Abstract
ABSTRACT This program evaluation documented teacher perceptions of the impact of the first year of a 3-year diversity professional development experience. A survey was administered to 150 Catholic school teachers. The survey documented: 1) teacher identification of strengths and needs (Identification); 2) delivery in a non-threatening and non-judgmental environment (Non-Threatening); 3) supportive opportunities for ongoing reflection (Reflection); and 4) program responsiveness to the needs of the school environment (Program Responsiveness). The results revealed that a professional development experience that allows teachers to identify their needs in a nonthreatening and non-judgmental environment, and provides opportunities for ongoing reflection, is critical in fostering change with respect to issues of diversity.
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