Abstract
This study details the experiences of teachers at four US urban schools as they participate in culturally responsive practice (CRP) in professional development (PD). The authors conducted a qualitative study supported by quantitative statistical descriptions to examine the behaviors that empower and engage teachers in CRP. Findings suggest that school policies promote and encourage teacher autonomy and provide opportunities for teachers to examine their own implicit biases and remain at the forefront of the decision-making that leads to the design and implementation of PD. A discussion regarding empowerment, engagement, and collaboration in the design and implementation of PD is presented.
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