EQUALIZING LEARNING ENVIRONMENTS THROUGH A MODEL OF PROFESSIONAL DEVELOPMENT - Converging Critical Self-Reflection, Cultural Proficiency, and Self-Determination Theory

Oct 15, 2026

Uploaded by dabgoudw

This article explores a theoretical model of professional development that equips teachers while equalizing learning environments for students. Advancing this model is framed as a way to close the opportunity and achievement gaps affecting learners who experience high barriers to success. The approach intentionally brings together critical self-reflection, cultural proficiency training, and knowledge of self-determination theory. Each element is explained, with illustrations of possible convergence plus guidance for implementation and directions for future research.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Abstract

Introduction

Equalizing Learning Environments

EQUALIZING LEARNING ENVIRONMENTS THROUGH A MODEL OF PROFESSIONAL DEVELOPMENT CONVERGING CRITICAL SELF-REFLECTION, CULTURAL PROFICIENCY, AND SELFDETERMINATION THEORY ANGELA FORD George Washington University ABSTRACT This article explores a theoretical model of professional development that combines the goals of further equipping teachers through professional development while at the sametime equalizing learning environments for the students. Any steps toward equalizing learning environments helps to close the opportunity gap and decrease the achievement gap for those students that are experiencing high levels of success. The model involves purposeful convergence of critical self-reflection, cultural proficiency training, and knowledge of self-determination theory. A brief explanation is provided for each of the model elements as well as a picture of what the convergence might look like and a plan for implementation and future research. INTRODUCTION Educators are expected to understand how to create atmospheres conducive to social and emotional learning based on the understanding that academic learning is not the only type that helps students become successful in life. Being equipped to address all the needs of all students at all times is a lofty yet noble educational goal worthy of attempting to achieve. To attain success in this arena requires educators grow through experience and are provided appropriate and on-going professional development that aids in that growth. Research is ongoing to investigate effective methods to improve or expand educator professional development and to eradicate classroom disparities. Much research has produced useful strategies and ideas; however, much remains to be done. The purpose of this article is to propose a model that could help get closer to the goal of adding to educator training while also working toward the goal of eradicating learning environment disparities. This article will give a brief review of why it is imperative to equalize many aspects of learning environmentsand then will go on to give a brief overview of each component of the proposed model and then explain how professional development based on the combination of understanding and practicing critical self-reflection, a knowledge of and willingness to grow in cultural proficiency, and a grasp of the tenets of self-determination theory (SDT) can help educators create healthier learning environments for all of their students including those that may be less comfortable in traditional schools, such as those that are minorities in comparison to their peers, that fall lower on the socio-economic scale, or who have diverse learning abilities. Evidence is plentiful that each of the elements that make up this model can improve educational settings; however, I am proposing that the convergence of all three may be more effective than each one being practiced alone. EQUALIZING LEARNING ENVIRONMENTS The quality of learning environments can be improved and therefore equalized through examining and improving different aspects of the environment such as the physical Educational Planning 1 9 Vol. 26, No. 3 built environments and classroom layouts (Earthman & Lemasters, 2011; Ford, 2016; Uline & Tschannen-Moran, 2008), resource availability and technology use (Dey, 2017; McKnight et al., 2016), the quality of teachers (Goldhaber, Lavery, & Theobald, 2015) and the cultures and climates within schools (Uline & Tschannen-Moran, 2008) . The professional development being proposed in this article would focus on the method of improving educator training and the choices they make affecting the cultures and climates being created within classrooms. Horace Mann labeled education ‘the great equalizer,’and whereas it could be, education is often not equalizing because it is not being offered equitably, and at times is even increasing the opportunity gap experienced by students. Carter and Welner (2013) point out that it is the

FAQs

How does the model relate professional development to improving classrooms?

It argues that improving educator training and the choices teachers make can shape the cultures and climates within classrooms, supporting healthier learning environments for all students.

Oct 15, 2026

Uploaded by dabgoudw