Over the past few decades, schools across the U.S. have implemented asset-based instructional approaches to foster classrooms that support student engagement and belonging. Yet, implementation often varies, and many classrooms fall short of reflecting the strengths and needs of all students. Educators’ identities, values, and orientations play a critical role in shaping how inclusive, affirming, and engaging their instruction is, which in turn influences students’ sense of belonging, engagement, and overall well-being. This study seeks to investigate the factors and processes that support teachers in shifting away from exclusionary practices, instruction, and policies toward more inclusive, responsive, and student-centered approaches. It hypothesizes that engaging teachers in critical inquiry, focused on self-critical reflection, examination of instructional policies and practices, and redesign of curriculum and instruction, will strengthen their teacher identity and cultivate critical consciousness. Savitz and colleagues will conduct a randomized-controlled trial with 64 middle and high school English language arts and social studies teachers, randomly divided into treatment and control groups. Classroom observations will be conducted at the beginning and end of the study, with student surveys given at the beginning and end of Fall 2026. Participating teachers will complete interviews at the beginning and after each intervention phase, and teacher surveys will be administered at the start and conclusion of the study.
How do ongoing professional learning opportunities that center on teacher identity development support educators in implementing inclusive practices that promote student belonging and engagement?
