, creating positive culturally relevant
classrooms, and pushing for change in schools, yet there is very little to no work advancing this
change (Duncan-Andrade, 2009). Research and teacher preparation programs mention the
importance of teachers being prepared to work with urban students and their communities, yet
curricula that allow for love to develop through reflection on teachers’ practices, biases, and
privileges are lacking (Hannegan-Martinez, 2019). This curriculum was designed to increase
teacher awareness of their student’s needs beyond academics.
Available Equipment and Technology
The lack of updated technology interferes with the learning objectives and can also
interfere with the teaching of the content (Smith & Ragan, 2005). All teachers have access to
32
school-assigned computers and will be reminded to bring them to all sessions. Teachers will also
have access to internet services as the curriculum will be delivered on campus. Facilitators will
also have access to projectors. After speaking to the school administrators, teachers will have
access to the needed materials and PowerPoint presentations via the learning management
system the school uses and via email.
Classroom Facilities and Learning Climate
According to Smith and Ragan (2005), the space to facilitate learning is important and
matters as the curriculum is developed and implemented. This high school curriculum requires a
facility where all teachers can sit, access the internet, and have a space to use a computer
comfortably. Most schools have a multipurpose room where all teachers gather for professional
development. A space large enough to deliver content for a group of learners is needed. This
space should also allow for learners to break into small groups for discussions.
Learner Characteristics
This section will describe important characteristics of the learners at CHS who will
participate in the curriculum. The curriculum designer needs to know who the learners are and
their specific learning needs (Smith & Ragan, 2005). This section covers the learners’ cognitive,
physiological, affective, and social characteristics. Lastly, this section will cover possible
implications of the learning environment and the learner characteristics.
Cognitive Characteristics
Knowing the learner’s cognitive characteristics is an integral part of curriculum
development (Smith & Ragan, 2005). It is important to pay attention to general characteristics as
much as to know the specific knowledge necessary to create a curriculum. Cognitive
characteristics are important because they provide information about how learners learn (Smith
33
& Ragan, 2005). Understanding the cognitive characteristics of the teachers at CHS will call for
a more comprehensive and focused curriculum development aligned to specific learners.
General Characteristics
Smith and Ragan (2005) stated that major general characteristics include general and
specific aptitudes, levels of visual literacy, cognitive learning strategies, and general world
knowledge. These general characteristics are important in designing this curriculum and creating
learning opportunities that are engaging, meet the learners’ needs, and are relevant to them.
Creating relevant lessons will also ensure that learning is effective and accessible for all learners
at CHS.
General Aptitudes
There are two constructs when referencing general aptitudes: single-factor aptitude and
multiple-factor aptitude (Smith & Ragan, 2005). An aptitude is the ability to achieve or learn
something (Smith & Ragan, 2005). Single-factor aptitude is one’s intelligence, which is
measured in IQ (Smith & Ragan, 2005). Multiple-factor aptitude is looking at “multiple,
specialized aptitudes or clusters” of learner abilities (Smith & Ragan, 2005, p. 61). Multiple
aptitudes were used for this curriculum. It is imperative to note that the content of this
curriculum is consistent with the belief that teachers at CHS want the best for their students, and
they are willingly seeking to engage effectively and in meaningful ways.
Prior Knowledge
Smith and Ragan (2005) called for prior knowledge to be considered in curriculum
development. Learner’s prior knowledge was fully considered, as this curriculum taps into
teacher self-reflection or, as Smith and Ragan (2005) described, “reflections of accumulated
learning” (p. 68). Furthermore, Mezirow (1990a) defined critical reflection as involving “a
34
critique of the presuppositions on which our beliefs have been built” (p. 2). Considering prior
knowledge allowed me to address all my learners’ needs. Since this curriculum targets secondary
teachers, learners will have teaching and curriculum prior knowledge to reinforce the new
learning and meet the learning goals. As secondary teachers, they each bring expertise in content
they find interesting and are passionate about.
General World Knowledge
According to Smith and Ragan (2005), general world knowledge varies by age, culture,
and other factors. Despite general world knowledge not being as important as specific prior
knowledge, it is important to consider in the development of instruction. This curriculum will
help close the gap between the learners’ general knowledge and the new content they will learn.
Teachers will have a general understanding of culturally relevant classrooms from their teacher
preparation programs, but this curriculum will help them reflect on what and where they teach
and make it relevant to the students and community they teach. Some teachers at CHS have been
there since the school opened and have been teaching for over 20 years, some are new to
teaching, and some come from other fields.
Specific Prior Knowledge
Smith and Ragan (2005) stated that there is always a possibility that learners will have
some prior knowledge of the content, yet it is not safe to assume learners remember it or know
how to apply it. For this curriculum, learners will have specific knowledge of the content on
culturally relevant practices in the classroom since they are all classroom teachers, but the
curriculum content will ensure deeper learning and understanding of the importance of love
when creating culturally relevant classrooms. Given that some CHS teachers have been in
education for over 20 years while others are just starting their careers, considering learners’
35
specific prior knowledge is key in creating a curriculum to ensure learning goals are met and all
learners take new knowledge with them. It will be important to connect this new knowledge and
their prior knowledge of this topic as well as their expertise in the content they teach.
Physiological Characteristics
It is essential to know and understand learners’ different physiological characteristics
(Smith & Ragan, 2005). Physiological characteristics like age and health play an important role
in this curriculum to ensure learners do not experience cognitive overload. I have been working
at CHS for several years and have considered all the learners’ physiological characteristics. Most
teachers are in their 30s or 40s, with just a few under age 30 or over 50. This allows me to create
learning goals and include examples all my learners will meet and understand.
Affective Characteristics
Affective characteristics include learners’ interests, such as their attitudes toward subject
matter, academic self-concept, and anxiety level (Smith & Ragan, 2005). The affective
characteristics of learners at CHS can affect curriculum development. Smith and Ragan (2005)
mentioned that it is important that curriculum design consider the learners’ moral development.
At CHS, learners are eager to learn the content of this curriculum, which I took into
consideration to ensure there is high engagement. It is also important to note that there might be
high levels of anxiety from learners as the curriculum consists of opportunities for learners to be
vulnerable and acknowledge their biases, privileges, traumas, and stressors.
Social Characteristics
Learning is often a social process. It is important for a curriculum designer to consider
learners’ moral development and social characteristics and how they may evolve with age and
affect learning and engagement (Smith & Ragan, 2005). This curriculum’s design considered the
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learners’s social characteristics. It is important to note that the learners at CHS are comfortable
working with each other, and their social characteristics will help them relate more effectively to
the content of the curriculum.
Implications of the Learning Environment and Learner Characteristics for Design
Assessing and considering the learning environment and the learners’ characteristics is
important in curriculum design, but it is also important to note that they may also bring
implications. By acknowledging these implications early on, they may be taken into
consideration as the curriculum is being designed and implemented. Also, facilitators may be
prepared to address them.
An implication might be that learners at CHS might not be prepared to be vulnerable and
critically self-reflective enough to get through this curriculum. Teachers who are comfortable
being vulnerable about critically self-reflecting on their bias and privileges will get the most out
of this curriculum, and so facilitators will be ready to support as needed. Another implication
might be time constraints. Since this curriculum asks teachers to be vulnerable and self-reflective
on their biases and privileges, they cannot be expected to open up within a set time. It will be
important for the facilitators to allow teachers to take their time and be ready to move the
curriculum forward in a timely manner.
The limitations of age, years of teaching experience, and attitude toward the learning
goals of this curriculum must also be taken into consideration, as they will vary by learner. The
diversity of the learners at CHS will also be an important factor to consider. Despite these
implications, this curriculum is designed to allow for diverse thinking and multimodal learning.
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Chapter Four: The Curriculum
The purpose of this curriculum is to provide secondary school teachers with the tools and
knowledge to effectively create loving learning environments. By embracing the concepts of
radical love (Freire, 1970) and compa love (Hannegan-Martinez, 2019), secondary teachers can
move away from a deficit-based mindset and, instead, focus on their students’ strengths (Paris &
Alim, 2017). Throughout this curriculum, secondary teachers will be introduced to a variety of
resources and interventions to assist them in shifting their mindset on how to create loving
classrooms. In addition, teachers will have opportunities to reflect on their practice, bias,
privileges, assumptions, stressors, and traumas to inform their implementation of interventions
rooted in compa love to create loving classroom environments.
This chapter consists of two sections: a curriculum analysis and a lesson analysis. The
curriculum analysis begins with a cognitive task analysis (CTA; Clark et al., 2008) of this
curriculum’s primary task, which is to give secondary school teachers the interventions to create
loving classrooms. The CTA identifies key steps to address this challenge, which are supported
by the literature described in Chapter 2 and form the foundation of the units presented in this
chapter. These units then inform the lesson analysis.
Cognitive Task Analysis
The CTA process identified the major steps needed to support secondary school teachers
as they create loving classrooms. The process began with a literature review search, which
involved a Google search on “the importance of love in schools” and “how to create loving
classrooms.” I then conducted this same search on Google Scholar to verify the results using
substantial empirical research. The outcome of these two searches provided an initial list of
major steps.
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To then validate and supplement the bootstrapped list of initial major steps, I interviewed
a subject matter expert (SME) with over 10 years of experience in this field. The SME reviewed
the major steps derived from the bootstrapping. In addition to verifying the major steps, the SME
also contributed missing steps. The interview concluded with the determination of the final major
steps, which were presented in Chapter 2. The following major steps are necessary to teach
secondary teachers how to effectively create loving classroom environments to meet their
students’ diverse needs:
• Understand and create community using culturally relevant pedagogy
• Understand and incorporate Radical Love in the Classroom
• Incorporate opportunities for teachers to critically self-reflect on their practice and
how it connects or does not connect to the students and community they work with.
The CTA revealed the major steps in the order in which they should be taught, as they build on
each other. The content validity is supported by the literature review, CTA, and the SME
interview. The following sections describe the process of analyzing the major tasks to develop
learning goals and unit objectives.
Course Learning Goals
Smith and Ragan (2005) defined learning goals as clear statements that indicate what
learners will be able to do after completing the instruction. These goals must be specific and
measurable, outlining what learners will know or be able to do after each unit of instruction and,
most importantly, on the job (Kirkpatrick & Kirkpatrick, 2016) following the completion of the
entire curriculum. As such, the learning goals become the critical behaviors in the evaluation
plan in Chapter 5 and include measures and methods to collect performance data. Table 2 lists
39
the course learning goals derived from the major steps revealed through the literature, CTA, and
subject task analysis.
Table 2
Major Steps and Learning Goal
Major step Learning goals
Incorporate opportunities for teachers to
critically self-reflect on their practice and
how it connects or does not connect to the
students and community they work with.
Given the need to incorporate daily critical
self-reflection, the learners will use
reflective tools as they teach every day.
Understand and create community using
culturally relevant pedagogy.
Given the need to build community in a
secondary classroom, the learners will use
culturally relevant pedagogy to create
culturally relevant teaching during every
lesson.
Understand and incorporate compa love in the
classroom.
Given the need to incorporate interventions
rooted in love in the classroom, the learners
will use love-based interventions during
every lesson.
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Course Learning Outcomes
Smith and Ragan (2005) elaborated on how Gagne’s learning outcomes can be used to
analyze learning goals and identify the knowledge and skills required to achieve them. Table 2
presents the learning goals and their corresponding outcomes. Each learning goal is associated
with a description of the declarative knowledge, intellectual skills, cognitive strategies, and
attitudes that learners must acquire to achieve that learning goal.
Table 3
Learning Goals and Learning Outcomes
Learning goal Learning outcome
Given the need to incorporate daily critical
self-reflection, the learners will use
reflective tools as they teach every day.
Declarative knowledge
Knowing the meaning of critical selfreflection, bias, privilege
Identify opportunities to reflect
Intellectual skills
Describe critical self-reflection strategies for
teachers to use
Exercise critically self-reflective practices
Cognitive strategies
Reflect on own teaching practices.
Monitor the development of critically selfreflective practices that lead to culturally
relevant practices.
Attitudes
Be comfortable critically self-reflecting
Be confident in critically self-reflection
Value self-empathy
Increase self-awareness
Given the need to build community in a
secondary classroom, the learners will use
culturally relevant pedagogy to create
culturally relevant teaching during every
lesson.
Declarative knowledge
Knowing the meaning of pedagogy
Knowing the meaning of culturally relevant
pedagogy
Knowing who is part of community
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Learning goal Learning outcome
Intellectual skills
Differentiating between culturally relevant
classrooms and non-culturally relevant
classrooms
Effectively identify culturally relevant
connections with students.
Cognitive strategies
Evaluating making effective connections with
students’ culture and community
Reflect on the assets of students’
communities.
Attitudes
Value community, cultures, differences
Value assets over deficits
Acknowledge community stressors
Be comfortable being vulnerable
Given the need to incorporate interventions
rooted in love in the classroom, the learners
will use love-based interventions during
every lesson.
Declarative knowledge
Knowing the meaning of compa love and
radical love
Knowing intellectual skills
Understand how love influences student
learning
Applying compa love
Cognitive strategies
Storytelling: Feel comfortable sharing
stressors to connect with students.
Attitudes
Be comfortable loving students, their culture,
their community
Be comfortable expressing emotions
Believe in the value of storytelling
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List of Units, Terminal, and Enabling Objectives
The bootstrapping mentioned earlier helped identify the steps needed to teach the
curriculum and meet the objectives of the learning task. The learning goals will serve as the
foundation for each module in this curriculum. To allow learners to reflect and apply the learning
to their practice, the curriculum is divided into modules. Dividing the learning into smaller
modules will also help manage cognitive overload.
Unit 1: Incorporating critical self-reflection practices
● Terminal objective: Given the need to incorporate daily critical self-reflection in a
secondary classroom environment, teachers will use critical self-reflective tools as
they teach every day, as measured by the use of weekly reflective journals using a
checklist derived from Brookfield (2017) and Mezirow (1990a).
● Enabling objectives:
● Declarative: Given the need to improve instruction and connection with
students in the classroom, teachers will understand the importance of daily
critical self-reflective practice as measured by the use of daily tools and
writing in their journals.
● Intellectual: Given the need to use daily critical self-reflections in a secondary
classroom, teachers will learn interventions to engage in daily critical selfreflections.
● Cognitive: Given the need to use daily critical self-reflection in secondary
classrooms, teachers will learn how to acknowledge their biases, privileges,
assumptions, and stressors, traumas by having weekly opportunities to reflect
on their practice.
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■ Attitudes: Given the need to be more critically self-reflective secondary teachers,
teachers will feel more comfortable and confident about critically self-reflecting
daily.
Unit 2: Understanding culturally relevant pedagogy
• Terminal objective: Given the need to build community in a secondary classroom,
teachers will use culturally relevant pedagogy to create culturally relevant teaching
during every lesson as measured by classroom observations using a checklist derived
from Hannegan-Martinez (2019).
• Enabling objectives:
• Declarative: Given the concept of culturally relevant pedagogy in secondary
classrooms, teachers will be able to define, according to Hannegan-Martinez
(2019), and apply it in relation to the content being taught using a checklist.
• Intellectual: Given a classroom environment, teachers will be able to use
examples of culturally relevant pedagogy with their students when they teach
using a checklist.
• Cognitive: Given a classroom environment, teachers will be able to evaluate
the effectiveness of making connections between academic content and the
assets of students’ culture and community by using student work samples and
teacher critical self-reflection.
• Attitudes: Given the need to be culturally relevant teachers, secondary
teachers will feel more comfortable and confident about using culturally
relevant pedagogy.
Unit 3: Incorporating love interventions in the secondary classrooms
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● Terminal objective: Given the need to incorporate interventions rooted in love in a
secondary classroom, teachers will be able to use at least one intervention rooted in
love during every lesson as measured by classroom observations using a checklist
derived from Hannegan-Martinez (2019).
● Enabling objectives:
● Declarative: When working with secondary students, teachers will be able to
understand the meaning of love in education by using a checklist derived from
Hannegan-Martinez (2019).
● Declarative: By understanding love in a secondary classroom, teachers will be
able to use interventions rooted in love during every lesson by using a
checklist derived from Hannegan-Martinez (2019).
● Cognitive: By valuing love in a secondary classroom, teachers will be able to
connect with students’ traumas and stressors through storytelling and student
and teacher writing work samples.
● Cognitive: By valuing love in a secondary classroom, teachers will be able to
shift their thinking and teaching with love guiding them by using love
interventions in every lesson they teach as measured by classroom
observations using a checklist derived from Hannegan-Martinez (2019).
● Attitudes: By valuing love in a secondary classroom, teachers will feel more
comfortable and accepting of their students, including their culture and
community, as measured by classroom conversations and the use of culturally
relevant academic resources.
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Overview of the Units
This curriculum was developed through a bootstrapping process that began with a
literature search to identify steps for creating loving classrooms. An interview with an SME
helped identify gaps in the literature and identify steps to deliver the content in this curriculum.
Through this process, the author identified three major tasks that learners must learn to create
loving classroom environments.
To ensure effective learning, the major tasks were organized according to Bloom’s
taxonomy and included declarative knowledge before introducing procedural knowledge to help
reduce cognitive overload (Smith & Ragan, 2005). This curriculum starts by considering prior
knowledge and is meant to be taught in six lessons lasting between 60 and 90 minutes, with
opportunities to continue the learning independently depending on individual learner needs.
Lessons are created to build on each other and are listed below.
Unit 1: Incorporating critical self-reflection practices
● Terminal objective: Given the need to incorporate daily reflection in a secondary
classroom environment, teachers will use critical self-reflective tools as they teach
every day, as measured by the use of weekly reflective journals using a checklist
derived from Brookfield (2017) and Mezirow (1990a).
● Lesson 1: Understanding critical self-reflection and implementing it while creating
and delivering lesson plans
Unit 2: Understanding culturally relevant pedagogy
• Terminal objective: Given the need to build community in a secondary classroom,
teachers will use culturally relevant pedagogy to create culturally relevant teaching
46
during every lesson as measured by classroom observations using a checklist derived
from work by Hannegan-Martinez (2019)
• Lesson 1: Understanding culturally relevant pedagogy to create learning opportunities
for students to learn to accept and affirm their cultural identity
• Lesson 2: Understanding the education debt (historical debt, economic debt,
sociopolitical debt, and moral debt) and how it affects the educational system to
create and deliver culturally relevant lessons
• Lesson 3: Understanding intersectionality and how it plays a role in education for
students’ academic success
Unit 3: Incorporating love interventions in the secondary classrooms
• Terminal objective: Given the need to incorporate interventions rooted in love in a
secondary classroom, teachers will be able to use at least one intervention rooted in
love during every lesson as measured by classroom observations using a checklist
derived from Hannegan-Martinez (2019).
• Lesson 1: Understanding what love is in the context of education and applying it to
culturally relevant pedagogy
• Lesson 2: Interventions rooted in love pedagogy
Appendix A provides the course overview. Appendix B presents lesson overviews for
each unit. Appendix C consists of one fully designed lesson and its materials.
Visual Overview of the Units
Figure 1 provides a visual representation of the flow of the units.
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Figure 1
Visual Overview of the Units
Scope and Sequence Table
According to Smith and Ragan (2005), a central component in curriculum planning is the
scope and sequence chart. The scope and sequence chart visually organizes the curriculum’s
elements. The scope refers to the learning outcomes, while the sequence pertains to the planned
48
order of instruction, representing the introduction, reinforcement, and mastery of the learning.
This tool helped evaluate cognitive load and identify possible gaps in the design and delivery of
instruction. Table 4 displays the scope and sequence.
Table 4
Scope and Sequence
Learning goals Unit 1 Unit 2 Unit 3
Given the need to incorporate daily selfreflection, the learners will use
reflective tools as they teach every
day.
I R
Given the need to build community in a
secondary classroom, the learners will
use culturally relevant pedagogy to
create culturally relevant teaching
during every lesson.
I R M
Given the need to incorporate
interventions rooted in love in the
classroom, the learners will use lovebased interventions during every
lesson.
I R M
Note. I = introduced, R = reinforced, M = mastered
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Delivery Media Selection
Clark et al. (2010) proposed guided experiential learning (GEL) as the primary
framework for selecting the media used in this curriculum. Clark et al. (2010) also emphasized
that the type of media used to deliver a curriculum does not directly affect learning or
motivation. Instead, this framework allows the instructional designer to ensure that the media
chosen is suitable and allows for practical application in realistic and authentic environments. By
employing GEL, the instructional designer identified several potential media for instructional
purposes and narrowed down the selection to the ones that best align with the curriculum’s
teaching methods.
General Instructional Platform Selection in Terms of Affordances
There are two stages for selecting media for a curriculum (Clark et al., 2010). The first
stage is to choose the instructional methods that best align with the curriculum delivery. Once the
methods are selected, the appropriate media is then selected to meet the needs of the learners and
organization. Three affordances must be taken into consideration to inform the curriculum:
access, consistency, and cost (Clark et al., 2010). By analyzing these factors, instructional
designers can select media that align with the curriculum’s objectives and the organization’s
goals. This curriculum will be presented in person, while participants will have access to
curriculum material online via Google Drive to access on their own time.
Access
When selecting media for learning, accessibility is an important consideration that
considers factors like who the learners are, the number of learners, and where the learning will
take place. To minimize accessibility barriers while keeping costs low, the learning sessions will
take place at CHS or the participating organization’s school site. The location will ensure that
50
teachers can attend without having to travel after a long day of teaching. The learning will take
place in the multipurpose room, which houses over 100 people. Learning sessions will be
delivered to about 60 teachers at a time. By conducting the learning at the school site, the
learners can utilize their work-assigned computers and any other usual resources and tools they
use to overcome any possible obstacles and access their learning. In addition, the instructional
designer will remove accessibility barriers by providing continuous access to course materials
through Google Drive.
Consistency
According to Clark et al. (2010), consistency is a key factor in delivering effective
instruction and involves delivering the same content and pedagogy to all learners. However, it is
important to note that certain aspects of the curriculum may need to be customized to specific
learners. Learners have varying cognitive abilities that may require personalizing of instruction
and materials based on their prior knowledge and cognitive abilities (Clark et al., 2010).
Therefore, consistency in the delivery of the curriculum will ensure that all learners achieve the
desired learning outcomes. By providing instruction during the after-school staff professional
development sessions, all participants will receive consistent instruction, which establishes a
baseline in the instruction and creates a common language that can be implemented daily at
CHS. Also, having the course material on Google Drive provides appropriate differentiation
opportunities for learners.
Cost
According to Clark et al. (2010), it is important to consider the one-time and recurring
costs per learner when selecting media. The authors suggested that after compiling a list of
potential media, the instructional designer should calculate the cost per learner (Clark et al.,
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2010). By understanding the cost per student, a decision can be made on which media will be the
most cost-effective. The largest expense in this curriculum is human resources. Since the
sessions will be in person, facilitators must be properly trained and paid. New equipment is not
needed since the learners will bring their school-assigned computer, and the projector and school
facilities will be used and provided by the school. The digital resources will be on Google, which
is connected to the school’s services.
Specific Instructional Platform Selection in Terms of Restrictions
In addition to affordances, there are key considerations regarding the content of the
curriculum that must be taken into account when selecting media (Clark et al., 2010). These
include special sensory requirements, conceptual authentication, and immediate feedback.
Sensory considerations are always present in any learning environment, but special attention
must be given to these requirements when selecting media. After sensory needs have been
considered, instructional designers must assess conceptual authenticity. Media should accurately
reflect the environment in which learners will apply course content. Since this curriculum is
designed to be delivered in person to adult learners, learning should occur at the school site. The
learning process requires immediate and constructive feedback, particularly when the learning
might be complex. Immediate feedback is easier to deliver during in-person instruction. Table 5
summarizes the key media selection considerations for this curriculum.
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Table 5
Key Considerations for Media Selection
Key consideration Media considerations
Conceptual authenticity Creating an environment that replicates the
classrooms of participating teachers can
help promote a positive learning experience
during the in-person sessions.
Using spaces that are familiar to the learners
and, in turn, make them feel comfortable.
Using the school community and beyond to
make connections to the learning.
Immediate feedback Due to the reflection opportunities in the
curriculum, feedback will be continuous
and immediate.
Special sensory requirements Facilitators will consider and monitor
students’ visual, auditory, and tactile
sensory needs.
Client Preferences or Specific Conditions of the Learning Environment
Curriculum development and selecting appropriate media for learning must account for
client preferences. For this curriculum, the learners are secondary teachers, and after the COVID19 pandemic, they prefer in-person professional development opportunities. Due to a busy school
day, this client prefers the learning to take place after school on their campus. Beyond the
client’s location preference, this curriculum was influenced by the learners. Clark et al. (2010)
suggested that media are sometimes selected too early in the instructional design process without
adequate consideration of the learners’ needs and the curriculum’s goals. Those efforts can lead
to selecting media that are popular and not the most beneficial for the learners and the objectives.
Despite the client selecting in-person delivery, restrictions due to COVID-19 meant the content
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was made available on Google Docs. Ultimately, I carefully considered the learners, their needs,
and the media that would best support them.
Specific Media Choices
When choosing media for a course, it is important to select an option that contributes to
achieving the learning objectives (Smith & Ragan, 2005). To select the most appropriate and
effective media for this curriculum, I used the learner analysis from Chapter 3 with the process
described above. The curriculum is an in-person curriculum that uses a pre-course survey, along
with consideration of the physical space, the facilitator, the learners, a reflective journal, Google
online materials to support the learning, and a post-course survey. Ultimately, the benefit of
conducting the lessons in person is that it allows the learners to have face-to-face interaction,
there is support from facilitator to learner and learner to learner, and immediate feedback
becomes more accessible. Table 6 presents the media choices for this curriculum, along with
their purpose and benefits.
Table 6
Media Choices in Teacher Interventions to Create and Solidify a Loving and Culturally Relevant
Classroom Culture
Media Purpose Benefits
Pre-course survey Can assist the instructional designer
and facilitator in understanding
the learner’s background and
abilities
Prior knowledge can help the
instructional designer to identify
potential challenges and provide
effective support.
Enables the use of appropriate
instructional materials and
strategies to support learner
needs
Learners will be able to connect
with the curriculum material and
meet the learning objectives.
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Media Purpose Benefits
Physical space The use of authentic and familiar
learning environment
Promotes a learning environment
that closely resembles one
teachers are used to and feel
comfortable learning in
Course facilitator Delivers in-person, live instruction
Provides guidance to participants
on the different components of
the in-person curriculum
Offers feedback to the learner
Designs and delivers lessons and
learning activities that supports
the learners’ cognitive load
through scaffolding.
Capability to clarify inaccurate
prior knowledge and reinforce
new learning.
Ability to provide learners with
immediate and constructive
feedback
The learners Collaborate with peers to learn the
new content and integrate the
new knowledge into their
teaching practices.
Provide peer feedback
Ability to incorporate learned
strategies into teaching practices
and work with their professional
learning cycle peers
Encourage peer modeling and
support to enhance the learning
and engagement.
Ability to include diverse feedback
perspectives
Reflective journal Enables teachers to reflect on the
use of culturally relevant
interventions being used, the
benefits of using these
interventions, and how the
interventions may impact student
academic success.
Fosters a culture of teacher critical
self-reflection
Promotes the consideration of how
culturally relevant interventions
can support student learning
Encourages teachers to be more
critically self-reflective when
creating lessons by integrating
culturally relevant interventions
Google online
materials
Offers teachers access to course
materials
Provides support when utilizing
online material
Allows learners to have access to
content they want to review or
learn more of
Facilitates independent learning
opportunities
Free resources and easy-to-share
materials
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Media Purpose Benefits
Post-course survey Assesses teachers’ newly learned
knowledge
Evaluates the effectiveness of the
course
Provides feedback for future
improvements of the course
Encourages learners to reflect on
the course, the new knowledge,
and how to apply it
General Instructional Methods Approach
Multiple theories inform the principles of instructional design, with cognitive learning
theories dominating the field (Smith & Ragan, 2005). This curriculum’s instructional design is
based on cognitive learning theories. These cognitive learning theories include GEL, cognitive
load theory (CLT), and generative and supplantive learning. The curriculum’s implementation of
these theories is outlined below.
Guided Experiential Learning
The design of the GEL framework (Clark et al., 2010) is based on Merrill’s (2002) five
principles. Some of the principles are solving real-world problems, activating prior knowledge as
the foundation for new knowledge, and applying new knowledge. The GEL framework applies
these principles by utilizing realistic field-based problem-solving, analogies and examples that
relate to the prior knowledge of the learners, and clear and complete demonstrations of key tasks.
The framework also includes frequent practice and feedback, as well as breaks down complex
tasks into smaller ones, which can then be combined upon mastery.
Incorporating the GEL framework and CTA helped design the curriculum. By
incorporating both factors, each lesson includes a definition of course objectives, an explanation
of the reasons for learning the new material, an overview of the learning, a review of the
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conceptual knowledge, and a demonstration of task implementation, timely feedback, and
authentic assessments (Clark et al., 2010). Each of these aspects has been considered and
factored into the design of each lesson.
Cognitive Load Theory
Cognitive load describes the diverse demands placed on the human brain. There are
multiple cognitive processes since the brain’s capacity for processing information is limited
(Schunk & DiBenedetto, 2020). Cognitive load theory comprises three fundamental components:
intrinsic cognitive load, extraneous cognitive load, and germane cognitive load. Intrinsic load
refers to the innate factors related to the knowledge needed to learn. Extraneous load is the
content that is irrelevant and tends to divert the learner’s attention from important content.
Germane load is the cognitive process that aids the learning and internalization of knowledge
into long-term memory.
Developing a curriculum requires minimizing the extrinsic load while maximizing the
germane load to enhance the learners’ retention and transfer of new information (Kirschner et al.,
2009). The principles of CLT have been carefully considered during the creation of each learning
module. All learning activities and media selections have been designed with the objective of
reducing learners’ extrinsic loads and increasing the germane load throughout every unit of
instruction.
Generative and Supplantive Learning
The curriculum uses a combination of generative and supplantive activities in its
instructional methods approach (Smith & Ragan, 2005). In generative learning, learners process
most of the instructional events themselves. While in supplantive learning, learners are provided
with the instructional events. In this curriculum, the teachers are expected to transfer, apply, and
57
create their knowledge based on the foundational concepts of culturally relevant pedagogy and
love facilitated by an expert. It is important to note that Smith and Ragan (2005) explained that
generative strategies tend to place high demands on the learners’ working memory, while
supplantive strategies tend to limit cognitive overload.
The authors suggested that a balance of both instructional strategies is the most effective
while still providing adequate support for learners to achieve learning in a reasonable amount of
time. It is important to know who the learners are to take their characteristics into consideration
when creating and delivering the instruction to activate and support their learning while ensuring
a balance between generative and supplantive strategies (Smith & Ragan, 2005). The authors
emphasize that a balanced instructional strategy can be interesting, motivating, and relevant and
can include activities, scaffolding, and other forms of support to activate learners’ information
processing. Learners with prior knowledge and greater motivation can handle higher levels of
generative instructional strategies, while learners who are more anxious or lack prior knowledge
will require more structure and personalized support.
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Chapter Five: Implementation and Evaluation
Prior chapters covered the primary aim of the curriculum, the learning objectives, and the
specifics of the curriculum modules. This chapter will now explore the implementation and
evaluation strategy for this curriculum. The implementation description will outline how the
elements designed in this work will be applied in the specific content discussed in Chapter 3. The
evaluation plan outlined in this chapter will aim to showcase the significance of this curriculum
as a solution to address critical self-reflection often missing in secondary teachers as they aim to
understand their students’ cultures and create positive, safe, culturally relevant environments.
Implementation Plan
To effectively cater to the requirements of secondary teachers, implementing this
curriculum entails establishing its purpose, need, and desired outcomes. In the context of
curriculum design, implementation relies on four concepts: diffusion, dissemination, adoption,
and stakeholders (Smith & Ragan, 2005). Diffusion is the process of raising awareness about the
innovation among individual members of the organization, while dissemination involves
intentionally spreading the innovation. Adoption refers to the decision to embrace the
implemented innovation as the optimal course of action (Smith & Ragan, 2005). Lastly,
stakeholders encompass individuals with a vested interest in a particular innovation. Ultimately,
the primary objective of implementing this curriculum is for secondary teachers to critically selfreflect on their assumptions, traumas, privileges, and biases to create positive, safe, and
culturally relevant classrooms.
According to Smith and Ragan (2005), an implementation plan that emphasizes adoption
follows a developmental process that advances through the following stages: awareness, interest,
evaluation, trail, adoption, and integration. To begin with, participation in this curriculum will be
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shared with teachers at the beginning of the school year by the administration team. Specifically,
at Choices High School, there has been an increase in teachers interested in creating culturally
relevant classrooms, which taps into affirming awareness and ensuring there is an interest in the
topic. At this school, an annual teacher survey asks them for learning opportunities they would
like to have during the school year, as well as asking if they would like to continue current
professional development opportunities. This survey will continue to be administered. Also, data
from previous participants will be collected and used to improve the course. This data will
include how participants have used their new knowledge in their own practice and so be part of
the evaluation stage of this curriculum development. During this stage, learners engage in the
mental application of the innovation in their classroom, evaluating whether it is worthwhile to
implement this new learning (Smith & Ragan, 2005). As part of this stage, the learners will
watch the video created to promote this learning opportunity.
According to Smith and Ragan (2005), the next stage in the implementation of the
innovation is the trial stage, during which individual teachers apply the new approach on a small
scale. This trial phase has been incorporated into various curricular modules, enabling teachers to
experiment with the innovation. Following the trial, a post-trial evaluation guides teachers
toward the adoption stage, where they fully integrate the innovation into their educational
practices. Finally, as individuals and groups of teachers consistently utilize the new knowledge
and skills gained from this professional development curriculum, the integration stage is
achieved, making the innovation a routine part of their teaching practice.
Evaluation Plan
This study aimed to address the lack of critical self-reflection to create culturally relevant
and safe classroom environments. The result was a comprehensive and research-based
60
curriculum. Evidence-based knowledge, skills, and attitudes will better prepare teachers to meet
the diverse needs of the students and communities they serve. Implementing this curriculum’s
strategies is expected to lead to more reflective teachers who improve their students’ academic
performance.
Evaluation Framework
The evaluation of this curriculum will use the new world Kirkpatrick model (Kirkpatrick
& Kirkpatrick, 2016) framework’s four levels of evaluation: reaction (Level 1), learning (Level
2), behavior (Level 3), and results and leading indicators (Level 4). However, the model
advocates for a rearrangement in the order of evaluation planning and implementation, starting
with Level 4 and ending with Level 1 (Kirkpatrick & Kirkpatrick, 2016). This shift ensures a
more cohesive alignment between the training components and the evaluation process. Given the
emphasis on assessing learning outcomes and striving for continuous improvement in the
instructional program, the new world Kirkpatrick model is ideally suited for evaluating this
curriculum and understanding how it enhances the school’s overall effectiveness and benefits the
teachers, students, and community.
Level 4: Results and Leading Indicators
Level 4 evaluates the immediate curriculum outcomes by gauging the efficacy of the
unit’s design and the learning outcomes in addressing the initial problem of practice (Kirkpatrick
& Kirkpatrick, 2016). This assessment identifies whether adjustments need to be made before the
course is reimplemented. The learning activities are intended to equip participants with the
knowledge and skills to showcase their capacity to become culturally responsive teachers by
creating loving and safe learning environments through critical self-reflection. Table 7 outlines
the leading indicators, metrics, and methodologies employed to determine the progress.
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Table 7
Indicators, Metrics, and Methods for External and Internal Outcomes
Outcome Metrics Methods
External outcomes
Increased student
attendance rates
Number of students coming to
school on a daily basis and on
time as reported to the school
district.
Data collected by the school
regarding attendance, as well
as from documentation
provided to the school by the
parent or guardian to excuse
absences
Increased students’ state
test scores
Compare and analyze test scores
from year to year.
Data collected by the school
from California state tests like
CAASPP and Advance
Placement tests
Increased graduation rates Number of students who
graduated compared to
previous years.
Data collected from the school
and district
Internal outcomes
Increased teacher
satisfaction
Number of teachers completing
the school experience survey
on a yearly basis and rating a
high level of satisfaction
Data collected by the school
from the district’s school
experience survey
Increased teacher
retention
Number of teachers who stay at
the school at the end of the
year
Data collected by the school
and human resources
department
Increased student
satisfaction
Number of students completing
the school experience survey
on a yearly basis and rating a
high level of satisfaction
Data collected by the school
from the district’s school
experience survey
Increased mental health
referrals and supports to
reduce discipline
referrals
Number of referrals, self or
teacher, on a yearly basis to
seek mental health support
Data collected by the school
using their own in-house
referral system with their
counselors and mental health
professionals
Increase in teachers who
demonstrate awareness
of students’ cultures in
their classrooms
Number of teachers using
culturally relevant pedagogy
and interventions in their
classrooms
Data collected by the school’s
administration when doing
classroom observations, PLC
data, and student
conversations
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Level 3: Behavior
Level 3 evaluates the evolution of the transfer of knowledge and change in behavior
regarding new learning, usually over a period of time (Kirkpatrick & Kirkpatrick, 2016). The
assessment of Level 3 will be conducted in a timely manner during and after the course.
Participants will be expected to use the skills learned from this curriculum to create loving and
culturally relevant content and classroom environments through the use of critical self-reflection
and culturally relevant pedagogy. The instructor will assess the learning by sending the same
survey to teachers over 4 weeks. This will allow the learners to critically self-reflect on a
continuous basis. To support the new learning, facilitators will meet with teachers to guide them
with the use of reflective strategies to incorporate culturally relevant practices in their teaching.
Critical Behaviors Required to Perform the Course Outcomes
As Kirkpatrick and Kirkpatrick (2016) mentioned, critical behaviors are precise actions
that, when performed consistently, yield the most significant impact on achieving a course goal.
These behaviors guide what teachers should be doing consistently, which will then be evaluated
to determine the success of the course. By consistently performing these critical behaviors, the
impact on Level 4 results is maximized, and behaviors that are specific, observable, and
measurable are the best for assessment purposes (Kirkpatrick & Kirkpatrick, 2016). Teachers
will practice these behaviors throughout the course and will continue to perform them after the
course. Table 8 outlines these critical behaviors, along with the metrics and methodologies for
measurement.
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Table 8
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical behavior Metric Method Timing
Given the need to
incorporate daily
critical selfreflection, the
learners will use
reflective tools as
they teach every
day.
Number of times
learners use critical
self-reflection tools
Data gathered by
learners themselves
on the times they
actually self-reflect
Data gathered by the
school’s teacher
evaluation process of
when teachers use
culturally relevant
practices due to
critical self-reflection
Daily or as needed
when lesson
planning
Learners will use
culturally relevant
pedagogy to create
culturally relevant
teaching during
every lesson and to
build community.
Number of lessons
reflecting teacher
use of culturally
relevant teaching.
Number of
observations
Number of teachers
and students
reporting positive
relationships
Data gathered from the
learner’s planning of
lessons during PLCs
Data gathered from the
implementation of
lessons
Data gathered by formal
and informal
observations
completed by school
administrators
During the
professional
development
course
Daily lesson plans
and weekly PLC
meetings
When given the need
to incorporate
interventions rooted
in love in the
classroom, the
learners will use
love-based
interventions during
every lesson.
Number of lessons
reflecting lovebased interventions
Number of students
encouraged to learn
new material
Number of
observations
Data gathered by
administrators from
educator lesson plans
Data gathered from
formal and informal
classroom
observations
During the
professional
development
course
During every
evaluation from
administration
after the course
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Required Drivers
According to Kirkpatrick and Kirkpatrick (2016), essential drivers are the processes and
systems that reinforce, monitor, encourage, and reward the performance of critical behaviors in
the job context. These represent the scaffolds that teachers need to engage in the critical
behaviors (Kirkpatrick & Kirkpatrick, 2016). Given the diverse forms of drivers, it is important
to integrate an array of intrinsic and extrinsic motivators to reinforce, encourage, reward, and
monitor individuals, as these drivers minimize the possibility of learners encountering obstacles.
Some examples include coaching, reflection, performance evaluation, and acknowledging
achievements. This curriculum is designed around multiple drivers, all depending on
administrator approval and resources. Table 9 presents examples of strategies to motivate
teachers to meet the curriculum’s learning outcomes.
Table 9
Required Drivers to Support Critical Behaviors
Methods Timing Critical behaviors
supported
Reinforcing
Professional development
course materials accessible
via Google Drive for all
learners
Throughout the entire course All
Providing individualized
support for creating lesson
plans incorporating critical
self-reflection, culturally
relevant pedagogy, and love
theory.
Throughout the entire course
and after the course,
throughout the school year
as needed
All
Formal and informal classroom
observations completed by
school administrators
Throughout the entire course
and after the course,
throughout the school year
All
65
Methods Timing Critical behaviors
supported
Sharing best practices among
teachers
During the course and
continuously after the
course
All
Encouraging
Formal and informal classroom
observations completed by
school administrators
Throughout the entire course
and after the course,
throughout the school year
All
Feedback provided by peers
and students.
Throughout the entire course
and after the course during
lessons to students
throughout the school year
All
Availability of additional
coaching and guidance
During the professional
development course and as
needed throughout the
school year
All
Rewarding
Recognition of teachers during
the learning of new content
and as they apply the new
learning
During the duration of the
curriculum and throughout
the school year
All
Recognition of teaching
excellence awards
During the school year, based
on evaluations
All
Teachers will receive a
certificate for completing the
course.
After the course All
Monitoring
Formal and informal classroom
observations completed by
school administrators
Throughout the entire course
and after the course,
throughout the school year
All
Peer observations and peer
reviews
In between each unit and
throughout the school year
during lessons
All
Post-course survey. At the end of each unit and
the end of the entire course
All
Teacher self-monitoring of their
self-reflecting, creation, and
delivery of lessons
incorporating culturally
relevant interventions
During and at the end of each
unit and throughout the
school year
All
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Organizational Support
Kirkpatrick and Kirkpatrick (2016) noted that the drivers are important in achieving
success in changing critical behaviors through training, but they must also be integrated as part
of a comprehensive package. To achieve this, CHS must be committed to delivering the content
of the curriculum and ensure there will be an evaluation of the learning process, especially Level
3 evaluation. The school leaders at CHS understand the importance of providing individualized
support and resources to all learners during and after the course. These supports may include
allocated time for planning time, formal and informal instructional walks by administrators and
peers, and continuous feedback. Kirkpatrick and Kirkpatrick (2016) highlighted challenges like
time constraints, access to training teachers, data availability and the analysis of data, and the
capacity to effectively and consistently supervise and evaluate teachers post-training. The course
facilitator must work with CHS administrators to ensure time for the delivery of this curriculum
and, most importantly, for the evaluation and data analysis post-training.
Level 2: Learning
According to the new world Kirkpatrick model of evaluation, Level 2: Learning centers
on the extent to which learners walk away from a training program with new knowledge, skills,
attitudes, confidence, and commitment (Kirkpatrick & Kirkpatrick, 2016). In essence, Level 2
pertains to the intended learning objectives and expected goals of the course rather than the
learning outcomes and critical behaviors that learners will have after the course. The following
section details the terminal learning objectives for this course.
By the end of this course, learners will be able to implement the critical behaviors listed
in Table 8 and demonstrate mastery of the following terminal learning objectives.
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Terminal Learning Objectives
• Given the need to incorporate daily critical self-reflection in a secondary classroom
environment, teachers will use critical self-reflective tools as they teach every day, as
measured by the use of weekly reflective journals using a checklist derived from
Brookfield (2017), Mezirow (1990a), and Hannegan-Martinez (2019).
• Given the need to build community in a secondary classroom, teachers will use
culturally relevant pedagogy to create culturally relevant teaching during every lesson
as measured by classroom observations using a checklist derived from HanneganMartinez (2019).
• Given the need to incorporate interventions rooted in love in a secondary classroom,
teachers will be able to use at least one intervention rooted in love during every
lesson as measured by classroom observations using a checklist derived from
Hannegan-Martinez (2019).
Components of Learning Evaluation
To conduct an evaluation at Level 2, it is important to establish multiple appropriate
methods of assessing the terminal learning objectives (Kirkpatrick & Kirkpatrick, 2016). To
assess declarative knowledge, procedural skills, attitude, confidence, and commitment related to
the mentioned terminal learning objectives, CHS will take into account input from the
facilitators, a variety of surveys, self-reflective activities, and collaborative activities. Table 10
presents a comprehensive outline of each of the five components to assess, along with the
corresponding evaluation method as learning happens throughout the course.
68
Table 10
Evaluation of the Components of Learning for the Program
Methods or activities Timing
Declarative knowledge: “I know it.”
Facilitators will check for understanding
during the professional development.
During learning sessions
Teachers will self-reflect on their prior
knowledge.
During learning sessions
Teachers will ask questions as they arise
during the delivery of the new learning and
during discussions.
During learning sessions
Teachers will have the opportunity to discuss
with other teachers during the professional
development.
During learning sessions
Teachers will be able to ask about the
resources in the Google Drive throughout
the training or by email.
During learning sessions and after each
learning session, when asynchronous
material is made available
Intellectual skills/procedural skills: “I can do it right now.”
Teachers will practice how to critically selfreflect.
During synchronous learning sessions and
after the course
Teachers will have discussions and practice
scenarios during learning modules during
synchronous learning sessions.
During synchronous learning sessions
Teachers will implement learning into their
lesson plans to incorporate culturally
relevant pedagogy.
During synchronous learning sessions
School administrators will observe teachers’
classroom lessons.
After the completion of synchronous training
modules
Attitude: “I believe this is worthwhile.”
Teachers will understand the value of critical
self-reflection to create culturally relevant
and loving classrooms.
During synchronous learning sessions and
after the course
Teachers will reflect on the vulnerability
associated with the course content and how
it personally connects.
During synchronous learning sessions and
after the course
69
Methods or activities Timing
Teachers will reflect in their journals their
new learning and how they may implement
it in their classrooms.
During synchronous learning sessions
Confidence: “I think I can do it on the job.”
Teachers will create or modify lesson plans by
implementing what they are learning.
During synchronous learning sessions and
after the course
Teachers will critically self-reflect and write
in their journals about what they are
learning and how it connects to their job.
During synchronous learning sessions and
after the course
Commitment: “I will do it on the job.”
Teachers will write in their journals during
and after each lesson they create and
deliver.
During synchronous learning sessions
Teachers will create or modify lesson plans by
implementing what they are learning.
During synchronous learning sessions and
after the course
Course facilitators will ask teachers how they
will incorporate culturally relevant and
loving strategies into their daily lessons.
During synchronous learning sessions
Course facilitators and school administrators
will give a survey regarding the newly
acquired knowledge.
After each unit and 1 month after the
conclusion of the course
Cognitive strategies
Teachers will communicate to facilitators
aspects of the learning they anticipate
struggling.
During and after synchronous learning
sessions
Teachers will communicate to facilitators the
supports they will need to implement
learning from the training course.
During and after synchronous learning
sessions
Course facilitator will observe teachers during
each session.
During synchronous learning sessions
Teachers’ reflective journal entries During and after synchronous learning
sessions
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Level 1: Reaction
Level 1 of the evaluation model assesses learners’ responses to the training’s
engagement, relevance, and satisfaction (Kirkpatrick & Kirkpatrick, 2016). These responses and
learners’ feedback are important because they enhance future iterations of the curriculum and
facilitate immediate adjustments while learning is happening. Level 1 reactions can be collected
through formative evaluation techniques like learning activities, journal entries, constant
checking for understanding, facilitator observations during discussions, and end-of-unit or endof-course surveys. Table 11 provides an overview of the methods and timing associated with
conducting Level 1 evaluations for this course.
Table 11
Components to Measure Reactions to the Program
Methods or tools Timing
Engagement
Facilitator observations During synchronous learning sessions
Observation of teachers participating in peer of
group activities
During synchronous learning sessions
Facilitators checking for understanding During synchronous learning sessions
Observation of teachers participating in
discussions
During synchronous learning sessions
Relevance
Ask learners about their belief in the ability to
apply learning to their daily work.
During synchronous learning sessions and at
the conclusion of the training course
Critically self-reflecting opportunities and
journal entries
During synchronous learning sessions and at
the conclusion of the training course
Create or modify lesson plans incorporating the
new learning
During synchronous learning sessions and
after the entire course
Customer satisfaction
Survey to be completed by learners At the end of each unit and as a cumulative
survey to be completed at the end of the
entire course
Checking for understanding throughout the
course
During synchronous learning sessions
71
Evaluation Tools
Collecting and analyzing data promptly allows for real-time adjustments to the learning
process and curriculum and helps with future changes that need to be made to the content of the
curriculum (Kirkpatrick & Kirkpatrick, 2016). It is important to note that participant feedback
data can promptly drive the changes necessary to enhance the learning journey for participants.
A blended evaluation approach, including Levels 1 to 4, is recommended to avoid the overuse of
surveys and survey fatigue (Kirkpatrick & Kirkpatrick, 2016). The evaluation forms should be
designed to meet the specific needs of each unit and program, ensuring that the questions are
learner-centered and framed from the learner’s perspective (Kirkpatrick & Kirkpatrick, 2016).
An evaluation instrument will be administered immediately after the course, focusing on Levels
1 and 2. Then, a subsequent evaluation will be conducted within a specified timeframe after the
program’s implementation, focusing on Levels 1 to 4.
Immediately Following the Program Implementation
An assessment instrument will be administered immediately following the culmination of
the professional development, with a specific focus on Levels 1 and 2. While devising this tool,
careful attention was given to the creation of questions that align with the course’s needs and
criteria and are personalized to the organization’s needs. To facilitate learning in responding to
the questions, this tool was developed based on the recommendation of Kirkpatrick and
Kirkpatrick (2016) to use accessible language instead of professional terminology. This
instrument includes a combination of Likert scale and open-ended questions. Appendix D
provides the detailed evaluation instrument, with corresponding new world Kirkpatrick model
level designations, denoted as L1 and L2.
72
Delayed for a Period After the Program Implementation
To collect accurate data on Levels 3 and 4, it is important to allow sufficient time for the
implementation of the new learning. As a result of this time requirement, a delayed evaluation
instrument will be administered to meet Levels 3 and 4 requirements. The evaluation will also
include elements related to Levels 1 and 2, which are more effectively measured following the
completion of the course. This instrument will also include Likert scales and open-ended
questions, as did the one administered immediately after the completion of the course. A detailed
outline of this evaluation instrument is available in Appendix E, with corresponding new
Kirkpatrick model level designations, denoted as L1 for Level 1, L2 for Level 2, L3 for Level 3,
and L4 for Level 4.
Data Analysis and Reporting
The evaluation instruments will compile data that includes both quantitative and
qualitative items. As a new professional development course, the evaluation data from this
course will be comprehensively analyzed and shared with stakeholders during and after the
program’s execution. School administrators will receive evaluation data consistently, like at the
end of each unit and the end of the course. Given that the integration of culturally relevant and
loving pedagogy in lessons will result in teachers constantly critically self-reflecting, data
presentation is scheduled for 1 month after the completion of the course. These findings will aid
in determining the next steps for CHS to continue with similar yearly professional development
and consider future changes to the course. Qualitative data will be collected through open-ended
questions and then methodically organized and synthesized based on common themes, with
Likert-type scale answer options. I recommend that visual representations of both quantitative
and qualitative data showcase and interpret the results, particularly of Levels 3 and 4
73
(Kirkpatrick & Kirkpatrick, 2016). Figures 2 through 4 present fictitious representations of data
visualizations.
Figure 2
Students and Teachers Feeling Welcomed at School, Connectedness
Student
74
Figure 3
Students and Teachers Feeling Welcomed at School, Teaching Satisfaction
Teacher
75
Figure 4
Educator Comfort With Critically Self-Reflecting and the Use of Critical Self-Reflection
Strategies to Create and Deliver Lessons
76
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Appendix A: Course Overview
The purpose of this course is to prepare secondary teachers at Choices High School to
create loving learning environments through the use of culturally relevant practices by
challenging their own biases with self-reflective practices and love interventions. The first part
is an overview of the three different units in this course. All three units will be delivered
synchronously at Choices High School during allocated professional development days.
Learners will be presented with the overview during a pupil-free day. The duration of the
overview will be 30 minutes, and each unit will range from an hour to 2 hours.
Course Overview Materials
The materials required to deliver the course include the following:
● slide deck for each unit
● access to Google Suite
● lesson templates for each participant
● reflection journal for each participant
Learner Characteristic Accommodations
Participants are secondary teachers who are eager to learn strategies to create loving
learning environments using culturally relevant pedagogies. Teachers will learn these
strategies and will have support from facilitators as they practice them in the classroom. These
teachers want to include these strategies in their daily lessons and conversations with students.
Teachers will have access to the content via Google Suites throughout and after each unit.
Table A1 shows the learning activities for the course overview. Figure A1 is a visual overview
of the course.
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Table A1
Course Overview Instructional Activities
Instructional
sequence
Time Description of the
learning activity
Instructor action Learner action
Introduction 7 Welcome and
introductions with
names, preferred
pronouns, and
grades and subjects
taught. Briefly
introduce the
different units.
Share your name
and those of the
participating
teachers,
including
preferred
pronouns.
Listen actively for
names of
participants and
grades and
subjects taught.
Ask teachers to
engage and
actively listen to
everyone’s
introduction.
Course goal 4 Share the course goals
and outcomes.
Share the overall
course goal and
outcomes. Ask
participants if they
have any
questions.
Ask participants to
actively listen to
the course goal
and outcomes,
take notes as
needed, and ask
the instructor
clarifying
questions.
Reasons for
the course
10 This course has been
developed to teach
secondary teachers
how to create loving
and culturally
relevant classrooms
by giving them the
tools to critically
self-reflect and use
love interventions
in their classrooms
daily. The risks and
benefits are outlined
below.
Benefits:
Go over the reasons
for the course and
ask learners to
describe the value
of the course.
Review with
learners the
possible
disservice to
students if course
goals are not met.
Introduce the
reflective journal.
Ask learners to
write in their
reflective
journals how
each course
outcome applies
to personal goals
and reasons for
taking the
course.
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Instructional
sequence
Time Description of the
learning activity
Instructor action Learner action
Practicing critical
self-reflection
Acknowledging biases
Understanding
culturally relevant
pedagogies
Learning love
interventions to use
during daily
instruction to
improve student
engagement and
achievement
Risks avoided:
Not meeting the
learners’ needs
Introducing bias into
the delivery of
instruction.
Creating a cultural
divide or
misunderstanding in
the classroom.
Presenting content
learners cannot
relate to and thus
become disengaged.
Course
overview
9 Preview all three units
in the course using
a visual
representation to
provide a mental
image of what the
course will cover in
each unit. See
Figure A1.
Provide the course
handout that
outlines each unit
and activity.
Review the course
overview visual
and handout that
outlines each unit
in the course. See
Figure A1. The
instructor will also
review the Google
Suite for the
course and where
all course
materials will be
housed.
Ask learners to
review the
overview
handout, access
the Google
Suites on their
laptops, and ask
any clarifying
questions.
Total Time: 30 min
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Figure 1A
Visual Overview of the Course
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Appendix B: Lesson Overviews
This section contains the lesson overviews for the curriculum. The overviews contain
the terminal objectives, the prerequisite knowledge or enabling objectives, and the overview of
the learning activities. The summative assessment for each unit of instruction is also described.
Unit 1: Critical Self-Reflection
The first part of this unit is key to the development of this curriculum. Teaching and
learning will be synchronous. Learners will have access to this module through the course on
Google Suites. This unit will cover the need for critical self-reflection and strategies to
critically self-reflect. This unit will take 1 hour.
Terminal Learning Objective
The terminal learning objective for this unit is that given the need to incorporate daily
critical self-reflection in a secondary classroom environment, teachers will use critical selfreflective tools as they teach every day, as measured by the use of weekly reflective journals
using a checklist derived from Brookfield (2017) and Mezirow (1990a).
Enabling Objectives
● Enabling objectives:
● Declarative: Given the need to improve instruction and connection with
students in the classroom, teachers will understand the importance of daily
critical self-reflective practice as measured by the use of daily tools and
writing in their journals.
● Intellectual: Given the need to use daily critical self-reflections in a secondary
classroom, teachers will learn interventions to have daily critical selfreflections.
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● Cognitive: Given the need to use daily critical self-reflection in secondary
classrooms, teachers will learn how to acknowledge their biases, privileges,
and traumas by having weekly opportunities to reflect on their practice.
● Attitudes: Given the need to be more critically self-reflective secondary
teachers, teachers will feel more comfortable and confident about critically
self-reflecting daily.
Learning Activities
● After introductions, attention activities, and learning objectives, assess prior knowledge
of critical self-reflection practices.
● Review necessary prerequisite knowledge by providing definitions and examples and
nonexamples of reflective journals, critical self-reflection, biases, privileges, and traumas.
● Ask teachers to provide their own examples and nonexamples of each concept: selfreflection and critical self-reflection.
● Model the procedure for identifying their own biases, privileges, and traumas.
● Provide practice and feedback for identifying their own biases, privileges, and traumas.
● Model reflective journal techniques.
● Provide opportunities for learners to generate their own reflective journaling techniques
after modeling some techniques.
● Provide whole task practice and feedback.
● Provide opportunities to transfer knowledge and skills of this unit to other contexts or to
solve more difficult problems.
● Review the student resources in the provided reflective journal to improve teachers being
comfortable and confident when they critically self-reflect.
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Summative Assessment
Teachers will incorporate daily critical self-reflection practices in their classroom
environment as they use their reflective journals and critical self-reflective tools to plan.
Teachers will use what they have from their reflections to create lesson plans that go beyond
their biases, privileges, and traumas using a checklist derived from Brookfield (2017) and
Mezirow (1990a).
Unit 2: Culturally Relevant Pedagogy
This second part of the course will prepare secondary teachers to learn about and
understand culturally relevant pedagogy. Teachers will learn the skills to implement culturally
relevant pedagogy in their daily lessons. They will also learn about the educational debt through
a historical, moral, economic, and sociopolitical lens. Lastly, they will learn about
intersectionality and how it connects to how they plan and deliver lessons. This unit will consist
of three different sessions with a duration of 1 hour each.
Terminal Learning Objective
The terminal learning objective for this unit is that, given the need to build community in
a secondary classroom, teachers will use culturally relevant pedagogy to create culturally
relevant teachings during every lesson as measured by classroom observations using a checklist
derived from Hannegan-Martinez (2019).
Enabling Objectives
● Declarative: Given the concept of culturally relevant pedagogy in secondary classrooms,
teachers will be able to define it according to Hannegan-Martinez (2019) and apply it in
relation to the content being taught using a checklist.
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● Intellectual: Given a classroom environment, teachers will be able to use examples of
culturally relevant pedagogy with their students when they teach using a checklist.
● Cognitive: Given a classroom environment, teachers will be able to evaluate the
effectiveness of making connections between academic content and the assets of
students’ culture and community by using student work samples and teacher critical selfreflection.
● Attitudes: Given the need to be culturally relevant teachers, secondary teachers will feel
more comfortable and confident about using culturally relevant pedagogy.
Learning Activities
● After introductions, attention activities, and learning objectives, assess prior knowledge
of using culturally relevant practices.
● Review necessary prerequisite knowledge by providing definitions and examples and
nonexamples of culturally relevant pedagogy and positionality.
● Provide opportunities for learners to generate their own examples and nonexamples of
culturally relevant pedagogy and positionality.
● Model the procedure for identifying culturally relevant classrooms and non-culturally
relevant classrooms.
● Provide practice and feedback for identifying culturally relevant classrooms and nonculturally relevant classrooms.
● Model the procedure for creating culturally relevant connections with students through
the use of culturally relevant pedagogy.
● Provide practice and feedback for the use of culturally relevant connections with students
through the use of culturally relevant pedagogy.
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● Provide opportunities for teachers to understand their positionality.
● Provide whole task practice and feedback.
● Provide opportunities to transfer knowledge and skills of this unit to other contexts or to
solve more difficult problems.
● Be comfortable and confident with using culturally relevant pedagogy.
Summative Assessment
Teachers will build community in a secondary classroom. They will use culturally
relevant pedagogy to create culturally relevant teaching during every lesson as measured by
classroom observations using a checklist derived from Hannegan-Martinez (2019).
Unit 3: Love Interventions
This third and last part of the course will prepare secondary teachers to learn
interventions rooted in love to create safe and loving classrooms. Teachers will learn the skills to
implement love intervention in their daily lessons. This unit will consist of two different sessions
with a duration of 1 hour each.
Terminal Learning Objective
The terminal learning objective for this unit is that, given the need to incorporate
interventions rooted in love in a secondary classroom, teachers will be able to use at least one
intervention rooted in love during every lesson as measured by classroom observations using a
checklist derived from Hannegan-Martinez (2019).
Enabling Objectives
● Declarative: When working with secondary students, teachers will be able to understand
the meaning of love in education by using a checklist derived from Hannegan-Martinez
(2019).
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● Declarative: By understanding love in a secondary classroom, teachers will be able to use
interventions rooted in love during every lesson by using a checklist derived from
Hannegan-Martinez (2019).
● Cognitive: By valuing love in a secondary classroom, teachers will be able to connect
with students’ traumas and stressors through storytelling and student and teacher writing
work samples.
● Cognitive: By valuing love in a secondary classroom, teachers will be able to shift their
thinking and teaching with love guiding them by using love interventions in every lesson
they teach as measured by classroom observations using a checklist derived from
Hannegan-Martinez (2019).
● Attitudes: By valuing love in a secondary classroom, teachers will feel more comfortable
and accepting of their students, including their culture and community, as measured by
classroom conversations and the use of academic resources that are culturally relevant.
Learning Activities
● After introductions, attention activities, and learning objectives, assess prior knowledge
of using love interventions.
● Review necessary prerequisite knowledge by providing definitions, examples, and
nonexamples of love interventions.
● Provide opportunities for learners to generate their own examples and nonexamples of
love interventions.
● Model the procedure for identifying interventions rooted in love.
● Provide practice and feedback for identifying interventions rooted in love.
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● Provide opportunities for teachers to understand love in education, like capturing and
sharing participants’ stories and how these stories connect to their students.
● Provide whole task practice and feedback.
● Provide opportunities to transfer knowledge and skills of this unit to other contexts or to
solve more difficult problems.
Summative Assessment
Teachers will create loving and safe classrooms. They will use interventions rooted in
love to create daily lessons using a checklist derived from Hannegan-Martinez (2019). Teachers
will be able to use what they have learned from all previous sessions to implement these love
interventions with purpose.
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Appendix C: Lesson Activities, Design, and Materials
This appendix contains detailed descriptions of the first unit of this curriculum. The
learning objectives are stated and include both the terminal and enabling objectives. The
summative assessment is also included. Lastly, the learning activities are listed in the table,
which contains the description of each activity, what the instructor does, and what the instructor
asks the learners to do.
Unit 1: Critical Self-Reflection
This is the first unit in a 3-unit course to prepare teachers with the knowledge and skills
needed to create loving and culturally relevant classrooms. The purpose of this unit is to guide
teachers on how to use critical self-reflective practices to recognize their biases, privileges, and
stressors. The unit is delivered synchronously in a classroom environment and is approximately
60 minutes long.
Learning Objectives
The terminal learning objective for this unit is that, given the need to incorporate daily
critical self-reflection in a secondary classroom environment, teachers will use critical selfreflective tools as they teach every day.
The enabling objectives are the following:
● Declarative knowledge
● Define and understand critical self-reflection according to the readings from
Brookfield (2017) and Mezirow (1990a).
● Understand the importance of daily critical self-reflective practice as
measured by the use of daily tools and writing in their journals.
● Intellectual skills
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● Describe critical self-reflection strategies for teachers to use
● Be able to exercise critical self-reflective practices.
● Metacognitive knowledge
● Reflect on own teaching practices.
● Monitor the development of critical self-reflective practices that lead to
culturally relevant practices.
● Attitudes
● Be comfortable critically self-reflecting
● Be confident in critical self-reflection.
Summative Assessment
Teachers will use their reflection journals to write down the reason they became teachers
and the process they took part in to be the teachers they now are. This reflective writing will
guide the rest of this course and allow them to be conscientious when creating and delivering
lessons. They will complete the assessment during the synchronous workshop.
Lesson Materials
The materials for this lesson include the following:
● Unit 1 slide deck
● reflective journal- physical or digital
● laptop
● Google Drive resource folder
Learner Characteristic Accommodations
Adult learners in this context are secondary teachers who are interested in learning how
to create safe classroom environments. They also want to reflect on their biases to better create
96
lesson plans and work with their students but do not have the tools to critically self-reflect or
create safe environments. All instructional materials will be available online via Google Drive.
The principles of universal design for learning call for all learners to have an equitable
opportunity to learn instructional content, as mandated by the Americans with Disabilities Act.
Facilitator’s Notes
Since this unit is on critical self-reflection, it is important for the facilitator to be fully
aware of their positionality, implicit and explicit bias, stressors, and traumas, as they may be
triggered during the delivery of the course. It is also important for the facilitator to understand
and be aware that participants might be uncomfortable with critically self-reflecting and possible
discussions that might arise from the content covered. Participants were asked to bring their own
computers to access the Google Drive content. Table C1 presents all learning activities.
Table C1
Unit 1 Critical Self-Reflection Learning Activities
Instructional
sequence
Time
(mins)
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Gain attention 5 Review benefits of
reflecting. Pose
questions that will
allow participants to
understand the
benefits of reflection
and critical selfreflection. What is
their “why” for
teaching.
Why did they want to
be a teacher?
Assess prior knowledge
by asking
participants, “What
are the benefits of
reflection?” Then,
ask, “Are there any
differences between
reflection and critical
self-reflection?”
Attempt to
understand how
familiar and
comfortable
participants are with
Ask
participants
to use their
reflection
journals to
write their
responses.
Participants
will share
their
responses in
small groups
and then the
whole class.
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Instructional
sequence
Time
(mins)
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
reflection and critical
self-reflection. Ask
for participants to
share their answers in
small groups and
then whole class.
Learning
objectives
1 Instructor will share the
session learning
objective:
Given the need to
incorporate daily
critical self-reflection,
the learners will use
reflective tools as
they prepare to teach
and teach every day.
Share with participants
the session learning
objective.
Ask
participants
to take note
of the
session
learning
objective
and ask
questions if
clarification
is needed.
Reasons for
learning
Benefits
Risks
2 Benefits of learning
include
Gaining better
knowledge of the
importance of critical
self-reflection.
Being able to use
critical self-reflective
practices when
planning lesson plans
and delivering them
to students.
Risks avoided by
achieving the learning
objectives include:
Not being self-reflective
can lead to inequity in
outcomes for
marginalized
populations.
Share reasons they feel
critical self-reflection
will be beneficial to
connect with
secondary students as
they plan lessons.
Share the potential risks
of not critically selfreflecting may have
when creating and
delivering lessons to
secondary students.
Ask
participants
to share
what
benefits they
see as being
associated
with critical
selfreflection.
Ask
participants
to share
what
potential
risks they
perceive in
being
critical selfreflective
teachers.
98
Instructional
sequence
Time
(mins)
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
Overview:
prior
knowledge,
new
knowledge,
learning
strategies
(What you
already
know, what
you are
going to
learn, and
how you
are going to
learn it.)
2 The instructor will share
the agenda for the
session:
Prerequisite knowledge
Guidance to understand
enabling objectives.
Guidance to understand
critical self-reflection.
Guided practice of
critical self-reflection
intervention
strategies.
End of lesson
assessment.
Share the agenda for
the session with
participants (which
will be presented as
part of the session
slidedeck and
distributed as a
handout to
participants).
Ask
participants
to listen as
the
instructor
shares the
agenda
(overview)
of what is to
come during
this session.
Prerequisite
knowledge
2 Prerequisite knowledge
regarding the
understanding of selfreflection and critical
self-reflection will be
assessed.
Review the knowledge
necessary for
progress to be made
in this session
Ask
participants
to consider
the
prerequisite
knowledge
the
instructor
shared.
Learning
guidance
Lecture
Demo.
12 The instructor will
present participants
with practices
through which to
understand and use
critical self-reflection.
Walk participants
through practices to
help teachers
critically self-reflect
on themselves and
their practice as
teachers.
Ask
participants
to observe
the
instructor’s
presentation
of critical
selfreflection.
Ask
participants
to take notes
on the
99
Instructional
sequence
Time
(mins)
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
strategies,
making use
of the
graphic
organizer.
Practice and
feedback
12 Based on the
information and skills
presented to learners,
participants will
practice specific
practices geared
toward critical selfreflection and receive
feedback from the
instructor.
Evaluate that learners
are leveraging the
critical self-reflection
practices correctly.
Provide feedback to
participants as they
practice the skills that
have been modeled.
Ask
participants
to take part
in the
critical selfreflection
practices
and to use
their journal.
Authentic
assessment
18 Based on the
information and skills
presented to learners,
participants will
practice critical selfreflective strategies
and receive feedback
from the instructor.
Facilitate various
critical self-reflection
strategies.
Provide immediate
feedback on the
practices teachers
decide to practice
while circulating
through the room.
Ask
participants
to take part
in critical
selfreflective
practices.
Retention and
transfer
2 Through instructor
facilitation,
participants will
consider how critical
self-reflective
practices can create
culturally relevant
and loving
classrooms.
Facilitate participant
journaling exercise
regarding the
importance teachers
feel about critically
self-reflecting as they
prepare lesson plans.
Facilitate participant
journaling exercise
regarding the impact
teachers feel critical
self-reflection can
have as they interact
with their students
and are more
Ask
participants
to reflect in
their
journals
regarding
the impact
they feel
critical selfreflecting
can have in
their lesson
creation and
delivery.
100
Instructional
sequence
Time
(mins)
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
purposeful in their
lesson planning.
Big ideas 3 Review of the
importance of critical
self-reflection and the
value of practicing it
often to create
culturally relevant
and loving
classrooms.
Participants will then
complete a postlearning evaluation.
Ask participants to
quickly recap the
importance of
building positive
relationships with
students.
Ask participants to
think about the
critical self-reflection
strategy with which
they most resonate.
Facilitate the
completion of a postlearning survey.
Ask
participants
to share the
importance
of building
positive
relationships
with
students.
Ask
participants
to share the
critical selfreflection
strategy that
most
resonates
with them.
Ask
participants
to complete
a postlearning
survey.
Advance
organizer for
the next unit
1 During the time
between this session
and the next, material
will be made
available on Google
Suite. The course
facilitator will be
available during the
interim to answer
questions that may
arise upon reflection
or the reading of the
provided
Explain to participants
that the next unit will
focus on
understanding
culturally relevant
pedagogy.
Ask
participants
to access the
materials for
the next unit
from the
Google
Suite.
101
Instructional
sequence
Time
(mins)
Description of the
learning activity
Instructor
action/decision
(supplantive)
Learner action/
decision
(generative)
asynchronous
materials.
Total time 60
Instructional Strategies
Although generative and supplantive strategies are both used in this unit, the overall
instructional approach for this unit is a generative approach. Since adult learners are being tasked
to generate their understanding of critical self-reflection, generative strategies are the most
effective to ensure a deeper understanding of the content being taught. Since critical selfreflection is a complex topic to put into practice, supplantive strategies like partner talking, group
discussions, and whole class conversations will be useful. These strategies encourage students to
actively create meaning, fostering a deeper connection and understanding of the content being
taught.
Along with generative strategies, supplantive strategies will help support the learning that
happens through the use of generative strategies. For example, in this unit, learners will have
access to a Google Drive with the materials needed to learn and understand the content. This will
include the slide deck used during the content delivery. This is useful since learners will have
access to the content as they might need to refer to it on their own.
Specific Approach
Generative practices are guiding the learning in this unit. Deliberately stating the purpose
of the lesson is the specific approach that will be used in this unit. Learners completely
understanding the learning objective will allow them to find interest in the new content since the
102
beginning of the unit. Also, the facilitator can learn about possible disparities and possible
knowledge gaps learners might bring with them to effectively deliver the new content.
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Unit 1 Slide Deck
Gain attention
Time: 5 minutes
Introduce journal for learners to take notes as needed. Physical and digital options.
Instructor: Review major characteristics of critical self-reflection. Assess prior knowledge by
asking participants to write down what they think the definition of critical self-reflection is.
Participants should write this definition in their Journal. Ask for participant volunteers to share
their definition of critical self-reflection. Let participants know they will reference their
definition later in the lesson. The instructor will write down what the participants share visible so
everyone may see, including any questions that come up.
Participants: Learners will complete the prior knowledge check by writing down what they think
critical self-reflection is. This can be handwritten or typed; Learners will be given a physical
journal to write on but will also have a digital copy of it if they chose to type their learning. As a
whole group, learners will engage in discussion regarding what they think critical self-reflection
is and ask any questions they may have based on the prior knowledge check.
104
Learning objectives
Time: 1 minute
Instructor: Share the unit learning objective: Given the need to incorporate daily critical selfreflection in a secondary classroom environment, by the end of this lesson teachers will be able
to use critical self-reflective tools as they prepare lessons and teach every day.
Participants: Learners will take note of the objectives of the lesson and ask any clarifying
questions.
105
Reasons for learning
Time: 2 minutes
Instructor: State the purpose for learning and risks and benefits associated with the lesson are
reviewed and discussed. Ask learners to take a moment to read the slide on their own.
Benefits:
Gaining better knowledge of the importance of critical self-reflection.
Being able to use critical self-reflective practices when planning lesson plans and delivering
them to students.
Risks avoided:
Not being self-reflective can lead to inequity in outcomes for marginalized populations.
Learners: Learners will share why the benefits of learning about critical self-reflection is
beneficial to their teaching. Learners will share what potential risks they perceive in learning
about critical self-reflection is beneficial to their teaching.
106
Overview
Time: 2 minutes
Instructor: Present the lesson overview including a brief content outline and an overview of the
approach to instruction. Give a brief overview of the end of lesson assessment and remind
learners where they can find course materials on Google Drive, including the course overview.
Describe new knowledge that will be learned and conclude with the learning strategies that will
be followed in the lesson. Answer any clarifying questions.
Participants: Learners will listen as the instructor shares the agenda (overview) of what is to
come in the lesson. They will ask any clarifying questions.
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Prerequisite knowledge
Time: 2 minutes
(use animation to bring in text when needed: Think About)
The meaning of self-reflection and critical self-reflection and how they relate to teachers creating
and delivering lessons. Ask participants to consider their definition from earlier. Participants
elaborate on this information by thinking about how it might apply to their jobs.
Present and review the meaning of critical self-reflection using pages 1 and 2 from the article
“Transition Skills and Strategies from Enhancement Themes” (2023).
108
Learning guidance (Part1)
Time: 4 minutes
Provide examples and nonexamples of self-reflection and critical self-reflection.
Ask participants if they have any further questions.
Ask learners to draw on the information they learned from their own definition of critical selfreflection as well as their own experiences to create examples and nonexamples.
Identify gaps in prior knowledge to address in the next sections.
Ask learners for any clarifying questions and let them know that they will access all lesson
materials via their Journal or on Google Drive.
Self-reflection:
Self-reflection entails diving into a specific experience, situation, or event, engaging in profound
contemplation about what transpired, how it unfolded, why it occurred, and discerning valuable
lessons from it. It serves as a valuable tool for learning, fostering personal growth, and
facilitating individual development.
Critical Self-reflection: Critical self-reflection is recognizing our underlying assumptions and
questioning our habitual thought processes.
It’s taking a close look at our thoughts, feelings, and actions. It’s about questioning and
challenging any assumptions, biases, or limitations that might be holding us back from growing
and developing. This means looking at ourselves and our experiences carefully and questioning
the ideas and beliefs that shape how we see things and how we act.
109
Learning Guidance (Part 2)
Time: 5 min
Read the story out loud to make a personal connection to the learners and how this personal
connection aligns with critical self-reflection.
110
Learning guidance (Part3)
Time: 8 minutes
(use animation to bring in text when needed)
Instructor: Model the three tools shared: journaling, goal setting, and self-assessment.
Each tool includes its own handouts. Let participants know these handouts are in the journal and
on Google Drive.
Participants: Learners will follow along using the handouts shared.
See the next three slides for the breakdown of each reflective practice.
111
Time: 2 minutes
Instructor: Model the three tools shared: journaling, goal setting, and self-assessment.
Each tool includes its own handouts. Let participants know these handouts are in the journal and
on Google Drive.
Participants: Learners will follow along using the handouts shared.
Journaling: Maintaining a reflective journal. Regularly writing about experiences, challenges,
and successes can provide a structured way to reflect on yourself and teaching practices.
112
Time: 3 minutes
Instructor: Model the three tools shared: journaling, goal setting, and self-assessment.
Each tool includes its own handouts. Let participants know these handouts are in the journal and
on Google Drive.
Participants: Learners will follow along using the handouts shared.
Goal Setting: Set specific, measurable, achievable, relevant, time-bound goals for personal and
professional development. Revisiting and adjusting these goals regularly fosters continuous
critical self-reflection.
113
Time: 3 minutes
Instructor: Model the three tools shared: journaling, goal setting, and self-assessment.
Each tool includes its own handouts. Let participants know these handouts are in the journal and
on Google Drive.
Participants: Learners will follow along using the handouts shared.
Self-Assessment: Self-assessment tools or rubrics can be used to evaluate skills, competencies,
and performance in and out of the classroom. These tools can serve as a structured framework
for critical self-reflection and identifying areas for improvement.
114
Practice and Feedback
Time: 12 minutes
Instructor: Give time to participants to complete the various reflective protocols. Evaluate that
each participant understands how to complete each of the reflective protocols so they may later
use them to revise a lesson plan or create a new one using the new knowledge learned.
Participants: Ask learners to complete their reflective protocols.
Ask participants to use the Wheel of Power and Privilege to guide their reflection.
115
Practice and Feedback
Time: 12 minutes
Instructor: Give time to participants to complete the various reflective protocols. Evaluate that
each participant understands how to complete each of the reflective protocols so they may later
use them to revise a lesson plan or create a new one using the new knowledge learned.
Participants: Ask learners to complete their reflective protocols.
116
Practice and Feedback
Time: 12 minutes
Instructor: Give time to participants to complete the various reflective protocols. Evaluate that
each participant understands how to complete each of the reflective protocols so they may later
use them to revise a lesson plan or create a new one using the new knowledge learned.
Participants: Ask learners to complete their reflective protocols.
117
Authentic assessment
Time: 18 minutes
Instructor: Use the reflective protocols to revise a lesson plan or create a new one using the new
knowledge learned.
Participants: Ask learners to use their new learning to revise a lesson plan or create a new one.
118
Retention and transfer
Time: 2 minute
Instructor: Explain that participants will need to deliver the created or modified lesson in class
sometime before the next lesson and document/reflect in their journal the lesson delivery. They
will report back on their delivered lesson during the next session. Answer any clarifying
questions.
Participants: Learners are to document their experience delivering the created/modified lesson in
their reflective journal. They will bring their reflections to the next lesson and share their
experiences. Participants will ask any clarifying questions.
By incorporating these practices into professional routines, teachers can develop a habit of
critical self-reflection, leading to continuous growth and improvement in their teaching practices
and in their students’ learning.
In your journal:
What difference did the critical self-reflective practices make in the creation of your lesson?
Were there any new factors you took into consideration you hadn’t taken before?
Do you feel critical self-reflection can have an impact on your students as you interact with them
and are more purposeful in your lesson planning?
119
Big ideas
Time: 3 minutes
Instructor: The key takeaways are discussed, and the instructor will ask participants:
1. Why is it important to critically self-reflect?
2. Why is it important to critically self-reflect as you are planning your lessons?
3. Think about the critical self-reflection strategy that most resonates with you. Why was that?
Participants: Learners will individually answer the questions provided and generate at least one
big idea that emerged from the lesson in their reflective journal and voluntarily share out with the
rest of the participants.
120
Advance organizer for the next unit
Time: 1 minute
Instructor: The instructor will explain the terminal learning objective for the next unit.
Terminal learning objective for Unit 2: Given the need to build community in a secondary
classroom, the learners will use culturally relevant pedagogy to create culturally relevant
teaching during every lesson.
Thank learners for their participation. Explain the importance of critical self-reflection and the
use of it when planning lessons and delivering them.
Participants: Learners should think about the importance of using culturally relevant pedagogy
and ask any clarifying questions.
121
Unit 1: Checklist for Prior Knowledge Assessment
Check off the items below that were included in the list you wrote down at the beginning of the
class.
122
Appendix D: Evaluation Administered Immediately Following the Program
Implementation
Appendix D: Evaluation Administered Immediately Following the Program Implementation
Rating scale items: Answers rated on a Likert scale from (1) strongly
disagree to (5) strongly agree
1 2 3 4 5
The asynchronous materials provided helped me to learn. (L1)
The synchronous sessions helped me to learn. (L1)
My participation in the training course was encouraged by the trainer.
(L1)
This professional development course held my interest. (L1)
What I learned from this training course will help me better support
different learners in my classroom. (L1)
I received helpful information prior to this training course. (L1)
I will recommend this program to other teachers. (L1)
I believe it will be worthwhile for me to apply what I have learned to my
teaching practice. (L2)
I feel confident about applying what I learned to my teaching practice.
(L2)
I anticipate that I will receive the necessary support to successfully apply
what I have learned to my teaching practice. (L2)
My confidence to apply what I have learned to my teaching practice is
high. (L2)
I am committed to applying what I learned to my work as a classroom
educator. (L2)
Open-ended questions
What are the major concepts you learned in this training course? (L2)
Were there any aspects of your experience in this training course that interfered with your
learning? (L1)
What course material did you find to be most relevant to teaching in the classroom? (L1)
Was there any course material that was a waste of time? (L1)
Are there any ways in which this training course can be improved? (L1)
123
What is the importance of applying what you have learned to the job? (L2)
What additional support would help you implement what you learned? (L2)
Are there any barriers that you foresee interfering with your success in applying what you
learned in this training course to your teaching practice? (L2)
What aspect of this training do you feel the most confident about applying to your teaching
practice? (L2)
What aspect of this training do you feel the least confident about applying to your teaching
practice? (L2)
How do you plan to apply what you have learned to your teaching practice? (L2)
What is the first thing that you plan to apply from what you learned in this training course to
your teaching practice? (L2)
Note. L1 = Level 1; L2 = Level 2
124
Appendix E: Evaluation Administered Delayed for a Period After the Program
Implementation
Rating scale items: Answers rated on a Likert scale from (1) strongly
disagree to (5) strongly agree
1 2 3 4 5
I have had occasion to use what I learned in this training course to my
teaching practice (L3).
Information provided in this training course applies to my work as a high
school educator (L1).
Upon reflection, taking this training course was a good use of my time
(L1).
I have successfully applied to my teaching practice what I learned in this
training course (L3).
I have been able to apply what I learned in this training course to my
teaching practice (L3).
I received support in order to apply what I learned to my teaching practice
(L3).
I already see positive results from this training course to my teaching
practice (L4).
This training course has positively impacted my students (L4).
This training course has positively impacted my department (L4).
This training course has positively impacted my school (L4).
My efforts have contributed to the mission of the school (L4).
Open-ended questions
What information from this training course has been most relevant to your job? (L1)
Was there any information in this training course that is not relevant to your job? If so, what?
(L1, L2)
What information should be added to this training course to make it more relevant to your
work? (L1, L2)
Upon reflection, how could this training course have been improved? (L1, L2)
Looking back, what would you change about this training course? (L1, L2)
How have you used what you learned in this training course on the job? (L3)
125
Describe any challenges you are experiencing applying what you learned to your teaching
practice. Can you suggest any possible solutions to overcome them? (L3)
What else do you need to successfully perform the skills you learned in this training course?
(L3)
What has helped you to implement what you learned? (L3)
What are early signs of success you have noticed from your efforts? (L4)
Please give an example of a positive outcome you have experienced since attending this
training course (L4).
What impact, if any, is this training course having on the organization as a whole? (L4)
How has your participation in this training benefited the organization, if at all? (L4)
Note. L1 = Level 1; L2 = Level 2; L3 = Level 3; L4 = Level 4
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Abstract (if available)
Abstract
This dissertation explored the role of love in high schools in communities of low socioeconomic status. This research argues that teachers, as the primary respondents to classroom trauma, must integrate love into their pedagogical practices to create supportive and healing environments. Drawing on the theory of radical love and the concept of compa love, this study highlights the necessity for teachers to understand and address their students’ complex social, political, and economic challenges. The dissertation proposes a new curriculum to equip teachers to foster loving and inclusive classrooms by promoting students’ academic success and resilience. This curriculum emphasizes critical self-reflection, culturally relevant pedagogy, and emotional, tangible, and intellectual love as interventions to support students dealing with trauma. Via a case study of a high school in a predominantly Latino, low-income community in Los Angeles County, the research underscores the impact of love-centered teaching on students’ sense of belonging, academic performance, and overall well-being. The findings revealed significant disparities in students’ academic achievement and emotional connectedness exacerbated by the COVID-19 pandemic and ongoing socioeconomic inequities. Through a comprehensive literature review and empirical analysis, the dissertation advocates for a transformative education approach that prioritizes intersectional justice, antiracism, and holistic student support. The proposed curriculum reframes educational practices, urging teachers to embrace their roles as compassionate, culturally aware, and dedicated mentors committed to their students’ holistic development by first critically self-reflecting at a personal level before diving into their responsibilities as teachers.
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University of Southern California Dissertations and Theses
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Asset Metadata
Creator
Marquez, Heber Alberto
(author)
Core Title
I love you, too: interventions for secondary teachers to critically self-reflect on, create, and solidify a loving and culturally relevant classroom culture
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Educational Leadership
Degree Conferral Date
2024-08
Publication Date
07/09/2024
Defense Date
04/29/2024
Publisher
Los Angeles, California
(original),
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
critical self-reflection,culturally relevant,OAI-PMH Harvest,professional development,radical love
Format
theses
(aat)
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Yates, Kenneth (
committee chair
), Gayle Corpus, Christine (
committee member
), Seli, Helena (
committee member
)
Creator Email
hamarque@usc.edu,hamarquez04@gmail.com
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-oUC113997L70
Unique identifier
UC113997L70
Identifier
etd-MarquezHeb-13186.pdf (filename)
Legacy Identifier
etd-MarquezHeb-13186
Document Type
Dissertation
Format
theses (aat)
Rights
Marquez, Heber Alberto
Internet Media Type
application/pdf
Type
texts
Source
20240712-usctheses-batch-1178
(batch),
University of Southern California
(contributing entity),
University of Southern California Dissertations and Theses
(collection)
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The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright.
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Repository Location
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Repository Email
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Tags
critical self-reflection
culturally relevant
professional development
radical love