Supporting teachers' understanding and implementation of universal design for learning (UDL) for student engagement through transformational leadership : one school's journey

Abstract

A significant contributor to student success is engagement in the school setting. Universal Design for Learning (UDL) can be a helpful framework for increasing student engagement and creating an inclusive environment for all learners. This study investigated the relationship between teachers' understanding and implementation of Universal Design for Learning (UDL) in support of student engagement at one low-performing elementary school in New England. Interviews, focus groups, and artifacts were collected from the participants in Cycle 1 about what teachers were doing to engage students and what they needed to further their skills. Based on teachers' needs, action steps were designed, implemented, and evaluated in Cycle 2. The action steps in Cycle 2 included forming a UDL Collaboration Club and creating a repository of resources for participants. Evaluating the results of the Action Research study included the analysis of field notes, analytical memos, meeting transcripts, and a group interview using in vivo coding to categorize themes. Participants provided critical feedback about the efficacy of the action step finding that the UDL Collaboration Club successfully provided an opportunity for collegial conversation about teaching and learning with UDL resulting in positive outcomes for the participants. The study concluded with four findings: Transformational Leadership is needed to effect change, informal collaboration time promotes learning and self-efficacy, participation in the UDL Collaboration Club positively influenced teachers' knowledge and implementation of UDL, and teachers' implementation of UDL positively affected classroom climate and student interest in learning. Implications for the organization included improvements in quality instruction, school processes, culture, teacher professional development, and positive student outcomes.--Author's abstract