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Evaluation of New Teacher Induction (NTI) mentor practice for developing NTI teachers capable of differentiating instruction to address cultural diversity, equity, and learner variability

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Evaluation of New Teacher Induction (NTI) mentor practice for developing NTI teachers capable of differentiating instruction to address cultural diversity, equity, and learner variability

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Content Running head: CULTURAL DIVERSITY, EQUITY, AND LEARNER VARIABILITY

1

EVALUATION OF NEW TEACHER INDUCTION (NTI) MENTOR PRACTICE
FOR
DEVELOPING NTI TEACHERS CAPABLE OF DIFFERENTIATING INSTRUCTION
TO ADDRESS
CULTURAL DIVERSITY, EQUITY, AND LEARNER VARIABILITY

by

Lewita Shatee

______________________________________________________________________

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2020

Copyright 2020 Lewita Shatee

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ACKNOWLEDGEMENTS
I want to acknowledge my dissertation committee chair, Dr. Robles, and committee
members Dr. Ott and Dr. Datta, for their guidance in the process of developing and completing
this dissertation. Thank you, Dr. Robles, for being a guardian angel in the journey. I first
interacted with Dr. Robles in the diversity course, where she asked that I rewrite an assignment
because it did not precisely convey the topic of diversity. After the inward tears, I collected my
thoughts, engaged in further research and resubmitted the work, which became the primary focus
of my dissertation. Dr. Robles was incredibly supportive as I maneuvered obstacles as a
working, single parent. Her unwavering optimism gave me the courage to continue. Dr. Robles
went beyond her university duties and provided valuable “Hatch Chili” information for my
daughter’s New Mexico state project in which she earned the top grade. I also want to
acknowledge Dr. Donato for his constructive feedback, accessibility, and positive attitude
throughout the dissertation process.
The presence of God was evident in the dissertation process. God ordered each step,
filled my spirit with endurance, perseverance, and gifted me with a reliable support system, my
wonderful mother, and the best daughter in the world. Achieving this doctorate is attributed to
the prayers and constant push from my role model, my mother, Brenda Joyce Felton. Thank you
for modeling exemplary work ethic, believing in me, and sharing valuable wisdom. This
accomplishment is your accomplishment. Laila, my beautiful and talented daughter, thank you
for sharing me with USC for three years of late nights and intense writing weekends. Aunt Irma,
Uncle Don, Dion, Father Segun, Mother Fumni, Aunt Chin, Brandon, Dre, and Jen, thank you
for believing in me.
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I would also like to thank the mentors who voluntarily participated in the process and
carved time out of their hectic schedule after devastating department job reductions to provide
the rich data that supported the work in this study. A special thank you is extended to mentor Dr.
William D. Harris for sharing his doctoral journey and numerous technology support tools that
made the dissertation process manageable.
To Reginald Ryder, my magical Student Success Advisor, thank you for making sure I
“landed the plane.” You kept me accountable, brought laughter to a strenuous process and
cheered me across the finish line. Please continue to be a guiding force for others.
Finally, thank you to the diverse students who have crossed my path and captured my
heart. You motivate me to be a better educator and leader.

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TABLE OF CONTENTS
Acknowledgements 2
List of Tables 6
List of Figures 7
Abstract 8
Chapter 1: Introduction 10
Introduction of the Problem of Practice 10
Background of the Problem 13
Importance of Evaluating the Problem of Practice 15
Organizational Context and Mission 17
Organizational Performance Goal 18
Description of Stakeholder Groups 18
Stakeholder Group for the Study 19
Stakeholder Performance Goals 21
Purpose of the Project and Questions 21
Definition of Terms 22
Organization of the Dissertation 23
Chapter 2: Review of the Literature 25
The Problem of Practice 26
Role of the Stakeholder Group 35
The Clark and Estes (2008) Gap Analytic Conceptual Framework 37
Stakeholder Knowledge, Motivation and Organization Influences 38
Conceptual Framework: The Interaction of NTI Mentors’ Knowledge, 60
Motivation and the Organization Context
Conclusion 67
Chapter 3: Methodology 69
Methodological Approach and Rationale 70
Participating Stakeholders 72
Data Collection and Instrumentation 73
Sampling and Recruiting: Criteria and Rationale 75
Strengths and Weaknesses of the Approach 78
Credibility and Trustworthiness 79
Validity and Reliability 81
Ethics 82
Chapter 4: Results and Findings 86
Participating Stakeholders 87
Data Validation 90
Results and Findings for Knowledge Causes 92
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Results and Findings for Motivation Causes 113
Results and Findings for Organization Causes 120
Summary of Validated Influences 130
Chapter 5: Solutions, Implementation and Evaluation 135
Recommendations for Practice to Address KMO Influences 135
Integrated Implementation and Evaluation Plan 154
Summary 171
Limitations and Delimitations 172
Recommendations for Future Research 173
Conclusion 174
References 176
Appendices 185
Appendix A: Interview Protocol 185
Appendix B: Interview Questions 186
Appendix C: Informed Consent Decree 188
Appendix D: Immediate Evaluation Tool 191
Appendix E: Delayed Evaluation Tool 194
Appendix F: Model of Projected Data Analysis Chart 195

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LIST OF TABLES
Table 1. Organizational Mission, Global Goal and Stakeholder Performance Goals 21
Table 2. Assumed Knowledge Types and Influences, Knowledge Influence Assessments 45
Table 3. Assumed Motivation Influence and Motivational Influence Assessments 50
Table 4. Assumed Organizational Influences and Organizational Influence Assessment 59
Table 5. Summary of Validated, Partially Validated and Not Validated Influences 133
Table 6. Summary of Knowledge Influences and Recommendations 137
Table 7. Summary of Motivation Influences and Recommendations 145
Table 8. Summary of Organization Influences and Recommendations 149
Table 9. Outcomes, Metrics, and Methods for External and Internal Outcomes 157
Table 10. Critical Behaviors, Metrics, Methods, and Timing for Evaluation 159
Table 11. Required Drivers to Support Critical Behaviors 161
Table 12. Evaluation of the Components of Learning for the Program 167
Table 13. Components to Measure Reactions to the Program 168

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LIST OF FIGURES
Figure 1. Conceptual framework 65
Figure 2. NTI mentor racial demographics 88
Figure 3. NTI mentor demographic information: age, gender, experience 89
Figure 4. NTI mentor detailed description of terms: cultural diversity, equity, learner 93
variability and differentiated instruction related to those topics
Figure 5. NTI mentor descriptors of cultural diversity 95
Figure 6. NTI mentor descriptors of equity 97
Figure 7. NTI mentor descriptors of differentiated instruction 99
Figure 8. NTI mentor descriptors of learner variability 100
Figure 9. NTI training 103
Figure 10. Critical interrelationship of observation, reflection and lesson planning 106
Figure 11. NTI mentor recognition of cultural, racial and ethnic identity 110
Figure 12. NTI mentor beliefs on conversations addressing cultural diversity, equity 115
and learner variability
Figure 13. NTI mentor self-efficacy 120
Figure 14. NTI climate for discussing cultural diversity, equity and learner variability 122
Figure 15. Cultural experiences organized by NTI 126
Figure 16. NTI mentor, NTI teacher and SSD student demographics 127
Figure 17. NTI goals: modeling interactions, expectations and monitoring the 129
implementation of differentiating instruction to address cultural diversity,
equity and learner variability

CULTURAL DIVERSITY, EQUITY, AND LEARNER VARIABILITY

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ABSTRACT
This study was conducted to understand the degree to which mentors of New Teacher Induction
(NTI), a beginning teacher support program within Star School District, approach developing
new teachers capable of differentiating instruction to address cultural diversity, equity, and
learner variability in a classroom setting. Using the Clark and Estes (2008) gap analysis
framework, this study evaluated NTI mentor knowledge, motivation and organizational
influences affecting NTI mentor performance. Using a qualitative method, the study conducted
interviews to answer the following research questions: (1) What is NTI mentor knowledge and
motivation related to developing practitioners capable of differentiating instruction to address
cultural diversity, equity, and learner variability? (2) What is the interaction between
organizational culture and context and NTI mentor knowledge and motivation related to
developing practitioners capable of differentiating instruction to address cultural diversity,
equity, and learner variability? (3) What are the recommendations for organizational practice in
the areas of knowledge, motivation and organization structures? The study participants were 10
NTI mentors because they provide direct services to NTI teachers and act as facilitators for
delivering instructional pedagogy that embodies cultural diversity, equity, and learner variability.
The study found that knowledge and organizational factors presented significant gaps in NTI
mentor practice, as well as a motivation factor when developing new teachers to address the
problem of practice. The key knowledge factors were around content specific information,
regularly enacted procedures and interrelationships of the protocol. The motivation factor
included usefulness and value. Finally, organizational factors revolved around the cultural
model of professional learning climate and the cultural settings around exposure and setting
goals. The study provided recommendations for NTI leaders to organize and support NTI
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mentors in reaching their stakeholder goal through training. This study also proposed a
developed and integrated implementation and evaluation plan.

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CHAPTER 1
INTRODUCTION
Introduction of the Problem of Practice
In an effort to amend decades of social injustices committed against marginalized groups,
U.S. education policy and education research have placed an emphasis on the philosophies of
cultural diversity and equity to balance access to quality education experiences and increase
career opportunities for all students (Gay, 2013; Hurtado, 2001). However, developing teachers
capable of differentiating instruction to address cultural diversity, equity and learner variability is
a challenge when systems are deficient. Advancing the work for developing teachers capable of
differentiating instruction to address cultural diversity, equity and learner variability is supported
by three education laws, the Elementary and Secondary Education Act (ESEA) of 1965, the 2002
No Child Left Behind Act (NCLB) and Every Student Succeeds Act (ESSA) of 2015
(Kornhaber, Griffith, & Tyler, 2014; U.S. Department of Education, 2015). Collectively, the
laws required that all students regardless of race, culture, language or economic status experience
equitable learning conditions by having access to quality instructional materials and instructors.
Although recognized in education laws for the past 50 years, the collection of empirical data
addressing cultural diversity, equity and learner variability are fairly new trends in education
research but have gradually gained momentum and become more available to confirm
perspectives of teachers and their practice working with diverse groups of students (Gay, 2010;
Subban, 2006).
The application of cultural diversity and equity practices in school settings continues to
evolve from written policy to pedagogical approaches that promote differentiating instruction to
address cultural diversity, equity and learner variability (Gay, 2013; Schaffhauser, 2018;
CULTURAL DIVERSITY, EQUITY, AND LEARNER VARIABILITY

11
Tomlinson, 2014; Tomlinson et al., 2003). U.S. public school student and teacher populations
comprise a broad variance of cultures, therefore understanding the range of learning patterns,
needs and how to address those needs are critical in enhancing student productivity (Tomlinson,
2001, 2014). The National Center for Cultural Competence (NCCC, 2019) presents a framework
for cultivating cultural knowledge through reflective practices by focusing on five essential
elements: (1) valuing diversity; (2) self-assessing; (3) treatment given to differences;
(4) eagerness to learn and routinely applying cultural knowledge; and (5) diversity and cultural
adaptability in any setting. In close alignment with the NCCC framework, New Teacher
Induction (NTI), a pseudonym for a teacher support program in western United States, works to
develop practitioners capable of differentiating instruction to address cultural diversity, equity
and learner variability in a classroom setting.
NTI is located within Star School District (SSD), a pseudonym for a large, diverse, urban
public education institution. Based on educator standards and SSD evaluation categories, NTI
mentors and NTI teachers are responsible for monitoring the facilitation of the practices to
deliver the work for learner variability, cultural diversity and equity through differentiated
instruction in different capacities. Through professional learning and reflection, NTI Mentors
are aware of benefits students obtain from clear, targeted and rigorously differentiated
instructional design. Despite advances in pedagogy, inconsistent practice remains a challenge
(Hurtado, 2001; Kornhaber et al., 2014).
The challenges in discussing cultural diversity and equity reside in the assumption that
there is a lack of acknowledgement for a need, fear of ridicule and limited understanding of what
it means for practical application in an education setting due to minimal personal and
professional experiences (Gay & Kirkland, 2003; Howard, 2010). Further research on cultural
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12
diversity and equity indicated that institutions of higher learning failed to organize meaningful
experiences for future educators that fostered cultural competence entailing transformation and
integration of knowledge, beliefs and attitudes towards individual groups to build positive
relationships (Gay & Howard, 2000; Howard, 2010). As a result, educators miss opportunities to
engage in vital conversations concerning cultural diversity and therefore remain leery of their
role in streaming curriculum and pedagogy based on the cultural lens of students for equity (Gay,
2013; Nieto, 2000; Tomlinson et al. 2003). Examining culture dynamics of groups has
significance for public school educators because culture affects how and what we learn (Gay,
2002; Tomlinson, 2001, 2014). Educators that create learning environments thoughtful of
students’ culture, interest, preferences, readiness and learning styles exemplify key
characteristics of differentiated instruction that encourage all learners to engage with the content
and processes to produce quality products (Tomlinson, 2014).
The study evaluated NTI mentor knowledge, motivation and organization interactions as
they relate to the problem of practice, to understand NTI mentor delivery of practices that
develop teachers capable of differentiating instruction to address cultural diversity, equity and
learner variability in classroom settings. To achieve the objective of the study, recurring themes
in NTI mentor knowledge, motivation and organization influences were identified from
interview data and analyzed to draw conclusions about practices utilized within NTI to address
cultural diversity and equity through differentiated instruction. The plan is to share results of the
study with NTI mentors for a reflective process, feedback and validation of findings to lead to
professional growth. This chapter will look at the background of the problem, related literature,
the importance of the evaluation, organizational context and mission of the organization,
organizational performance goals, description of the stakeholders and the purpose of the project.
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Background of the Problem
Over the past three decades, public school student populations in the United States have
become more diverse. In K-12 public school, demographics in the U.S. have shifted from a
majority White student population of 65% in 1995 to minority status of 49% in 2016 (National
Center for Education Statistics [NCES], 2015). Maxwell (2014) and the NCES (2015) reported
that Asian and Hispanic student populations increased by more than 10% in 2015 and predicted
immigrant population growth rising to 34% by 2050, yet over 80% of K-12 teachers in the U.S
are predominantly White. The racial gap between students and their teachers in school settings
continues to expand (Eckert, 2013; NCES, 2015) as the non-White teaching population remains
stagnant at less than 20% (Moore, Michael, & Penick-Parks, 2017). Researchers found that
limited connectivity to groups outside of self, limit perspectives toward unfamiliar cultural
groups and preserve preconceived teacher biases (DiAngelo, 2018; Goldenberg, 2014; Moore et
al., 2017; Singleton, 2014; Whipp, 2013). According to Whipp (2013), disconnectedness
between students of color and their teachers is an issue, as teachers reported limited experiences
engaging in rich cultural interactions with other races in social and academic settings, given that
teacher preparation programs rarely arranged authentic field-based cultural encounters.
The mission of NTI to build culturally aware teachers into cultural practitioners is an
additional challenge as 90% of professors in education are White with little cultural and lingual
references to prepare beginning teachers (Gay, 2013; Nieto, 2000). As the racial divide broadens
and people become more segregated in communities, the need for explicitly educating the
handlers of future generations on cultural diversity becomes more critical. The contrast between
monochromatic public school structures of the 19th century and today’s 21st century multihued
student majority described by Cuban, Deschenes and Tyack (2008), calls for increased
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opportunities to engage educators in difficult conversations around intrinsic and learned biases
infused in classroom structures (Singleton, 2014). Moore et al. (2017) concurred that a
transformation of biased beliefs, practices, behaviors, willingness to address cultural diversity
and engage in uncomfortable conversations are necessary steps for teachers to take before they
can embrace the talents, physical attributes and intellectual contributions of other groups.
Cultural diversity, equity and learner variability presented a challenge for a group of NTI
program teachers. One-fourth of NTI teachers claimed dissatisfaction with NTI mentor support
with addressing cultural diversity, equity and learner variability as reported on a 2017 NTI
survey. The delivery of practices for addressing cultural diversity, equity and learner variability
through differentiated instruction have infrequent occurrences in U.S. teacher preparation
programs. In addition, conversations and actions around cultural diversity of learners in teacher
training are often trivial in comparison to the need of such dialogue among a majority White
teaching population (Gay, 2013; Howard, 2010; Singleton, 2014). Teachers of diverse
populations are not presented the tools to create cultural experiences in their classrooms because
of an absence of rich interactions and content that embraces the perspective of one group (Moore
et al., 2017; Nieto, 2000). Research data found that students of color thrived in environments
that welcomed differences and brought value to their existence (Gay, 2013; Moore et al., 2017;
Nieto, 2000; Sleeter, 2001).
NTI program data and research are justifications for the importance of evaluating the
development of teachers capable of differentiating instruction to address cultural diversity, equity
and learner variability. Considering all aspects of learners to help mold their perceptions of self
and how others perceive them was important for addressing the problem of practice.
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Importance of Evaluating the Problem of Practice
This problem is important to address because research associated with cultural diversity
and equity, advocates the maximization of learning for all students by breaking down barriers of
group isolation through strategic curriculum design and school actions to improve the learning
climate of marginalized groups (DiAngelo, 2018; Hurtado, 2001; Kornhaber et al., 2014; Nieto,
2000, Tomlinson et al., 2003; Unterhalter, 2009). As student populations grow more ethnically
and culturally diverse, education institutions have the responsibility of ensuring that student
experiences and knowledge are honored and intersected in the learning (Nieto, 2000). In
addition, Gay (2010) and Hurtado (2001) affirmed that opportunities to engage students in rich
interactions and discourse embracing ethnic group contributions, racial group perspectives and
cultural differences were imperative in teacher training to replace negative socialized views with
broader perspectives. However, creating change in mind sets of practitioners is arduous, as the
organization of cross-racial and cross cultural interactions are rare (DiAngelo, 2018; Gay 2013)
to foster cultural diversity, equity and learner variability through differentiated instruction.
A role of NTI mentors is to guide teachers in considering all aspects of learners in their
planning to help frame positive perceptions of self and others. Thus, it is important to evaluate
the organization’s performance in relation to NTI mentor practices for developing new teachers
capable of differentiating instruction to address cultural diversity, equity and learner variability.
Following reports of insufficient NTI teacher support from an annual NTI program survey, the
evaluation aims to understand NTI mentor practice to support NTI teachers in the application of
cultural diversity, equity and learner variability through an examination of mentor knowledge,
motivation and organization influences. In doing so, the evaluation explores monocultural
student demographics and teacher demographics and the possible impact on developing teachers
CULTURAL DIVERSITY, EQUITY, AND LEARNER VARIABILITY

16
capable of differentiating instruction to address cultural diversity, equity and learner variability
(Gay, 2013; Gay & Howard, 2000; Nieto, 2000). Research shows that purposeful differentiation
and modification of instruction to engage all learners is limited when the varying needs of
diverse student groups are paired with a teacher unaware of how to differentiate instruction to
address cultural diversity, equity, learner variability or community nuances (Tomlinson, 2014;
Tomlinson et al., 2003). In preparing teachers to organize meaningful differentiation,
understanding the cultural complexity of Star School District’s (SSD) student population has
great importance in the work of NTI mentors. SSD is comprised of a diverse student body with
75% being Hispanic and a quarter White, Black, Asian, Native American and various other
groups (SSD website, 2017). However, the teaching staff in SSD is approximately 40% White,
40% Latino, and fewer than 20% of teachers are Black and Asian groups (SSD website, 2017).
In addition, SSD services approximately 25% English Learners and makes accommodations for
nearly 100 different dialects (SSD website, 2017). Racial demographics of teachers are more
diverse in SSD compared to national teacher demographics of more than 80% White, yet the
need to develop teachers capable of differentiating instruction to address cultural diversity,
equity and learner variability is important when supporting diverse learners. Considering race,
culture, gender, language, family history, skills, ethnicity, socioeconomic status, community,
preferences and interest is imperative in identifying the varying needs of learners to successfully
differentiate instruction (Tomlinson, 2001; Tomlinson et al., 2003). Economic status and family
dynamics are significant for these reasons: 84% of students qualify as socioeconomically
disadvantaged; and 7,000 students are foster youth (SSD website, 2017). Demographic statistics
and the evaluation of NTI mentor practices to develop teachers capable of differentiating
instruction to address cultural diversity, equity and learner variability provide insight on the
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17
problem of practice. However, creating long-lasting systems in current cross-racial teaching
environments to eliminate the performance problem requires competence in culturally responsive
pedagogy that uses culture as a platform to disseminate knowledge and skills for empowerment.
Organizational Context and Mission
The mission of SSD is to embrace cultural diversity and break down barriers. SSD was a
trailblazer in its efforts to foster diversity and provide equitable conditions for all students
through legal mandates in the form of school busing programs. The main goal of SSD is to
increase the academic growth of all students and then measure their success through high school
graduation rates. To meet the goal, SSD is working towards making improvements in the
following areas: Math and English Language Arts academic proficiency from the primary level
to the secondary level; attendance; parent and community involvement; and school climate (SSD
website, 2017).
NTI, a teacher support program within SSD, is an essential component in working with
beginning teachers to support goal attainment. Since 2011, NTI has supported the growth and
development of approximately 5,000 beginning K-12 teachers to satisfy state teacher induction
requirements by providing multifaceted support over a two-year period (SSD website, 2017).
The mission of NTI is to support beginning teacher professional growth that improves learning
for diverse students and meets state credentialing requirements. The mission of NTI is realized
by providing support, capturing all National Council for the Accreditation of Teacher Education
(Reynolds & Martin, 2008) standards, while also aligning to the district goals. This study closely
aligns specifically with NCATE Standard: 4, which addresses how teachers’ model and apply
practices related to cultural diversity when evaluating curriculum for instruction. NTI supports
the growth and development of new teachers through a mentor model, to fill state requirements
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18
for recommendation of their clear K-12 general education multiple subject or single subject
credential (SSD website, 2017). However, in 2017, nearly one-fourth of 720 NTI teachers
reported insufficient NTI mentor support in the specific areas of cultural diversity, equity and
learner variability within the culture and environment category on the annual 2017 NTI teacher
survey (SSD website, 2017).
Organizational Performance Goal
The organizational performance goal of NTI is to understand NTI mentor practices used
to develop NTI teachers capable of differentiating instruction to address cultural diversity, equity
and learner variability in a K-12 classroom setting. The study intends to identify the next steps
in NTI mentor practices that support the achievement of the organizational goal by
understanding knowledge, motivation and the organizational influences impacting mentor
practice. A reflective data collection process in the form of an interview was chosen to capture
dialogue around identity of self, identity of others, diversity, equity and learner variability.
Secondly, in achieving the goal, NTI mentors will reflect about organization tools used to guide
NTI teachers in differentiating instruction for equity and learner variability, as well as tools for
gathering students’ background information, concerning culture, family, language, interests,
motivation, social and emotional skills, and academic history (SSD website, 2017). The study
findings, stakeholder feedback following analysis of the data and the identification of NTI
mentor practices will measure NTI goal obtainment to improve student outcomes.
Description of Stakeholder Groups
The stakeholder groups impacted by this study are SSD, the NTI organization, NTI
mentors and NTI teachers. NTI is a teacher support program within SSD, a large urban school
district in western United States. SSD and NTI entrust NTI mentors to guide the growth and
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development of more than 700 beginning, general education teachers in meeting state teacher
induction requirements (SSD website, 2017). NTI is a full-release mentor model supporting NTI
teachers in clearing their multiple subject or single subject credential over a two-year period.
Teachers enrolled in the NTI program receive support tailored to their individual needs ranging
from planning research-based pedagogical instructional strategies, data analysis and district
policy, to effective classroom management. NTI mentors are responsible for accelerating NTI
teacher practice through a differentiated support model aligned to State Induction Standards,
State Standards for the Teaching Profession and SSD Teaching Standards (SSD website, 2017).
NTI teachers are representative of the SSD macro population of about 40% Hispanic and
40% White teaching population (NCES, 2015; SSD website, 2017). The student population is
approximately three-fourths Latino. White, Black, Asian, Pacific Islanders and Native
Americans students represent the remaining fourth (SSD website, 2017). The ethnic, cultural
and racial demographics of SSD student and teacher populations justifies evaluating NTI
knowledge, motivation and organizational influences impacting the work for developing teachers
capable of differentiating instruction to address cultural diversity, equity and learner variability.
Stakeholder Group for the Study
The main stakeholder group evaluated in this study are NTI mentors. The stakeholder’s
goal is to reflect on their knowledge, motivation and organization structures that influence the
development of NTI teachers capable of differentiating instruction that addresses cultural
diversity, equity and learner variability by Fall 2019. NTI mentors were chosen because they are
responsible for providing their assigned teachers weekly individualized support that includes
observation, student work analysis, parent communication, modeling lessons and lesson
planning. NTI mentors are prepared to offer a broad range of support based on their exemplary
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qualifications. Minimum qualifications of NTI mentors are five years of teaching experience, a
master’s degree, valid multiple subject or single subject teaching credential and an administrative
services credential (SSD website, 2017). NTI mentors are a diverse group represented by a
variety of cultures, ethnicities, and races. NTI mentors represent Hispanic, White, Black, Native
American, and various Asian groups inclusive of Chinese, Vietnamese, Korean and Indian. NTI
mentors have supported NTI teachers in servicing over 40,0000 SSD students (SSD website,
2017). Responsibilities of NTI mentors include maintaining a caseload of 20 to 25 NTI teachers
each year. NTI Mentors service NTI teachers across several hundred square miles, covering a
wide range of diverse communities (SSD website, 2017). NTI mentors are essential in achieving
the performance goal.
The NTI organization and Star School District (SSD) will benefit from NTI mentors
achieving the performance goal to understand practices and practices that need to be
implemented for developing NTI teachers to model cultural diversity, equity and learner
variability through differentiated instruction to improve academic performance of students and
promote rigorous learning environments.

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Stakeholder Performance Goals
Table 1
Organizational Mission, Global Goal and Stakeholder Performance Goals
Organizational Mission
New Teacher Induction (NTI) will organize a program model that provides beginning
teachers differentiated support for professional growth in pedagogical practices to improve
learning of all students and fulfill state credentialing requirements (SSD website, 2017).
Organizational Performance Goal
The organizational performance goal is for New Teacher Induction (NTI) to understand NTI
mentor practices used to develop NTI teachers capable of differentiating instruction to
address cultural diversity, equity, and learner variability and identify strategies mentors
deem effective following mentor discourse by the Fall of 2019.
Stakeholder 1 Goal: NTI
Stakeholder 2 Goal: NTI
Mentor
Stakeholder 3 Goal: NTI
Teacher
By Fall 2019 NTI will evaluate
NTI mentor practice and the
use of organization tools when
delivering the work to develop
practitioners capable of
differentiating instruction to
address cultural diversity,
equity and learner variability.
NTI will use the evaluation
data to identify next steps in
practice.
NTI mentors will improve
their practice by reflecting on
their knowledge, motivation
and organization structures
that influence the
development of NTI teachers
capable of differentiating
instruction to address cultural
diversity, equity and learner
variability by Fall 2019.
By Fall 2019, NTI
teachers will have
mentors conscious of the
processes they use to
develop teacher practice
for differentiating
instruction to address
cultural diversity, equity
and learner variability.

Purpose of the Project and Questions
The purpose of this qualitative study is to understand the degree in which NTI mentors
are achieving their goal to support 100% of NTI teachers to develop their skills for
differentiating instruction to address cultural diversity, equity and learner variability. The
current gap in achievement is 24%. The evaluation starts by assessing mentor knowledge,
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22
motivation and the organizational structures that impact goal attainment. The goal is to
understand NTI mentor practice and identify practices NTI mentors deem effective in
strengthening pedagogy of K-12 NTI teachers on the study topic following mentor discourse and
reflection by Fall 2019. The research study was developed based on NTI survey data from
nearly one-fourth of NTI teachers reporting insufficient NTI mentor support with addressing
cultural diversity, equity and learner variability. Using the Clark and Estes (2008) gap analysis
as the conceptual framework, this study evaluated NTI performance and determined knowledge,
motivation and organizational influences that impact delivery of effective practices to develop
practitioners capable of differentiating instruction to address cultural diversity, equity and learner
variability in a classroom setting. The research questions that guided the evaluation are listed as
follows:
1. What is NTI mentor knowledge and motivation related to developing practitioners
capable of differentiating instruction to address cultural diversity, equity and learner
variability?
2. What is the interaction between organizational culture and context and NTI mentor
knowledge and motivation related to developing practitioners capable of
differentiating instruction to address cultural diversity, equity and learner variability?
3. What are the recommendations for organizational practice in the areas of knowledge,
motivation and organization structures?
Definition of Terms
Differentiated Instruction: Provide learners multiple opportunities to access content,
process new information and develop the products to express learning (Tomlinson, 2014).
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23
Diversity: Inclusion, acknowledgement and value for different types of people from
diverse races, cultures, gender, ethnic groups, religious denominations, sexual orientation and
languages within a group or organization that acknowledge and show value for others (Castania,
2003; Gay, 2013).
Equity: Being fair, just, and free from bias with distribution of resources and instructional
decisions implemented based on the needs of all students to level access to global opportunity
and balance power structures (Gay, 2013; Kornhaber et al., 2014; Unterhalter, 2009).
Learner Variability: Being flexible with instructional input and student output that impact
behavior, motivation and performance (Agogi, 2013; Dockterman, 2018; Schaffhauser, 2018).
Organization of the Dissertation
This dissertation is organized in five chapters. This chapter provided the reader a
rationale to conduct the research and the importance of examining practices for developing
practitioners capable of differentiating instruction to address cultural diversity, equity and learner
variability. In addition, this chapter provided the NTI organizational mission, goals, description
of stakeholders, as well as the purpose of the project and research questions. Chapter 2 provides
a review of current literature surrounding the scope of the study. Topics that address the
problem of practice include education policy cultural competence in public schools, demographic
shifts, and emerging education models. Chapter 2 includes a conceptual framework
documenting NTI mentor interactions with assumed influences. Chapter 3 details the
knowledge, motivation, and organizational structures examined, methodology, recruitment data
collection, analysis and researcher responsibilities. In Chapter 4, the qualitative data findings
and results from interviews are analyzed and presented. Chapter 5 provides recommendations,
based on data and literature, for closing the perceived gap in NTI teacher support for
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differentiating instruction to address cultural diversity, equity and learner variability, as well as
an implementation and an evaluation plan for the recommendations.

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CHAPTER 2
REVIEW OF THE LITERATURE
In response to public education policy demands for the application of cultural diversity
and equity, education institutions were required to organize learning structures that modeled the
practice. The purpose of this chapter is to outline the research for understanding the work
around developing practitioners capable of differentiating instruction to address cultural
diversity, equity and learner variability. The first section describes influences on the problem of
practice beginning with policy that sets the tone for delivering the work for differentiating
instruction to address cultural diversity, equity and learner variability. The next sections
transition to cultural competence of teachers within U.S. public schools and the influences of
shifting public school demographics. The literature review then examines the establishment of
multicultural education standards in teacher accreditation programs, followed by two education
models, Culturally Responsive Teaching and a Social Justice teaching model. The general
research supports the need to focus attention toward developing practitioners capable of
delivering the work for differentiating instruction to address cultural diversity, equity and learner
variability based on the contrast between students’ and teachers’ cultural background and race.
Following the general research, the review of literature examines the role of NTI in relation to
the performance goal. The literature review closes with the Clark and Estes Gap Analytic
Conceptual Framework (2008), specifically focusing on assumed knowledge, motivation, and
organizational influences. The framework organizes assumed influences impacting NTI mentor
support to NTI teachers to deliver effective practices for differentiating instruction to address
cultural diversity, equity and learner variability. The methodology of the research to capture
mentor perspectives is followed in Chapter 3.
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The Problem of Practice
Influences on the problem of practice are explored from historical legislation to recent
philosophical approaches to understand the need to develop practitioners capable of
differentiating instruction to address cultural diversity, equity and learner variability that span a
wide group of diverse learners. The influences on the problem provide a perspective on the
current state of practice related to differentiating instruction to address cultural diversity, equity
and learner variability.
Education Policy
Cultural diversity and equity in public school settings have been age-old issues for
marginalized groups since Plessy vs. Ferguson in 1896 and Brown vs. Board of Education in
1954 (Kornhaber et al., 2014; Ladson-Billings, 2006; Singleton, 2014). Consequently, after the
Civil Rights Movement and significant legislative actions, integration of non-White culture in
public education became a national topic of interest (Banks, 1993; Moore et al., 2017). However
more than 60 years after desegregation, U.S. public schools continued to appear segregated either
based on like economies, race, migration or immigration status (Gay & Howard, 2000). For
decades, children of color were subjected to the mindsets of teachers who entered schools
understanding racial groups through biased text, biased media portrayals, and color-free
community associations. Even teacher preparation programs were absent of a multicultural
education platform and inattentive to race, culture and ethnicity (Gay & Howard, 2000; Howard,
2010; Moore et al., 2017). Despite efforts to integrate and desegregate schools after the historic
supreme court decision Brown v. Board of Education of 1954, class culture in predominantly
non-White schools adopted hierarchical Anglo-Saxon school structures and behaviors of
lowering expectations, ignoring cultural differences and promoting group superiority (Deschenes
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27
et al., 2008; Kornhaber et al., 2014; Nieto, 2000). Schools became the battleground for the
beginning of a political war on social justice. School integration laws forced students of color
into tense environments with people who had demeaned their existence and viewed them as
inferior (Singleton, 2014). Court ordered desegregation required schools to diversify their
teaching staff, by replacing community-based teachers of color with ill-prepared, non-
community White teachers unaware of their unconscious insensitivity to centuries of racial
inequality and White privilege (Moore et al., 2017; Solomon & Daniel, 2015). Stated in
research, literature, curriculum and instruction have long reflected the United States’ historical
dismissal of the significant contributions of non-White populations, as public schools were
structured around the compass of dominant White values, attitudes, practices and belief systems
(Deschenes et al., 2008; Gay, 2010). Studies on cultural diversity determined that changing
one’s values, beliefs and behaviors, begins with a self-assessment and rich cultural experiences
to unravel decades of negative socialized views to improve curricular connections for all learners
(Gay, 2010; Nieto, 2000; Schaffhauser, 2018; Utt & Tochluk, 2020; Whipp, 2013).
Cultural Competence in Public School
Maintaining and building cultural competence among educators is essential to counteract
homogeneous group experience. Cultural competence is continued mixing and transformation of
knowledge about groups of people into a system of set behaviors, attitudes and policies (Howard,
2010). American public school teachers are social change agents, as they are the most accessible
forces to influence mass transformation of social structures (Banks, 1993; Gay & Howard, 2000;
Howard, 2010) for over 50 million students from diverse backgrounds (NCES, 2015). School
teachers stand in the forefront as transformers with the power to use their experiences to
establish and mold acceptable and unacceptable belief systems of their students (Gay, 2013;
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Moore et al., 2017). However, minimal meaningful experiences with diverse groups serves as a
disadvantage in changing mindsets. Therefore, access to high quality teacher preparation
program experts and institutions dedicated to providing multicultural education experiences can
change how American public schools build cultural competence of students with greater
awareness of self and uniqueness of others related to race, ethnicity and culture (Moore et al.,
2017). Traditional public schools model the structure of society and are considered pathways to
career opportunity, yet today belief systems in schools stifle students of color with deficit labels
rather than examining the deficits in the curriculum and instruction (Deschenes et al., 2008; Gay,
2013). Congruently with parents, teachers frame student value in society through the
interactions they orchestrate, with curriculum and peers (Deschenes et al., 2008). The power
given to teachers to mold student perceptions of self, have a positive or negative effect dependent
on how that teacher views self, others and their willingness to lose the idea of “colorblindness
and race neutrality” (p. 6) to gain value for differences (Solorzano, 1997). Creating equitable
environments for diverse populations takes skill, motivation and action to address race, ethnicity
and culture in school settings that have traditionally been avoided. NTI mentors act as a guide to
support NTI teachers in filtering curriculum, and planning appropriate strategies to meet all
students’ academic, social and emotional needs for advancement (SSD website, 2017). Research
shows that discussions around race or equity channel feelings of denial, anger, blame and guilt,
stemming from deeply rooted history in the foundation of the United States (Gay, 2010).
Learning about varied racial, ethnic and cultural groups are building blocks teachers can use to
replace biased ideals, support students in developing sustainable relationships with other groups
and influence their decision making related to equity and cultural diversity (Moore et al. 2017;
Singleton, 2014). Authentic social interactions with others outside cultural perimeters, elevates
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cultural competence needed to clarify misconceptions in the teaching process of diverse groups
(Howard, 2010; Maxwell, 2014). Research showed that a large percentage of White teachers
expressed minimum cultural knowledge, demonstrated deep rooted beliefs of superiority, and
viewed themselves as repairers of marginalized groups (Moore et al., 2017; Singleton, 2014).
Changing fixed beliefs and healing historical injustice of marginalized students begins with
dismantling existing hierarchical classroom structures and training teachers to create classroom
designs that consistently promote equity and celebrate cultural diversity to reframe community
relationships.
Demographic Shifts
Public school demographics in the U.S. have shifted from a two-third majority White
student population in 1995 to a minority of 49% in 2016 (Eckert, 2013; NCES, 2019), yet four-
fifths of teachers in U.S public schools are predominantly White paired with a growing non-
White student population of 51% (NCES, 2019) that is projected to have steady increases
(Maxwell, 2014). Maxwell (2014) referred to the population shift as the “new demographic era”
(p. 27).
Over the past 30 years, K-12 student populations have become even more diverse,
resulting from mass immigration and steady declines in the number of White students attending
U.S. public schools (Maxwell, 2014). The immigrant population is expected to reach 34% by
2050, including a majority of Mexican, Central American and Asian groups who speak various
languages (Maxwell, 2014). Furthermore, the National Center for Education Statistics (2019)
reported that Asian and Hispanic populations in elementary and secondary increased by more
than 10%, whereas the White student populations decreased by 10%. Another example of the
racial gap between teachers and students is in New York, where the school population is 70%
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30
non-White and close to 90% of their teaching staff is White (Goldenberg, 2014). SSD in western
United States has an approximate student population of 75% Hispanic and a teaching population
of 40% Hispanic and 40% White (SSD website, 2017). According to projected statistics from
the National Center for Education Statistics (2019), the racial gap in the U.S. will widen,
reaching close to a 55% non-White student population by 2024.
According to Ladson-Billing and Tate (1995), race is significant in education discussions
of equity. The racial gap between students and their teachers in public school settings makes
connectivity and commitment toward unfamiliar cultural groups more difficult to develop based
on their personal experiences and exposure and impact the delivery of curriculum (Gay, 2013;
Goldenberg, 2014; Moore et al., 2017). According to research studies, limited teacher
preparation in cultural and racial competence at institutions of higher learning failed at reframing
assumptions and biases (Nieto, 2000; Moore et al., 2017; Sleeter, 2017; Utt & Tochluk, 2020).
Many White teachers attributed their naivety about racial identity and culture to limited
experiences. Engaging in rich cultural interactions with other races in social and professional
settings was rarely recognized in education studies, although residential communities remain
segregated and teacher preparation programs neglect to arrange authentic field-based cultural
encounters (Gay & Howard, 2000; Whipp, 2013). The disconnectedness between teachers and
students of color is an issue because education institutions continue to maintain traditional
American ideals of hierarchy and a one-size-fits-all approach in teaching all students, instead of
examining the variance among learners (Gay, 2013; Moore et al., 2017; Singleton, 2014;
Tomlinson et al., 2003).
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Education Models
As a result of legal guidelines and research, several education models emerged to build
on approaches addressing cultural diversity and equity in school settings. The development of
multicultural education, culturally responsive education, and social-justice education models
drew attention to social interactions and accessibility to quality instruction provided to diverse
student groups categorized by race, ethnicity, culture, class or linguistic differences (Gay, 2010;
Nieto, 2000; Tomlinson et al., 2003).
Multicultural education model. Cultural diversity gained further attention after the
National Council for the Accreditation of Teacher Education embedded multicultural education
within teacher certification standards in 1977 (Gay, 2010). Multicultural education was
conceptualized as the integration of cultural content and the insertion of celebrations of cultural
icons or profound moments in history, rather than inclusion of cultural, history and values of
diverse groups (Banks, 1993; Gay, 2013). As a result, teachers demonstrated their personal
knowledge of cultural pedagogy through incorporation of cultural song and dance periodically
throughout the school year (Banks, 1993; Nieto, 2000). According to Nieto (2000), learning
simple commands in native languages and designing cultural art projects were inadequate
practices for present teacher preparation. Instead, Gay (2013) found that learning the unique
values, dispositions and belief systems of other groups were more pertinent to student
development. Celebrating Dr. Martin Luther King Jr. on a single day of the year or in concert
with other leaders in a designated month, ignores his pivotal role in the reshaping of a nation and
acts as a mere example of what Nieto (2000) describes as “window dressing” (p. 1) as evidence
of group acknowledgement. Researchers argued that until White teachers often replace their
viewpoint of racial identity and center the teaching process around cultural differences that
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construct a lens from self-examination of their role in group identity, privilege and institutional
frames of inequality. appreciation of diverse cultures and full integration of multicultural
teaching will never fully manifest in the classroom (Gay, 2013; Utt &Tochluk, 2020).
Teacher training institutions have the task of preparing a vast number of White teachers
to connect their reality and experiences to the reality and experiences of African, Hispanic, Asian
and Native American students (Gay, 2010). Building culturally aware teachers into cultural
practitioners is even more challenging when 90% of professors in teacher preparation programs
are White (Nieto, 2000) and universities offer limited coursework to specifically address cultural
diversity, equity and differentiated instructional practices when working with diverse populations
(Eckert, 2013; Gay & Howard, 2000; Moore et al., 2017). The nation’s student population is
more diverse, yet communities are more segregated (Gay, 2013; Goldenberg, 2014). The
urgency to deliver the work for cultural diversity, equity and differentiated instructional practices
across teacher preparation programs is minimal (Gay, 2010; Nieto, 2000). Banks (1993), Gay
and Howard (2000) argued that White teachers expressed doubt of the relevance for infusing
multicultural ideology across content areas since math and science are universal and engaging
young students unaware of race dynamics would create undesired problems. Furthermore,
teachers acknowledged fear in focusing attention toward differences, as sensitive topics of race
and culture appear in multicultural coursework (Gay, 2010; Moore et al., 2017).
The implications of dismissing multicultural coursework can have devastating effects on
race relations, as more than four-fifths of the nation’s teaching population and professors in
education (Eckert, 2013; NCES, 2015) represent a single culture and language (Nieto, 2000).
Consequently, professors of color with only a 10% representation in teacher education
institutions cannot be held responsible for delivering the work for differentiated instructional
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33
practices to address cultural diversity, equity and learner variability (Gay, 2010; Moore et al.,
2017). Without enough professors of color to make a difference, teacher training programs
placed an emphasis on learning celebratory and iconic symbolisms, rather than educating
teachers on cultural and ethnic dynamics coupled with pedagogical approaches to break barriers
(Nieto, 2000; Utt & Tochluk, 2020). The contrast between monochromatic public-school
structures of the 19th century and today’s 21st century multihued student majority described by
Deschenes et al. (2008) calls for increased opportunities to engage White teachers in reflective
conversations around their knowledge and perceptions of diverse groups (Gay & Kirkland, 2003;
Goldenberg, 2014; Singleton, 2014). Moore et al. (2017) and Gay (2010) believed that a
transformation of biased beliefs, behaviors, and the willingness to address factors of race,
ethnicity, and culture in instructional practices can be achieved through meaningful dialogue.
Experts in the field concurred that multicultural education was imperative in transforming
historical ideologies that cultivated inequity in education (Maxwell, 2014; Nieto, 2000). Studies
show students of color thrive in environments that embrace differences and bring value to their
existence through curricular connections (Gay, 2013; Moore et al., 2017; Nieto, 2000; Sleeter,
2001).
Culturally responsive teaching and social justice models. For several decades,
Culturally Responsive Teaching (CRT) and social justice models have been in the forefront of
multicultural education yet make isolated appearances in teacher training programs (Banks,
1993; Gay & Howard, 2002). CRT made headway after the inclusion of the multicultural
standards of 1977 (Banks, 1993) for teacher certification (Gay, 2002; Gay & Kirkland, 2003).
CRT was used to encourage teachers in trying an array of strategies to activate prior knowledge
and create meaningful experiences for students of color that created equitable learning
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34
environments (Gay, 2002). The social justice model includes the same aspects of CRT by
applying prior cultural knowledge and experiences to student learning for greater accessibility
but attaches an emphasis on policy interactions impacting marginalized groups (Gay, 2013).
Social justice models included simulated fieldwork, advocacy and political activism (Whipp,
2013), yet according to Gay (2010) failed to rectify aspects of diversity related to race unless
diluted for the palate of mainstream European Americans. A qualitative study on teachers in
social justice teacher preparation programs revealed that social justice models varied per
program and found that the best models embedded fieldwork experience, political activism,
community relationship building and student advocacy, whereas others needed more refinement
(Whipp, 2013). Vasquez and Altshuler (2017) referred to social justice as a model with good
intentions, but unable to change racial inequality at its core. Although a work in progress, the
social justice model is another entry point into addressing diversity and equity among White
teachers.
Improving education coursework for delivering effective practices that address cultural
diversity education, equity and learner variability in school settings will require those in charge
of teacher preparation programs to develop purposeful and explicit content that ends the silence,
changes unconscious racism, biased attitudes, behaviors and practices (Gay & Howard, 2000;
Gay & Kirkland, 2003; Goldenberg, 2014; Moore et al., 2017; Whipp, 2013). Exposure to rich
cultural experiences is a necessary step to improve multicultural education that produces better
curricular connections for learning and changes perspectives of what it means to be culturally
aware (Gay & Howard, 2000; Nieto, 2000; Whipp, 2013). Eckert (2013) and Sleeter (2001)
found that teacher preparation programs were more successful when the teacher participated in
urban school experiences as part of their student-teaching fieldwork and had an open mind.
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35
Moore et al. (2017) concluded that rewriting the history of multicultural education for immediate
impact should entail thorough and lengthy training where White teachers interact with diverse
cultures to break stereotypes, fears, confusion, examine racial identity and build relationships.
Solorzano (1997) suggested that White teachers could also benefit from examining the root cause
of their belief systems and prejudices toward other ethnic groups and cultures because
understanding oneself is vital to understanding others. Refurbishing multicultural education in
teacher preparation programs is long overdue and more necessary than ever before, as
demographic groups live in isolation, White teachers continue to dominate the profession and
students of color expand nationally (Gay, 2010; Utt & Tochluk, 2020; Whipp, 2013). The
challenges with implementing high quality multicultural education in U.S. teacher preparation
programs are vast, ranging from course content, to the way individuals view themselves and
others (Gay, 2010; Ladson-Billings & Tate, 1995; Nieto, 2000; Vasquez & Altshuler, 2017).
According to Moore et al. (2017), White teachers can increase their cultural proficiency by
acknowledging the benefits given to dominant groups based on their race and racism before
engaging non-White students to share life experiences, interests and narratives. Discussion
topics of race, privilege, historical oppression and inequality in school settings are
uncomfortable, but necessary among all teachers and the professors who train them to change the
storyline in support of quality teacher preparation programs (Nieto, 2000; Solomon & Daniel,
2015; Vasquez & Altshuler, 2017).
Role of the Stakeholder Group
Since 2011, NTI has provided guidance to beginning teachers within a five-year period
upon completion of a preliminary credential (New Teacher Induction, 2017). The Commission
on Teacher Credentialing (CTC) and the Department of Education require the completion of an
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36
induction program to meet General Education Induction Program Pre-conditions and Standards
and fulfill the requirements for clearing a Multiple Subject, Single Subject, and Education
Specialist Credential. NTI assigns a mentor to each program teacher for a minimum of four
hours a month to comply with guidelines. NTI makes significant contributions in the retention of
beginning teachers (SSD website, 2017). NTI has worked diligently to assist new teachers in
fostering a mindset of a life learner through inquiry cycles to develop effective instructional
experiences for students (SSD website, 2017). However, an area for improvement was
development of teacher cultural and environmental awareness for improved equity and
thoughtfulness towards learner variability. NTI survey data from 2016–2017 reported
insufficient support addressing cultural diversity and equity through learner variability for nearly
one-fourth of teachers in the program (SSD website, 2017). The performance goal of NTI is to
establish a model for NTI mentors to deliver the work for developing teachers capable of
addressing cultural diversity and equity through differentiated instruction relevant to the
variability of learners by Fall 2019.
NTI mentors play a vital role in understanding the problem of practice. Achieving the
performance goal begins with a series of actions to understand mentor practice. The first action
of NTI is assessing mentor awareness of culture, racial identity of self and others, and
community (Gay, 2013) to transform practices by first identifying preconceived cultural
perspectives through reflective conversations embedded in professional learning (Knight, 2016;
Singleton, 2014). The next action is examining mentors’ use of job-embedded tools designed to
promote dialogue with teachers around cultural diversity and equity through differentiated
instruction to support all student populations (SSD website, 2017). Following examination of
practice around NTI tools, NTI will plan to allocate time for mentors to engage in reflective
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conversations to tackle racial identity, ethnicity, and culture to dismantle stereotypes and biases
influencing the work. NTI mentors will also need time to examine teacher survey data to self-
assess progress and identify areas of professional growth in cultural competence as the last step
to meeting the goal (Moore et al., 2017). It was important for NTI to engage mentors in this
process since they support beginning teachers in developing their practice. Another reason for
NTI to address the problem of practice is 90% of students in SSD are students of color from
diverse cultural backgrounds with diverse experiences, and more than half of the teachers are
monocultural (SSD website, 2017). NTI must promote diversity and empower, as stated in the
mission of SSD (SSD website, 2017).
The Clark and Estes (2008) Gap Analytic Conceptual Framework
The Clark and Estes (2008) gap analysis inquiry process was used to evaluate and
understand the effectiveness of the organization’s ability to achieve the performance goal. The
gap analysis process is a comprehensive evaluation to identify origins of performance gaps
within the organization by examining three important factors categorized by: (1) knowledge and
skill; (2) motivation; and (3) organizational barriers (Clark & Estes, 2008). The approach was
used as a guide in identifying human causes of performance gaps, but also find structure solution
methods and strategies for stakeholders to achieve organization performance goals. Rueda
(2011) and Clark and Estes (2008) described knowledge as understanding what information,
procedures and discourse stakeholders need to experience to achieve the organization’s
performance goal. Research from Anderson et al. (2001) expanded the thinking around
knowledge by identifying four distinct knowledge types: (1) factual; (2) conceptual;
(3) metacognitive; and (4) procedural, for a more in-depth analysis of NTI mentor knowledge.
Clark and Estes (2008) and Krathwohl (2002) suggest using information gathering tools, training
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methods and relevant materials to evaluate stakeholder knowledge. Motivation was described by
Clark and Estes (2008), Pintrich (2003) and Rueda (2011) as the stakeholders’ effort to choose a
task, persist in completing the task and the mental effort for ongoing professional growth.
Finally, analysis process concludes with pinpointing organizational influences related to the
cultural model and the cultural setting, alongside an examination of culture, structure, processes
and policies that attributed to the performance gap (Clark & Estes, 2008; Rueda, 2011).
The Clark and Estes (2008) analytic conceptual framework was used in this study to
understand and evaluate the gap between current performance and desired goals of NTI. The
NTI mentor is the key stakeholder responsible for achieving the organization’s performance goal
to develop teachers capable of differentiating instruction to address cultural diversity, equity and
learner variability.
The following section will focus on understanding gaps in knowledge that influence the
practices NTI mentors apply when developing teachers capable of differentiating instruction to
address cultural diversity, equity and learner variability. The proceeding section will evaluate
the influence of NTI mentor gaps in motivation related to value and confidence to achieve the
organization’s performance goal. The final section will address NTI organizational structure, in
relation to belief systems, policies and procedures that intersect mentor practice to affect
performance.
Stakeholder Knowledge, Motivation and Organization Influences
Knowledge Influences
The gap analysis in this study began with examination of knowledge influences
impacting NTI mentors in developing teachers capable of differentiating instruction to address
cultural diversity, equity and learner variability in a classroom setting. This section of the study
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39
focuses on concrete factual and procedural knowledge types and the influences of the more
abstract conceptual and metacognitive knowledge types (Anderson et al., 2001; Rueda, 2011).
The processes established by Clark and Estes (2008) were applied to evaluate knowledge types
influencing NTI performance when delivering the work. Clark and Estes (2008) defined the
knowledge dimension as required tools, such as information, training or materials needed to
successfully achieve goals. Mayer (2011) stated that knowledge was multifaceted and critical in
the foundation for learning and growing. Accessing knowledge related to differentiating
instruction to address cultural diversity, equity and learner variability were examined through
“courageous conversations” (Singleton, 2014, p. 25) with NTI mentors during interviews.
Interviews were structured to address the four knowledge types specified by Anderson and
Krathwohl: factual, conceptual, metacognitive and procedural (Anderson et al., 2001; Rueda,
2011). The goal for examining those knowledge types was to determine mentor gaps in
terminology, detailed information, essential facts and pedagogy to achieve the objective
(Anderson et al., 2001; Clark & Estes, 2008; Krathwohl, 2002; Mayer, 2011). Gay (2002) added
that practitioners in education needed to know different cultural expressions, understand group
values and make an effort to learn. NTI organized professional learning opportunities for NTI
mentors to engage in reflective conversations around developing teachers capable of
differentiating instruction to address cultural diversity, equity and learner variability.
Factual knowledge. Factual knowledge is important in the work of NTI mentors to
develop teachers capable of differentiating instruction to address cultural diversity, equity and
learner variability. Acquiring greater understanding of such complex concepts requires
knowledge of essential facts and meaning of content-specific terminology and information
(Anderson et al., 2001; Rueda, 2011). Factual knowledge was also important with underlying
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constructs of ethnicity, race, and culture which require understanding of historical perspective
and its influence on goal achievement. Familiarity with terminology and historical events are
considered necessary to establish the premise for the challenging dialogue and measure the
support required (Rueda, 2011; Singleton, 2014). The use of professional learning sessions to
define and discuss differentiated instruction, cultural diversity, equity and learner variability is an
effective tool in supporting cognitive development of sociohistorical perspectives written in
research (Gay, 2002; Nieto, 2000). Gay and Kirkland (2003), experts on cultural diversity,
support teachers in having discussions to transfer new knowledge into instructional platforms.
However, authorities on knowledge and learning stated that factual knowledge was not enough to
solve problems as isolated pieces of information, but rather precise how-to steps were crucial
(Clark & Estes, 2008; Rueda, 2011).
Building competency can be accomplished through a multicultural education framework
(Banks, 1993) focused on around ethnicity, race, and culture through social interactions. Factual
knowledge gained through such interactions transforms toxic ideology of inequity in school
settings by advancing cultural knowledge, curricular expertise and teaching skills. Multicultural
education is imperative in changing toxic beliefs that produce inequity as the teaching population
is less diverse and the public school is growing more diverse each year (Gay & Howard, 2000;
Maxwell, 2014; NCES, 2015; Nieto, 2000). Providing NTI teachers multicultural education is
significant as data on teacher preparation programs in the United States do not explicitly focus
on delivering the work for cultural diversity, equity and learner variability through differentiated
instruction (Gay, 2010, 2013; Sleeter, 2001). Furthermore, teacher preparation programs avoid
exploring the influence of race in school settings, when studies show students of color thrive in
environments that embrace differences and value to their existence (Gay, 2010, 2013; Moore et
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41
al., 2017; Nieto, 2000; Sleeter, 2001). Therefore, it is critical for educators to know different
cultural expressions, prior experiences, learning styles and group values of their students to
attend to the needs of diverse learners (Gay, 2013; Hurtado, 2001; Tomlinson, 2014).
Since mandatory integration in public schools, teachers have been handed the baton to
orchestrate social growth and cultural competence for all students by defining their value in
society through classroom interactions they design (Gay, 2013; Moore et al., 2017). After the
Plessy vs. Ferguson ruling for free segregated education and then the Brown vs. the Board of
Education reversal of legal segregation (Ladson-Billings, 2006), communities were forced to
deal with race identity of self and others as groups and cultural values merged. However, today
demographics in the U.S. have taken a sharp turn since 1954, yet community segregation
remains present, with great impact on the public schooling dynamics (DiAngelo, 2018; Gay &
Howard, 2000; Moore et al., 2017). Instruction to address cultural diversity is limited by the
existing and growing community segregation reflective of socioeconomic status and residential
choice, alongside a teaching population lacking experiences working with diverse student
populations (DiAngelo, 2018; Gay, 2013; Goldenberg, 2014; Moore et al., 2017). Addressing
diversity in SSD and NTI was important, as most students are of color and nearly half of the
teachers represent a single cultural or ethnic group (SSD website, 2017). To be equipped to
develop NTI teachers capable of differentiating instruction to address cultural diversity, equity
and learner variability, NTI mentors need to have expert knowledge of terminology and detailed
factual information about cultural particularities to seize indicators of practice and assess the
level of support each teacher needs (Gay, 2002).
Procedural knowledge. Equally vital in closing performance gaps is the second
knowledge type, procedural knowledge. Clark and Estes (2008) asserted that professional
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42
learning must model conversation protocol, include opportunities to practice, provide timely
feedback to strengthen performance, delivered by an experienced trainer aware of participants’
needs. Rueda’s (2011) analogy of learning to drive a car as procedural knowledge conveys the
need for practice before taking on such a large responsibility. The framing of mental schemas
for developing teachers capable of differentiating instruction to address cultural diversity equity
and learner variability in a classroom setting is important work and vital in supporting learners.
Tackling the task to understand the problem of practice ensures that a “spray and pray” (p. 67)
approach of providing stakeholders with vast amounts of information and hoping they retained
enough knowledge to apply it would not occur (Clark & Estes, 2008).
Knowing procedures on how to engage NTI teachers in safe and honest conversations on
delivering the work for cultural diversity and equity through differentiated instruction relevant to
learner variability diversity was necessary to address sensitive topics of ethnicity, race, culture
and diversity. Conversations are one of the oldest tools used to build knowledge, but having
protocol for the reflective process (Knight, 2016; Singleton, 2014) builds capacity for
sustainability. Procedural knowledge in the form of training is a method to support stakeholder
groups on how to gather diversity knowledge, integrate beliefs and clarify misconceptions using
appropriate language and entry points to guide conversations (Castania, 2003). Procedural
knowledge was critical in understanding cultural models and cultural context (Rueda 2011),
while understanding of one’s role in the world and the role of others, through historical elements
supporting stakeholders in filtering cultural and racial biases in curriculum design (Gay, 2013).
Singleton (2014) shared a sequential six-step process for engaging stakeholder groups in
meaningful, open conversations on race, which included: examining racial context; identifying
personal experiences; framing concepts; sustaining dialogue by engaging all perspectives without
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43
judgement; deepening dialogue around diversity with guidance; and monitoring conversations
for equity.
Conceptual knowledge. The third knowledge type is conceptual knowledge, where
theory, principles, models, classifications and structures within a given field of study merge to
develop a central theme (Anderson et al., 2001). Conceptual knowledge is recognized as
organized patterns and the intertwining of relationships among basic functions within a broader
structure that work succinctly to achieve a particular job (Anderson et al., 2001; Rueda, 2011).
Developing NTI teachers capable of differentiating instruction to address cultural diversity,
equity and learner variability is a complex task. The task involves more than casual surface
interactions, and basic understanding of other cultural groups, but rather the need to explore
various philosophies and frameworks to draw conclusions (Gay, 2010). This study found a
substantial amount of research on cultural diversity, equity, differentiated instruction and learner
variability linking varying dynamics of culture, race, gender, preferences, family history,
economic class and abilities (Gay, 2010; Howard, 2010; Nieto, 2000; Tomlinson et al. 2003).
The interrelationships of those topics and the need to understand NTI practice for addressing
those topics led to the plan to have semi-structured interview questions and engage in
“courageous conversations” (p. 26) that strengthen, organize and sustain learning to improve
conditions for stakeholders (Singleton, 2014).
Metacognitive knowledge. A knowledge type key in solving problems is metacognitive
knowledge. Metacognitive knowledge provides the directional cues for why and when to act in
an organization by reflecting on one’s strengths, areas for growth and repertoire of strategies
before attempting to problem solve (Anderson et al., 2001; Rueda, 2011). Reflective
conversation is a learning model (Knight, 2016; Singleton, 2014) used to bring awareness to
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44
one’s own understanding to strengthen the urgency in developing NTI teachers in differentiating
instruction to address cultural diversity, equity and learner variability. Approaches to solving
problems include identifying the source of the problem, planning solutions, monitoring progress
and adjusting plans as needed (Rueda, 2011). The NTI performance gap of insufficient support
addressing cultural diversity, equity and learner variability is the main problem for examination.
Potential NTI mentor practice for narrowing the performance gap includes collaborative lesson
planning with teachers. NTI lesson planning tools are written to address differentiating
instruction for diverse learners but not specifically for addressing cultural diversity, equity and
learner variability. Metacognitive knowledge targets stakeholder perceptions, awareness of
one’s own cognition and how one processes information (Rueda, 2011). The power given to
teachers to mold student perceptions of self can have a positive or negative effect, dependent on
how that teacher views self and others. Teacher perception of self and others is as critical today
as it was in past times. Stakeholder group recognition of individual cultural, racial, and ethnic
identity during dialogue is an important element in understanding the work to develop teachers
capable of differentiating instruction to address cultural diversity, equity and learner variability.
Dialogue to assess metacognition is achieved in many forms, such as activation of prior
knowledge, reflection, and peer collaborations (Baker, 2006). Metacognition was pertinent in
understanding thinking behind the application of knowledge and skills (Rueda, 2011) gained
through individual conversation. Conversations are a useful reflective strategy in the work of
NTI mentors to adapt thinking and transfer learning into action. Throughout history
conversations have changed thinking to generate policy, inspire innovation and ignite
movements (Singleton, 2014). Based on the reading from Singleton (2014) it was inferred that
having honest conversations were useful strategies to address differences. Therefore,
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45
conversations are valuable experiences not only for teachers but in supporting NTI mentor
growth to develop teachers capable of differentiating instruction to address cultural diversity,
equity and learner variability.

Table 2
Assumed Knowledge Types and Influences, Knowledge Influence Assessments
Organizational Mission
New Teacher Induction (NTI) will organize a program model that provides beginning teachers differentiated support
for professional growth in pedagogical practices to improve learning of all students and fulfill state credentialing
requirements (SSD website, 2017).
Organizational Performance Goal
The organizational performance goal is for New Teacher Induction (NTI) to understand NTI mentor practices used to
develop NTI teachers capable of differentiating instruction to address cultural diversity, equity, and learner
variability and identify strategies mentors deem effective following mentor discourse by the Fall of 2019.
Stakeholder Goal
NTI mentors will improve their practice by reflecting on their knowledge, motivation, and organization structures
that influence the development of NTI teachers capable of differentiating instruction to address cultural diversity,
equity, and learner variability by Fall 2019.
Assumed Knowledge Influence Knowledge Type Knowledge Influence Assessment
NTI Mentors need to have detailed knowledge of content
specific terminology and information to pinpoint
indicators of NTI teachers differentiating instruction
addressing cultural diversity, equity and learner
variability in a school setting.
Factual NTI mentors asked to share their
understanding of differentiating
instruction, cultural diversity,
equity and learner variability in a
school setting.
NTI Mentors need to analyze their practice and be able
to identify critical interrelationships that fully develop
new teachers capable of differentiating instruction to
address cultural diversity, equity and learner variability.
Conceptual NTI mentors asked to analyze their
approach to addressing cultural
diversity, equity and learner
variability and forecast the
perceptions of teachers.
NTI mentors need to recognize their cultural, racial, and
ethnic identity and the identity of others to understand
why it is important to support NTI teachers with
differentiating instruction to address cultural diversity,
equity and learner variability in a school setting.
Metacognition NTI mentors asked to reflect on
their awareness of diverse cultures,
ethnicities, racial identity of self
and others, as well as equitable
instruction for all learners.
NTI mentors need well-defined procedures on how to
guide teachers in differentiating instruction to address
cultural diversity, equity and learner variability in their
content area to impact NTI teacher practice.
Procedural NTI mentors asked to evaluate
training for differentiating
instruction to address cultural
diversity, equity and learner
variability.

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46
Motivational Influences
The second dimension of learning was motivation. Researchers Clark and Estes (2008),
Pintrich (2003) and Rueda (2011) shared three components of motivation performance: choice to
engage in problem solving; persistence to solve the problem despite obstacles; and mental effort
to continue the learning. Clark and Estes (2008) referred to motivation as the fuel used to access
stored knowledge for appropriate application, to persevere through challenges and exhaust all
possible strategies to achieve a goal. NTI is faced with the challenge to solve the problem of
NTI teachers reporting insufficient support in differentiating instruction to address cultural
diversity, equity and learner variability. The choice for NTI mentors to actively engage teachers
in addressing cultural diversity, equity and learner variability is an individual decision based on
the assessed need of each teacher. The challenge with individual choice is that a solution relies
on the mentor’s ability to identify the problem, skills level to address the problem, persistence
and commitment to persevere through solving the problem, training provided by NTI and the
organization’s ability to monitor the process. However, motivation is a powerful tool in
empowering stakeholders to activate a desire to learn new concepts and solve problems (Clark &
Estes, 2008; Mayer, 2011; Rueda, 2011). In contrast, researchers determined that motivation
could inhibit performance if absent of effort, commitment and the right setting. Adding a tier of
difficulty to NTI resolution, studies related to equity, race and cultural diversity reported the
challenges engaging in conversations on such intense topics, that cause audience discomfort by
presenting complex narratives and counternarratives (Gay, 2010; Howard, 2010; Singleton,
2014) and should therefore be delivered by an expert trainer (Clark & Estes, 2008; Knight,
2016).
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47
The NTI performance goal requires a high level of effort and persistence to have ongoing
meaningful conversations that improve student learning through mindfulness for delivering the
work for differentiating instructional practices to address cultural diversity, equity and learner
variability. Achieving the performance goal will involve sensitive conversations to change
cultural settings for the benefit of all stakeholder groups. The study considered two motivational
principles: utility value theory (Eccles, 2006), and self-efficacy (Bandura, 2006; Pajares, 2006;
Rueda, 2011) that influence NTI performance.
Utility value theory: the value of conversations on diversity, equity and learner
variability. The first motivation influence was utility value. Eccles (2006) defined utility value
as the benefit of attaining the goal, outweighed by the challenges experienced while reaching it.
The benefits of NTI mentors supporting NTI teachers in meeting their performance goal of
identifying effective practices developing teachers capable of differentiating instruction to
address cultural diversity, equity and learner variability is the improvement gained in
instructional pedagogy and student growth (SSD website, 2017). The disadvantage in
developing teachers capable of differentiating instruction to address cultural diversity, equity and
learner variability is the complexity of the labor in education settings, as there have been varying
degrees of understanding and misconceptions (Gay, 2010). NTI has accepted the responsibility
of assessing and building value for engaging in the work requiring commitment to learning and
thoughtfulness in actions (Rueda, 2011) needed to merge interest and values of diverse groups
within learning designs. Conversations utilized to frame the work of developing teachers
capable of differentiating instruction to address cultural diversity, equity and learner variability
required an absence of fear to shift perceptions, as related topics on differences in race, culture
and community were present. The use of open conversation as a tool was intended to disrupt
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48
assumptions, change preconceived biases that impact a teacher’s approach to diversity and
equity, while adding value (Singleton, 2014). Professional learning was also a strategy to
increase utility value by establishing clear language, consistent and frequent processes to engage
in honest conversations with nonjudgmental feedback (Eccles, 2006; Singleton, 2014).
Participation in structured conversations is expected to set a platform to examine curriculum and
assessments through a lens of cultural diversity and equity through differentiated instruction
relevant to learner variability. The delivery of factual information and embedded reflection are
mechanisms for supporting NTI mentors in differentiating instruction to address cultural
diversity, equity and learner variability for the benefit of all students. The achievement disparity
between White and non-White students in SSD schools has maintained steady over the last
decade, which further demonstrates the importance of utility value to begin conversations toward
improving instructional connections and stakeholder relationships while closing the performance
gap (SSD website, 2017).
Self-efficacy theory: motivating stakeholders to discuss racial disparities in U.S.
public school settings. Self-efficacy was the second motivational influence discussed in this
section of the study. Self-efficacy defined by Pajares (2006), is a person’s beliefs of their
capabilities to learn and apply skills. The task facing NTI stakeholders was their motivation to
engage in conversations to deliver the work for developing teachers capable of differentiating
instruction to address cultural diversity, equity and learner variability linked to ethnicity, race
and culture. Bandura (2006) describes this facet of efficacy as self-regulatory efficacy, an
internal checklist that acts a motivator to accomplish tasks. Gay and Howard (2000) noted the
resistance of teachers to discuss culture for fear of using the wrong terms and conveying the
wrong message. The importance of building mentor self-efficacy to developing teachers capable
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49
of differentiating instruction to address cultural diversity, equity and learner variability was to
influence teacher self-perception through curricular choices and strategies used in the classroom.
Stakeholders have engaged in professional learning to understand how to counteract inequities in
education to better service racial groups in U.S public schooling. The objective was for NTI
mentor-teacher conversation to strengthen motivation to develop teachers capable of
differentiating instruction to address cultural diversity, equity and learner variability in a K-12
classroom setting. According to Rueda (2011), the higher the self-efficacy, the more competent
and motivated one feels to achieve a goal. DiAngelo (2018) and Pajares (2006) contended that
people innately make judgments of others and form opinions about their capabilities which
impact overall job performance. Gaps in achievement among racial groups are cues that
attention to student self-perception are important motivational influences impacting behavior
and choices. NTI mentors support building NTI teacher self-regulatory efficacy through ongoing
conversations for developing teachers capable of differentiating instruction to address cultural
diversity, equity and learner variability. According to Singleton (2014), one of the most
important tasks of educators is to build self-efficacy of all students who are usually racial and
cultural opposites of their peers and teachers.

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50
Table 3
Assumed Motivation Influence and Motivational Influence Assessments
Organizational Mission
New Teacher Induction (NTI) will organize a program model that provides beginning
teachers differentiated support for professional growth in pedagogical practices to improve
learning of all students and fulfill state credentialing requirements (SSD website, 2017).
Organizational Performance Goal
The organizational performance goal is for New Teacher Induction (NTI) to understand NTI
mentor practices used to develop practitioners capable of differentiating instruction to
address cultural diversity, equity, and learner variability and identify strategies mentors
deem effective following mentor discourse by the Fall of 2019.
Stakeholder Goal
NTI mentors will improve their practice by reflecting on their knowledge, motivation, and
organization structures that influence the development of NTI teachers capable of
differentiating instruction to address cultural diversity, equity, and learner variability by Fall
2019.
Motivational Indicator(s)
Choice, persistence and effort (Clark & Estes, 2008) of NTI mentors to engage in ongoing
reflective conversations used to develop practitioners capable of differentiating instruction to
address cultural diversity, equity and learner variability to build self-efficacy and the
usefulness for the work.
Assumed Motivation Influences Motivational Influence Assessment
Utility Value — NTI Mentors need to believe
that having consistent conversations with
teachers around differentiating instruction to
address cultural diversity, equity and learner
variability is useful and worth the effort to
transform presumed biases.
Interview item: “Can you share a
personal or professional experience
related to differentiating instruction to
address cultural diversity, equity and
learner variability that added value to
your work?”
Self-Efficacy — NTI mentors need to feel
capable in their ability to engage in
conversations with NTI teachers focused on
differentiating instruction to address cultural
diversity, equity and learner variability.
Interview item: “What is your level of
confidence developing practitioners
capable of differentiating instruction to
address cultural diversity, equity and
learner variability?”

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Organization Influences
Organizations with highly motivated, knowledgeable and skilled workers will struggle to
meet performance goals in the absence of adequate material resources and work processes (Clark
& Estes, 2008). Gaps in organizational performance are linked to efficiency in the success of
those processes and the utility of the materials. This section of the literature review examined
the organizational culture of NTI for potential barriers within its cultural model and setting that
prevented NTI mentors from developing 100% of NTI teachers to deliver the work for
differentiating instructional practices to address cultural diversity, equity and learner variability.
This section of the review concludes with a detailed description of organizational influences
needed for NTI to achieve the performance goal.
General principles. Organizational culture is viewed as continuous evolution, unique
with subcultures (Schein, 2017). There is not a single organization culture that exactly mirrors
another organization, although there are often similarities. Culture is jointly created and
recreated by stakeholders through daily activities (Rueda, 2011). Organization culture is
complex, as it is used to describe group values, behaviors, belief systems, and structures (Clark
& Estes, 2008; Rueda, 2011; Schein, 2017). Organizational culture is both visible within
policies and processes, and invisible when gauging attitudes and assumptions. Invisible
organizational culture is categorized as a cultural model and visible organizational culture is
categorized as a cultural setting (Gallimore & Goldenberg, 2001; Rueda, 2011). Cultural models
and settings are both used to examine organizational culture and gain a greater understanding of
intertwining relationships (Gallimore & Goldenberg, 2001; Rueda, 2011). This section of the
study focuses on the cultural model of NTI.
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52
NTI beliefs and values. Cultural Models define what is tradition and standard (Rueda,
2011) based on an organization’s espoused beliefs and values (Schein, 2017). One word
describing the cultural model within NTI, is committed. NTI mentors are committed to
supporting and advancing teacher practice. The culture of NTI is conveyed explicitly in the NTI
mission statement (SSD website, 2017). Cultural models within NTI were captured in the
relationships developed mentor-to-mentor and mentor-to-teacher. Relationships in the
organization are valued, as NTI mentors interact frequently to practice their coaching skills, by
engaging in various forms of dialogue with peers (SSD website, 2017). Additionally,
relationships with NTI teachers are highly valued, as NTI mentors commit to working face-to-
face to provide individualized support tailored to meet NTI teacher shared needs ranging from
planning research-based pedagogical instructional strategies, co-teaching, analysis of student
data and district policy, to classroom management (SSD website, 2017). NTI mentors model
daily that having clear goals of support produces a shared mental schema between them and their
teacher. However, for 21% of NTI teachers supported by mentors, practices and mental maps
were not aligned to the goal of supporting for differentiating instruction to address cultural
diversity, equity and learner variability. Since cultural models can manifest into policies and
structures set forth in the cultural setting, closely examining the culture setting of NTI for
barriers preventing NTI from achieving the performance goal are of equal importance (Gallimore
& Goldenberg, 2001; Rueda, 2011).
NTI policies and processes. NTI is a program with a public-school setting governed by
federal, state and local district education policies and teacher induction standards (SSD website,
2017). Following polices and processes is part of the NTI organization culture. NTI mentors
support teachers in navigating the bureaucracy (SSD website, 2017). NTI follows organization
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53
road maps to develop practitioners capable of differentiating instruction to address cultural
diversity, equity and learner variability. The roadmaps consist of various tools or documents
used to develop new teacher pedagogy when planning instruction for students exceeding grade-
level proficiency to students struggling to reach grade-level proficiency. The mission NTI is to
organize a program model that provides beginning teachers differentiated support for
professional growth in pedagogical practices to improve learning of all students while fulfilling
state credentialing requirements (SSD website, 2017). The NTI organizational performance goal
is to understand NTI mentor practices used to develop practitioners capable of differentiating
instruction to address cultural diversity, equity and learner variability and identify mentor
strategies deemed effective following mentor discourse by the Fall of 2019.
The initial training of NTI mentors includes mentor forums focused on procedures for
differentiating instruction that attend to cultural diversity, equity and learner variability. Within
the NTI organization, training on differentiated instruction involved using student data and
lesson planning tools to guide mentor-teacher conversations in identifying students’ knowledge,
backgrounds, skills and experiences to determine the best instructional materials, activities and
approaches for whole class student success. Studies on differentiated instruction align with NTI
training by defining differentiated instruction as purposeful modifications in curriculum,
teaching methods, materials and tasks to maximize the growth of diverse learners but also reflect
the consideration of family background, community, ethnicity, preferences, interest, gender,
skills and socio-economic status (Subban, 2006; Tomlinson et al., 2003). Although NTI mentors
participated in a training to engage teachers in conversations to capture knowledge of students’
history, abilities, needs and practice instructional methods, a fourth of NTI teachers reported
insufficient support differentiating instruction to address cultural diversity, equity and learner
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54
variability. According to Tomlinson et al. (2003), teachers do not have access to expert training
to know how to effectively adapt instruction for culturally and academically diverse student
populations and plan instruction for multiple learning styles using grade-level curriculum.
Tomlinson (2001) also asserted that differentiating instruction requires knowledge of multiple
approaches to disseminate content, deliver the process and vary the product.
NTI procedures for addressing learner variability are embedded in NTI teacher growth
plans that frame discussions aimed at discovering different strategies for addressing students
with varying language proficiency levels, skills, interest and social emotional needs. Research
on learner variability emphasizes the importance of flexibility with instructional input and
student output, as both impact behavior, motivation and performance (Agogi, 2013; Dockterman,
2018; Schaffhauser, 2018; Tomlinson et al., 2003). NTI mentors are trained to work with
teachers to monitor the impact of their planning and delivery through observation, analysis of
data and reflection.
NTI procedures for addressing equity were filtered through a one-day mentor training on
equity in a classroom. Unterhalter (2009) defined equity as being fair, just, and free from bias.
Further research on equity found that creating conditions for equity was not synonymous for
equal access and equal distribution of resources, but rather the distribution of those resources and
instructional decisions implemented based on the needs of all students to level access to
opportunity and balance power structures (Gay, 2013; Kornhaber et al., 2014; Tomlinson et al.,
2003; Unterhalter, 2009). The training provided NTI mentors opportunities to explore
organization tools, learn tool structures and practice mentor language stems to support teachers
in identifying strategies for equitable learning conditions for diverse student groups. NTI
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55
mentors use planning tools and data analysis to support teachers in bridging gaps through an
equity lens.
Developing teachers capable of addressing cultural diversity is complex, as research links
the work to facilitated peer interactions and instructional practices that recognize history and
customs of diverse groups (Hurtado, 2001). The work for delivering diversity in education
typically appears in the margins of instructional guides, school policy and mission statements.
NTI mentors use lesson planning designs and student work analysis as a critical entry point with
teachers to discuss cultural dynamics and interactions in the learning environment. According to
research, addressing cultural diversity in an education setting acknowledges and shows value for
racial and cultural uniqueness, as well as challenges stereotypes and various forms of intolerance
(Gay, 2013). Gay (2010) and Hurtado (2001) concluded that simply mixing classrooms with
students from different backgrounds had little significance in improving learning. This study
evaluates NTI mentor practice to determine the best model for developing practitioners capable
of differentiating instruction to address cultural diversity, equity and learner variability.
Organization Influences Impacting Performance Goal Achievement
Researchers on organizational influences recommend that organizations have a
captivating vision, embed shared dialogue to increase commitment, design tangible steps to
obtain the performance goal and measures to assess progress (Clark & Estes, 2008). The
following influences were considered to close the NTI performance gap for developing
practitioners capable of differentiating instruction to address cultural diversity, equity and learner
variability.
Cultural model influence 1. The NTI organization needs to establish a culture that
welcomes dialogue among NTI mentors to discuss differentiated instruction addressing cultural
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56
diversity, equity and learner variability with an examination of classroom curriculum, strategies,
structures to gain value for the process. This cultural model influence focuses on examining the
mentor’s feeling of safety to engage in conversations to develop their skills for working with
teachers to differentiate instruction to address cultural diversity, equity and learner variability.
The purpose of establishing NTI conversation protocol outlined in the cultural setting below was
to create a culture of respect, candor and willingness among mentors to have dialogue that would
transfer to practices when working with new teachers. NTI has maintained regularly scheduled
monthly meetings purposed to model mentor practice of procedural knowledge and skills.
However, based on personal experience, NTI has offered one professional learning session in the
last six years that engaged mentors in reflective conversations focused on developing teachers
capable of differentiating instruction to address cultural diversity, equity and learner variability.
Singleton (2014) stated that reflective conversations on delicate topics, such as cultural diversity,
equity and learner variability enhance professional practice of new teachers. Such interactions
are intended to increase self-efficacy, value and willingness toward embracing the learning
process as stakeholders do the work (Eccles, 2006). The expectation after professional learning
is a transformation of stakeholder utility-value lens, increased relevancy and the sight of wide
social benefits (Eccles, 2006) of professional conversations on diversity, equity and learner
variability, that overshadow lack of interest or fear for opportunities to grow. Clark and Estes
(2008) assert that when organizations provide a path for systemic change process, changes in the
habit-of-mind are inevitable.
Cultural setting influence 1. The NTI organization needs to provide professional
learning through organized conversations that expose mentors to different world experiences of
diverse cultural, racial, and ethnic groups experiences to improve NTI mentor practice for
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57
developing practitioners capable of differentiating instruction to address cultural diversity, equity
and learner variability. The intent is to help NTI mentors understand why goal attainment is
important for student growth and development. An organization’s cultural setting sets training
priorities for members and provides organization direction. Knowledge learned in the cultural
setting often follows a Plan-Do-Study-Act (PDSA) improvement model of application voiced by
Langley et al. (2009). NTI follows a similar cycle of Plan, Teach, Reflect and Apply (PTRA) to
change teacher practice. The first fundamental principle of improvement of PDSA is knowing
why there is a need to improve. Data and historical context play a vital role in understanding the
rationale for a fourth of NTI teachers reporting insufficient support with differentiating
instruction to address cultural diversity, equity and learner variability. Data collection methods
served as valuable tests that produced invaluable feedback, affirmed in key principles for
improvement (Langley et al., 2009). NTI organized professional learning to analyze NTI
performance data, current shifts in public school demographics (NCES, 2015) and historical
perspectives on diversity in public schools (Deschenes et al., 2008) to engage mentors in
conversations that support the work to achieve the performance goal (Singleton, 2014).
Cultural setting influence 2. NTI mentors need the NTI organization to set goals for
modeling interactions and expectations, and monitoring the implementation of practice for
developing teachers capable of differentiating instruction to address cultural diversity, equity and
learner variability is essential. Knight (2016) and Singleton (2014) believe interactions in the
power of conversations have purpose and have protocols for the listener and the speaker. Setting
clear procedures and protocols in an organization is vital in maintaining efficiency and meeting
performance goals (Rueda, 2011). Using data collection methods to document practice of others
requires specific protocols and procedures to collect evidence from interactions. NTI has trained
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58
mentors to use research-based NTI tools, with question stems to extract specific information to
grow practice (SSD website, 2017). Protocols and procedures, according to Clark and Estes
(2008), are best learned when professional learning provided practice and corrective feedback for
improvement.
Barriers, whether in cultural models or cultural settings, can interfere with achieving
organizational goals. Clark and Estes (2008) agree that motivation and knowledge are strong
influences on performance goal achievement, but that both influences require effective
organizational structure, culture, policies and practices for long-lasting impact. NTI began the
process of establishing consistent activities based on organizational influences to close the
performance gap for NTI teachers reporting insufficient support with diversity, equity and
learner variability. Studies on cultural diversity and multicultural education in teacher
preparation programs concur that ongoing training that exposes stakeholders to the role of
different cultural, racial, and ethnic identities, in connection to their role in the world, along with
authentic experiences, improve teacher practice (Gay, 2013; Moore et al., 2017; Whipp, 2013).
The subject of differentiated instruction to address cultural diversity, equity and learner
variability ignite insightful conversations.

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Table 4
Assumed Organizational Influences and Organizational Influence Assessment
Organizational Mission
New Teacher Induction (NTI) will organize a program model that provides beginning teachers
differentiated support for professional growth in pedagogical practices to improve learning of all
students and fulfill state credentialing requirements (SSD website, 2017).
Organizational Performance Goal
The organizational performance goal is for New Teacher Induction (NTI) to understand NTI mentor
practices used to develop NTI teachers capable of differentiating instruction to address cultural
diversity, equity, and learner variability and identify strategies mentors deem effective following
mentor discourse by the Fall of 2019.
Stakeholder Goal
NTI mentors will improve their practice by reflecting on their knowledge, motivation, and
organization structures that influence the development of NTI teachers capable of differentiating
instruction to address cultural diversity, equity, and learner variability by Fall 2019.
Assumed Organizational Influences Organization Influence Assessment
Cultural Model Influence 1: NTI mentors need the NTI
organization to establish a secure, welcoming and
inspiring climate that fosters an ease for having consistent
conversations on how to support teachers with
differentiating instruction to address cultural diversity,
equity and learner variability.
Interview question about the
organization’s climate toward
differentiating instruction to address
cultural diversity, equity and learner
variability.
Cultural Setting Influence 1: NTI mentors need NTI to
organize experiences that expose them to different world
perspectives of diverse cultural, racial, and ethnic groups
to improve practice for developing teachers capable of
differentiating instruction to address cultural diversity,
equity and learner variability.
Interview question about the type of
support needed to address cultural
diversity, equity and learner variability.
Cultural Setting Influence 2: NTI mentors need the NTI
organization to set goals for modeling interactions,
expectations and monitoring the implementation of
practice for developing teachers capable of differentiating
instruction to address cultural diversity, equity and learner
variability is essential.
Interview questions to understand goals
NTI sets for modeling practices to
develop teachers capable of
differentiating instruction to address
cultural diversity, equity and learner
variability.

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Conceptual Framework: The Interaction of NTI Mentors’ Knowledge, Motivation
and the Organization Context
The conceptual framework of this study on cultural diversity and equity through
differentiated instruction relevant to learner variability was guided by Clark and Estes’ (2008)
gap analysis. The analysis is a uniform approach that compares performance goals and
performance levels to identify factors contributing to performance gaps in an organization. The
analysis process categorized performance influencers in three areas: (1) knowledge;
(2) motivation; and (3) organizational barriers (Clark & Estes, 2008, Rueda, 2011). The
conceptual framework was then used to map central themes, key elements, theories and possible
relationships among influences (Maxwell, 2013; Merriam & Tisdell, 2016). The first section of
this conceptual framework narrative examined assumed NTI organizational influences in the
setting and model of NTI hampering mentor achievement of the goals. The next section of the
conceptual framework organizes assumed influences of NTI mentor practice related to their
knowledge and skills. Finally, assumed influences on NTI mentor attainment of the NTI goal
from the perspective of motivation were considered. Upon validation of findings and results,
recommendations to address the NTI performance gap of knowledge, motivation and
organization culture are expected.
Knowledge and Skills
Interviewing NTI mentors to assess assumed knowledge and skills is an important
determiner of how interactions work to achieve the NTI performance goal. Knowing the
competency of NTI mentors from qualitative data provided a baseline for knowledge influences,
whether factual, conceptual, metacognitive or procedural knowledge, needed to form the next
steps in the study. Thoughtfully designed professional learning was suggested in research as a
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necessary knowledge element (Clark & Estes, 2008; Nieto, 2000) needed by NTI mentors to
successfully achieve the performance goal. NTI professional learning is expected to provide NTI
mentors meaningful experiences to develop teachers capable of differentiating instruction to
address cultural diversity, equity and learner variability linked to underlying constructs of
ethnicity, race, and culture through strategically designed conversations to build knowledge.
Effective professional learning intersects factual, conceptual and metacognitive knowledge by
including analysis of data records, education statistics, organization policy and literature, along
with popular culture and visual documents in the form of TED talks, video, and photography.
Additional professional learning focused on imparting factual knowledge, inclusive of
multicultural education origins, historical inequalities in U.S. public schools, demographic
statistics, content specific terminology and racial gaps in learning institutions, is needed (Banks,
1993; Castania, 2003; Deschenes et al., 2008) to provide the context to plan the work for
developing NTI teachers capable of differentiating instruction to address cultural diversity,
equity and learner variability.
Procedural knowledge was needed to know how to resolve performance gaps (Rueda,
2011). As part of NTI professional learning, NTI mentors have been trained on procedures for
reflective conversations, and the importance of writing descriptively to capture evidence without
inferences and eliminating opinion language, which were factors stressed by methodological
research experts (Creswell & Creswell, 2018; Maxwell, 2013; Merriam & Tisdell, 2016). NTI
facilitated practice and reflective activities on procedural knowledge (Rueda, 2011) and
conversation protocol (Singleton, 2014) to tackle the gap in developing NTI teachers capable of
differentiating instruction to address cultural diversity, equity and learner variability. In
addition, metacognitive knowledge is expected to increase NTI mentor participation in
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intentional conversations, a strategy useful in transferring learning into action by demonstrating
authentic understanding in reflective dialogue (Singleton, 2014).
Motivation
The assumed motivational influences asserted by Rueda (2011)—utility value theory, and
self-efficacy—were considered to examine the performance gap in developing NTI teachers
capable of differentiating instruction to address cultural diversity, equity and learner variability.
Learning is a result of motivation, which makes motivation a powerful tool in breaking down
visible and invisible barriers in organizations.
Utility value. Utility value is an important motivational influence in addressing
diversity, equity and learner variability, as NTI mentors choose to address issues based on the
benefits for others and relevancy despite their experiences, fears or lack of interest (Clark &
Estes, 2008; Eccles, 2006; Rueda, 2011). Open conversations (Singleton, 2014) on the
performance gap are intended to influence motivation by adding value to the stakeholder.
Conversations on developing NTI teachers capable of differentiating instruction to address
cultural diversity, equity and learner variability can also raise feelings of discomfort, as topics
related to race, culture and ethnicity are sensitive subject matters (Singleton, 2014). Having safe
settings to share beliefs and experiences energize problem solving and eliminate preconceived
fears (Clark & Estes, 2008; Pintrich, 2003) among NTI mentors.
Self-efficacy. Feeling capable and confident in one’s skills to engage in a task is an
essential motivator in persevering through problem solving and key to successful completion.
Developing teachers capable of differentiated instruction to address cultural diversity, equity and
learner variability is complex due to varying opinions about their implementation and the
association with preferences to bury discussions on race, culture, and ethnicity (Gay, 2010).
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Therefore, self-efficacy in mentors is important in building the beliefs in their capabilities to
learn and apply skills to deliver the work for cultural diversity and equity through differentiated
instruction relevant to learner variability. Open conversation has been found to be a useful tool
(Singleton, 2014) that facilitated NTI mentor past learning to change preconceived biases
impacting their willingness, or self-regulatory efficacy (Bandura, 2000) when approaching topics
of diversity, equity and learner variability.
Organization
This section of the study concludes with an examination of assumed organizational
influences originated in the cultural model and cultural setting that prevents NTI from bridging
the performance gap of insufficient support addressing diversity, equity, and learner variability
reported by NTI teachers.
Cultural models. Cultural models are considered embedded ideologies that impact
decision making and how problems are addressed (Rueda, 2011; Schein, 2017). Understanding
cultural models provides insight into NTI teachers reporting insufficient support addressing
differentiating instruction linked to cultural diversity, equity, and learner variability. Interviews
of NTI mentors were conducted to capture core belief systems, emotions and interactions with
the organization. Relationships among NTI stakeholders are significant, as NTI mentors work
face-to-face to provide individualized support tailored to NTI teacher needs ranging from
planning research-based pedagogical instructional strategies, co-teaching, analysis of student
data and district policy, to effective classroom management (SSD website, 2017). In a
relationship, individual culture is inherently present in decision making processes, defines values
and contributes to outcomes (Clark & Estes, 2008; Schein, 2017). NTI mentors work to model
thoughtful collaborative choices to merge mental schemas when setting clear, measurable and
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achievable goals in their support to teachers in the NTI program. Since cultural models can
manifest into policies and structures set forth in the cultural setting, examining NTI’s cultural
setting for barriers is just as important in changing cultural models and broadening perspectives
(Gallimore & Goldenberg, 2001; Rueda, 2011).
Cultural settings. Cultural settings are the observable actions in an organization.
Cultural settings tell us why policies, processes and structures are in existence, including
language and technology (Rueda, 2011; Schein, 2017). NTI supports beginning teacher
professional growth to improve learning of all students and fulfill state credentialing
requirements (SSD website, 2017). NTI follows SSD public school organization guidelines.
NTI employs a little over 40 mentors from diverse experience and backgrounds to support more
than 700 teachers each year. Mentors range from former administrators to expert teachers. NTI
teachers are representative of the SSD teacher demographics; approximately 80% are Hispanic
and White (NCES, 2015; SSD website, 2017). NTI mentors travel to school sites to support
teachers in their setting. NTI services between 40,000 and 50,000 SSD students (SSD website,
2017). Students in SSD are diverse. Ninety percent of students are of color, more than 50%
qualify for disadvantaged socioeconomic status, 7,000 are foster youth, and 25% are English
Learners (NCES, 2015; SSD website, 2017). The ethnic, cultural and racial mixture of SSD
justifies the need for NTI to focus more energy on delivering the work for cultural diversity and
equity through differentiated instruction relevant to learner variability.

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Figure 1. Conceptual framework.

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The Conceptual Framework (Figure 1) illustrates the organization influences needed to
resolve the performance gap of insufficient support addressing diversity, equity and learner
variability. The large blue circle represents two organizational influences, cultural model and
cultural setting: (1) the Cultural Setting in NTI addresses developing teachers capable of
addressing cultural diversity, equity and learner variability by providing NTI mentors a series of
quality professional learning opportunities emphasizing conversations on current and historical
roles of different cultural, racial, and ethnic groups within the world, using specific procedures
and protocols to broaden their perspectives, as they planned instruction with NTI teachers; (2)
the Cultural Model embodied NTI commitment to building a culture of respect, and candidness
where sharing beliefs on diversity, equity and learner variability are welcomed to broaden
perspectives of NTI mentors. The green circle represents knowledge and motivational
influences. The knowledge influences were as follows: (1) Factual Knowledge: NTI Mentors
have detailed knowledge of content specific terminology and detailed information to develop
teachers capable of differentiating instruction to address cultural diversity, equity and learner
variability; (2) Conceptual Knowledge: NTI Mentors analyze their practice to identify
interrelationships that contribute to developing practitioners capable of differentiating instruction
to address cultural diversity, equity and learner variability; (3) Procedural Knowledge: NTI
Mentors know how to engage new teachers in conversations that develop their ability to
differentiate instruction to address cultural diversity, equity and learner variability after training
and practicing with peers; and (4) Metacognitive Knowledge: NTI Mentors recognize their
cultural, racial, and ethnic identity and then reflect on their role in the world as well as the role of
others. The motivational influences are as follows: (1) Utility Value: NTI Mentors
acknowledgement of the relevancy and long-term benefits in frequently delivering the work for
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differentiating instruction to address cultural diversity, equity and learner variability; (2) Self-
efficacy: Examines NTI Mentor confidence to improve NTI teachers; ability to deliver the work
for differentiating instruction to address cultural diversity, equity and learner variability. The
yellow box located underneath the green circle is where the performance goal of NTI was placed
for the reader.
Conclusion
Chapter 2 examined critical knowledge, motivation and organization influences within
NTI, as well as a general review of literature and conceptual framework. The literature used in
this review focused on differentiating instruction to address cultural diversity, equity and learner
variability with constructs of race and ethnicity represented in historical perspectives on diversity
and equity in public schools (Banks, 1993; Ladson-Billings, 2006; Moore et al., 2017). This
chapter included past and present models of U.S. teacher preparation programs charged with
delivering the work for developing teachers capable of differentiating instruction to address
cultural diversity, equity and learner variability (Gay, 2010, 2013; Nieto, 2000; Tomlinson et al.,
2003). Shifts in public school teacher and student demographics (NCES, 2015; SSD Facts,
2017–2018) and cultural competence in public school are also presented (Gay, 2013; Nieto,
2000). The conceptual framework in this study outlined central themes, key elements, theories
and possible relationships among knowledge, motivation and organizational influences
(Maxwell, 2013; Merriam & Tisdell, 2016). Organization training, procedures and protocols in
the cultural setting (Schein, 2017), and broadening perspectives in the cultural model (Gallimore
& Goldenberg, 2001), alongside mentor utility value (Rueda, 2011) and self-efficacy (Pajares,
2006) are central themes under knowledge, motivation and organizational influences addressed.
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Chapter 3 presents the study’s methodological approach and rationale that were used to
examine assumed stakeholder knowledge, motivation and organizational influences on NTI
performance related to diversity, equity, and learner variability support provided by NTI
mentors.
The chapter begins by reminding the reader of the purpose of the study and the research
questions, before explanation of the choice to use a basic qualitative research approach to collect
data. In addition, the chapter outlines the procedures for sampling and recruitment of
participants. A detailed description of the qualitative data collection instrumentation and specific
protocol are provided. Chapter 3 presents the validation processes by establishing credibility,
trustworthiness, validity and reliability through triangulation of individual interview data and
member checking suggested by Merriam and Tisdell (2016). Revealing researcher bias and
ethical responsibilities are additional validation processes discussed.

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CHAPTER 3
METHODOLOGY
The purpose of this study was to understand the degree to which NTI mentors develop
teachers capable of differentiating instruction to address cultural diversity, equity and learner
variability. In addition, this study assessed data to identify practices mentors deemed effective to
meet the organization’s performance goal by Fall 2019. The stakeholder group of study are NTI
mentors. The study focused on knowledge, motivation and the organizational influences related
to achieving the organizational goal. This chapter will outline the research design and methods
for data collection and analysis.
In order to evaluate the influences that impact the stakeholder of focus’s ability to
achieve its goal, the following research questions guided the study:
1. What is NTI mentor knowledge and motivation related to developing practitioners
capable of differentiating instruction to address cultural diversity, equity and learner
variability?
2. What is the interaction between organizational culture and context and NTI mentor
knowledge and motivation related to developing practitioners capable of
differentiating instruction to address cultural diversity, equity and learner variability?
3. What are the recommendations for organizational practice in the areas of knowledge,
motivation and organization structures?
The guiding questions in this study were aligned with a more social constructivist
worldview. Just as social constructivist, this study gathered multiple participant viewpoints by
asking broad questions, qualitative in nature focused on uncovering meaning (McEwan &
McEwan, 2003). NTI mentors will construct meaning of delivering the work for cultural
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diversity, equity and differentiated instruction relevant to learner variability through professional
learning gained during interviews. The data collection process engages the participant in
conversations designed for free expression of beliefs (Creswell & Creswell, 2018; Merriam &
Tisdell, 2016). The purpose of the interview is to gather insight of a person’s perspective that is
observable. The research design in the study is intended to merge NTI mentor perspectives with
new ideas formed through self-reflection to transform consciousness (Merriam & Tisdell; 2016).
It was important for NTI mentors to address this performance goal, since NTI resides
within SSD, a diversely populated urban school district in western United States. SSD students
represent seven ethnic groups and enter SSD speaking 94 different languages. Understanding the
academic needs and culture of the student population is vital to organizing peer interactions and
instruction that addresses learner variability. The challenge is that communities in the United
states are more segregated than ever and rarely engage with outside groups, yet groups converge
in SSD classrooms. The students of color, who represent 90% of the student population, are
taught by an 80% teaching staff represented by only two ethnic groups, White and Latino (SSD
website, 2017).
The process of collecting data on NTI mentor knowledge, motivation and the
organization’s role was accomplished through interviews. The interviews allow NTI mentors to
engage in professional learning through reflective conversations on delivering the work for
cultural diversity and equity through differentiated instruction relevant to learner variability,
linked to variables of culture, race and ethnicity.
Methodological Approach and Rationale
Studying the human experience is multifaceted, as feelings and perspectives are only
accessed through a person’s willingness to share thoughts. In order to answer the research
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questions and achieve the organizational goal, the stakeholder group of focus engaged in sharing
their experiences when developing teachers capable of differentiating instruction to address
cultural diversity, equity and learner variability. The study models a qualitative research design
as it is best suited to extract complex thoughts stored deep within the mind (Creswell &
Creswell, 2018; Merriam & Tisdell, 2016).
The research idea developed from 2017 NTI program survey data that documented nearly
one-fourth of NTI teachers reporting insufficient mentor support addressing diversity, equity and
learner variability. The NTI survey is a public agency record that was used to develop inquiry
questions and interview questions (Creswell & Creswell, 2018; Maxwell, 2013). The NTI
survey was a mandatory function of the NTI program for 720 teachers (SSD website, 2017) to
provide feedback on mentor support. The NTI survey comprised closed and open-ended
questions with a 99% completion rate.
The type of qualitative research design chosen for this study was a phenomenology
approach. The phenomenological approach focuses on an experience and how that experience
can change thinking (Merriam & Tisdell, 2016). In this study, NTI mentors were asked to
describe their experiences in real-life context for developing teachers capable of differentiating
instruction to address cultural diversity, equity and learner variability by peeling back the layers
of thought processes that informed perspectives, assumptions and biases (McEwan & McEwan,
2003; Merriam & Tisdell, 2016).
The data collection technique, interviewing, was chosen for this study. A
phenomenology approach is considered by expert description an effective way to understand
another person’s values and perspective of the world (Merriam & Tisdell, 2016). Maxwell
(2013) and Merriam and Tisdell (2016) added that interviewing was a primary and a reliable
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strategy to examine the human experience and understand others’ perspectives. The technique of
interviewing provides a path for people to unveil beliefs and perspectives better achieved in
small settings to minimize anxiety. In addition, interviewing was appropriate to evaluate the
work NTI mentors engage in to address diversity, equity and learner variability since
conversation around the topics often enter into sensitive underlying variables of race and
ethnicity (Gay, 2013; Merriam & Tisdell, 2016).
Participating Stakeholders
NTI is an organization within SSD, a large urban public-school district in western United
States. The central function of NTI is new teacher support. The NTI program supports the
growth and development of over 700 beginning K-12 teachers in meeting mandatory state
teacher induction requirements (SSD website, 2017). NTI is a full-release mentor model
supporting NTI teachers in clearing their general education multiple subject or single subject
credential over a two-year period. NTI employs a group of 40 mentors from diverse cultures and
ethnic backgrounds. The demographic makeup of NTI mentors ranges from a distribution of
Asian, White, Black, and Hispanic groups. NTI teachers are a close representation of the SSD
macro population of about 40% Hispanic and 40% White (NCES, 2015; SSD website, 2017).
NTI services between 40,000 and 50,000 of the SSD student population (SSD website, 2017).
The ethnic, cultural and racial mixtures of SSD stakeholders and NTI 2017 survey data are
justifications for NTI to evaluate knowledge, motivation and organizational influences impacting
mentor practice to developing teachers capable of differentiating instruction to address cultural
diversity, equity and learner variability. The next section in this chapter provides a description
of the qualitative method of data collection, followed by data collection sampling criteria,
strategy and rationale, protocol and procedures.
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Data Collection and Instrumentation
Interviews are considered a reliable data collection model to gather understanding of
human experiences, beliefs and values (Maxwell, 2013; Merriam & Tisdell, 2016). Interviews
were used as a data collection technique to capture NTI mentor motivation, knowledge and
experiences within the NTI organization that support them in developing teachers capable of
differentiating instruction to address cultural diversity, equity and learner variability in a
classroom setting. The principal investigator (PI) used interviews as the data collection method
of choice to collect data on the perspectives of stakeholders directly involved with delivering the
work. Interviews enable the PI to gather detailed data capturing the exact words of participants
in transcripts (Maxwell, 2013). The interview process is a purposeful conversation to understand
individual mentor knowledge, motivation and organizational influences limiting NTI mentors in
their efforts to develop teachers capable of delivering effective practices when addressing
cultural diversity, and equity through differentiated instruction relevant to learner variability in a
classroom setting.
Interview questions were developed based on research from Krueger and Casey (2009)
on developing a questioning route and multiple other sources. The knowledge questions in the
interview process elicit factual, procedural, conceptual and metacognitive knowledge. The
knowledge questions were derived from readings of Clark and Estes (2008), Krathwohl (2002)
and Rueda (2011) to uncover mentor practices when developing teachers capable of
differentiating instruction to address cultural diversity, equity and learner variability. The
questions were designed to filter the complexity of NTI mentor information, training, thinking
and reflective process (Clark & Estes, 2008; Rueda, 2011) to better understand the performance
gap. After reading literature from Banks (1993), Gay (2013), Ladson-Billings (2006), Nieto
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(2000) and Singleton (2014), several knowledge questions also sought to gather data on assumed
relationships with cultural diversity and equity related to race, ethnicity and culture posed in past
and present perceptions. Motivation questions stemmed from the readings of Bandura (2006),
Clark and Estes (2008), Eccles (2006), Pajares (2006) and Rueda (2011). The motivation
questions were structured to understand assumed motivational influences related to utility value
(Eccles, 2006) and self-efficacy (Bandura, 2006; Pajares, 2006) affecting mentor practice to
developing teachers capable of differentiating instruction to address cultural diversity, equity and
learner variability. The purpose of questions around utility value is to examine the usefulness
and benefit NTI mentors place on developing teachers capable of differentiating instruction to
address cultural diversity, equity and learner variability. The second purpose is to extract how
NTI mentors judge their ability and willingness to have meaningful conversations on
differentiating instruction to address cultural diversity, equity and learner variability. The last
question items focused on how the NTI organization promotes developing teachers capable of
differentiating instruction to address cultural diversity, equity and learner variability in its
cultural model and cultural setting. Questions that targeted the cultural model were based on the
readings from Schein (2017) which focused on understanding implicit beliefs and personal
values of NTI mentors related to the problem of practice. To understand the cultural setting,
readings from Schein (2017) also helped form questions focused on observable activities with
NTI that impact mentor practice to developing teachers capable of differentiating instruction to
address cultural diversity, equity and learner variability in a classroom setting.
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Sampling and Recruiting: Criteria and Rationale
Interview Sampling Criteria and Rationale
Criterion 1. Ten NTI mentor specialists and mentor experts were purposefully selected
to participate in this study based on access to NTI teachers, work experience and diversity. Job
qualifications differ between the mentor expert and mentor specialist in regard to a specialist
partaking in supervisory, administrative duties such as teacher evaluation. The stakeholder
group of focus has been employed with NTI for a minimum of one full year and have full-time
employment status in SSD. The NTI mentors selected to participate in this study support a
caseload of NTI teachers to support them in improving instructional practice in classroom
settings for all students. In addition, the culture, race and ethnicity of the stakeholder group of
focus was captured in the selection process to gather perspectives of diverse groups on
developing teachers capable of differentiating instruction to address cultural diversity, equity and
learner variability. NTI mentors directly influence the cultural setting in the organization as they
are the closest link to the performance gap (Clark & Estes, 2008; Schein, 2017).
Criterion 2. The participation of selected NTI mentors in this study was voluntary.
Study participants understood they were not subject to retaliation based on their choice.
Participants understood they could volunteer only if they were supervised by someone other than
the principal investigator. The stakeholder group of focus willingly consented in writing to
participate in the interview process and fully understood the protocol and procedures of the
interview.
Interview Sampling (Recruitment) Strategy and Rationale
The researcher in this study used purposeful selection as a nonrandom sampling
technique to recruit participants for the interviews (Johnson & Christensen, 2015; Maxwell,
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2013; Merriam & Tisdell, 2016). The intimacy of interviewing lowered the stressors or concerns
accompanied with sharing world perspectives (McEwan & McEwan, 2003) on cultural diversity,
equity and learner variability with a whole group.
The researcher recruited ten NTI mentors to participate in interviews. The representative
sample closely mirrored the diversity of the entire NTI mentor population of approximately 50%
White, 20% Black, 20% Hispanic and 10% Asian. The potential representative sample group
was purposefully selected based on public knowledge of self-identified racial or ethnic identity.
Interview questions and conversation procedures were developed from literature by experts in
the field of developing teachers capable of differentiating instruction to address cultural
diversity, equity and learner variability (Gay; 2013; Gay & Howard, 2000; Nieto, 2000;
Singleton; 2014; Tomlinson et al., 2003) and experts on interview strategies (Johnson &
Christensen, 2015).
Interview protocol. In this study, a semi-structured interview approach was adopted to
have consistency yet flexibility in the inquiry process (Merriam & Tisdell, 2016; Patton, 2002).
An interview protocol was used to guide the direction of the conversation and maintain a clear
focus with some flexibility (Patton, 2002; Rubin & Rubin, 2012). The objective of conducting
semi-structured interviews was to understand stakeholder interpretations of experiences and
actions taken based on those interpretations (Maxwell, 2013; McEwan & McEwan, 2003;
Merriam & Tisdell, 2016). The interview questions were listed based on knowledge and
motivational influences on organizational influences, aligning to the conceptual framework to
gather data needed to answer the research questions. A list of 20 semi-structured open-ended
questions were included in the interview protocol to lower anxiety and the effects of researcher
bias. The order of the questions supported better organization of data during analysis (Patton,
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2002). Interview questions were standardized open-ended to support smooth transitions for
gathering the data (Patton, 2002; Rubin & Rubin, 2012). However, open-ended questions
allowed the participants the flexibility to express their thinking without the constraints of
multiple-choice items (Merriam & Tisdell, 2016; Patton, 2002; Rubin & Rubin, 2012) followed
by probing questions dependent upon the participant’s response to lead questions. Merriam and
Tisdell (2016) stated that adding probing questions is useful for clarification and elaboration of
perceptions and belief systems. However, a probing question in this study was not utilized if it
drastically detoured the interview process and the researcher’s intent to answer the research
questions (Patton, 2002). The interviews modeled the progression of general conversations
(Merriam & Tisdell, 2016), for more authentic dialogue. Participants understood that during the
interviews detailed notes were written by the researcher including information about the setting
and notes on nonverbal cues (Creswell & Creswell, 2018; Merriam & Tisdell, 2016).
Interview procedures. Following approval from the Institutional Review Board (IRB)
and approval from the SSD Committee for Research, invitations for voluntary participation in
this study was verbally communicated to potential participants face-to-face outside work hours,
including lunch periods and time after the workday had concluded. Potential participants
simultaneously received a consent form to participate and the consent form to video/audio record
marked as “copy” for their review. The purpose of the consent form is to demonstrate
transparency and increase validity of the study (Maxwell, 2013; Merriam & Tisdell, 2016). Each
study participant then received an official individual written consent form to participate in the
interview and a separate consent form to audio or video record interview sessions prior to data
collection. NTI mentors volunteering to participate provide their name and contact information
to receive research study communication as communicated on the consent to participate form.
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Following the receipt of consent forms, the researcher scheduled face-to-face, in-person
interviews as the optimal choice via email to selected participants. However, other interview
methods were offered to participants facing logistical challenges, noted in the data collection
section. The first alternative interview method was through a computer mediated
communication (CMC) tool, Zoom. The second alternative interview method was an
asynchronously interview by email, followed by a voice-to-voice telephone interview (Merriam
& Tisdell, 2016). Interviews were conducted outside of the eight-hour workday, at lunch breaks,
after 5pm Monday–Friday and weekends. The setting of the interviews was guided by
participant choice, since mentor schedules vary day-to-day and their work is in the field
throughout SSD. Time was allotted for 1–2 interview sessions and a member check session for a
total of 60–120 minutes over a three month period (Fink, 2013).
At the conclusion of each interview, the participant was welcome to share their
experience participating in the study. Participants were reminded that the rich data collected on
knowledge, motivation and the organization influences were securely stored in a Dropbox and
Google folder, while data was analyzed to produce the most meaningful and authentic outcomes.
A member check procedure noted by Maxwell (2013), Creswell and Creswell (2018) preceded
analysis and interpretations of data, so that findings were shared, and feedback gathered.
Strengths and Weaknesses of the Approach
Explanation for Choices
In this qualitative research, the choice to use interviews as a data collection instrument
was utilized to understand the human experience in developing teachers capable of
differentiating instruction to address cultural diversity, equity and learner variability. According
to Merriam and Tisdell (2016), interviews support the researcher to learn how participants
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interpret experiences and construct meaning of their experiences. The qualitative research
method assessed NTI mentor assumed knowledge and motivation in different forms to determine
how knowledge, motivation and organizational influences interacted to address the problem of
practice (Clark & Estes, 2008). Perspectives of NTI mentors responsible for NTI teacher
development were valuable to the researcher and the baseline for effective practices addressing
cultural diversity and equity through differentiated instruction relevant to learner variability. A
combination of the qualitative approach and the Clark and Estes (2008) gap analysis framework
strengthened the study by identifying gaps in NTI mentor knowledge and motivation, as well as
gaps in organization structures. The primary weakness of this qualitative study is the use of a
single data collection instrument. Including both qualitative and quantitative instruments in a
mixed-methods approach would have increased the credibility of the research and strengthened
triangulation. Although potentially beneficial in a mixed-method approach, the method of data
collection not listed above is a focus group. A focus group was not chosen because of time
constraints, availability and accessibility of NTI mentors as a collective group.
Credibility and Trustworthiness
The idea of credibility and trustworthiness align more with the characteristics of
qualitative research to understand a social phenomenon. Since “human beings are the primary
source of data collection and analysis” (p. 243) in qualitative research, credibility and
trustworthiness rely heavily on researcher experience, expertise, and relationships built with
study participants (Merriam & Tisdell, 2016). The researcher utilized several strategies to
establish credibility and trustworthiness in this study. Guaranteeing credibility was achieved by
having multiple sources of data to increase understanding and confirm data accuracy. Strategies
for ensuring credibility and trustworthiness included triangulation, member checks, cross
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checking and self-reflection. These strategies were used as checkpoints to support the credibility
of study findings (Creswell & Creswell, 2018; Maxwell 2013; Merriam & Tisdell, 2016).
The first strategy was the decision to use interviews as a qualitative research design data
collection technique. The nature of qualitative research is more exploratory and best suited for
the interview process to uncover real-life perspectives limited in a survey or observation
(Creswell & Creswell, 2018; Merriam & Tisdell, 2016). Interviews provided data to understand
the phenomena behind developing teachers capable of differentiating instruction to address
cultural diversity, equity and learner variability from participants trained in instructional
pedagogy.
The second strategy ensuring credibility and trustworthiness was member checking.
Member checking was a validation process as findings were analyzed and presented to the
participant for added reflection and clarification of any misconceptions (Creswell & Creswell,
2018; Merriam & Tisdell, 2016). The strategy was a way for the researcher to present polished,
summarized findings from the interview transcripts to the participant for feedback and to
calibrate accuracy.
The third strategy ensuring credibility and trustworthiness was triangulation, a data cross-
checking method (Merriam & Tisdell, 2016) used to compare evidence. The researcher cross-
checked mentor knowledge, motivation and organization influences to research on developing
teachers capable of differentiating instruction to address cultural diversity, equity and learner
variability (Gay, 2010; Tomlinson et al., 2003). The benefit of triangulation was the increase to
the study’s credibility by gathering sizeable evidence to confirm findings among diverse
participants and narrow the theme and sub-themes (Creswell & Creswell, 2018). The maximum
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variation among the small sample group also enhanced transferability for a broad range of
readers.
The next strategy for ensuring credibility and trustworthiness was storytelling used by the
researcher to self-reflect, document the experience and expose personal biases that may impact
participant interpretation of the data. According to researchers, utilizing self-reflection or
reflexivity opened a pathway for the researcher to expose experiences, belief systems, and values
(Creswell & Creswell, 2018; Merriam & Tisdell, 2016). The display of such normal human
qualities conveyed honesty and trustworthiness to the reader and increased credibility.
The last strategy to ensure credibility and trustworthiness was establishing relationships
with the main data sources for the study, NTI mentors. Building relationships to engage in
reflective conversations required the researcher to establish a culture of respect, honesty and
objectively without judgement (Merriam & Tisdell, 2016). In addition, those characteristics
were critical in moving forward to address the research topic and likely constructs of race, and
ethnicity (Knight, 2016; Singleton, 2014).
Actions prior to conducting interviews that safeguarded credibility and trustworthiness
during the study included sharing the research topic and questions, interview protocols, and
measures for confidentiality. The methods for securing the data, obtaining informed consent and
consent to record agreements from participants, also ensured participants that the study was
credible, and the researcher was trustworthy.
Validity and Reliability
Human experiences are rarely if ever replicated. Reliability in research designs counter
the idea of uniqueness and argue that everything is replicable (Merriam & Tisdell, 2016). The
purpose of this study is understanding the human experiences in developing teachers capable of
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differentiating instruction to address cultural diversity, equity and learner variability. Unless the
stakeholders are identical in all aspects of being, an identical outcome is not likely. However,
elements of reliability were included in the data collection design. Standardized protocol and
procedures for conducting interviews, presented an internal consistency reliability structure.
Providing participants an interview guide and using a list of scripted knowledge, motivation and
organizational questions (Patton, 2002; Rubin & Rubin, 2012) to conduct the interviews was an
internal consistency reliability structure.
Furthermore, to eliminate unforeseen threats to validity, a detailed description of the
interview setting, participant demeanor, expressions and external occurrences were captured to
provide the reader a virtual experience as conveyed by Creswell and Creswell (2018).
Methodological research experts stressed the importance of capturing evidence, with the
awareness of possible inferences drawn and opinion language insertions (Maxwell, 2013;
Merriam & Tisdell, 2016).
Ethics
Responsibilities
This section reviews ethical responsibilities related to researcher actions that include the
plans for data collection and analysis during the study. This qualitative study focused on
understanding the experiences of NTI mentors to identify effective practices to developing
teachers capable of differentiating instruction to address cultural diversity, equity and learner
variability in a public school organization following mentor discourse. The research on human
subjects involved a legal governing body to oversee the process (Merriam & Tisdell, 2016).
USC’s Institutional Review Board (IRB) was the governing body responsible for reviewing and
monitoring the research. IRB protects the participant from harm. IRB required that all
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participants were presented the study topic, data collection methods, projected outcomes,
interview procedures and protocols. Guidelines in IRB demanded that participants were
provided an informed consent document outlined with specific steps, so participants made
informed decisions to participate or withdraw (Glesne, 2011; Rubin & Rubin, 2012). The
process promotes confidentiality cultivated in conversational relationships described by Rubin
and Rubin (2012) to build trust of others. According to Merriam and Tisdell (2016),
trustworthiness of data and the researcher were of equal importance. Participants were reassured
with honest disclosure, modeling of trustworthiness and integrity when collecting and
interpreting data on sensitive on topics of cultural diversity, equity and learner variability by
promising confidentiality in the consent agreement. In addition, trust was established with NTI
mentors by showing respect for their time, opinions and maintaining a transparent process
throughout the study by allowing participants to review group contributions through member
checking (Creswell & Creswell, 2018; Rubin & Rubin, 2012).
Relationship to the Organization
NTI is a teacher support program within SSD, a large public school district in western
United States where the researcher is employed as a specialist. NTI mentors support beginning
teachers in improving pedagogy. The researcher began working in the NTI Company five years
ago and has worked for SSD 24 years. The researcher notified NTI and SSD that the participants
in the study freely volunteered and consent was granted. The cultural climate at NTI is assumed
positive and professional. NTI mentor relationships are respectful and collegial. The researcher
was frequently in contact with all NTI mentors, as they meet consistently twice a month for
professional learning as a group.
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Interviews bring up the ethical issue of consistency when documenting unpredictable
human behavior, or documenting communication from a participant with whom you are friendly
(Merriam & Tisdell, 2016). Interviewing peers poses a greater ethical dilemma as participants
who are friendly may share intimate details and form collaborations that sway interpretation
(Glesne, 2011). Therefore, the researcher established and maintained interview protocol.
Participants presented varying levels of dispositions of knowledge and perceptions. Merriam
and Tisdell (2016) stated that researchers are visitors in the interviewee’s personal space
(Merriam & Tisdell, 2016), therefore protecting the relationship was important. The researcher
explained roles in the study to protect the relationships with fellow mentors. The researcher also
prepared participants for detaching from the role of mentor and transforming into a reflective
conversational partner (Rubin & Rubin, 2012).
Assumptions and Biases
Researcher assumptions and biases threaten the validity of qualitative conclusions. It is
important to recognize and address some of the assumptions and biases that may have been
present during data collection, analysis and sharing the findings, as values and beliefs could
positively or negatively influence outcomes. The researcher addressed potential biases and
assumptions related to the work for developing teachers capable of differentiating instruction to
address cultural diversity, equity and learner variability by acknowledging cultural values and
perceptions (Glesne, 2011; Maxwell, 2013; Merriam & Tisdell, 2016) as a woman of color. The
positionality of the researcher gives an understanding of the interpretation of data through their
experiences and worldview (Merriam & Tisdell, 2016). To counteract potential biases and
assumptions, the researcher followed the interview protocol consistently with all participants.
The use of the question guide supported the researcher to maintain a clear focus on the purpose
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of study, evaluating the degree to which NTI developing teachers capable of differentiating
instruction to address cultural diversity, equity and learner variability. Furthermore, the
interview protocol prevented the researcher from inserting personal views and off-task behaviors.

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CHAPTER 4
RESULTS AND FINDINGS
The qualitative analysis in this section serves the purpose of this study: to understand the
degree in which NTI mentor practice develops NTI teachers capable of differentiating instruction
to address cultural diversity, equity, and learner variability in a K-12 classroom setting. In
addition, this study ascertains strategies mentors believed effective in developing NTI teachers in
those areas. The research focused on knowledge, motivation and organizational influences to
achieve the performance goal. The results and findings were collected during interviews with
NTI mentors, stakeholders closest to the performance gap to identify knowledge, motivation and
organizational causes.
This study sought to answer the research questions listed as follows:
1. What is NTI mentor knowledge and motivation related to developing practitioners
capable of delivering practices to address cultural diversity, equity and differentiated
instruction relevant to learner variability?
2. What is the interaction between organizational culture and context and NTI mentor
knowledge and motivation related to developing practitioners capable of delivering
practices to address cultural diversity, equity and differentiated instruction relevant to
learner variability?
3. What are the recommendations for organizational practice in the areas of knowledge,
motivation and organization resources?
Qualitative data was collected during formal interviews to help assess assumed influences
developed in Chapter 2 of this study. In alignment with the Clark and Estes (2008) gap analysis
framework, results and findings in this chapter were organized according to assumed influences
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reflecting knowledge, motivation and the organization. Tables 2, 3 and 4 in Chapter 2 organize
assumed influences and guided the development of 20 interview questions. The data collection
technique was employed to understand others’ perspectives (Maxwell, 2013; Merriam & Tisdell,
2016) on developing practitioners capable of delivering the work for differentiating instruction to
address cultural diversity, equity and learner variability.
Participating Stakeholders
Qualitative data was collected through interviewing 10 NTI mentor specialists and
mentor experts. There was 100% voluntary participation in this study. The role of the specialist
and the expert are equivalent for the exception of a single administrative duty, peer performance
evaluation. The sample group mimics the diversity among NTI mentor staff and the SSD
teaching population. The largest percent of mentors interviewed were 40% White followed by
30% Black, 20% Hispanic and 10% Asian (Figure 2). Racial demographic information and
mentoring experience were significant in understanding cultural perspectives in relation to their
ability to develop teachers capable of differentiating instruction to address cultural diversity,
equity and learner variability. Researchers agree that one’s identity impacts how others view and
value others (Gay, 2010; Gay & Kirkland, 2003; Goldenberg, 2014).

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Figure 2. NTI mentor racial demographics. Synopsis of interview questions 10 and 11.

The 10 participants, NTI mentors in this study provided comparative and contrasting
viewpoints (Maxwell, 2013) that exposed their reality of developing NTI teachers capable of
differentiating instruction to address cultural diversity, equity and learner variability. Studies
found that collecting evidence from educators on the topics indicated were challenging due their
sensitive nature (Gay, 2013; Goldenberg, 2014). Therefore, it was important to know the
positionality of each NTI mentor to gain understanding of their viewpoint and interpretations of
organizational practices to add value to the findings (Merriam & Tisdell, 2016). The participants
are identified as P1–P10 to conceal their identity and eliminate the possibility of retaliation from
district superiors or ridicule from peers if the database is breached. The gender, age, cultural
identity and years of experience were generated from interview questions asked of participating
mentors and 2017 NTI survey data, as well as personal knowledge of the researcher. Figure 3
40%
30%
20%
10%
White
Black
Hispanic
Asian
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provides additional information about the participating stakeholder group to better understand
perspectives. The gender and age of P2 will not be revealed due the size of the Asian population
within NTI. Twenty percent of participating mentors in this study have less than two years of
mentoring experience with NTI, as indicated in Figure 3. The remaining 80% of NTI mentors
have six or more years of mentoring practice with NTI. Half of participating stakeholders were
over 50 years of age, and the remaining half of stakeholders were between 40 and 50 years of
age.

Figure 3. NTI mentor demographic information: age, gender, experience. Synopsis of interview
questions 6, 10 and 11.

Participating NTI mentors agreed to interview for this study outside of contracted hours.
Interviews were accomplished during lunchtime, before or after a department meeting at a
district facility. Mentors understood that interviews would occur in 1–2 sessions for an allotted
0
1
2
3
4
5
6
7
8
9
Age 50+ Age 50- Female Male Experience
5+ years
Experience 5-
years
CA Native Outside of CA
NTI Mentors
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time of 60–120 minutes, as outlined in the consent form emailed to them prior to their voluntary
participation. A semi-structured interview approach was adopted to have consistency, yet
flexibility in the inquiry process (Maxwell, 2013; McEwan & McEwan, 2003; Merriam &
Tisdell, 2016). The order of the questions was standardized to have clear organization of
knowledge, motivation and organization data for analysis (Patton, 2002; Rubin & Rubin, 2012).
The 20 open-ended questions were shared with study participants as part of interview protocol to
lower participant anxiety, model transparency and dispel the presence of researcher bias.
Probing questions (Merriam & Tisdell, 2016) were used for further clarification and elaboration
of shared experiences and to provide an opportunity to add additional insight for a more
comprehensive understanding of the study topic. The questions were asked to yield rich
descriptive data. Qualitative interview responses were analyzed for validation of assumed
influences.
Data Validation
Analysis of interview data to identify recurring regularities relevant to the research topic,
cross checking data from individuals with different perspectives and member checks to solicit
feedback were used for the purpose of triangulation to ensure validation of findings. The results
and findings in this study were assessed to validate, partially validate or not validate assumed
influences. The validation of knowledge, motivation and organization assumed influences was
determined by the saturation of findings with repeated themes and patterns that pointed to a
significant gap or insignificant gap. Validated assumed influences reflect a 70% or more
consensus of identified segments in interview data with recurring regularities in themes
conveyed in words, phrases, and ideology of NTI mentors and supporting literature that confirm
the influence and point to a significant gap in performance. Partially validated assumed
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influences reflect a 40–60% participant consensus of identified segments in the data relevant to
the influence, with a mix of inconsistencies and regularities in themes conveyed in the words,
phrases, and ideology that confirm only a minor gap in performance. Influences not validated
reflect a 0–30% participant consensus of recurring regularities identified in segments of data
conveyed in themes, words, phrases, and ideology that confirm an insignificant gap in
performance.
Data analysis was an iterative process to identity levels of agreement among participants.
An inductive approach was used to code the interview transcripts. Interview transcript data
endured a repeated cycle of open and axial coding to capture significant words or phrases and
make comparisons to explain the social phenomenon (Merriam & Tisdell, 2016) of developing
skills in educators to address cultural diversity, equity and learner variability in K-12 school
settings. The weight of the evidence was assessed to find trends and draw conclusions about the
practices of the stakeholder group to answer the research questions and respond to the conceptual
framework (Maxwell, 2013; Merriam & Tisdell, 2016). The themes were refined through
analytic memos and data sandwiches to support the researcher in organizing results and findings.
Strategies for ensuring credibility and trustworthiness during data analysis included
triangulation. Triangulation was accomplished through comparing evidence of interview
question responses to align multiple perspectives for greater understanding of how NTI mentors
develop NTI teachers to differentiate instruction to address cultural diversity, equity and learner
variability relative to their knowledge, motivation and organization structures (Creswell &
Creswell 2018; Maxwell 2013; Merriam & Tisdell, 2016; Salkind, 2010). Final analysis of data
was shared verbally with five participants with an invitation to share additional reflection for
respondent validation, known as member checking (Birt, Scott, Cavers, Campbell, & Walter,
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2016; Merriam & Tisdell, 2016). Member checking with five participants — P1, P3, P8, P9 and
P10 — resulted in the confirmation in findings and without any additional feedback besides the
surprise conveyed by P10 in regard to the insufficient training reported by mentors. The other
five mentors were unavailable for member checking due to time constraints of the study. The
results and findings in the following section use the Clark and Estes (2008) conceptual
framework to outline gaps in knowledge, motivation and organization structures.
Results and Findings for Knowledge Causes
Results and findings in this section are reported using the knowledge categories reflected
in the work of Clark and Estes (2008), Krathwohl (2002) and Rueda (2011) to examine how NTI
mentors develop NTI teachers capable of differentiating instruction to address cultural diversity,
equity and learner variability. This study focused on four categories of assumed knowledge
influences impacting NTI mentor performance: factual, procedural, conceptual and
metacognitive knowledge to understand mental schemas (Rueda, 2011). Questions were
structured to obtain data on disseminated information, job training and materials designed to
support NTI mentors in meeting the performance goal.
Factual Knowledge
Influence 1. NTI Mentors need to have detailed knowledge of content specific
terminology and information to pinpoint indicators of NTI teachers differentiating
instruction addressing cultural diversity, equity and learner variability in a school setting.
Interview findings. The findings show that 70% of NTI mentors did not express detailed
understanding of factual knowledge in regard to differentiating instruction, cultural diversity,
equity or learner variability found in literature, but rather conveyed inconsistency in their
understanding of study concepts. Mentor descriptions were short and absent of details for the
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exception of P1 in her description of cultural diversity, as well as P4 and P7 with a detailed
description of equity. However, of the 10 NTI mentors interviewed, mentors did not share
detailed knowledge of all four concepts: cultural diversity, equity, learner variability and
differentiated instruction in relation to those topics. The evidence of the lack of concrete factual
knowledge also reflects the ability of NTI mentors to identify qualities of differentiated
instruction addressing cultural diversity, equity and learner variability in a class setting. The
assumed influence is validated with a greater than 70% consensus among participant findings
indicating a significant gap in factual knowledge related to differentiating instruction to address
cultural diversity, equity and learner variability.

Figure 4. NTI mentor detailed description of terms: cultural diversity, equity, learner variability
and differentiated instruction related to those topics. Synopsis of interview questions 1–4.

0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
20%
NTI Mentor Detailed Description of Terms
Cultural Diversity Equity Learner Variability Differentiated Instruction
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NTI mentors detailed knowledge of each concept: cultural diversity, equity, learner
variability and differentiated instruction related to the topics are captured in Figure 4. Figure 4
provides a visual presentation that reveals 90% of NTI mentors did not convey detailed
understanding of cultural diversity as presented in study literature. Figure 4 also shows an 80%
lack of detailed understanding of equity and did not reveal any detailed understanding of learner
variability or differentiated instruction in relation to the study topic.
An assessment of detailed factual information began with understanding cultural
diversity. NTI mentors were asked to share words that crossed their minds when hearing,
cultural diversity. Ninety percent of descriptions lacked detailed explanation of cultural
diversity, for the exception of P1 (Figure 4). P1 expressed a more complex view that linked
family, race, religion and socioeconomic status to cultural diversity:
I think about the ways that people bring their background, their family, their race, their
religion, their knowledge, their worldview, to the context of school, the context of a
learners situation [. . .] It’s race plus, whatever spiritual religious traditions [. . .] It’s
about the socioeconomic backgrounds of the learners.
The positionality of P1 as a woman of color, more than five years of mentoring and more
than 30 years of teaching experience, suggest a correlation between personal and professional
experiences.
The most prevalent responses among 80% of mentors were two particular word phrases:
“different backgrounds” or “various cultures” (Figure 5). Within the 80%, an average of two
mentors added one word descriptors of differences: “religion,” “gender,” and “language.” Thirty
percent of mentors included the term race in their definition.
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Figure 5. NTI mentor descriptors of cultural diversity. Synopsis of interview questions 1 and 2.

Next, participants were asked to share indicators witnessed for differentiating instruction
to address cultural diversity, equity and learner variability in a K-12 school setting to gauge their
understanding and ability to identify structures and needs. Interview data yielded an 80%
consensus of the mentors connected their understanding of cultural diversity to how they
identified cultural diversity in a classroom setting as having “various cultures represented.” This
data aligns with their initial personal perspective of cultural diversity. One NTI mentor, P7,
referenced food or cultural dress when describing their observation of cultural diversity: “The
cliché stuff, you know, like, oh, we’re going to have tamales today [. . .] Oh, we’re going to wear
sombreros. So not going beyond that.”
Two mentors, P3 and P10, described an absence of diversity in school settings among the
student population. The two mentors voiced similar observations of segregated school settings
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
NTI Mentor Descriptors of Cultural Diversity
Various Cultural Backgrounds Race Gender Socioeconomic Status Language
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by noting the presence of monocultural and monolingual school populations. Mentor P3
declared that a large urban area within the district was “99.9% Hispanic.” P10 shared his
observation of cultural diversity in school settings as follows: “I don’t see a lot of cultural
diversity [. . .] It’s more geographical segregation, as opposed to planned segregation.”
Another mentor, P1, expressed the cultural difference among the teachers and their
students:
The vast majority of the student population, the K through 12 student population is Black
or Hispanic. What I see when I look at the staff, which includes administrators and
teachers, is a very different thing. We have far more racial and cultural diversity among
staff and administrators on a given campus, than we do with the students on that given
campus.
A total of three NTI mentors linked race and one mentioned language as differences in
reference to the presence of cultural diversity. However cultural diversity is defined as more
than differences in race and language. Cultural diversity has multiple dimensions that also
include ethnicity, gender, sexual orientation, ability, traditions and class. Teaching cultural
diversity in a classroom setting appears in the learning, behaviors, communication and
interactions. Based on research in Chapter 2 and interview findings, mentors do not have
detailed knowledge needed for effectively addressing cultural diversity found in literature.
In regard to equity the findings were mixed. Three NTI mentors, P1, P5 and P8,
conveyed their general understanding of equity as being “fair” in how teachers interact with
students regarding student participation. In addition to being fair, P5 stated that equity went
beyond being fair and extended to the “attitudes and perceptions of teachers.” Fifty percent of
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mentors, P2, P3, P8, P9 and P10, used one or two of the following descriptive language
repeatedly: “same” or “equal” “access,” connected to “opportunities” and “resources” (Figure 6).

Figure 6. NTI mentor descriptors of equity. Synopsis of interview question 3: Can you tell me
how you would describe equity in a school setting?

P4, P6 and P7 expressed that equity was based on the “need” of stakeholders. Five
mentors associated equity with “need” of students. Two mentors—P4, a White mentor, and P7,
a Black mentor—conveyed a more detailed understanding of equity in a school setting that was
reflected in research. Mentor P4 replied:
Kids all trying to look over a fence and watch a baseball game and equality is they all
stand on the ground. Some kids are too short to see over the fence [. . .] equity is there’s
boxes [. . .] depending on how tall they are, what they need, they can see what they’re
supposed to see. So, I guess equity is that everybody’s given the supports that they need
0%
10%
20%
30%
40%
50%
60%
NTI Mentor Descriptors of Equity
Fair Access Equal or Same Opportunity Need
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to succeed. And those are not may not be the same supports, some people may need
more, and some people may need less.
Mentor P7 also shared the contrast between equity and equality:
So equal and equity are two different things. Our more needy areas should receive more
funding and more support rather than schools in maybe a wealthier neighborhood [. . .]
Providing more resources and more support for the schools that need it. You know, it’s
like giving everybody a five foot ladder, but I’m four two and he’s, you know, six three,
so he’s going to still [. . .] be taller than me.
Research on equity included being fair but found that equity was not equal access or
equal distribution of resources, but leveling access and resources based on the need (Gay, 2013;
Kornhaber et al., 2014; Tomlinson et al., 2003; Unterhalter, 2009). Based on the findings from
the sample population of NTI mentors showing half believe equity is having equal or the same
resources and opportunities, 50% need a greater understanding of equity.
In terms of NTI mentors’ ability to define differentiated instruction and learner variability
yielded scattered results with minimal input compared to findings on cultural diversity and
equity. Mentors were asked to share their knowledge of differentiating instruction to address
learner variability. Mentor responses varied to describe differentiated instruction ranging from
varying degrees of learning styles articulated by P2, P4 and P8, to “giving deeper work” from
mentor P7, “choice” from P1 and meeting the needs of students offered by P3, P6, P8, P9 and
P10. There was a 30% consensus associated with learning styles and 50% consensus associated
with meeting varying needs as shown in Figure 7.
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Figure 7. NTI mentor descriptors of differentiated instruction. Synopsis of interview question 4:
Can you tell me what you know about differentiated instruction and variability related to cultural
diversity and equity?

According to Tomlinson (2001), successful differentiation of instruction reflects elements
of race, language, family background, community, ethnicity, preferences, interest, gender, skills
and socio-economic status, along with a multiple choice in the content, process and product.
NTI mentors’ language referred to elements of choice, skills needed, as well as preferences and
processes connected to learning styles to describe differentiated instruction but did not include
the other elements. The descriptions were short without details.
The findings for understanding learner variability were also sparse and ambiguous as
well. A few NTI mentors, P1 and P7, were unclear on how to define learner variability and
resorted to using morphology to frame meaning and asked for clarity (Figure 8). Mentors P2 and
0%
10%
20%
30%
40%
50%
60%
NTI Mentor Descriptors of Differentiated Instruction
Different Learning Styles Choice Meeting Needs
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P10 deemed learner variability as not being a “one size fits all.” One mentor viewed learner
variability as being “flexible” to provide needed support.

Figure 8. NTI mentor descriptors of learner variability. Synopsis of interview question 4: Can
you tell me what you know about differentiated instruction and variability?

Research on learner variability intersects elements of differentiated instruction.
Variability emphasizes the importance of flexibility with instructional input and student output,
as they both impact behavior, motivation and performance (Agogi, 2013; Dockterman, 2018;
Schaffhauser, 2018; Tomlinson et al., 2003). The input and output of learner variability are
similar to the approaches of differentiated instruction: content, processes and procedure
(Tomlinson, 2001).
In addition, when asked to identify effective instructional practices witnessed in
classrooms to address cultural diversity equity and learner variability, mentors P1, P2, P3, P4,
0%
5%
10%
15%
20%
25%
NTI Descriptors of Learner Variability
Unfamiliar with Concept Not One Size Fits All Flexibility
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P5, P6, P7, P9, and P10 described strategies for giving students access to curriculum and equal
opportunities to participate in discussions using random selection tools, visuals, translator apps to
transcribe documents in native languages and cooperative learning structures. P2 expressed his
observation of cultural diversity, equity and learner variability being addressed and captured
similar sentiments and language of the other eight mentors which included: “Equity sticks-
popsicle sticks,” “spinners, randomizer to call students,” and “Kagan structures to support
engagement and participation.” Mentors also added the following descriptors of practices
witnessed: “The use of multimedia presentations,” “music,” “PowerPoint and videos,” “Socratic
circles [. . .] hands on, inquiry based lab activities, and grouping.”
As a result, the need for NTI mentors to have detailed factual knowledge of terminology
and know indicators of differentiating instruction to address cultural diversity, equity and learner
variability in a school setting is validated based on 70% of mentors stating related activities and
conveying minimal to inconsistent understanding in comparison to findings in literature. NTI
mentors described cultural diversity as an observable phenomenon based on the outward
appearance of race and nominal mentions of gender, religion, language, and socioeconomic
status. Half of mentors described equity as synonymous to equal which does not align with
trusted sources. While half or less than half of NTI mentors associated differentiated instruction
with learning styles and varying academic needs. Whereas less detailed data was gathered
regarding learner variability due to limited understanding of the term beyond connections to
being flexible or root word connections. Data did not convey NTI mentor detailed
understanding of differentiated instruction, cultural diversity, equity or learner variability.
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Procedural Knowledge
Influence 1. NTI mentors need well-defined procedures on how to guide teachers in
differentiating instruction to address cultural diversity, equity and learner variability in
their content area to impact NTI teacher practice.
Interview findings. For the exception of a few, 80% of NTI mentors are not
systematically trained on how to explicitly guide teachers in differentiating instruction to address
cultural diversity, equity and learner variability following observation and post-observation
conversation protocol and thus limiting impact on teacher practice. The assumed influence is
validated with a greater than 70% consensus among participant findings indicating a significant
gap in procedures on how to develop new teachers capable of differentiating instruction to
address cultural diversity, equity and learner variability.
Singleton (2014) and Howard (2010) argued that when discussing race, equity, culture or
ethnicity in an environment without procedures and protocols left participants feeling unsafe and
vulnerable. Eighty percent of NTI mentors interviewed reflected opinions of disjointed training
to its nonexistence. The findings for procedural knowledge are contrary to the training for
educators described by Clark and Estes (2008). Clark and Estes (2008) assert that training is
necessary for job tasks that require an intense level of knowledge or expertise. Prior to working
for an organization such as NTI credentialed educators receive minimal training and experiences
with addressing cultural diversity, educational equity and learner variability in their preservice
programs (Gay & Kirkland, 2003). Clark and Estes (2008) suggest that high impact learning for
educators is a result of training with realistic scenarios, demonstrated procedures, guided practice
and corrective feedback.
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Although 80% of mentors reported disjointed or minimal training, it is necessary to note
that the two mentors, P1 and P10, reporting “extensive training” and “very intensive weeks of
training academies” have worked for NTI since its inception and worked for SSD for an average
of 30 years, which may reflect a different experience from mentors working less years with NTI.

Figure 9. NTI training. Synopsis of interview question 6: Can you tell me about the training
your organization provides you to develop teachers capable of differentiating instruction to
address cultural diversity, equity and learner variability?

P6 gave a response representative of mentors’ viewpoint of disjointed or insignificant
training:
Not such a high focus. It’s kind of left to me to explore this topic, to find professional
literature [. . .] It’s more on differentiating for academics. I mean, we do have training,
on differentiating instruction with equity. We have explored the topic through
professional development. It isn’t an ongoing or reoccurring topic.
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40%
Extensive Training Sufficient Training Disjointed Training No Recollection of
Training
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P4 provided a response representative of the 40% of mentors unable to recall training
delivered explicitly for developing teachers capable of differentiating instruction to address
cultural diversity, equity and learner variability:
You know, I can’t say that I’ve gotten training, specifically on any of these questions. I
do think it’d be really valuable to have those discussions and talk about how to make
teachers more aware of cultural diversity and differentiating for greater achievement.
The findings for procedural knowledge revealed the inconsistency in training around
differentiating instruction to address cultural diversity, equity and learner variability. Findings
for conceptual knowledge identified observation, evidence and post observation conversations as
having critical interrelationships but without clear procedural knowledge on how to move from
conversations to action plans, teacher growth is stifled without evidence of the impact on
instruction. Evidence supporting the need for more well-defined training was captured in the
following NTI mentor practice to address cultural diversity, equity and learner variability that
stopped with a conversation. Mentor P3 stated: “I engage in a conversation with the teacher
using a scenario. Discussing the students’ needs and how to support them. Teachers understand
and are accepting of the conversation.” The following data was collected from P4:
If I noticed something that I thought was problematic in the way of diversity, equity or
differentiated instruction. Yeah, I think the important thing is to document having
conversations with a mentor, having real objective evidence. I would try to present
objective evidence and ask some follow up questions.
The lack of training reported by NTI mentor study participants is a direct reflection of
their ability to develop teachers capable of differentiating instruction to address cultural diversity
equity and learner variability in a classroom setting. Training is critical in goal attainment and
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moving practice of stakeholders (Clark & Estes, 2008; Rueda, 2011) because it’s where protocol
is established, procedures are modeled, skills are practiced, and feedback is dispensed. The
depth of sensitivity surrounding the topics of diversity, equity and learner variability validate the
need for well-defined training.
Conceptual Knowledge
Influence 1. NTI Mentors need to analyze their practice and be able to identify
critical interrelationships that fully develop new teachers capable of differentiating
instruction to address cultural diversity, equity and learner variability.
Interview findings. NTI mentors exhibited an 80% gap in their conceptual knowledge.
This assertion is based on a saturation of interview findings that mentors did not engage in lesson
planning, a critical interrelationship in developing teacher practice to address cultural diversity,
equity and learner variability following observation, documentation of evidence and post
observation reflective conversations. The assumed influence is validated with a greater than
70% consensus among participant findings indicating a significant gap in critical
interrelationships of practice needed to develop new teachers capable of differentiating
instruction to address cultural diversity, equity and learner variability.
NTI expects mentor practice to include lesson planning before or following observation
and reflective conversations as a method to solidify understanding and purposefully differentiate
for diverse groups and address misconceptions (SSD, 2017). Interview data showed that
evidence collected during observations provided an entry point for having challenging
conversations to understand the mindset of the teacher when discussing sensitive topics but was
void of planning and monitoring implementation of the plan. For the exception of P6 and P8
conversations did not lead to lesson planning nor progress monitoring for application.
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Figure 10. Critical interrelationship of observation, reflection and lesson planning. Synopsis of
interview questions 5 and 13.

Well trained mentors can simplify differentiating instruction to address cultural diversity,
equity and learner variability for new teachers by utilizing their skills as instructional leaders to
decompose and restructure content, processes and products, noted by Tomlinson (2001). P1, P4
and P6 reflected on strong interrelationships between conversations preceding observations and
objective observation evidence to construct questions that guide teacher development when
addressing cultural diversity, equity and learner variability. P1 reflected on a conversation but
absent of follow-up planning:
A young Latina chemistry teacher with all Latino students [. . .] was using a PowerPoint
[…] Kids were loud [. . .] not paying attention to her […] And then a kid comes in, and
it’s a big African American kid […] whispered, asking her [another student] for the work
[…] She [the teacher] called him [African American student] out in terms of redirecting
20%
80%
OBSERVATION AND REFLECTIVE CONVERSATIONS
WITH LESSON PLANNING AND MONITORING
OBSERVATION AND REFLECTIVE CONVERSATIONS
WITHOUT LESSON PLANNING AND MONITORING
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
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or disciplining his behavior. After the class [. . .] I share[d] some data [. . .] I recorded
[. . .] I wonder how many classes he [African American student] goes to where he’s the
only Black student […] And she said, You know, you’re right. […] I spent the time with
her [the teacher] having conversation. […] it was paradigm changing for her [the teacher]
because she said so.
P4 also professed the practice of observation and conversation with a teacher when addressing
cultural diversity, equity and learner variability:
So, I had one teacher, who had, like, all his African American students were in the back
row of the classroom. Mm hmm. And I just asked [. . .] Is there a reason that all of your
Black students are in the back, and then the Hispanic students are filling up the rest?
He’s [the teacher] like, no, I hadn’t even thought of that. A few weeks to a month or so
later, he changed up his whole classroom, that was no longer that issue.
Although eight mentors did not explicitly identify lesson planning and progress
monitoring as practice, interrelationships between, observations, observation evidence and post
conversations were identified by mentors as consistent practices useful for engaging NTI
teachers in dialogue around cultural diversity, equity and learner variability.
P8 mentioned lesson planning as a work tool to develop NTI teachers in differentiating
instruction to address learner variability but P6 was the only mentor who articulated how
observation and data collection led to planning as a next step to address those topics. P6 shared
the following experience:
One time when a teacher was having a second grade student model, how to toss the ball,
and, or how to how to catch the ball [. . .] the teacher threw the ball at the child, and she
missed it [. . .] the class laughed, and she asked her to sit down. Who’s next? [the teacher
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shouted]. So, we had the conversation [. . .] connected it [. . .] to the standards in the
classroom climate in the community [. . .] respectable to equity. And [. . .] some other
alternative responses.
As a result of the findings (Figure 10), the gap in mentor conceptual knowledge to
identify critical interrelationships in NTI mentor practice to develop new teachers capable of
differentiating instruction to address cultural diversity, equity and learner variability is validated.
The conceptual influence was validated based on the absence of the critical interrelationship with
lesson planning and structures for monitoring the implementation identified in 80% of mentor
responses. Although the cycle of observation, data collection and reflective conversations were
present, transitioning to an action plan for extended impact is necessary. Lesson planning is
important because it frames class structures, input and output (Tomlinson, 2001) to support
cohesive thinking around addressing cultural diversity, equity and learner variability (Gay,
2013). Planning and monitoring are critical in delivering complex concepts for systemic change.
Metacognitive Knowledge
Influence 1. NTI mentors need to recognize their cultural, racial, and ethnic
identity and the identity of others to understand why it is important to support NTI
teachers with differentiating instruction to address cultural diversity, equity and learner
variability in a school setting.
Interview findings. Study findings reveal that 100% of NTI mentors were able to frame
their cultural, racial and ethnic identity, convey empathy for others and recognize the
significance of differentiating instruction to address cultural diversity, equity and learner
variability after reflecting on their personal and professional experiences. Data showed that zero
percent of mentors need assistance in recognizing their cultural, racial, and ethnic identity and
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the identity of others to understand why it is important to support NTI teachers in those areas.
Therefore, the influence is not validated, with a 0–30% consensus among participant findings
indicating a need to recognize their identity and the identity of others around the study topic.
To develop NTI teachers capable of differentiating instruction to address cultural
diversity, equity and learner variability, NTI mentors must acknowledge their own mental
schema framed by cultural, racial and ethnic identity when processing information to understand
the mindset of the NTI teachers and the students influenced by adult actions.
The data revealed that mentors have a positive perception of their race and a strong sense
of identity (Figure 11). Seventy percent of mentors, representing mentors of color with the
exception of one mentor used positive affirmations such as “hardworking,” “proud,” “strong,”
“beautiful,” “powerful,” when asked to describe their thinking in regard to race, ethnicity and
cultural identity. The same mentors delayed identification of their race or ethnicity until
responding to the question soliciting information on their personal experiences related to cultural
diversity and equity.

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Figure 11. NTI mentor recognition of cultural, racial and ethnic identity. Synopsis of interview
questions 9, 10, and 11.

Mentors P4, P5 and P10 immediately identified themselves as “White” males with one
mentor hesitant to respond. P4 stated, “there is a definite hierarchy of value assigned to race and
ethnicity in our culture.” P5 shared how he feels society views him “as the dominant, you know,
culture that’s marginalized other groups.” P10 provided similar viewpoints but added the term
“privileged” as a descriptor. In reference to the term privilege, P10 expressed the following:
It took me a while to accept that term. Because I had to take the classes [. . .] to
understand White privilege. I can walk into a bank, and no one expects anything bad
from me. I’m a customer, I walk into a store, and I don’t have a security guard giving me
a second look. I never recognized it because I live in it.
Interview findings revealed the sensitive nature of the topics, as P1, P3, P6 and P8
presented experiences sparking a display of strong emotions, requiring a break in the interview to
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NTI Mentor Recognition of Cultural, Racial and Ethnic Identity
Self Identity Identity of Others Immediate ID Delayed ID
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regroup. The ability to embrace diversity, one’s identity and acknowledge the existence of
inequities and inequality among groups is a way to connect with others and show empathy
(Eckert, 2013; Nieto, 2000). The experience of P3 as an English Language Learner (ELL)
reflected a clear sense of identity and conveyed the impact on her practice:
I was treated as an outsider in [. . .] school [. . .] The counselor told me, “You’re not good
in math [. . .] I’m going to put you in the secretary program [. . .] My biology teacher had
me translate, “Tell your mother to go home and learn English” [. . .] I never had the best
English or math teachers [. . .] This helps me with conversations [. . .] regarding English
Language Learners.
Mentor P2 shared his experiences with feeling marginalized in a K-12 school setting and
how those experiences influenced his regard for others:
Where I grew up there were 3500 people in the town. Growing up I was a recipient of
name calling. There were only two other kids that looked different like me 4th through
9th grade. I never felt the teachers appreciated me. [. . .] As a result, I believe there is
value in all people, all students.
Study participant P5 communicated a sense of shame related to his identity as a White
male and empathy for other group perspectives in relation to his experiences dealing with
diversity and equity:
Yeah, like, there’s almost a guilt there. Yeah, that I think I struggle with, I think,
because, you know, even growing up, I was among a very, very diverse group of friends.
Walking into a store [. . .] with friends and all of a sudden, the clerks, following them
around.
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Mentor P2, P3 and P5 represent different cultural groups with different experiences, yet
all three encounters impacted their level of empathy and value for others. Therefore, based on
perspectives conveyed by study participants, a metacognitive knowledge influence is not
validated as a performance gap. NTI mentors are able to recognize their cultural, racial, and
ethnic identity when reflecting upon personal life experiences dealing with diversity and equity,
while also demonstrating compassion for other groups, a characteristic needed to support NTI
teachers with differentiating instruction to address cultural diversity, equity and learner
variability. Conclusions can be drawn based on experiences expressed by mentors that indicated
the importance of supporting teachers to differentiate instruction to address cultural diversity,
equity and learner variability. Mentors also indicated in the findings of conceptual knowledge an
understanding of when to intervene in blaring issues surrounding diversity and equity by
engaging in a reflective conversation following teacher observation.
Summary
The gap identified in NTI mentor factual, procedural, conceptual is validated with a
greater than 70% consensus among participant findings indicating a significant gap in
performance regarding the usefulness of having consistent conversations around the study topic.
NTI mentors need to have detailed factual knowledge of terminology, diverse groups and
supporting research to recognize indicators of practice. Therefore, the need for factual
knowledge is validated based on participants’ short descriptions during interviews conveying
minimal understanding of concepts. The findings revealed that the inability to clearly define a
concept is linked to the inability to clearly identify the concepts in practice. In regard to
conceptual knowledge more than 80% of mentors were able to analyze their practice and identify
interrelationships between observation, collection of evidence and post conversations, but only
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20% consistently incorporated action plans and monitoring into the interrelationship of practice.
Therefore, declarative knowledge of facts, concepts and interrelationships of processes is a high
priority in closing the performance gap.
Rueda (2011) stressed the importance of being able to identify organization problems,
plan solutions, monitor progress and make modifications. Based on findings for procedural
knowledge, mentors conveyed the need to have ongoing, explicit training to know how to
develop teachers capable of differentiating instruction to address cultural diversity, equity and
learner variability as assurance of goal attainment. In contrast to the need for procedural
knowledge, metacognitive knowledge was not validated based a 0–30% participant consensus
showing an insignificant gap in performance. NTI mentors conveyed a sense of self identity and
an awareness of others through self-reflection that answered why differentiating instruction to
address cultural diversity, equity and learner variability was important. Metacognitive
knowledge as an influence is not validated based a 0–30% participant consensus showing a gap
in performance for differentiating instruction to address cultural diversity, equity and learner
variability. There was not a performance gap identified in metacognitive knowledge.
Results and Findings for Motivation Causes
Problem solving and learning in any context requires motivation. Motivation is needed to
accept the challenge, commit, and persevere toward solutions (Clark & Estes, 2008; Mayer,
2011; Rueda, 2011). Understanding NTI motivating factors will disclose the magnitude of the
performance gap in developing NTI teachers capable of differentiating instruction to address
cultural diversity, equity and learner variability in a class setting. This study considered two
motivational principles: utility value theory, usefulness of content and activity to obtain goals
(Eccles, 2006; Harackiewicz, Canning, Tibbetts, Priniski, & Hyde, 2016), and self-efficacy,
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judgement of capabilities (Bandura, 2006; Pajares, 2006; Rueda, 2011) as assumed influences
impacting NTI mentor performance.
Utility Value
Motivational Influence 1. NTI Mentors need to believe that having consistent
conversations with teachers around differentiating instruction to address cultural diversity,
equity and learner variability is useful and worth the effort to transform presumed biases.
Interview findings. Interview data found that 100% of NTI mentors are reactionary
when addressing cultural diversity, equity and learner variability. NTI teachers convey a sense
of useful in the moment and advocacy for students but not a sense of consistent intentionality
toward long-term development of practice for differentiating instruction to address such subject
matter. Therefore, the assumed influence is validated with a greater than 70% consensus among
participant findings indicating a significant gap in performance regarding the usefulness of
having consistent conversations around the study topic.
Utility value directs stakeholders to focus on the benefits of achieving a future goal and
not the lack of surface attraction and nagging apprehension (Clark & Estes, 2008; Rueda, 2011).
Regardless of studies noting the challenges with engaging teachers in conversations on topics
such as cultural diversity, equity and learner variability (Gay, 2013; Gay & Kirkland, 2003;
Singleton, 2014), NTI mentors individually reported an experience having a conversation with a
teacher after a classroom observation to address a documented issue of diversity and equity.
Overall, NTI mentors shared the belief that conversations guided by evidence are useful and
worth the effort to point out inequities and the lack of attention to cultural group dynamics with
four of ten mentors reporting a change in actions. Additionally, frequency of conversations
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around differentiating instruction to address cultural diversity, equity and learner variability were
note expressed by any mentors.

Figure 12. NTI mentor beliefs on conversations addressing cultural diversity, equity and learner
variability. Synopsis of interview question 15: Can you share a professional or personal
experience related to differentiating instruction to address cultural diversity, equity and learner
variability that added value to your work?

Four NTI mentors, P1, P2, P4 and P8, witnessed changes in teacher practice or attitude
following the presentation of observation evidence showing inequity and the lack of attention
toward diversity. P1 recalled an incident where the teacher reprimanded the only African
American student in the room for asking questions to a fellow student about the class
assignment, opposed to focusing her attention on the majority student group with off task
behaviors. After a conversation with the teacher to reflect on observation data, P1 reported “a
paradigm shift in the teacher’s behavior.” P2 expressed changes in a White teacher’s perceptions
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NTI Mentor Beliefs on Conversations addressing Cultural Diversity,
Equity and Learner Variability
Usefulness for Student Advocacy Consistent Engagement
Reactionary to a Problem Hesitancy
Created Change in Practice
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of her Hispanic students following conversations on: “getting to know your students” and
making the “content relevant to their lives.” Another shift in teacher practice was also reported
by P4 after asking a teacher: “Is there a reason all your African American students are sitting in
the back row of the classroom?” As a result of the conversation P4 discovered the teacher was
oblivious to student seating arrangements, claiming: “later reconfigured the whole classroom.”
Mentor P8, just as mentor P2, reflected on one teacher’s moment of discovery after having
conversations around understanding student backgrounds. P8 shared an observation of practice
parallel with the research that demonstrates activities to transform misconceptions, attitudes and
beliefs but honored values and background:
Okay, what comes to my mind is a kindergarten teacher that actually used some of the
books that I recommended and actually had the kids to dress up representing different
cultures. She would teach them this series, and then they would get dressed up. She
would introduce a character from the story that was from that culture. She brought in the
clothing. She also brought in food. At the end of the week, they had a little potluck
where the parents committed to making the foods. It was the things that we had
discussed, and she would introduce, for the week. A phenomenal teacher.
Mentor P8 identified elements of differentiating instruction to address cultural diversity,
equity and learner variability found in research. Study participants P1, P2, P4 and P8 identified
conversations as useful in changing mindsets and practice of both teachers. Researchers
recognized the importance of having conversations to clarify misconceptions, address
differences, learn, build collaborative relationships and break down barriers in our diverse
society where marginalized groups are often voiceless (Baker, 2006; Moore et al., 2017;
Singleton, 2014).
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NTI mentors expressed the benefits of being an advocate for students, but despite the
positive results following conversations, NTI mentor data of four mentors exposed their
hesitancy and the difficulties in having consistent conversations to address diversity, equity and
learner variability. Although mentor P2 saw the value in having conversations on the topics, he
also expressed: “they are not easy to have.” This aligns with the opinion of P3 on the difficulty
of having conversations around equity and diversity due to “the people who are uncomfortable
with the conversation.” The hesitancy in having conversations around diversity and equity for
two mentors was a result of their identity. P4, who identified as a White male, stated: “I think
that in my identity, some cases might make me suspect in those kinds of conversations, so I have
to be careful.”
P6 identified as a Hispanic female shared the following on the challenge in having
conversations to address diversity and equity:
I feel like it’s a slippery slope for me to talk about these topics when I myself, you know,
feel uncomfortable about my own. [. . .] My identity influences how I approach
conversations around diversity and equity when I have these conversations with teachers.
Discomfort for discussing culture, race, ethnicity and equity are common occurrences.
Teacher anxiety was commonly recognized in studies when discussing culture, race and ethnicity
for fear of judgement, demonstrating bias, using offensive terminology or communicating the
wrong message (DiAngelo, 2018; Gay, 2010). Singleton (2014) asserted that having courageous
conversations requires a shift in culture and structures that invite educators to safely exchange
thinking without “projecting assumptions,” asserted by mentor P6.
The findings from Mentors P2, P3, P4 and P6, who represent three different cultural
groups, provide insight into the rationale for the lack of intentionality with NTI toward long-term
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development of practice for differentiating instruction to address cultural diversity, equity and
learner variability. Study findings captured the tone of usefulness among mentors for attending
to immediate noticeable needs in a classroom as an advocate for students related to the study
topics but did not show impact long-term, ongoing processes for sustainable change due to
discomfort with discourse on sensitive topics. Conversations around the topic of differentiating
instruction to address cultural diversity, equity and learner variability are infrequent unless an
issue is witnessed.
Self-Efficacy
Motivational Influence 2. NTI mentors need to feel capable in their ability to
engage in conversations with NTI teachers focused on differentiating instruction to address
cultural diversity, equity and learner variability.
Interview findings. Seventy percent of NTI mentors expressed extremely high
confidence and 30% expressed a lower level of confidence in their ability to engage in
conversations with NTI teachers that provide support for differentiating instruction that
addresses cultural diversity, equity and learner variability. Elevated levels of self-efficacy
indicate little influence on the performance gap. Therefore, the assumed influence is not
validated with 0–30% consensus among participant findings indicating a need to feel capable of
engaging NTI teachers in conversations to address cultural diversity, equity and learner
variability.
NTI mentor self-efficacy was measured by asking what their confidence level was for
developing NTI teachers capable of effectively differentiating instruction to address cultural
diversity, equity, and learner variability (Figure 13). More than half of NTI mentors reported a
high level of confidence for having conversations on differentiating instruction to address
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cultural diversity, equity and learner variability. P1, P4 and P6 conveyed that their confidence to
have conversations addressing cultural diversity, equity and learner variability stemmed from
work aids and training that built their capacity. P1 described her confidence by stating: “I feel
quite confident. Kudos to the program for evidence of application [tools] and training.” P2 and
P7 claimed a high level of confidence to support teachers in the subject matter. P2 expressed:
“I’m very confident to help teachers really reflect and look with a new perspective. Looking at
how they can support students who don’t look like them.” Similarly, P7 claimed: “Okay. I feel
confident that I can help teachers develop empathy and develop cultural diversity in the room
that goes beyond the holidays. That’s the cliché stuff.” P3 also claimed a positive level of
confidence to engage in conversations but also shared the difficulty in having conversations
around equity and diversity when the teacher has the same racial identity as the students. P3
expressed: “I feel very confident but room to expand. I felt like when working with an African
American woman it was hard to have the conversation with her about treating her own race
poorly when I’m Hispanic.”
NTI mentors P8, P9 and P10 expressed less confidence and connected their level of
confidence with the relationship with the “individual” teacher and advocacy for “more training.”
Seventy percent of mentors reported a high level of self-efficacy. As a result, the data
indicated no significant gap in the area of self-efficacy. Therefore, the motivational influence on
the need to feel capable in their ability to engage NTI teachers in conversations focused on
differentiating instruction to address cultural diversity, equity and learner variability is not
validated.

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Figure 13. NTI mentor self-efficacy. A synopsis of interview question 16: What is your
confidence level in developing teachers capable of effectively differentiating instruction to
address cultural diversity, equity, and learner variability in a classroom setting?

Participating in a courageous conversation to address cultural diversity, equity and
learner variability in school settings is not an easy task when self-efficacy and utility-value is
needed for goal attainment. Bandura (2006), a leader on the topic of motivation and self-
efficacy, learned that people who believe in themselves are more likely to persevere through
problem solving with greater success. A person’s level of confidence is impacted by personal,
behavioral and environmental determinants and how they measure benefits of completing tasks
(Bandura, 2012).
Results and Findings for Organization Causes
Clark and Estes (2008) asserted that organizational culture was the most significant of all
the influences because it determines work conditions related to collaborative processes and goal
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60%
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80%
Low Self-Efficacy High Self-Efficacy
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attainment. Understanding the organizational model and setting of NTI provides an awareness of
stakeholders’ disposition, availability of material resources and work processes.
Cultural Models
Influence 1. NTI mentors need the NTI organization to establish a secure,
welcoming and inspiring climate that fosters an ease for having consistent conversations on
how to support teachers with differentiating instruction to address cultural diversity,
equity and learner variability.
Interview findings. NTI mentors used varying descriptors to portray the climate in their
organization; 30% of NTI mentors used words to depict NTI as safe. Seventy percent did not
specifically articulate whether the climate in NTI is safe or unsafe, inviting or unwelcoming of
conversations to address cultural diversity, equity and learner variability in a classroom setting
but conveyed a sense of dormancy with some discomfort. The data did not reveal a strong value
in the organization for having conversations to address cultural diversity, equity and learner
variability with NTI teachers but rather the need to embrace such practice. Therefore, the
assumed influence is validated with a greater than 70% consensus among participant findings
indicating a need to establish a secure, energizing and welcoming environment for engaging in
consistent conversations with NTI teachers to address cultural diversity, equity and learner
variability in a class setting.
Schein (2017) proposed that organizational culture implicitly frames identity, builds
confidence and dictates values to members. The climate in an organization is then captured by
stakeholder interactions with each other inclusive of shared rituals, group norms, competency,
philosophy and rules of engagement. Rueda (2011) added that cultural models in organizations
demonstrate a shared mental schema in patterns of behavior, work processes and practices.
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When asked to describe the climate in their organization when engaging in conversations around
differentiating instruction to address cultural diversity equity and learner variability, NTI
mentors painted a lackluster picture of the NTI organization using monotone or vague
descriptors. Mentors P2 and P7 used one to two word descriptors: “genuine conversation,”
“good . . . no animosity” and “friendly.” P10 described the organization’s climate as “graceful
and professional” and stated, “we have had in the past . . . courageous conversations about
diversity and race.”

Figure 14. NTI climate for discussing cultural diversity, equity and learner variability. Synopsis
of interview question 17: How would you describe the climate of your organization when
engaging in conversations around differentiating instruction to address cultural diversity, equity
and learner variability?

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NTI Climate for Discussing Cultural Diversity, Equity and Learner Variability
Positive Affirmations Declaration of Discomfort Assertions for Greater Focus
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Identifying organization culture is challenging because it is not explicit. Clark and Estes
(2008) suggest that culture lays hidden in the core of the organization with automated behaviors
and attitudes. One mentor, P1, who has been with the organization for a decade, affirmed
positive interchanges among mentors but paused during the interview to think of how to frame
her thoughts about NTI climate. Mentor P1 described NTI culture as “politically correct” by
comparing NTI to feelings conveyed in a poem that articulated her perception:
Paul Laurence Dunbar way, way back wrote, “We wear the mask that grins and lies. It
hides our cheeks and shapes our eyes. This debt we pay to human Guile with torn and
bleeding hearts, we smile and mouth with myriad subtleties. Why should the world be
over wise and counting all our tears and sighs? Nay let them only see us while we wear
the mask.”
Mentor P1 summarized her thinking by stating: “Knowing that we have to hide our true
feelings or authentic natural behaviors and ways of being to appease and probably number one,
be safe.” Organizational culture sets the tone for stakeholder belief systems, identity and
confidence. When organization goals are unclear, processes are not properly implemented, and
values are never framed for discourse to accomplish objectives. Organization actions then lead
to uneasy interactions and inefficiency. Two study participants expressed a sense of discomfort
within the NTI organization when engaging in conversations around cultural diversity, equity
and learner variability in classroom settings. From the perspective of P3: “people feel
uncomfortable speaking about culture and race.” P3 concluded her thoughts based on reactions
during a staff professional development where mentors felt offended with the presenter’s stance
on race and culture in schools. Similarly, P6 conveyed:
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I think, I’m not sure that we are comfortable enough so we need to establish a climate to
be able to comfortably have this conversation, but I don’t know that we are ready to have
meaningful conversations that will lead to change in practice. I think that we can have
conversations where we start to explore ourselves as individuals, and then maybe we
learn more about our colleagues.
Mentors were unable to identify a distinct defining NTI cultural model that could be
expressed by practices. Therefore, the complexity of cultural models described by Schein (2017)
is unfounded in the responses of mentors, indicating a need for a change in the cultural model of
NTI that works to establish a more welcoming, empowering and safe place to tackle sensitive
subjects. Knight (2016) and Singleton (2014) believe having conversations that have purpose
and established protocols for the listener and the speaker is a powerful tool to unpack sensitive
topics. Mentors expressed a 70% agreement conveying a desire to have a greater focus on
differentiating instruction to address cultural diversity, equity and learner variability in classroom
settings.
The culture of an organization steers actions and reactions of stakeholders. The
interviews exposed the absence of addressing cultural diversity, equity and learner variability in
classroom settings within NTI. As a result of the findings, the organization influence cultural
model was validated as an influence.

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Cultural Settings
Influence 1. NTI mentors need NTI to organize experiences that expose them to
different world perspectives of diverse cultural, racial, and ethnic groups to improve
practice for developing teachers capable of differentiating instruction to address cultural
diversity, equity and learner variability.
Interview findings. Based on data gathered from interview transcripts, 80% of NTI
mentors expressed limited to no experiences organized by NTI that exposed them to diverse
cultural, racial, or ethnic group perspectives to improve practices for differentiating instruction to
address cultural diversity, equity and learner variability. Findings revealed that beyond a
mentor’s personal experience, processes are not in place to broaden perspectives as it pertains to
learning about other cultural groups (Figure 15). As assessed in the cultural model, 70% of NTI
mentors expressed a desire to have a greater focus on differentiating instruction to address
cultural diversity, equity and learner variability in classroom settings.
Since mentors are often in the role as observer, their expertise and experiences within the
context are significant in their ability to judge effectiveness. Differentiating instruction to
address cultural diversity, equity and learner variability requires stakeholders to be mindful of
interest, readiness, preferences, and background knowledge but also requires an examination of
values, biases, misconceptions, attitudes and beliefs about self and others to impact learning
(Gay, 2010; Singleton, 2014; Tomlinson, 2001). Gay (2002) suggests educators need to know
how to organize strategies for addressing culture diversity in teaching by first incorporating their
home culture and experiences and inviting new learning of diverse cultures to create an
emotional and academic partnership. When asked to share how the organization presents
differentiating instruction to address cultural diversity, equity and learner variability, mentor P1
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and P10 shared that they have received “extensive training.” When asked to clarify their
meaning of “extensive training,” P10 stated: “we’ve had at least two to three full days of training
over the last five years addressing equity and culture.” P1 conveyed the same sentiments.

Figure 15. Cultural experiences organized by NTI. Synopsis of interview questions 6 and 18.

As school communities become more segregated and teachers reflect a culture other than
their students’, a need for training that exposes educators to diverse cultures is critical for
relationship building in school communities and student growth (Figure 9). Studies conducted
by Gay (2010), Howard (2010) and Nieto (2000) advocated for addressing cultural diversity to
broaden narrowed perceptions and compare contrasting realities of educators toward ethnically
and racially diverse students due to teacher demographic distribution and community
0%
10%
20%
30%
40%
50%
60%
70%
Cultural Experiences Organized by NTI
Extensive Experiences (2-3) One Experience None
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segregation. Aligning with the research, NTI survey data found that 55% of NTI teachers were
from a different cultural group than the nearly 80% Hispanic student group in SSD (Figure 16).

Figure 16. NTI mentor, NTI teacher and SSD student demographics. Data from SSD website
and NTI 2019 teacher survey.

Interview findings along with demographic data indicate the need for NTI mentors to
have more exposure to different world experiences of diverse cultural racial and ethnic groups to
transfer knowledge to NTI teachers and identify it in practice for future conversations. Although
P1 and P10 expressed that the organization exposed mentors to dynamics of cultural diversity,
equity and learner variability, evidence from the NTI survey shows a gap in support extended to
the teachers they support. As a result of the findings retained, this cultural setting influence is
validated based on a 70% or more participant consensus confirming regularities in data findings
reflecting few experiences organized by NTI addressing the study topic.
0%
10%
20%
30%
40%
50%
60%
70%
80%
NTI Mentors NTI Teachers SSD Students
White Black Hispanic Asian +
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Influence 2. NTI mentors need the NTI organization to set clear goals for modeling
interactions, expectations and monitoring the implementation of practice for developing
teachers capable of differentiating instruction to address cultural diversity, equity and
learner variability is essential.
Interview findings. One hundred percent of NTI mentors are unable to recall a time the
organization set explicit goals for modeling interactions to develop teachers capable of
differentiating instruction to address cultural diversity, equity and learner variability. Similarly,
mentors did not identify a written or spoken NTI goal for addressing cultural diversity, equity,
and learned variability. Of the 10 study participants, 60% shared that NTI goals on the study
topic were implied and 40% of participants believed there was not an organizational goal.
The absence of a goal and structures for developing how to differentiate instruction to
address cultural diversity, equity and learner variability is a clear indicator of the lack of
organization value. Clark and Estes (2008) list vague or missing performance goals and
competent, enthusiastic role models as barriers to the cultural setting. Forty percent of mentors
labeled NTI as an organization without a clear goal or a model for implementation by stating:
“No, I don’t think so,” and “I’m not sure.” The remaining mentors identify implicit or assumed
goals embedded in the organization’s mission with a few references to the use of tools for
guiding conversations. Collectively, NTI mentors convey the need for clear expectations and
models when delivering the work.

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Figure 17. NTI goals: modeling interactions, expectations and monitoring the implementation of
differentiating instruction to address cultural diversity, equity and learner variability. Synopsis
of interview question 19: Can you share what your organization’s goals are for developing
teachers capable of differentiating instruction to address cultural diversity, equity and learner
variability?

The consensus among mentors P1, P4, P5, P6, P7 and P10 is that NTI goals are implied
(Figure 17). For example, mentor P1 expressed:
If you’re talking about directives, or reminders or obvious sorts of things from our
program that’s embedded, maybe I should I don’t want to be harsh, like, you know, we
don’t address it, but it’s embedded [. . .] I would say no, I would say no, it’s embedded,
it’s assumed. And it was part of early training.
Mentor P4 expressed a similar view: “So, I think there’s at least some goal, I think there’s a very
general goal for improvement. I think it’s maybe an implicit goal. It’s not discussed in any way
0%
10%
20%
30%
40%
50%
60%
NTI Goals: Modeling Interactions, Expectations and Monitoring the implementation of
Differentiating Instruction to address Cultural Diversity, Equity and Learner Variability.
Explicit Implied Unknown
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explicitly.” Implicit goals were also identified by mentor P7 with a projection of what the goal
should resemble:
I think our ultimate goal is to make sure that we’re modeling that and to provide our team
with the tools to help them become teachers that teach with a cultural diversity mindset
and who provide equity to their classrooms even in the face of, you know, not being
given the resources to do that, or even being explained that equity is different than equal
[. . .] I’ve never heard anything like that specific or explicit. I think it’s just inherent in
what we do.
NTI mentor data expressed similar beliefs about the cultural setting of NTI related to goal
setting with a 100% consensus among participant findings indicating a significant gap. The
conclusion was drawn that goals that set expectations and modeling conversations to develop
teachers capable of differentiating instruction to address cultural diversity, equity and learner
variability are not clearly communicated in the organization and as a result the influence is
validated.
Summary of Validated Influences
Knowledge
Three of four knowledge influences were validated after analysis of NTI mentor findings:
factual, procedural, and conceptual knowledge. The three influences were deemed as significant
performance gaps related to the what and how for differentiating instruction to address cultural
diversity, equity and learner variability. The need for NTI mentors to have detailed factual
knowledge to recognize indicators of practice was confirmed with a consensus of findings of
70%. The influence of factual knowledge is validated based on frequency in the data capturing
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participants’ minimal descriptions and inconsistent understanding of differentiating instruction to
address cultural diversity, equity and learner variability.
Conceptual knowledge was also validated as 80% of participants expressed the absence
of transference from observations, collection of evidence and post conversations into action
plans and monitoring implementation. NTI mentors did not mention lesson planning as the next
critical step for instituting measurable change in class structures. Rueda (2011) agreed with the
importance of being able to identify organization problems, plan solutions, monitor progress and
make modifications. The need for declarative knowledge of facts, concepts and
interrelationships of processes represent a significant gap in NTI performance.
The influence of procedural knowledge was validated based on 80% of NTI mentors’
recurring expressions stating the need for ongoing, explicit training on the procedures and
protocol associated with developing teachers capable of differentiating instruction to address
cultural diversity, equity and learner variability as assurance of goal attainment.
Motivation
The motivational influence validated in this study is utility value. One hundred percent
of NTI mentors determined that utility value or the perceived usefulness for addressing the
problem of practice in this study was yielded a reactionary response as opposed to a consistent
interaction with teachers. Although NTI mentors view conversations around the study topic
useful and have the confidence to engage in conversations, effort is only captured in just-in-time
mentoring for immediate resolution without on-going practice and longstanding systematic
changes (Eccles, 2006). According to Gay (2010), Howard (2010) and Tomlinson (2001),
discussing differentiating instruction to address cultural diversity, equity and learner variability
takes time to process and plan.
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Organization
Stakeholder motivation, knowledge and skills aid in closing performance gaps, however
without efficient organization operating systems and material resources performance goal
attainment is blocked (Clark & Estes, 2008; Rueda, 2011; Schein, 2017). The findings show that
the culture in an organization frames beliefs, values, goals and processes. The influences on the
cultural model and cultural settings were all validated by the findings. The data for the cultural
model influence revealed that NTI needs to establish a secure, welcoming and inspiring climate
that fosters an ease for having consistent conversations. Rueda (2011) considered the cultural
model as the first process toward breaking down barriers in an organization, the cause of
performance problems and the catalyst for other motivation and knowledge gaps.
The first cultural setting influence validated the need for NTI to organize safe and
meaningful experiences that expose mentors to different world perspectives of diverse cultural,
racial, and ethnic groups to improve practice for developing teachers capable of differentiating
instruction to address cultural diversity, equity and learner variability. This qualitative study
shows that mentors have value for self and others yet need a consistent platform to learn and
apply practices to yield greater results. Validation of the second cultural setting influence
derived from data that pointed to the NTI neglecting to set goals for sufficient practice,
implementation, time to reflect and a monitoring system for developing NTI teachers to
differentiate instruction addressing cultural diversity, and equity and learner variability. The
summary of validated assumed influences (Table 5) answers the first and second research
questions in this study.

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Table 5
Summary of Validated, Partially Validated and Not Validated Influences
Knowledge Influences Validated
Partially
Validated
Not
Validated
Factual Knowledge. NTI Mentors need to have detailed knowledge of
content specific terminology and information to pinpoint indicators of
NTI teachers differentiating instruction addressing cultural diversity,
equity and learner variability in a school setting.
X
Conceptual Knowledge. NTI Mentors need to analyze their practice and
be able to identify interrelationships that develop new teachers fully
capable of differentiating instruction to address cultural diversity, equity
and learner variability.
X
Procedural Knowledge. NTI mentors need well-defined procedures on
how to guide teachers in differentiating instruction to address cultural
diversity, equity and learner variability in their content area to impact NTI
teacher practice.
X
Metacognitive Knowledge. NTI mentors need to recognize their cultural,
racial, and ethnic identity and the identity of others to understand why it is
important to support NTI teachers with differentiating instruction to
address cultural diversity, equity and learner variability in a school
setting.
X
Motivation Influences
Utility Value. NTI Mentors need to believe that having consistent
conversations with teachers around differentiating instruction to address
cultural diversity, equity and learner variability is useful and worth the
effort to transform presumed biases.
X
Self-Efficacy. NTI mentors need to feel capable in their ability to engage
in conversations with NTI teachers focused on differentiating instruction
to address cultural diversity, equity and learner variability.
X
Organizational Influences
Cultural Model. NTI mentors need the NTI organization to establish a
secure, welcoming and inspiring climate that fosters an ease for having
consistent conversations on how to support teachers with differentiating
instruction to address cultural diversity, equity and learner variability.
X
Cultural Setting. NTI mentors need NTI to organize experiences that
expose them to different world perspectives of diverse cultural, racial, and
ethnic groups to improve practice for developing teachers capable of
differentiating instruction to address cultural diversity, equity and learner
variability.
X
Cultural Setting. NTI mentors need the NTI organization to set goals for
modeling interactions, expectations and monitoring the implementation of
practice for developing teachers capable of differentiating instruction to
address cultural diversity, equity and learner variability is essential.
X

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Influences of knowledge dimensions, motivation and organizational interactions that
impact how NTI mentors develop practitioners capable of differentiating instruction to address
cultural diversity, equity and learner variability are captured in the summary of validated
findings. Based on findings there is a performance gap in NTI mentor practice in regard to
declarative and procedural knowledge needed for understanding of content information and
terms pertinent to being able to teach others and organize steps for implementation. Next,
findings convey a performance gap in motivation linked to the usefulness in having regular
interactions to address cultural diversity, equity and learner variability with NTI teachers. The
last performance gap resides in organizational structures that reflect NTI climate and goals
setting for addressing the study topic.
Chapter 5 will present recommendations for solutions for knowledge, motivation and
organizational influences based on empirical evidence. The chapter will conclude with
delimitations and limitations.

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CHAPTER 5
SOLUTIONS, IMPLEMENTATION AND EVALUATION
The previous chapter provided an analysis of the data collected in response to the first
two research questions of this study which evaluated the degree to which NTI mentors developed
the capacity of NTI teachers to differentiate instruction to address cultural diversity, equity and
learner variability. Knowledge, motivation and organizational influences were examined in
Chapter 4 to determine impact on the performance (Clark & Estes, 2008). The findings in the
study were synthesized to validate, partially validate, or not validate influences and present
implications. This chapter provides recommended solutions to close the knowledge, motivation
and organizational gaps identified with regard to mentors developing NTI teachers capable of
differentiating instruction to address cultural diversity, equity and learner variability.
As in Chapters 2 and 4, Chapter 5 models the Clark and Estes (2008) framework by
organizing content in knowledge, motivation and organizational dimensions to answer the
research questions. The New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) then
served to frame the recommendations and an integrated implementation and evaluation plan.
This chapter will close with a discussion of the limitations, delimitations and potential areas for
future research.
Recommendations for Practice to Address KMO Influences
Knowledge Recommendations
Introduction. The knowledge influences in Table 6 represent four assumed knowledge
influences impacting NTI mentors in developing NTI teachers capable of differentiating
instruction to address cultural diversity, equity and learner variability. Table 6 includes the
identified assumed knowledge influences validated as a result of the frequency of appearance
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within interview transcripts. The knowledge influences identified are declarative knowledge and
procedural knowledge. The knowledge influences are aligned to the research of Clark and Estes
(2008), Krathwohl (2002) and Rueda (2011) and are supported by the literature review. The
researchers suggest that a combination of knowledge types is needed to solve problems in an
organization as people need relevant experiences, followed by time to reflect on those
experiences, process information and apply skills. The influence of factual declarative
knowledge and conceptual declarative knowledge are validated with high priority. The
conceptual declarative knowledge findings identify a missing action plan component in the
interrelationship of processes to achieve the goal. Procedural knowledge influences are validated
with high priority for achieving the performance goal. In addition, Table 6 shows the
recommendations for each identified knowledge influence based on knowledge theoretical
principles.

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Table 6
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence
Validated
as a Gap?
Yes, High
Probability
or No
(V, HP, N)
Priority?
Yes, No
(Y, N) Principle and Citation
Context-Specific
Recommendation
NTI Mentors need to
have detailed
knowledge of content
specific terminology
and information to
pinpoint indicators of
NTI teachers
differentiating
instruction addressing
cultural diversity,
equity and learner
variability in a school
setting. (D)
V Y A good education
provides people mental
tools to break down
complex problems into
manageable smaller units
and organize abstract,
concrete and conditional
aspects of knowledge to
solve random problems
as they arise (Clark &
Estes, 2008; Rueda,
2011; Schraw, 2006).
Provide NTI mentors with
the education suggested in
current research addressing
conceptual and theoretical
knowledge linked to
historical perspectives on the
complexity of cultural
diversity and equity in public
education. Through e-
learning professional
development that
disseminates information in
the form of empirical articles
and video presentations with
analysis and discourse.
NTI mentors need well-
defined procedures on
how to guide teachers in
differentiating
instruction to address
cultural diversity, equity
and learner variability in
their content area to
impact NTI teacher
practice. (P)
V Y To develop mastery of
skills, individuals must
obtain specific knowledge
to solve complex
problems, practice
competency and recognize
opportunities to apply
learning (Schraw, 2006).
Provide NTI mentors face-to-
face training and e-learning to
support NTI teachers in
evaluating K-12 district
adopted curriculum by
practicing procedures to
identify cultural connections,
common misconceptions, and
cultural bias within texts and
create meaningful lesson
structures for all students in
the form of a job-aid.
NTI Mentors need to
analyze their practice
and be able to identify
interrelationships that
develop new teachers
fully capable of
differentiating
instruction to address
cultural diversity, equity
and learner variability.
(D)
V Y How individuals organize
knowledge influences
how they learn and apply
what they know (Schraw,
2006).
Help individuals
meaningfully organize
and connect new
knowledge to prior
knowledge to construct
meaning (Schraw, 2006).
Provide NTI mentors face-to-
face training and e-learning
that models linking
observations, data collection,
reflection and planning.

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Table 6, continued
Assumed Knowledge
Influence
Validated
as a Gap?
Yes, High
Probability
or No
(V, HP, N)
Priority?
Yes, No
(Y, N) Principle and Citation
Context-Specific
Recommendation
NTI mentors need to
recognize their cultural,
racial, and ethnic identity
and the identity of others
to understand why it is
important to support NTI
teachers with
differentiating
instruction to address
cultural diversity, equity
and learner variability in
a school setting. (M)
N N Effective leaders are aware of
biases and prejudices that occur
in the organization at the
individual and structural levels.
They acknowledge their own
biases and prejudice and protect
the organization from their
negative impact. They also
recognize and address micro-
aggression and other covert
ways of expressing bias and
prejudice (Bensimon, 2005).
Leaders put themselves in
uncomfortable situations that
challenge their biases
(Bensimon, 2005).
NTI to consistently
embed reflective
learning about other
cultures, ethnic groups
and races in face-to-face
training and e-learning to
broaden perspectives
towards less familiar
groups.
* Knowledge Type for each influence uses these abbreviations: (D)eclarative; (P)rocedural;
(M)etacognitive.

Increase mentor factual knowledge for differentiating instruction to address
cultural diversity, equity and learner variability. The results and findings of this study
indicate that 70% of NTI mentors do not have detailed factual knowledge related to
differentiating instruction to address cultural diversity, equity and learner variability needed to
develop teachers capable of the work in a classroom setting. Clark and Estes (2008),
McCrudden, Schraw and Hartley (2006) and Rueda (2011) found that a good education provides
people mental tools to break down complex problems into manageable smaller units, and
organizes abstract, concrete and conditional aspects of knowledge to solve random problems as
they arise. The research suggests that providing NTI mentors with meaningful information
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associated with complex concepts of cultural diversity, equity, learner variability and
differentiated instruction would support their learning and application. Understanding the
meaning of equity, diversity and access in your organizational context enhances the capacity to
improve organizational climate and outcomes (Darling-Hammond, 2007). Effective leaders
understand the complexity of diversity as dimensions include race, culture, religion, gender,
sexual orientation, age, immigrant background, education level, and other demographic and
socio-economic characteristics (Angeline, 2011; Prieto, Phipps, & Osiri, 2009). They integrate
these dimensions as well as the intersection of identities into their practice.
The recommendation is then for NTI to provide NTI mentors with the education
suggested in current research addressing conceptual and theoretical knowledge of historical
perspective on the complexity of cultural diversity and equity in public education linked to NTI
practices. The recommendation stems from the information processing theory to close the
declarative knowledge gap. Disseminated information in the form of empirical articles and video
presentations with analysis and discourse during e-learning professional development will serve
as evidence toward mentor learning in those areas. According to Clark and Estes (2008)
education is a long-term investment in stakeholders. Education provides an opportunity for
individuals to become familiar with a topic’s terminology, history and current research to support
having meaningful conversations (Rueda, 2011; Singleton, 2014). Presenting literature on
historical inequalities in U.S. public schools (Banks, 1993; Moore et al., 2017), as well as current
shifts in school demographics (NCES, 2015) and the development of multicultural education
models (Gay, 2010) will provide a better context for discussions and lead to changes in
instructional decisions that benefit all learners.
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Just as powerful, the use of summarization in mentor discourse acts as an effective
education training tool for internalization of new concepts to build capacity. Education is
pertinent in NTI mentor practice to understand the perspective of diverse student groups and the
mindsets of teachers who were trained with biased text and biased media portrayals (Moore et
al., 2017). Gay (2013) found that learning the unique values, dispositions and belief systems of
other groups was more pertinent to student development than academic pedagogy. This study
promotes the recommendation to provide NTI mentors education to strengthen their declarative
and theoretical knowledge associated with the impact of cultural diversity, equity and learner
variability in education settings with diverse stakeholders.
Strengthen NTI mentor procedural knowledge to guide teachers in adjusting K-12
curriculum to address cultural diversity, equity and learner variability. The results and
findings in this study present an 80% procedural knowledge gap as an influence impacting NTI
mentor performance to develop teachers skilled enough at addressing matters of diversity, equity
and learner variability within curriculum. The assumed influence that NTI mentors need well-
defined procedures on how to guide teachers in differentiating instruction to address cultural
diversity, equity and learner variability in their content area to impact NTI teacher practice is
validated. Interview findings concluded that NTI mentors have not mastered how to differentiate
K-12 curricular lessons for learner variability, cultural connections and cultural biases to produce
equitable instructional outcomes. Therefore, it appears mentors need training with embedded
practice to work towards closing the procedural knowledge gap.
According to Schraw (2006), to develop mastery of skills, individuals must obtain
specific knowledge to solve complex problems, practice competency and recognize opportunities
to apply learning. In this study, required skills are closely associated with understanding work
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processes, effective application of job aids, language principles, and general knowledge
stakeholder members (Clark & Estes, 2008; Krathwohl, 2002; Rueda, 2011). This would suggest
that specific methodologies are necessary to accomplish complex job tasks. The
recommendation is to provide NTI mentors face-to-face training and e-learning to support NTI
teachers in evaluating K-12 district adopted curriculum by practicing procedures to identify
cultural connections, common misconceptions, and cultural bias within texts and create
meaningful lesson structures for all students in the form of a job-aid. The recommendation to
close the gap is rooted within the information processing theory known for model effective
processing strategies and demonstrations of new knowledge.
Clark and Estes (2008) and Rueda (2011) suggest that gaining declarative knowledge
alone through isolated pieces of information will not solve problems, but that the inclusion of
procedural knowledge is key in providing a precise process toward a solution. The process of
supporting teachers in filtering K-12 curriculum, and planning appropriate strategies to meet
students’ academic, social and emotional needs is one of several responsibilities of NTI mentors
(SSD website, 2017). In studies conducted by Cuban et al. (2008) and Gay (2013), examining
the deficits in instructional material is important based on the long history of inequities in
education text that have typically diminished contributions of minority students and resulted in
student disconnectedness. Changing procedures to correct injustices in education begins with
dismantling existing hierarchical structures and training teachers to create classroom lessons that
consistently promote equity and celebrate cultural diversity (Moore et al., 2017; Singleton,
2014). The evidence affirms that e-learning or training involving guided practice to apply skills
and feedback (Clark & Estes, 2008) directed toward clarifying misconceptions and breaking
down cultural biases are critical (Maxwell, 2014).
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Analyze critical interrelationships in practice that work together to develop new
teachers. NTI Mentors need to analyze their practice and be able to identify critical
interrelationships necessary in fully developing new teachers capable of differentiating
instruction to address cultural diversity, equity and learner variability. Conceptual knowledge
looks at the complexity of knowledge systems and why those systems work together. Schraw
(2006), an expert on knowledge, found that individuals organize knowledge influences based on
how they learn and then apply what they know. Interview findings revealed that 80% of NTI
mentors frequently used observation, documentation of evidence and post-observation reflective
conversations to develop teacher practice but failed to follow recurring practices with lesson
planning to address cultural diversity, equity and learner variability. As a result, the influence of
conceptual knowledge on NTI mentors’ practice was validated.
The interrelationship between practices is important for longstanding change. Lesson
planning is important in maintaining standard practices for reaching a specific goal. NTI
mentors are trained to support teachers with lesson planning that organizes and sequences
instructional strategies, considers language, misconceptions, adaptations and accommodations
for diverse learners (SSD, 2017). Extending reflective conversations to a tangible plan provides
an outline for knowledge intended for learning, skills for transfer and sets expectations for
products. Addressing cultural diversity, equity and learner variability in any organization is a
complex task but having a consistent plan of delivery and implementation can support those
efforts. Clark and Estes (2008) recommend training when organization members need
demonstration, practice and feedback. Therefore, face-to-face training and e-learning to provide
a model linking observations, data collection, reflection and planning is recommended.
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Recognize cultural, racial, and ethnic identity in self and others. NTI mentors
recognized their cultural, racial, and ethnic identity and the identity of others. The findings
showed that 100% of mentors relayed a sense of understanding why knowing one’s self and
having empathy for others was important to support NTI teachers with differentiating instruction
to address cultural diversity, equity and learner variability in a school setting. Reflection and
evaluation of one’s strengths and challenges fall under the heading of metacognition awareness
of one’s cognition and cognitive processes (Rueda, 2011). NTI mentors participating in this
study reflected on their personal experiences and experiences working with teachers dealing with
cultural diversity, equity, and learner variability. Mentors were candid in sharing their
experiences and identity, exhibiting elevated awareness of social realities related to culture, race
and equity for all students and the bias and prejudices projected towards some groups of people.
Bensimon (2005) found that effective leaders are aware of biases and prejudices that occur in the
organization at the individual and structural levels. In addition, organization leaders recognize
and address their own and other biases and prejudices to protect the organization from any
potential negative impact. Bensimon (2005) added that leaders put themselves in uncomfortable
situations that challenge their biases.
The need for NTI mentors to recognize their cultural, racial, and ethnic identity and the
identity of others is not validated based on findings but the recommendation is for NTI to
consistently embed reflective learning about other cultures, ethnic groups and races in face-to-
face training and e-learning to continue develop practice and broaden perspectives of unfamiliar
groups. Research affirms the importance for educators to have ongoing experiences with
external cultural groups as demographics continue to shift and communities are becoming more
culturally and racially segregated (Gay, 2010; Howard, 2010; Moore et al., 2017; Nieto, 2000).
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Motivation Recommendations
Introduction. Motivation is a process of internal and external connections that
determine choice, persistence and effort, according to Clark and Estes (2008), Krathwohl (2002)
and Rueda (2011). The assumed motivation influences identified in this study were framed by
two principles: utility value theory and self-efficacy. Based on the frequency of the language
captured in the interview transcripts and literature-based principles data analysis of the two
assumed motivation influences resulted in the validation of both influences.
The work of Eccles (2006) identified utility value theory as usefulness in activities to
achieve a goal which supersede obstacles on the path to achievement. Rueda concurred that
learners found greater value in tasks championed important and relevant for growth. Clark and
Estes (2008), and Mayer (2011) determined motivation enhances one’s desire to learn new skills
and problem solve. The second motivation principle recognized as an assumed influence is self-
efficacy. Bandura (2006) and Pajares (2006) defined self-efficacy as one’s belief about their
capabilities to apply new skills. This section of the study seeks to further answer the research
questions through structured interactions designed to understand motivational influences limiting
NTI mentors in developing teachers capable of addressing the work for cultural diversity, equity
and differentiated instruction relevant to the variability of learners in a classroom setting. As
indicated in Table 7, assumed motivation principle: utility value theory is validated as a
significant gap in NTI mentor performance based on language shared during individual mentor
interviews capturing sensitive conversations linked to culture, diversity and equity that show the
usefulness and benefits of engagement. Self-efficacy as an influence (Figure 4) is not validated
due to the high level of confidence reported by 70% of mentors.

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Table 7
Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence
Validated
as a Gap?
Yes, High
Probabilit
y, No
(V, HP,
N)
Priority?
Yes, No
(Y, N) Principle and Citation
Context-Specific
Recommendation
NTI Mentors need to
believe that having
consistent
conversations with
teachers around
differentiating
instruction to address
cultural diversity,
equity and learner
variability is useful
and worth the effort to
transform presumed
biases.
Extrinsic (Utility)
Value
V Y Learning and
motivation are
enhanced if the learner
values the task (Eccles,
2006).
Provide opportunities
to observe a similarly
credible model that
engages in behavior
with functional value
(Pajares, 2006).
Provide face-to-face
training and e-learning
that embed modeling
conversations based
on realistic scenarios
around differentiating
instruction to address
cultural diversity,
equity and learner
variability that
demonstrate the
usefulness and value
of the task.
NTI mentors need to
feel capable in their
ability to engage in
conversations with
NTI teachers focused
on differentiating
instruction to address
cultural diversity,
equity and learner
variability.
Self-Efficacy Theory
N N Feedback and modeling
increase self-efficacy
(Pajares, 2006).
Provide multiple
opportunities for goal-
directed practice;
include instructional
support (scaffolding)
early on with a gradual
removal of supports;
and frequent, accurate,
credible, targeted, and
private feedback on
progress of learning
and performance
(Pajares, 2006).
Maintain NTI mentor
confidence by
providing explicitly
models, time for
practice and peer
feedback on
differentiating
instruction that
addresses cultural
diversity, equity and
learner variability in
face-to-face training
and e-learning.

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Strengthen mentor extrinsic value for differentiating instruction to address cultural
diversity, equity and learner variability. The results and findings of this study indicate that
NTI Mentors addressing cultural diversity, equity and learner variability with NTI teachers is
100% reactionary and useful in the moment but is completely void of intentionality toward long-
term development of practice for differentiating instruction to address such subject matter.
According to Eccles (2006), if the learner values the task learning and motivation is enhanced.
A recommendation rooted in extrinsic value theory has been selected to close the
motivation gap. The recommendation is to provide training that embeds modeling conversations
based on realistic scenarios around differentiating instruction to address cultural diversity, equity
and learner variability that demonstrate the usefulness. Providing mentors opportunities to see
practical conversations modeled and time to participate in conversations would enhance their
value of the task. Rueda (2011) conveyed that the greater value of a task, the higher the
probability of having the motivation to complete it. Improvement of teacher instructional
pedagogy and student growth are benefits mentors gain in meeting their performance goal to
develop NTI teachers capable of differentiating instruction to address cultural diversity, equity
and learner variability. Cultivating positive value for the tasks includes modeling procedures,
clear language stems and the protocol for feedback in a conversational format to make learning
relevant (Eccles, 2006; Pajares, 2006; Pintrich, 2003; Singleton, 2014). However, fostering
value for engaging in the work requires commitment to learning and thoughtfulness in actions
(Rueda, 2011). Researchers agree that motivation is fuel to one’s decision making, planning,
perseverance and investment of time to engage in activities (Clark & Estes, 2008; Eccles, 2006;
Rueda, 2011).
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Maintain mentor self-efficacy when addressing cultural diversity, equity and
differentiated instruction relevant to learner variability. Self-efficacy is defined as a
person’s beliefs of their capabilities to learn and apply skills (Bandura, 2012; Pajares, 2006).
The data showed that 70% of NTI mentors are confident in their ability to develop NTI teachers
capable of effectively differentiating instruction to address cultural diversity, equity, and learner
variability. A recommendation rooted in self-efficacy theory has been selected to close very
narrow motivation gap for the 30% of mentors conveying lower self-efficacy than their counter
parts but is not a priority since the influence was not validated. According to Pajares (2006)
modeling and feedback increase self-efficacy in stakeholders. This would suggest that providing
NTI mentors professional development opportunities that demonstrate dialogue and include
practice with feedback would maintain their confidence for developing teachers capable of
effectively differentiating instruction to address cultural diversity, equity, and learner variability.
The recommendation then is to maintain NTI mentor confidence by providing explicit models,
time for practice and peer feedback on differentiating instruction that addresses cultural
diversity, equity and learner variability using relevant literature and links school curriculum.
Bandura (2012) emphasized the importance of social modeling to persuade people to believe in
themselves because a person’s belief in their abilities alters their actions. Therefore, modeling
conversation strategies and behaviors will continue to strengthen self-efficacy, learning and
performance for all stakeholders.
This study sought to understand NTI mentor motivation to engage in conversations that
develop teachers capable of delivering the work for addressing cultural diversity, equity and
differentiated instruction relevant to learner variability with variables of ethnicity, race and
culture. However, resistance to discuss culture for fear of using the wrong terms and conveying
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the wrong message impact cognitive and motivational processes needed for the tasks (Bandura,
2012; Gay & Howard, 2000). According to Rueda (2011), the higher the self-efficacy, the more
competent and motivated one feels to achieve a goal. Developing NTI teachers capable of
differentiating instruction to address cultural diversity, equity and learner variability is a complex
task. Therefore, maintaining NTI mentor confidence and feeling of capability are needed
characteristics to accomplish the goal when trying to influence others’ perceptions of curricular
choices and strategies used in the classroom.
Organization Recommendations
Introduction. As a result of data analysis, three organizational influences linked to
cultural models and cultural settings were validated. According to Clark and Estes (2008), the
root cause of organizational barriers rests in its culture, as it commands interactions among the
work force and trainers and dictates beliefs, resource usage and core values. Culture is a
complex relationship between cultural models, the invisible actions and cultural settings, the
visible interactions (Gallimore & Goldenberg, 2001; Rueda, 2011; Schein, 2017). Cultural
models programmed behaviors and represent a silent shared ideology learned by the group with
maintained relevance measured by problem solving success. Based on readings, collective group
understanding in a culture shapes organization values, policy, incentives and practice (Gallimore
& Goldenberg, 2001; Rueda 2011; Schein, 2017).
In contrast, cultural settings are observable manifestations of cultural models enacted in
the form of policies and practices (Rueda, 2011). Cultural models and cultural settings influence
organization performance, and even the most enthusiastic and skillful workers are susceptible to
organization problems (Clark & Estes, 2008). This study assessed interview data to understand
the existing cultural models and cultural settings within the NTI organization and test Rueda’s
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(2011) claim that culture is not stagnant but an ongoing process of reimagining. Table 8 presents
the three validated influences, as well as research-based principles context-specific
recommendations. Table 8 in this study represents three assumed organizational influences
found in cultural models and cultural settings.

Table 8
Summary of Organization Influences and Recommendations
Assumed Organization
Influence
Validated
as a Gap?
Yes, High
Probability,
No
(V, HP, N)
Priority?
Yes, No
(Y, N) Principle and Citation
Context-Specific
Recommendation
NTI mentors need the
NTI organization to
establish a secure,
welcoming and inspiring
climate that fosters an
ease for having
consistent conversations
on how to support
teachers with
differentiating
instruction to address
cultural diversity, equity
and learner variability.
(CM)
V Y Effective leaders demonstrate
a commitment to valuing
diversity through inclusive
actions that promote an
organization’s culture of
equity and inclusion while
also cultivating an
atmosphere where diversity is
viewed as an asset to the
organization and its
stakeholders (Angeline,
2011; Prieto et al., 2009).
A strong organizational
culture controls
organizational behavior and
can block an organization
from making necessary
changes for adapting to a
changing environment
(Schein, 2017).
Provide vicarious
reinforcement to increase
positive behaviors and
learning (Mayer, 2011).
NTI to commit to
establishing a
welcoming and
inspiring climate that
fosters safety for
having consistent
conversations on
sensitive topics.

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Table 8, continued
Assumed Organization
Influence
Validated
as a Gap?
Yes, High
Probability,
No
(V, HP, N)
Priority?
Yes, No
(Y, N) Principle and Citation
Context-Specific
Recommendation
NTI mentors need NTI to
organize experiences that
expose them to different
world perspectives of
diverse cultural, racial,
and ethnic groups to
improve practice for
developing teachers
capable of differentiating
instruction to address
cultural diversity, equity
and learner variability.
(CS)
V Y Effective leaders know that
dimensions of diversity
include race, culture,
religion, gender, sexual
orientation, age, immigrant
status, profession, personality
type, functional background,
education level, and other
demographic and socio-
economic characteristics.
They integrate these
dimensions as well as the
intersection of identities into
their practice (Angeline,
2011; Prieto et al., 2009).
Effective leaders regularly
engage in the process of
reflection in order to ensure
their actions promote an
atmosphere of inclusion and
diversity. They facilitate
problem-solving strategies
that promote objectivity,
equity, and inclusivity
(Bensimon, 2005).
NTI to provide NTI
mentors experiences for
developing teachers
capable of
differentiating
instruction to address
cultural diversity,
equity and learner
variability by
addressing the
dimensions of diversity
through face-to-face
training and e-learning
that focus on indicators
of practice,
conversation strategies,
planning and
monitoring progress.
The NTI mentors need
the NTI organization to
set clear goals for
modeling interactions,
expectations and
monitoring the
implementation of
practice for developing
teachers capable of
differentiating
instruction to address
cultural diversity, equity
and learner variability is
essential. (CS)
V Y Effective organizations
ensure that organizational
messages, rewards, policies
and procedures that govern
the work of the organization
are aligned with or are
supportive of organizational
goals and values (Clark &
Estes, 2008).
Facilitating transfer promotes
learning (Mayer, 2011).
NTI to set clear goals
addressing cultural
diversity, equity and
learner variability
focused on modeling
procedures and
protocol, time for
practice, monitoring
implementation and
feedback.

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Establish a welcoming and inspiring environment. The research findings concluded
that establishing a secure, welcoming and inspiring climate that fosters an ease for having
consistent conversations on how to support teachers with differentiating instruction to address
cultural diversity, equity and learner variability would satisfy stakeholders and assist in closing
the performance gap. One fifth of NTI mentors expressed discomfort with conversations around
differentiating instruction to address cultural diversity, equity and learner variability and 70% of
mentors requested more practice with interactions.
A recommendation rooted in social cognitive theory has been selected to close this
organization gap because stakeholder experiences, behaviors and environmental factors are
determinants of change (Bandura, 2006). Two studies indicated that effective leaders
demonstrating a commitment to valuing diversity through inclusive action was a determinant for
promoting an organization culture attentive to equity and inclusion while also cultivating an
atmosphere where diversity is viewed as an asset to the organization and its stakeholders
(Angeline, 2011; Prieto et al., 2009). This would suggest that mentors need to frequently
observe organization leaders demonstrating the value for engaging in tasks related to cultural
diversity, equity and differentiated instruction. The recommendation then is for NTI to commit
to establishing a welcoming and inspiring climate that fosters safety for having consistent
conversations on how to support teachers with differentiating instruction to address cultural
diversity, equity and learner variability. Knight (2016) and Singleton (2014) believe having
conversations that have purpose and established protocols for the listener and the speaker is a
powerful tool to unpack sensitive topics. Schein (2017) suggested that a strong organizational
culture controls organizational behavior and can block an organization from making necessary
changes for adapting to a changing environment. The recommendation includes vicarious
reinforcement to increase positive behaviors and learning (Mayer, 2011).
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Clark and Estes (2008) state that stakeholder commitment is extended when atmosphere
is trusting and respectful. The work of NTI mentors depends on building respectful relationships
with peers and teachers. The culture of the organization is vital to mentor success. Establishing
a welcoming, energized and safe culture in an organization reflects invisible values and beliefs
characterized as cultural model influences expressed through automated interactions (Rueda,
2011).
Expose different world experiences of diverse groups. Eighty percent of NTI mentors
expressed a desire to engage in experiences that supported developing teachers capable of
differentiating instruction to address cultural diversity, equity and learner variability. Data
revealed that mentors witnessed equity in participation activities but the not cultural inclusion of
the customs, traditions, interest or preferences of others.
Bensimon (2005) expressed that successful leadership promotes objectivity, equity, and
inclusivity and regularly engages in the process of reflection in order to ensure their actions
promote an atmosphere of inclusion and diversity. Since stakeholder experiences, behaviors and
environmental factors are determinants that mediate learning and thinking, a recommendation
rooted in social cognitive theory has been selected to close this organization gap through
authentic experiences (Bandura, 2006). Providing NTI mentors experiences to engage with
diverse cultural groups or materials on diverse groups connected application of learning in
practicing conversation strategies, planning and monitoring are recommended to close the
performance gap.
Angeline (2011) and Prieto et al. (2009) found that effective leaders know that
dimensions of diversity include race, culture, religion, gender, sexual orientation, age, immigrant
status, profession, personality type, functional background, education level, and other
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153
demographic and socio-economic characteristics. Integrating the dimensions of diversity as well
as the intersection of identities into NTI practice will support performance goal attainment.
Tomlinson pointed out that differentiating instruction examines the content, processes and
products students produce and thinks about their background, interest, readiness and preferences.
The diverse groups of students and teachers impacted by NTI mentor practices are represented in
Table 5. The diversity in NTI indicates the importance of teachers having experiences with
diverse groups led by experts in education institutions to improve practice and relationships with
students (Gay, 2010; Howard, 2010; Nieto, 2000) .
Set goals to model interactions, expectations and monitoring. The results and
findings of this study indicated that NTI mentors need the NTI organization to set goals for
modeling interactions, expectations and monitoring systems for developing teachers capable of
differentiating instruction to address cultural diversity, equity and learner variability. With a
100% consensus, NTI mentors were unable to recall a time the organization set explicit goals for
implementation of NTI practices to accomplish the tasks.
A recommendation rooted in information processing theory has been selected to close
this organization gap based on its principles of practice to make meaningful connections.
According to Clark and Estes (2008), effective organizations ensure that organizational
messages, rewards, policies and procedures that govern the work of the organization are aligned
with or are supportive of organizational goals and values. This would suggest that setting goals,
modeling clear practices of observation, reflection and planning with a monitoring system
around differentiating instruction to address cultural diversity, equity and learner variability will
prepare NTI mentors in their work and eliminate inappropriate discourse. NTI mentors are
highly trained in observation skills and reflective conversations. However, practice for
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observing and using data collection methods to document teacher practice for differentiating
instruction to address cultural diversity, equity and learner variability requires repeated
experiences and discourse due to the sensitive nature of the topics. Having a standard set of
protocols and procedures will make the process easier for the observer and the one observed.
The recommendation is then for NTI to set clear goals of practice, monitoring and feedback after
training has occurred.
Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
This study adopted the New World Kirkpatrick Model to design the integrated
implementation and evaluation plan (Kirkpatrick & Kirkpatrick, 2016). The Kirkpatrick Model,
developed in 1950, is the most widely used training model across business sectors. The model
included four levels: (1) Reaction; (2) Learning; (3) Behavior; and (4) Results. Level 1 and
Level 2 examined participant favorability, engagement, relevancy, knowledge, skills and
attitude. Level 3 and Level 4 represented participant application of learning and outcomes. The
original Kirkpatrick model focused on Levels 1 and 2, assuming Levels 3 and 4 were not cost
effective. The New World Kirkpatrick Model reversed the four levels, magnifying the
importance of backwards planning for reaching the performance goals and then returned to the
traditional sequential order after training. Utilizing evaluation results to drive program structures
was the purpose of backwards planning. The New World Kirkpatrick Model added confidence
and commitment to Level 2: Learning, while also including 21st century frames and school
dynamics to support the use of technology. Kirkpatrick and Kirkpatrick (2016) assert that
evaluating training effectiveness is accomplished in three phases: planning, execution and
demonstration of value. Planning is the management preparation stage for pre- and post-
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activities which include monitoring. The second phase, execution, is connected to job
performance which examines the benefits and relevancy of solutions. The last phase is
demonstration of value, which examines the leading indicators of outcomes. The New World
Kirkpatrick Model is applied in this study beginning with examination of results and behavior.
Results focus on training outcomes, including accountability for implementation, monitoring and
support. Behavior examines the intensity in which the learning is applied on the job, pinpointing
critical behaviors, required drivers and on-the-job learning.
Organizational Purpose, Need and Expectations
The purpose of this study was to understand the degree NTI mentors developed
beginning teachers capable of differentiating instruction to address cultural diversity, equity and
learner variability in a classroom setting by Fall 2019. Using the Clark and Estes (2008) gap
analysis as the conceptual framework, this study examined NTI performance and determined
knowledge, motivation and organizational influences that impacted delivery of effective
practices. The research study was important to address because NTI survey data showed that
one-fourth of NTI teachers reported insufficient NTI mentor support with addressing cultural
diversity, equity and learner variability. The stakeholder performance goal was to examine
practices that strengthened pedagogy of K-12 NTI teachers following discourse and reflection.
Level 4: Results and Leading Indicators
The results and findings aided the researcher in recognizing the visible and invisible
organization dynamics after close examination of coded interview transcripts. The outcomes of
this study identified gaps in knowledge, motivation, organization models and the organization
setting related to developing NTI teachers capable of differentiating instruction to address
cultural diversity, equity and learner variability. The performance gaps were determined to have
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influences of validated factual, procedural and conceptual knowledge, as well as a motivation
influence and cultural model and cultural setting influences.
Table 9 shows the proposed Level 4: Results and Leading Indicators in the form of
outcomes, metrics and methods for both external and internal outcomes for NTI. The training
and organization support provided mentors tools for successfully achieving the internal and
external outcomes.

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Table 9
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
1. Increased NTI mentor
professional development on
differentiating instruction to
address cultural diversity,
equity and learner variability.
1a. Higher ratings on training
feedback and on the annual NTI
survey from NTI mentors.
Consistently monitor
feedback from NTI mentors
after each training.
1b. Number of literary resources
and training tools made available to
NTI.
Log of literary resources and
training tools made available
on the NTI platform.
3. Improved NTI teacher
practice for differentiating
instruction to address cultural
diversity, equity and learner
variability.
Higher ratings on the annual NTI
survey from teachers.
NTI to implement mid-
semester teacher feedback
surveys.
Internal Outcomes
The purpose of this study was to understand mentor practice used to build capacity of NTI teachers to
differentiate instruction to address cultural diversity, equity and learner variability.
1. Mentors have greater value
when working with teachers
to differentiate instruction to
address cultural diversity,
equity and learner variability.
Frequency of mentors sharing
experiences related to differentiate
instruction to address cultural
diversity, equity and learner
variability.
Experiences shared in
individual learning plans of
their teachers documenting
differentiation of instruction
to address cultural diversity,
equity and learner variability.
2. Increased mentor comfort
and assurance to discuss
cultural diversity, equity and
learner variability in the
organization.
Number of experiences organized
each month to engage mentors in
discussions on cultural diversity,
equity and learner variability.
Review mentor feedback after
each experience.
3. Mentors increased
frequency of support to
teachers focused on
differentiating instruction to
address cultural diversity,
equity and learner variability.
3a. Number and duration of
interactions.
Mentors record an interaction
log on the NTI platform
identifying the task and time.

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Level 3: Behavior
Critical behaviors. NTI mentors are the key stakeholders of focus. The first critical
behavior is for mentors to connect their prior experiences and gain new learning to engage in
dialogue around current practices and develop teachers capable of differentiating instruction to
address cultural diversity, equity and learner variability. The second critical behavior is for NTI
mentors to use the district evaluation rubric for leaders to set goals and examine their practice for
addressing cultural diversity, equity and learner variability. The third critical behavior points to
NTI mentors sharing best practices following conference attendance to build peer capacity. The
last critical behavior focuses on consistent use of procedures and tools for developing teachers
capable of differentiating instruction to address cultural diversity, equity and learner variability
after training. Table 10 shows the proposed Level 3: Behavior in the form of critical behaviors,
metrics, methods and timing for evaluation.

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Table 10
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s) Method(s) Timing
1. NTI mentors link prior
experiences and new
knowledge to develop
teachers capable of
differentiating instruction
to address cultural
diversity, equity and
learner variability through
dialogue and planning.
The number of mentors
that benefit from
connecting new and
previous learning to better
support their teachers with
differentiating instruction
to address cultural
diversity, equity and
learner variability.
In small peer groups,
mentors reflect on their
practice and share
planning accomplished
with teachers.
Once a month.
2. NTI mentors use district
evaluation rubric to set
goals for addressing
cultural diversity, equity
and learner variability.
NTI mentors exhibit a
50% increase in the use of
the evaluation rubric job
aid that addresses cultural
diversity, equity and
differentiated instruction
relevant to learner
variability.
2. NTI leaders track
progress and review
mentor completed
organization job aids
for inclusion of cultural
diversity, equity and
learner variability in the
language.
Mentor reports
to NTI leader
each semester.
3. NTI mentors’ model
best practices on how to
identify issues related to
cultural diversity, equity
and learner variability in
lessons with other mentors
after conference
attendance.
The frequency of mentor
opportunities to present to
peers and learn from peers.
NTI allocates the time
for mentors to attend
conferences on
addressing cultural
diversity, equity and
learner variability and
time to meet.
Monthly
meetings to
share seminar
lesson plans
and gather
feedback.
4. NTI mentors use
consistent protocol and
procedures for
observation, reflection and
planning to develop their
practice for differentiating
instruction to address
cultural diversity, equity
and learner variability.
The number of teachers
that benefit from the
frequency of protocol and
procedures used.
Mentors meet with
teachers to monitor
implementation of
plans.
Twice a month
during a class
visit.

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Required drivers. Mentors require expert guidance and motivation from organization
leaders and the organization to reinforce learning from training that addressed diversity, equity,
and differentiated instruction relevant to learner variability with their teachers to correctly apply
learning consistently in their practice in a timely manner. Acknowledgement within NTI should
be established for achievement of performance goals to enhance the organizational support of
new and experienced mentors. Table 11 shows the recommended drivers to support critical
behaviors of NTI mentors.

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Table 11
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical
Behaviors
Supported
1, 2, 3, etc.
Reinforcing
Provide education with empirical research and theoretical literature
to build competency.
Ongoing 2
Provide principles of practice for evaluating K-12 curriculum for
identifying cultural connection, biases, and misconceptions through
training.
Quarterly to
cover grade
spans
2, 3
Job Aid includes planning tools to differentiate lessons for diverse
groups.
Quarterly to
cover diverse
content areas
2, 3
Encouraging
Model conversations focused on differentiation of instruction to
address diversity, equity, and learner variability during e-learning
course modules and during team meetings.
Monthly as an
opening
meeting prompt
1, 2, 3
Provide feedback during training to build capacity. Monthly 1, 4
Public Recognition
Acknowledge shared best practices during face-to-face professional
development and post from e-learning course modules for
differentiating instruction to address cultural diversity, equity and
learner variability.
Monthly 2, 3, 4
Monitoring
Monitor protocol, procedures and messages to monitor consistent
alignment through e-learning modules and small group sharing of
examples collected from the learning task on differentiating
instruction to address cultural diversity, equity and learner
variability.
Quarterly 3
Conduct whole group organization meetings following e-learning
modules for feedback to model transparency, show accountability
and purposeful planning.
Monthly 3

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Organizational support to achieve stakeholder goal. Goal attainment for stakeholders
will depend on NTI organization actions. NTI will need to support critical behaviors beginning
with building mentor value for having imperative conversations to develop teachers capable of
differentiating instruction to address cultural diversity, equity and learner variability (Knight,
2016; Singleton, 2014). Thus, the recommendation is to encourage the usefulness for regularly
engaging in the study topic through professional learning facilitated by NTI leaders, in a safe
space for practicing dialogue during monthly staff meetings. Value is also obtained through
practice using the planning tools to support the learning of diverse groups. Both behaviors
require monitoring by NTI leaders to assure implementation. The third recommendation is for
NTI leaders to build trust among mentors through modeling behaviors of transparency, openness,
and honesty with protocols to ensure a safe climate for conversations on sensitive topics (Knight,
2016). The final recommendation is for NTI to provide time for mentors to attend professional
learning opportunities on differentiating instruction to address cultural diversity, equity and
learner variability, as well as time for mentors to practice and share learning with peers.
Level 2: Learning
Learning goals. In this study, following completion of the recommended solutions
mentors will be able to:
1. Apply knowledge of research on developing teachers capable differentiating
instruction to address cultural diversity, equity and learner variability and integrate
learning in the work with teachers (D).
2. Evaluate cultural biases and inequities in curriculum and be able to determine
identifying issues (D).
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3. Deconstruct cultural biases found in curriculum and use the components to design a
differentiated plan with teachers (P).
4. Recognize the usefulness in having conversations to develop teachers capable of
differentiating instruction to address cultural diversity, equity and learner variability
and be able to transfer their value to another educator (Value).
5. Recognize a more welcoming and ensuring culture suitable for safely discussing
cultural diversity, equity, learner variability and differentiated instruction (O).
6. Apply consistent protocol and procedures to develop teachers capable of
differentiating instruction to address cultural diversity, equity and learner variability
(O).
Program. NTI mentors were hired in their current position based on their expertise. The
NTI organization continues to develop mentor expert knowledge by providing monthly
professional learning opportunities on various topics ranging from school operations to the
newest instructional strategies and technologies. However, based on a performance gaps found
in program data, it is assumed that mentor knowledge, motivation and organization structures are
barriers contributing to the breach in the area of cultural diversity, equity, and learner variability
support given to new teachers. Therefore, it is recommended that NTI mentors participate in
professional learning. Clark and Estes (2008) asserted that professional learning requires a
model, opportunity to practice, and timely feedback delivered by an experienced trainer to
strengthen performance. Singleton (2014) suggests six behaviors to motivate stakeholders and
improve organizational culture: setting the tone for racial context; establishing conversation
protocols; framing terminology; attending to the scope of diversity; rallying perspectives; and
being conscientious of one’s identity in the process.
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The recommended training is designed to be both asynchronous and synchronous,
occurring in virtual and real time. The training consists of four e-learning course modules,
followed by four follow-up, face-to-face meeting sessions to solidify paths to extend knowledge,
practice and reflection with an allocated time of 6–8 hours within a semester.
The program recommendation is to deepen NTI mentor declarative and procedural
knowledge and motivation through e-learning course modules designed by an expert trainer
focusing on an in-depth review of historical and current events in education that influence how
cultural diversity, equity and learner variability are perceived, valued and addressed in schools
today. The e-learning course will include a wide range of topics to provide background
knowledge inclusive of past and present legislation, such as Plessy vs. Ferguson and No Child
Left Behind, to the development of multicultural education, demographic shifts, and literature
targeting diversity and equity in school settings. As public schools become more diverse,
grasping these topics is important in the development of educators. Gay (2002) suggested that
practitioners in education benefit from understanding group culture and values. The purpose of
analyzing relevant research related to the study topic is to balance world perspectives of mentors
to strengthen their evaluation of curriculum for cultural bias and inequities. Understanding of
one’s role in the world and the role of others, through historical elements also supports
stakeholders in filtering biased thinking (Rueda, 2011). Therefore, increasing opportunities to
have dialogue around the interpretation of teaching text is highly recommended to increase
knowledge and the motivation to achieve the performance goal. Rewriting injustices found in
the curriculum and making it more relevant is the next recommended solution.
NTI allocating time to practice skills is the next recommended program solution. Lesson
planning is an essential skill in the work of NTI mentors to build the capacity of new teachers in
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the area of cultural diversity, equity and learner variability. During e-learning course modules
mentors will have time to examine curriculum, learning tools and practice merging declarative
knowledge with an actionable plan toward achieving the organizational goal. Since NTI mentors
support primary to secondary students, e-learning modules will cover appropriate grade spans
and content, followed by planning in small content groups. The appropriate time to launch e-
learning modules and practice skills is during monthly NTI professional development.
Reflecting on practice in any profession is crucial in professional growth (Maxwell,
2013). Therefore, the third program recommendation is to engage NTI mentors in reflection
preceding e-learning module coursework. Reflection following e-learning video courses will be
in the form of written and verbal discourse to check understanding, examine mentor experience
in a real-world context and extract layers of thinking on a digital platform. Reflection was the
core of this study, first captured in the interview process modeled after the Clark and Estes
(2008) conceptual framework to examine knowledge, motivation and organizational influences
and now after program implementation using surveys and verbal feedback.
Evaluation of the components of learning. The Kirkpatrick model describes the
process for evaluating Level 2: Learning using five elements: (1) knowledge; (2) skills;
(3) attitude; (4) self-efficacy; and (5) commitment. Since the body of training resides in the
learning, examining multiple facets of the process will yield more precise data. Level 2:
Learning strengthens proceeding implementation capacity and the likelihood of successful
outcomes. The outcomes of this study are to promote increased demonstration of declarative and
procedural knowledge (Clark & Estes, 2008; Rueda, 2011), as well as self-reflection to transform
the consciousness (Merriam & Tisdell, 2016) of NTI mentors, which will impact student
achievement and alter behavior. It is important for NTI mentors to value the learning from the e-
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learning training and view it as a support in their work to develop teachers capable of
differentiating instruction to address cultural diversity, equity and learner variability. Achieving
the learning goals requires an evaluation of Level 2: Learning components (Kirkpatrick &
Kirkpatrick, 2016) through e-learning course models with opportunities to practice and reflect on
a digital information system and face-to-face while on the job. Table 12 includes a list of
methods and timing used to evaluate performance goal achievement.

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Table 12
Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge: “I know it.”
Knowledge checks using open-ended questions Before and after the training
module
Knowledge checks using multiple questions Before, during and after the
training module
Review of literature, terminology, scenarios and district supports During the training module
Procedural Skills: “I can do it right now.”
Questions asked regarding NTI procedures addressing the study
topic
During the training module
Feedback from mentors following the e-learning modules After the training module
Feedback on the use of NTI tools to document differentiated
instruction addressing cultural diversity, equity and learner
variability
Before and after the training
module
Attitude: “I believe this is worthwhile.”
Observation of intensity, hazards, and passion presented during
training modules
During each training module
Response to questions regarding the value of the study topic After the training module
Confidence: “I think I can do it on the job.”
Response to question regarding personal confidence to address
the study topic
After the training module
Response to question regarding the level of confidence to
address the study topic
After the training module
Discussions following practice and feedback After the training module
Commitment: “I will do it on the job.”
Create an individual goal After the training module
Shared enthusiasm for delivering the work After the training module

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Level 1: Reaction
Level 1: Reaction is the least complicated evaluation of training. Level 1 is
accomplished through formative and summative evaluation methods. Formative evaluation
methods will determine how program participants react to learning, including observation and
progress monitoring of participants to assess engagement, while summative forms of evaluation
were captured through a simple survey. Both formative and summative evaluation methods
provide immediate feedback needed to modify program structures, yet Kirkpatrick and
Kirkpatrick (2016) suggest waiting a few days or weeks before collecting feedback on relevancy
and satisfaction, as people need time to process and apply skills. Table 13 introduces how the
participating stakeholders responded to the methods of evaluation.

Table 13
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Survey questions provided prior to interview Before the training module
Completion of e-learning modules After the training module
Course evaluation After the training module
Relevance
Follow-up questions After the training module
Study topic on annual NTI survey Every year
Customer Satisfaction
Course evaluation After the training module
Progress checks During the training module
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Evaluation Tools
Immediately following the program implementation. Immediately following e-
learning courses modules on the professional learning platform and succeeding face-to-face
meetings, a summative instrument with 22 open response and scaled-item survey questions will
be administered to each participant to first evaluate their level of engagement, relevancy and
satisfaction after experiencing the program. The evaluation data collected by the researcher will
serve as one indicator of mentor learning and the beginning transference of skills to develop
teachers capable of addressing cultural diversity, equity and differentiated instruction relevant to
learner variability. The evaluation tool for this program is modeled after the four levels of
training evaluation outlined in the New World Kirkpatrick Model: (1) reaction; (2) learning;
(3) behavior; and (4) results. Level 1: Reaction survey questions evaluate the quality of stimuli
and perceived usefulness by the main stakeholders, while Level 2: Learning survey questions act
as a bridge to Level 3: Behavior and Level 4: Results. Level 2: Learning questions work to
authenticate methods of program delivery and the content embedded that will impact behavior
and results. The anticipated behaviors of Level 3 are identified as critical in determining
program success because training in isolation will not produce significant results (Kirkpatrick &
Kirkpatrick, 2016). Therefore, Level 3: Behavior questions seek to elicit data on participant
application of learning when using work tools to document how cultural diversity, equity and
differentiated instruction relevant to learner variability are addressed on the job. The last set of
evaluation questions posed to participants following the program implementation target Level 4:
Results by examining the impact on mentor practice. Although results are labeled as the fourth
level of evaluation, the New World Kirkpatrick Model places program outcomes first, as
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outcomes are the rationale for any training in an organization (Kirkpatrick & Kirkpatrick, 2016).
The instrument is found in Appendix D.
Delayed for a period after the program implementation. After program
implementation a four-question evaluation survey (Appendix E) will be administered four to six
weeks following e-learning course modules and then reevaluated in another four to six weeks.
Kirkpatrick and Kirkpatrick (2016) suggest that the timing of training evaluations is critical in
gathering objective feedback, but also dependent on the type of knowledge and skills the
researcher is evaluating. Providing participants time to practice skills on the job to address the
intense topics of cultural diversity, equity, and differentiated instruction relevant to learner
variability will produce rich data and inform the next steps for the program. The program
evaluation will cover mentor engagement, relevance and satisfaction indicated in the Kirkpatrick
Level 1 training evaluation model to measure stakeholder reaction using a combination of scaled
items. The participant will have a choice of four survey responses: Strongly Agree, Agree,
Disagree, and Strongly Agree. In addition to Level 1, the survey will evaluate mentor
confidence and usefulness for new knowledge in Level 2: Learning, the transfer of new
knowledge to the job in Level 3: Behavior and the impact of the program on mentor practice in
Level 4: Results.
Data Analysis and Reporting
Data analysis and reporting are powerful processes used by organizational leaders to
promote, persuade or reconstruct program structures. Data analysis and reporting work in a
continuous cycle and are constantly evolving to maximize program results. Kirkpatrick and
Kirkpatrick (2016) describe analysis of data as an opportunity to mold program structures.
Program data gathered from immediate and delayed instruments for this study are both
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informative and summative in nature to assess stakeholder growth and development around
cultural diversity, equity and differentiated instruction relevant to learner variability following
four e-learning course modules and four follow-up, face-to-face meeting sessions. NTI mentors
are expected to respond to scaled items and open-ended questions on the immediate instrument
and scaled items on the delayed instrument. The four evaluation levels of Kirkpatrick and
Kirkpatrick (2016) are used to frame the immediate instrument and the delayed instrument. The
instruments are useful in providing evaluation data on NTI mentor shifts in reactions, learning
and behavior in regard to delivering support to teachers around cultural diversity, equity and
differentiated instruction relevant to learner variability.
NTI mentors are invited to share their input on two surveys following the deepening of
their declarative knowledge and motivation through e-learning course modules over the span of
two months. NTI mentors will receive a 17-question survey immediately following the e-module
courses. Following administration of the immediate evaluation tool mentors will receive a
delayed follow-up four-question survey to reflect application of skills over time. The data
collected from the program evaluation will be shared with NTI mentors participating in the
survey and NTI organization leaders for feedback and suggestions. Both stakeholder groups will
receive an emailed data analysis chart in the form of an infographic explaining the results of the
delayed evaluation tool showing Level 1, Level 2, Level 3 and Level 4 findings. The infographic
model is labeled as Appendix F.
Summary
The New World Kirkpatrick Model’s (2016) four levels of training and evaluation model
serve as a framework for recommendations to evaluate mentor practice for developing teachers
capable of differentiating instruction to address cultural diversity and learner variability. The
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framework is used to implement a combination of face-to-face and e-learning coursework and
follow-up monitoring to improve the designed program, maximize transfer of learning and model
value for the study topic. Prior to the program evaluation phase, interviews were chosen as the
data collection technique to capture barriers in NTI mentor motivation, knowledge and
organization structures to deliver the work for cultural diversity, equity and differentiated
instruction relevant to learner variability. Interviews were a reliable strategy to understand
perspectives, values and goals related to the study topic (Maxwell, 2013; Merriam & Tisdell
2016). Developing a training program based on interview data and an evaluation plan added to
building mentor capacity. Kirkpatrick and Kirkpatrick (2016) suggested that training provides
the platform needed to model value for the study topic, but purposeful evaluation instruments
positively inform future practice.
Limitations and Delimitations
Understanding the limitations in this study will support its relevancy to the reader. The
limitations identified derive from Chapter 3 and center around organization protocol,
participating stakeholders and time restraints. The delimitations focused on the researcher and
the instrumentation. The study was conducted in SSD, a sizable school district with numerous
policies and protocols. Conducting research in SSD required approval from the committee
similar to the University of Southern California (USC) Institutional Review Board process,
which also needed completion. The process for institutional review with SSD was rigorous with
a month long waiting period after completing documentation within a specified time period.
The next limitation was the mandated layoffs of nearly 50% of NTI staff, impacting
potential study participants. The timing of layoffs was shortly after SSD research approval and
interest for participating in the study were underway. The layoffs of mentors impacted the
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morale in organization and the interest to participate in this study. The priorities of the
participants shifted to job security, making study participation trivial. It was anticipated that
interviews would take no more than two months to complete. However, after unforeseen layoffs
the time frame doubled, stopping the research process.
Delimitations limit our scope and define boundaries yet can be controlled (Rudolph,
2018). The first delimitation is the researcher’s relationship with the participants. The concern
is the level of trust and candor between parties with different cultural experiences when
discussing sensitive topics of cultural diversity, equity and learner variability which often led to
discussions around race. The other delimitation was the number of interview questions asked
and the overlapping of some questions that caused participants to repeat information or elaborate
on a previous answer. The idea of answering 20 open-ended questions appeared to be visually
overwhelming and required a time commitment.
The methods used in this study have potential value for other researchers interested in
qualitative research on practices for developing teachers to address cultural diversity, equity, and
learner variability in classroom learning. The limitations and delimitations are examples of
potential pitfalls to consider.
Recommendations for Future Research
This study opens the door for future studies on developing teachers to address cultural
diversity, equity, and learner variability in classroom learning. The study method is adaptable
for education research. An extension to this research could be a year-long analysis of study
participants’ practice after consistent professional learning that individually addresses each topic
of cultural diversity, equity, and learner variability in class settings.
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Future research could also examine how NTI teachers from diverse cultural groups and
communities incorporate cultural diversity, equity, and learner variability in their classes
throughout a school year and if structured, consistent professional learning with conversations,
planning and monitoring has an impact.
Finally, future research has the potential to develop into an experimental model to
examine human behavior around the implementation of cultural practices in classroom settings
over time and the implications. This type of experimental research would entail extensive
planning, stakeholder group consent and commitment, video and audio recording, expert team
analysis and considerable time.
Conclusion
The purpose of this study was to evaluate the degree to which NTI develops teachers
capable of differentiating instruction to address cultural diversity, equity and learner variability
and identify strategies mentors deem effective following mentor discourse by the Fall of 2019.
The results found that NTI mentor practice for developing teachers capable of differentiating
instruction to address cultural diversity, equity and learner variability is greatly impacted by their
declarative and procedural knowledge, as well as the interactions in cultural models and cultural
settings in the NTI organization. The findings from mentor interviews led to professional
learning opportunities as the recommendation to build cultural competence and close the 24%
performance gap of insignificant support reported by NTI teachers for addressing cultural
diversity, equity and learner variability. Mentors expressed confidence in their abilities to
support teacher pedagogy and immediate needs but felt training for the subject matter of this
study required more extensive practice inclusive of setting goals, modeling clear practices of
observation, reflection and planning with a monitoring system. Researchers suggest that teachers
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need expert training to know how to effectively adapt instruction for culturally and academically
diverse student populations and plan instruction for multiple learning styles using grade-level
curriculum (Gay, 2002, 2010; Tomlinson et al., 2003). Therefore, using the Kirkpatrick and
Kirkpatrick (2016) model, the study developed an improvement plan with face-to-face
professional learning and e-learning to support NTI mentors in their work to develop teachers
capable of differentiating instruction to address cultural diversity equity and learner variability.

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APPENDIX A
INTERVIEW PROTOCOL
This script was used to guide the direction of the interview:

“I would like to thank you for your voluntary participation as a participant in this study. In this
study we used two pseudonyms, New Teacher Induction (NTI) to identify the teacher support
program within Star School District (SSD), the second pseudonym identifying the school district.
The purpose of this study is to evaluate the degree to which NTI develops practitioners capable
of differentiating instruction to address cultural diversity, equity and learner variability and
identify strategies mentors deem effective following mentor discourse by the Fall of 2019.

Prior to the start of this interview you completed an informed consent document to participate in
the interview, an informed consent document confirming permission to (not to) audio record our
conversations and an informed consent document confirming permission to (not to) video record
our conversations. Do you still agree (or decline) to being interviewed today? Yes or No? Do
you still agree (or decline) to audio record our conversation today? Yes or No? Do you still
agree (or decline) to video record our conversation today? Yes or No?”

After participants consented to participate, record and/or video the interview, the following
information was relayed: “Thank you for allowing me to record/video our conversation. If at any
time during the interview you choose to turn off the recorder/video or keep a portion of the
conversation off the recorder/video, please stop me immediately. All information gathered is
confidential and will be stored in a Dropbox file only accessible to the interviewer and requires
interviewer password access. You will be assigned a numerical number with your first and last
initials to conceal your identity and increase security. Remember you have a choice to answer or
not answer questions asked, and the choice to withdraw from the study at any time. Before we
begin the interview, do you have any questions? Here is a copy of the interview questions you
may hold during the interview. The questions act as a guide for the interview, however there is
flexibility in the structure. Probing questions may be added to clarify responses or elicit more
details. If any questions arise at any point in this study, please feel free to ask them at any time.
It will be my pleasure to answer questions and provide clarifications.”

Participants who declined to record received this message: “Thank you for letting me know. I
respect your decision. I will only take notes of our conversation.”

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APPENDIX B
INTERVIEW QUESTIONS
Knowledge Questions

1. Can you tell me when you hear the words cultural diversity, what comes to mind?
(Factual)
2. When you think about cultural diversity in the K-12 school settings you service, what do
you see? (Factual)
3. Can you tell me how you would describe equity in a school setting? (Factual)
4. Can you tell me what you know about differentiating instruction and learner variability
related to cultural diversity, equity and learner variability? (Factual)
5. Can you describe the procedures or NTI work tools you use to develop NTI teachers
capable of differentiating instruction to address cultural diversity, equity and learner
variability? (Procedural)
6. Can you tell me about the training your organization provides you to develop teachers
capable of differentiating instruction to address cultural diversity, equity and learner
variability? (Procedural)
7. Based on your professional observations, describe some effective instructional practices
you’ve witnessed in a classroom setting addressing cultural diversity, equity and learner
variability. (Procedural)
8. Can you reflect on any experiences you’ve had with a teacher that required you to discuss
differentiating instruction to address cultural diversity, equity and learner variability?
(Metacognitive)
9. In regard to your current work experiences, can you tell me your thoughts about this
statement, “In the United States all racial, ethnic and cultural groups are treated with
equal value in all aspects of society and given equal access?” (Metacognitive)
10. When you think of your race, ethnicity and cultural identity what three words come to
mind? (Metacognitive)
11. Tell me about your life experiences dealing with diversity and equity? (Metacognitive)
12. From your perspective and personal experiences, what words would other racial groups
use to describe their experiences with cultural diversity and equity? (Metacognitive)
13. In a classroom setting, if an issue of diversity or equity arose linked to race, culture and
ethnicity how would you approach it? And how do you think the teachers you work with
would respond? (Conceptual)

Motivation Questions

14. How does your identity influence your value for discussing cultural diversity and equity?
(Value)
15. Can you share a professional or personal experience related to differentiating instruction
to address cultural diversity, equity and learner variability that added value to your work?
(Value)
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16. What is your level of confidence in developing teachers capable of effectively
differentiating instruction to address cultural diversity, equity and learner variability in a
classroom setting? Why? (Self-Efficacy)

Organization Questions

17. How would you describe the climate of your organization when engaging in
conversations around differentiating instruction to address cultural diversity, equity and
learner variability? (Cultural Model)
18. Can you share how your organization models differentiating instruction to address
cultural diversity, equity and learner variability within the organization that are
transferable to your work with teachers? (Cultural Setting)
19. Can you share what your organization’s goals are for developing teachers capable of
differentiating instruction to address cultural diversity, equity and learner variability?
(Cultural Setting)
20. Please share the type of support you would like from your organization to improve
practices for developing teachers capable of differentiating instruction to address cultural
diversity, equity and learner variability. (Cultural Setting)

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APPENDIX C
INFORMED CONSENT DECREE

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APPENDIX D
IMMEDIATE EVALUATION TOOL
Context: This survey is completed at the end of the four e-learning course modules and four
follow-up, face-to-face meeting sessions. It is designed to assess NTI mentor growth and
development around cultural diversity, equity and differentiated instruction relevant to learner
variability following the program components.

Instructions: The following survey is a combination of scaled and open-ended questions. Please
respond to the scaled items using the following rating scale: 4—Strongly Agree, 3—Agree, 2—
Disagree, and 1—Strongly Agree. Please circle the appropriate rating to indicate the degree to
which you agree with each statement. The empty box is where responses to open-ended
questions are recorded.

Level 1: Reaction

Engagement

1. The e-learning course modules kept my interest.

4
Strongly Agree
3
Agree
2
Disagree
1
Strongly Disagree

2. What barriers, if any, interrupted your learning?

Relevance

3. What I learned in the e-learning course modules will support my work as a mentor.

4
Strongly Agree
3
Agree
2
Disagree
1
Strongly Disagree

4. What coursework was least relevant to your work?

5. What coursework was most relevant to your work?

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Customer Satisfaction

6. I will recommend the course modules to other mentors and educators.

4
Strongly Agree
3
Agree
2
Disagree
1
Strongly Disagree

7. How could the program be improved?

Level 2: Learning

Knowledge

8. My knowledge of cultural diversity, equity and learner variability have expanded as a result of
completing the program.

4
Strongly Agree
3
Agree
2
Disagree
1
Strongly Disagree

9. How has your evaluation and identification of cultural biases and inequalities in curriculum
changed?

Skills

10. Details captured in planning tools show evidence of my ability to effectively address cultural
diversity, equity and learner variability.

4
Strongly Agree
3
Agree
2
Disagree
1
Strongly Disagree

11. What specific details do you consistently capture in planning tools that show evidence of
addressing cultural diversity, equity and learner variability?

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Attitude

12. I believe applying my new understanding of cultural diversity, equity and learner variability
in NTI work is useful.

4
Strongly Agree
3
Agree
2
Disagree
1
Strongly Disagree

13. What is the importance of applying what you learned about cultural diversity, equity and
learner variability on the job?

Confidence

14. After training, I feel confident in my abilities to have conversations around cultural diversity,
equity and learner variability.

4
Strongly Agree
3
Agree
2
Disagree
1
Strongly Disagree

15. What obstacles do you see that will hinder you engaging in dialogue around cultural
diversity, equity and learner variability?

Commitment

16. I am committed to delivering the work needed to address cultural diversity, equity and
learner variability.

4
Strongly Agree
3
Agree
2
Disagree
1
Strongly Disagree

17. What goals have you set for yourself to support you in addressing cultural diversity, equity
and learner variability with your teachers?

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APPENDIX E
DELAYED EVALUATION TOOL
Scaled-Items: Strongly Agree, Agree, Disagree, and Strongly Agree
L1: Reaction What I learned in the e-learning course modules continues to be valuable
and relevant in my work to build teachers capable of addressing cultural
diversity, equity and differentiated instruction relevant to learner variability.
L2: Learning I remain confident in my skills to engage in conversations that lead to an
action plan for addressing cultural diversity, equity and differentiated
instruction relevant to learner variability with teachers.
L3: Behavior I consistently use the planning tool to address cultural diversity, equity and
differentiated instruction relevant to learner variability with teachers.
L4: Results I have the skills to implement and teach others practices for differentiating
instruction to address cultural diversity, equity and learner variability in any
classroom setting.

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APPENDIX F
MODEL OF PROJECTED DATA ANALYSIS CHART

Abstract (if available)

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Asset Metadata

Creator Shatee, Lewita Kilspina (author)

Core Title Evaluation of New Teacher Induction (NTI) mentor practice for developing NTI teachers capable of differentiating instruction to address cultural diversity, equity, and learner variability

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 01/23/2020

Defense Date 12/13/2019

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

Tag cultural diversity,differentiating instruction,equity,learner variability,mentor,OAI-PMH Harvest,teacher

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Robles, Darline (committee chair)

Creator Email lew33@twc.com,shatee@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-262158

Unique identifier UC11674797

Identifier etd-ShateeLewi-8126.pdf (filename),usctheses-c89-262158 (legacy record id)

Legacy Identifier etd-ShateeLewi-8126.pdf

Dmrecord 262158

Document Type Dissertation

Rights Shatee, Lewita Kilspina

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions 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 a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA