| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | We do not deal with gaps based on ethinicity or race. |
| Why I feel this way | I think it could help in a multitude of ways. |
| Why I feel this way | Stereotypes take away from teaching the individual and should be looked at carefully. |
| Why I feel this way | Being aware of personal stereotypes is the besst way to inform yourself on how to be a better educator. |
| Why I feel this way | I do not deal with this. |
| Why I feel this way | We do not have a diverse student body. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | In the day and age of NCLB and the ISATs these gaps have become priorities. It is also important to recognize the reasons for these gaps so that certain groups are not feiling to achieve up to their potential. |
| Why I feel this way | The activities are designed to bring our attention to all races and backgrounds so that we can better understand how it affects their academic achievment. |
| Why I feel this way | We always seem to focus on differences however over generalizing seems to be a topic never discussed. |
| Why I feel this way | We very rarely are asked o bring in our own personal beliefs in school improvement settings. |
| Why I feel this way | We have had numerous meetings to discuss the outer perception of certain groups. |
| Why I feel this way | I feel that we have been very well prepared and updated on multi-cultural education. It is an ongoing process in which teachers are always growing but I feel we cover many aspects per year. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | I don't know. If that is what their professional development is about then yes, but there are some schoools that talk about race at all. |
| Why I feel this way | I am assuming that teachers are aware of this. |
| Why I feel this way | Again, if the school doesn't talk about race and does not require them to do professional development that requires this, then it does not matter. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 1 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 1 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | In the day and age of NCLB and the ISATs these gaps have become priorities. It is also important to recognize the reasons for these gaps so that certain groups are not feiling to achieve up to their potential. |
| Why I feel this way | The activities are designed to bring our attention to all races and backgrounds so that we can better understand how it affects their academic achievment. |
| Why I feel this way | We always seem to focus on differences however over generalizing seems to be a topic never discussed. |
| Why I feel this way | We very rarely are asked o bring in our own personal beliefs in school improvement settings. |
| Why I feel this way | We have had numerous meetings to discuss the outer perception of certain groups. |
| Why I feel this way | I feel that we have been very well prepared and updated on multi-cultural education. It is an ongoing process in which teachers are always growing but I feel we cover many aspects per year. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 1 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | This is a confusing question. |
| Why I feel this way | I have not experienced these types of professional development activities. |
| Why I feel this way | M320 has helped to open my eyes to this. |
| Why I feel this way | We have done activities in M320 that have helped with this. |
| Why I feel this way | I feel that this is an area that could use more focus. |
| Why I feel this way | The discussions in M320 have helped with this. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 5 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 1 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 1 |
| Why I feel this way | If everything is based on the performance of a student, then no other indicators are taken into account. |
| Why I feel this way | It does. |
| Why I feel this way | Any overgeneralizing tends to be a bad choice. |
| Why I feel this way | It lets them obtain a bit of insight. |
| Why I feel this way | A teacher must know the non-verbal tendencies to understand their students more. |
| Why I feel this way | If they didn't gain the knowledge, then the program would be a complete failure. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 5 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 5 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 5 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 5 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 5 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 5 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 1 |
| Why I feel this way | All data we focus on deals with our achievement gaps which are drawn along racial and socioeconomic status lines. |
| Why I feel this way | I agree with this more so for socioeconomic status, but recently professional development did address race. |
| Why I feel this way | I am neutral because I hope adults in general would be aware of this. |
| Why I feel this way | Reflection occurs mainly in regards to instructional practices, not beliefs or dispositions. |
| Why I feel this way | I believe this knowledge comes "in the trenches" and not from formal training. |
| Why I feel this way | Our professional development seeks to improve teaching to all children. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 1 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 1 |
| Why I feel this way | In order to better our instruction and assist those students who may be having a more difficult time, we need to really pay attention to what it is that causes these gaps and discrepancies amongst all students. |
| Why I feel this way | I strongly agree because through these specific activities, one can connect with their students, really get a good sense on who they are, where they come from, how they learn, etc. It's very important for a teacher to learn these things about their kids. |
| Why I feel this way | More often than not people are constantly making generalizations and stereotyping people based on their race, ethnicity, gender, religion, etc. so it isn't a surprise to me when teachers make this mistake as well. The problem with this that I have noticed is that some teachers do not realize they are actually doing this, but their students do. I believe that every professional, no matter what their career, should understand the faults and negativity of overgeneralizing somebody. After all, if they are a professional, they should act like it, especially a teacher because innocent students may be affected by their poor teaching behaviors. |
| Why I feel this way | Through the help of such activities, members of the schools staff will be able to hear each other's voices and beliefs and make it easier to "bounce" ideas off one another. I believe that these activities can assist in building professional relationships closer so staff can collaborate more openly in bettering their instruction with their students when teaching and speaking about diversity, importance of culture, respecting differences, etc. |
| Why I feel this way | All it takes a simple smirk, a roll of the eye, a distinct tone, something so understated to make a certain feeling about a child's characteristics noticeable. Sometimes a teacher might say a little comment such as, "Uh? I can't understand you" to a student with an accent or dialect, but they may not hear it wrong in their heads. A comment like this can be detrimental to a student's self-esteem in AND out of the classroom. This may ruin the chances of them wanting to speak forth in the class, they may choose to steer clear of group activities, and if greatly affected for a period of time, they may even choose to withdraw all communication from peers altogether. Teachers must always put themselves in their students' shoes, especially when some of those students may have a communication barrier. |
| Why I feel this way | I strongly believe that teachers should always strive to do more, to learn more, to teach more, to interact more, and go above and beyond for their students, as well as for themselves. The goal of professional development activities is to do all of the above and part of this learning experience is to become informed on how to teach students form different racial and ethnic groups successfully. For example, I had the advantage of growing up in a very multicultural community and I connected with people of all different backgrounds. I have taken this knowledge with me throughout all my years wherever I may find myself next. I would still partake in such activities because I can never stop learning, no one can, but let's assume a teacher is in her first year of teaching and has no experience with children of a different race than her. I've seen it happen here at DePaul where some of my peers' first experiences with children of various races doesn't happen until student teaching and they are lost and afraid. Kids pick up on this behavior and these feelings immediately. With the help of such developmental activities, they become more confident in their skills and are now able to build on their relationships with their students more effectively. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 1 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 1 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
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| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 1 |
| Why I feel this way | I do not feel there is enough attention devoted to professional development days when it comes to students' performance in our area. All teachers should be educated about causes of lower test scores. |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | Too many teachers do not even give this area a thought. |
| Why I feel this way | |
| Why I feel this way | I strongly agree with statement #6, but we have never had any kind of professional development to address this. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 1 |
| Why I feel this way | I'm not udnerstanding the question. |
| Why I feel this way | I think this is important because then the teacher will know what to expect from the students and how to handle situations and have a better idea how to teach the material that has to be taught |
| Why I feel this way | |
| Why I feel this way | It gives them an opportunity to express their feelings and understand their feelings before facing their students. If they can understand where they are at then they can better teach their students and present the material in a way the students can learn |
| Why I feel this way | This would be helpful for all staff who has interaction with the students and families. Parent teacher confereces may go well with understanding of the families and studnets. inhance communication between everyone involved |
| Why I feel this way | The more you know about ones' culture the more you feel comfortable and better understanding of responses from the families and students |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | we planned for this |
| Why I feel this way | not sure yet |
| Why I feel this way | have not discussed this |
| Why I feel this way | poverty training |
| Why I feel this way | poverty training |
| Why I feel this way | poverty training |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | All the professional development workshops that I've attended are concerned with providing teachers with tools/strategies to improve students' learning. |
| Why I feel this way | The workshops that I attend only discuss how to educate the whole child; but I believe if these issues were a problem, professional development activities would be available for teachers. |
| Why I feel this way | I think issue is done as needed. |
| Why I feel this way | Yes, I agree. If needed professional development activities would be an effective way of helping students examine their own beliefs. |
| Why I feel this way | Understanding students better determines how we react and interact with them. |
| Why I feel this way | Yes I agree. the more we learn the more effective we will be as teachers. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | In field, we are in urban schools which gives us the oppurtunities to see professional development of different races. Not sure I understand this question. |
| Why I feel this way | |
| Why I feel this way | The readings of this class relate heavily to this asspect. |
| Why I feel this way | |
| Why I feel this way | I feel that this is talked about a lot, but no one really understands what to do or how to act in a certain situation. I know everything is a case by case basis however. |
| Why I feel this way | I feel that I don't know this because I am not a teacher and haven't gotten this experience yet, but I would truly hope so. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 1 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 1 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 1 |
| Why I feel this way | NCLB is huge right now. |
| Why I feel this way | Most in this day in age do. At the very least, NAEYC does. |
| Why I feel this way | it has become a large topic in the public schools. |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 1 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | A friend of mine from elementary school was very smart but was never pushed because he was pretty much ignored because of his racial background. I think the teacher was afraid of talking &acknowledging race. |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | Our school looks at disaggregated data for all groups each year. |
| Why I feel this way | We have completed book studies addressing issues such as poverty, motivation, and best strategies to reach all students. Our school has also participated yearly in the CAPS conference to address underachieving students and leadership potential. |
| Why I feel this way | |
| Why I feel this way | I have a graduate degree in working with ELL students and an undergraduate degree working with disabled students. Though I have studied my own biases and beliefs, I am not sure how many teachers have. |
| Why I feel this way | this is not an issue at my school. |
| Why I feel this way | The predominate "minority" is black/African-American. Those students are taught in the same manner as other students with the same expectations. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | But the groups are usually not looked at according to ethnicity or race. |
| Why I feel this way | We've had a few pds but not many. It mostly covers students and economic status |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | Different groups of students are analyzed during data meetings but I can't say this is a priority for professional development. I think we need to have a more in depth look on gaps and how various groups are performing and move toward helping those students reach success. |
| Why I feel this way | I believe we need more professional development in this area. |
| Why I feel this way | This has not been addressed at my school. |
| Why I feel this way | Our professional development activities rarely reflect an analysis of current beliefs and dispositions. |
| Why I feel this way | Teachers are encouraged to maintain a positive attitude when dealing with students. This usually occurs after an incident has occurred. |
| Why I feel this way | There is a need for more professional development in this area. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | I think that this is getting looked at at the administrative level with ISAT scores and studetns are being tracked into support classes, however I don't think that teams are looking at or even fully aware of the achievement gaps. |
| Why I feel this way | I think that we had one pd experience that focused on race/ethnicity and behavior, and that was Ruby Paynes training the culture of poverty, but i don't think it is very interwoven in staff development. |
| Why I feel this way | I don't think that this is addressed at all. In fact I think that the Ruby Payne training did the exact opposite in that it taught teachers to stereotype low ses/african american students. |
| Why I feel this way | I don't think this is truly adressed in terms of race/ethncity social status etc.... |
| Why I feel this way | Again I don't think that this is addressed at all in my school. |
| Why I feel this way | I don' think that there is enough of this training in my school. The focus has become strictly academics and lacks a focus on effectively teaching students of diverse backgrounds. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 5 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 5 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 5 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 5 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 5 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 5 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 1 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 1 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 1 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | That is collaboration. |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 1 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 1 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 1 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 1 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | This should be an emphasis, but this is not something that we have typically addressed. |
| Why I feel this way | It should. Much professional development activity does not. |
| Why I feel this way | I don't see this happening in most schools. |
| Why I feel this way | This does not seem to be a focus of professional development activities. |
| Why I feel this way | I don't see this happening in the professional development programs that I have been engaged in. |
| Why I feel this way | They can. But is this what we're focusing on? I don't think so. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | N/A |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | A lot of professional development centers on understanding diversity among students, but it does elaborate on methods teachers can use to interact with these students. |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 5 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 5 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | Most emphasis is placed on socio-economic status, such as the free-lunch demographic of students. |
| Why I feel this way | *especially social class |
| Why I feel this way | |
| Why I feel this way | Most professional development is not of a reflective nature. |
| Why I feel this way | Most emphasis is placed on understanding students from various social backgrounds, but methods to relate to these students are not examined. |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 1 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | This is primarily done when discussing test scores. |
| Why I feel this way | Our professional development does not always include information on these issues, but we are aware of them. |
| Why I feel this way | More emphasis is placed on how to help those lower-achieving students. |
| Why I feel this way | This has not been discussed openly. |
| Why I feel this way | Teachers are aware of these things and often want to help a family that is struggling. |
| Why I feel this way | Race is not usually discussed during professional development. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | It's part of our SIP and we utilize our SIP activities. |
| Why I feel this way | Not usually a focus of PD |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 1 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 1 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | As as teacher it is very important to bridge those gaps that appear in your classroom. If there are many students behind then take them aside with a teacher aide and catch them up. Or stay after class with them. If there are students who are bored, get them into accelerated programs. |
| Why I feel this way | If you can incorporate an activity to explain a concept, that helps it stick into the students brain better. |
| Why I feel this way | Saying the wrong word or using the wrong stereotype can get someone in a lot of trouble. Teachers must be careful with the vocabulary they use to explain things. |
| Why I feel this way | By talking to other teachers about their prospectives on things, it can help you in the end. |
| Why I feel this way | A first impression can make or break a relationship. If a teacher makes a certain facial expression or lets their body language do the talking, they could suffer some serious consequences from their students. |
| Why I feel this way | Working together can only make the teachers stronger. The more advice they have, the better they can help their students. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 1 |
| Why I feel this way | It is always discouraging to not know why certain groups of students don't learn in the same environment as others do and what can be done to help those students. |
| Why I feel this way | Because students don't all learn the same way, its important to find out why and how and what could be done to help teachers understand more and how it could relate to how they learn and behave. |
| Why I feel this way | |
| Why I feel this way | Some teachers may feel that the way they teach is "my way or the highway" but not all students learn the same way. |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 1 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 5 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 5 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 5 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 5 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 5 |
| Why I feel this way | There is a push to help students who are behind, but not a push to understand the students who are behind and how to best help them. |
| Why I feel this way | There is little to no diversity training and the training that there is is generally optional and only attended by a small group of people (the same people each time-generally EL teachers). |
| Why I feel this way | There is no training in this area. |
| Why I feel this way | There is no training in this area. |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | Mostly focuses on students that are struggling and not how or why they may be unsuccessful. |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | Brain Based Study that was conducted in February presented this issue. |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | I feel that some of our professional development days |
| Why I feel this way | I have never had anything like this. |
| Why I feel this way | I have never had this in any of my professional development. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 5 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | We have taken many classes on differentiated instruction. |
| Why I feel this way | We do not often talk about other issues besides language. We try to help students from lower economic groups with services and reduced tuition. Language is a huge issue, even for student whose first language is English. |
| Why I feel this way | We don't talk about this. Every student is treated as an individual student. The teachers attempt to see each student and not a culture. |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 1 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 1 |
| Why I feel this way | In order to better our instruction and assist those students who may be having a more difficult time, we need to really pay attention to what it is that causes these gaps and discrepancies amongst all students. |
| Why I feel this way | I strongly agree because through these specific activities, one can connect with their students, really get a good sense on who they are, where they come from, how they learn, etc. It's very important for a teacher to learn these things about their kids. |
| Why I feel this way | More often than not people are constantly making generalizations and stereotyping people based on their race, ethnicity, gender, religion, etc. so it isn't a surprise to me when teachers make this mistake as well. The problem with this that I have noticed is that some teachers do not realize they are actually doing this, but their students do. I believe that every professional, no matter what their career, should understand the faults and negativity of overgeneralizing somebody. After all, if they are a professional, they should act like it, especially a teacher because innocent students may be affected by their poor teaching behaviors. |
| Why I feel this way | Through the help of such activities, members of the schools staff will be able to hear each other's voices and beliefs and make it easier to "bounce" ideas off one another. I believe that these activities can assist in building professional relationships closer so staff can collaborate more openly in bettering their instruction with their students when teaching and speaking about diversity, importance of culture, respecting differences, etc. |
| Why I feel this way | All it takes a simple smirk, a roll of the eye, a distinct tone, something so understated to make a certain feeling about a child's characteristics noticeable. Sometimes a teacher might say a little comment such as, "Uh? I can't understand you" to a student with an accent or dialect, but they may not hear it wrong in their heads. A comment like this can be detrimental to a student's self-esteem in AND out of the classroom. This may ruin the chances of them wanting to speak forth in the class, they may choose to steer clear of group activities, and if greatly affected for a period of time, they may even choose to withdraw all communication from peers altogether. Teachers must always put themselves in their students' shoes, especially when some of those students may have a communication barrier. |
| Why I feel this way | I strongly believe that teachers should always strive to do more, to learn more, to teach more, to interact more, and go above and beyond for their students, as well as for themselves. The goal of professional development activities is to do all of the above and part of this learning experience is to become informed on how to teach students form different racial and ethnic groups successfully. For example, I had the advantage of growing up in a very multicultural community and I connected with people of all different backgrounds. I have taken this knowledge with me throughout all my years wherever I may find myself next. I would still partake in such activities because I can never stop learning, no one can, but let's assume a teacher is in her first year of teaching and has no experience with children of a different race than her. I've seen it happen here at DePaul where some of my peers' first experiences with children of various races doesn't happen until student teaching and they are lost and afraid. Kids pick up on this behavior and these feelings immediately. With the help of such developmental activities, they become more confident in their skills and are now able to build on their relationships with their students more effectively. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 5 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | While we do have professional development in regards to achievement gaps and discrepancies, it is not considered a priority at the school |
| Why I feel this way | We do not have a significant amount of professional development activities in relation to race/ethnicity (though we do have some in regards to ESL students) |
| Why I feel this way | While ESL is discussed, other cultures/ethnicities are not. |
| Why I feel this way | No professional development activities in regards to this. |
| Why I feel this way | No professional development |
| Why I feel this way | We do have activiites in regards to ESL students but that is all. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 1 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | This is a confusing question. |
| Why I feel this way | These activites are vital to learn how to do this. Practice what we preach and this is the best way to do it. |
| Why I feel this way | Teaching how we are taught because they look similiar is not going to allow us to teach equitably with all our students. |
| Why I feel this way | We just read in Mara Sapon-Shevin chapter 3 about how we have to work on the framework of our classroom. The first section talks about examinging self as a teacher. |
| Why I feel this way | I haven't had enough oppurtunties to establish and opinion. |
| Why I feel this way | These oppurtunties allow us to try. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 1 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 1 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | Thus far, I don't feel like this is something that I have gained a lot of insight on, but I hope to, as I feel it is very important to understand. |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 1 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 1 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | The Early Childhood Leadership Team reviews program wide levels from the Teaching Strategies GOLD ongoing assessment and specifies PD accordingly. |
| Why I feel this way | The PD typically focuses on ECE in general and not specific to diversity, with the exception of ELL trainings. |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 1 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 1 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 1 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | Academic staff development |
| Why I feel this way | Overall, the staff is accepting of diversity, but everyone should have the experience of develepment opportunities like Beyond Diversity. |
| Why I feel this way | Professional conversations and support is excellent among colleagues, but we need tohave more formal training. |
| Why I feel this way | It should be embedded in all of our staff development. but is not. |
| Why I feel this way | Professional conversations and collegial support is good - especially from EL department, but we need more formal training. |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 5 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 5 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 5 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 5 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | Professional development may do that, but that is never the reason for it. |
| Why I feel this way | We are trying to do this through is website this year. |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | We're working on it. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
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| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | We spend a lot of time analyzing data. This data is used to create small groups and determine our weaknesses. This data is used to design Tier 1, tier 2, & tier 3 instruction for RTI. |
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| Why I feel this way | As a school/district we have not experienced a lot of diversity training, that I am aware of. I know some schools have had "Ruby Paine" (spelling?) training, while others have experienced ELL workshops. Several teachers at my school have their Master's in Teaching English as a Second Language, so we completed coursework on working with diverse cultures. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | We use the student achievement data to inform our professional development. |
| Why I feel this way | The professional development address student achievement in general. It doesn't address race, ethnicity, or SES. Language however us addressed. |
| Why I feel this way | We are starting to have the conversation but we have far to go. |
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| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 5 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 1 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 1 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 5 |
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| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 1 |
| Why I feel this way | |
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| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
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| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
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| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
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| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 1 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
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| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
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| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | There is not a school-wide focus on that because of our school's limited diversity. Many teachers take their individual PDPs and focus on this aspect. |
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| Why I feel this way | See above. |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
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| Why I feel this way | We have had some book studies that have dealt with this and I feel we all learned a great deal that can be applied to our classroom |
| Why I feel this way | This needs to be adddressed |
| Why I feel this way | |
| Why I feel this way | This has not been addressed specifically with dress and I feel that the faculty would benefit from a discussion about it |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 1 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
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| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 5 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 1 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 1 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 5 |
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| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
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| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
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| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
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| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
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| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 1 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 1 |
| Why I feel this way | |
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| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 1 |
| Why I feel this way | While we look at gaps and acknowledge differences, particularly to culture, SES, and environment, we have not emphasized the core gaps that this results in and how to address this in a research-based way. |
| Why I feel this way | I strongly agree with this statement yet acknowledge that we need to involve all teachers in a training such as Ruby Payne. |
| Why I feel this way | This is a problem with our middle school students (stereotyping and labeling others) that teachers do not seem to have an effective answer for. It has not been addressed in our staff meetings. |
| Why I feel this way | I agree that this is needed. Most teachers are reflective when it comes to teaching gen ed students, but I do feel a certain chasm once students become labeled for Special ED. Then it seems that some teachers have an underlying feeling of being able to separate themselves from educational responsibility for that student. |
| Why I feel this way | |
| Why I feel this way | I believe that engaging in such activities would accomplish this end. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | THis is an area that my school spent a lot of time looking at last year. We were accreditied and we were looking to see what kind of patterns we could find as far as test scores and the like to see which groups of students, whether they be gender related or race related, were struggling or were achieving at a higher rate than others. |
| Why I feel this way | I agree that different kinds of professional development can certainly help teachers understand different wways to teach students and that soem teachers may even make great strides in understanding a certain group of students and be able to take them to the next level in their learning. |
| Why I feel this way | I believe that teachers are given many opportunities to understand why stereotypes are around and are given the opportunity to understand why the stereotypes are unfair to the vast majority of people that are put under that scope. teachers get the rare chance to see many differnet kinds of people in their everyday life and can see first hand that most stereotypes are not fitting upon those which they are placed. |
| Why I feel this way | Since i have been at my current school we have not had the cahnce to participate in this kind of a professional development. I would like to be able to attend one on this topic though because i think it is importnat to understand how a personal bias, whether it be known to the teacher or not, can greatly affect how we teach and our relationships with our studnets. |
| Why I feel this way | We do talk about this kind of thing in our staff meetings together as a staff. it is not as big an issue as it might be at another school because my school has a dress code so many of the issues that arrive with studnets dress do not come up at my school. I understand the idea of this issue though because i realize that dress is a big way that young people and old express themselves to everybody else. |
| Why I feel this way | The many differnet aspects of teaching students from different backgrounds and ethnicities can be approached in developement activities and thus teachers are able to learn about these things and positively change the way they are able to teach and reach students. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
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| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
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| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | Our principal always seeks professional development to help our teachers gain knoledge and information to help all of students learn and succeed. Our principal is always find ing literature for us to use as well. |
| Why I feel this way | We have professional development activities to help teachers understand how students race, ethnicity, social class, and language might be related to learning and behavior, but many of our tachers do not take the opportunity to go to those pd's. |
| Why I feel this way | Many of our younger teachers are during beginning teacher workshops and peer mentoring programs, but I am not sure about the veteran teachers getting informed as much. |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | Those teachers who attend professional development of this nature definately develop skills to teach students from different racial and ethnic groups from what I have witnessed. Those teachers also discuss their experiences with some of their peers as well informally. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
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| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | Yes but I'm not sure how much the data is used to improve student performance. |
| Why I feel this way | With our growing ESL population this will become a necessary pd possibility. |
| Why I feel this way | This not a subject I have heard discussed. |
| Why I feel this way | PD opportunities focus on scores and student success. |
| Why I feel this way | No. But pd's focused on culturally responsive teaching or cultural senitivity might make a big difference. |
| Why I feel this way | Professional development activities help teachers develop the knowledge and skills to effectively teach most students. There is no real focus on racial and ethnic groups. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | Yes I agree that this is a major priority and should be implemented in all PD seminars. |
| Why I feel this way | I have participated in these type of PD activities |
| Why I feel this way | I have participated in a seminar about this. |
| Why I feel this way | I have been to one seminar about this |
| Why I feel this way | I have not participated in a seminar like this. |
| Why I feel this way | These activities should be incorporated into every school's PD seminars. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 1 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | AS minority population continues to grow, we as a nation should take this into account and work on closing the gaps of misunderstanding of multicultural students. |
| Why I feel this way | All of these need to be taken into consideration when understanding the children's needs. |
| Why I feel this way | I know there are educators who need to broaden their horizons and try to understand that America is the melting pot of the world. |
| Why I feel this way | Im sure every teacher needs to examine how they are teaching and relating material to students of different backgrounds, etc. |
| Why I feel this way | Again, I don't think there are too many experts in this area. |
| Why I feel this way | I would agree! |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | This always seems to be a topic at any professional development we have |
| Why I feel this way | I don't think we have done much of this--only when Dr. Hines came and spoke to the teachers one summer |
| Why I feel this way | Haven't done this |
| Why I feel this way | Not really through the professional development activities |
| Why I feel this way | Some of this information was included in our CHAMPS training |
| Why I feel this way | We talk a lot about the differences, but we haven't really focused on any specific skills to effectively teach students other than building relationships |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | I'm not a teacher. |
| Why I feel this way | I'm not a teacher. |
| Why I feel this way | I'm not a teacher. |
| Why I feel this way | I'm not a teacher. |
| Why I feel this way | I'm not a teacher. |
| Why I feel this way | I'm not a teacher. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 5 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 5 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 5 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 5 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 5 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 5 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 5 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | Only once or twice per year when test results come out. |
| Why I feel this way | We rarely, if ever discuss the effects of race, culture, and economics affect learning. We do tak about how it will affect our numbers and test scores. |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 1 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 1 |
| Why I feel this way | Focusing on lessening gaps and discrepancies is one of the focuses of professional development but is not the only thing they focus on. |
| Why I feel this way | Teachers learn more about how students backgrounds informs their behavior and learning and learn how to apply this knowledge to their teaching. (Remember this is an imaginary school I'm talking about.) |
| Why I feel this way | Teachers are taught how to look at the individual within a culture not the general culture within an individual. |
| Why I feel this way | The teachers learn how they might have more or less difficulty relating to students and how to step outside their comfort zone to connect with students. |
| Why I feel this way | Teachers are made aware of the ways they react that they might not be doing purposefully. |
| Why I feel this way | This statement is a summation of the main point to understanding different cultures and working to make all races feel welcome and included in the classroom. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | I don't think that all stereotypes are negative and damaging in nature. I think stereotyping is just a process of categorization finding symeties and similarities in things |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | That's the biggest loophole at the school. Students who are underachieving are not supported. Teachers are stretched really thin. |
| Why I feel this way | Understanding a student's background (social, economic, etc) fosters better student-teacher relationships and students are then more willing to understand a teacher's expectation of them. |
| Why I feel this way | I think the general teaching population understands that diversity exists, but a clear messaging of "despite the color of student..." or "the color does matter and here's why" should be centralized as a school culture so that all students know what the mission is, for them. |
| Why I feel this way | We don't have PD's on language, interaction, understanding needs of students. |
| Why I feel this way | A lot of teachers come from a completely different background from the students. |
| Why I feel this way | No, we concentrate on curriculum, not race-related issues within curriculum. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | Much of our professional development focuses more on learning styles then the traits listed. |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
| Why I feel this way | to some degree I believe this is true, but some of the opportunities we have for professional development activities, I do not believe are too beneficial to this. |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | There are so many people out there who judge based on these exact things. Teachers are not helped, or at least they are not affected by the help they receive. |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 1 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 1 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | I'm not sure it is best to focus on the gaps, but rather how to fix the gaps. |
| Why I feel this way | Among many other things |
| Why I feel this way | I hope that teachers don't need to be taught this, but already are aware of this prior to entering the field. However, if an issue arises, I hope that teachers will have ideas as to how to go about fixing it. |
| Why I feel this way | Among others |
| Why I feel this way | Although it should be neither similar to #3. However I feel this one has a greater opportunity to arise and so teachers might need help immediately to handle the situation. |
| Why I feel this way | Along with many other things |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 1 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | I don't work in a school. |
| Why I feel this way | I don't work in a school. |
| Why I feel this way | I don't work in a school. |
| Why I feel this way | I don't work in a school. |
| Why I feel this way | I don't work in a school. |
| Why I feel this way | I don't work in a school. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | Academic staff development |
| Why I feel this way | Overall, the staff is accepting of diversity, but everyone should have the experience of develepment opportunities like Beyond Diversity. |
| Why I feel this way | Professional conversations and support is excellent among colleagues, but we need tohave more formal training. |
| Why I feel this way | It should be embedded in all of our staff development. but is not. |
| Why I feel this way | Professional conversations and collegial support is good - especially from EL department, but we need more formal training. |
| Why I feel this way | We don't have it, currently. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 5 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 5 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | Data PLC's focus on improving achievement of low achieving students |
| Why I feel this way | Not sure if we have had a professional development on this topic in 3 years. |
| Why I feel this way | teachers tend to over generalize and stereotype still. |
| Why I feel this way | Starting to implement discipline strategies, but there are not opportunities for teachers to self reflect on their own beliefs. |
| Why I feel this way | For the most part teachers understand their reactions spur reactions in students. |
| Why I feel this way | No professional development in this area. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 1 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 1 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 1 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 1 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | Professional developments are generally aimed at high or low performing students. |
| Why I feel this way | Professional developments touch on some of those areas but the rarely go in-depth to really address specific issues. |
| Why I feel this way | We are all taught to treat every student the same but recognize their differences in culture. |
| Why I feel this way | Professional developments are mainly focused on the students and improving the quality of instruction given by the teacher. |
| Why I feel this way | We are constantly urged to be mindful of the differences in students and to build positive relationships reguardless of any factors that we find unfavorable about them. |
| Why I feel this way | Professional development workshops are are starting to focus more attention on the differnces that hinder students of other ethnicities or races from learning. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | Our faculty book studies have focused on this. |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | Our book studies supplied the information, but the information gained from it was disjointed and not shared with the faculty as a whole. It comprised of a few brief tidbits of info within a small-group PLT meeting. There was never any follow up. |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | I have been to a PD seminar on gaps and discrepancies on different groups of students |
| Why I feel this way | I have been to PD about this |
| Why I feel this way | THis was covered in a PD Seminar |
| Why I feel this way | I have been to a professional development seminar about this |
| Why I feel this way | I have been to a PD seminar about this |
| Why I feel this way | I have been to a PD seminar about this |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | Targeted PLCs and professional development has been conducted in my school that relates to specific cohorts of students. |
| Why I feel this way | Many trainings, such as Understanding Poverty, have helped teachers better understand how to serve their students. |
| Why I feel this way | Conversations about culture occur on surface levels and are more politically correct than they are truly genuine, and often lead to backdoor conversations that simply reinforce common stereotypes. |
| Why I feel this way | This should become more of a focus and point of reflection during professional development sessions. |
| Why I feel this way | This has not been a focus on professional development outside of mandated ESOL endorsement requirements. |
| Why I feel this way | There have been trainings that are specifically designed to target subgroups and provide teachers important strategies for meeting the needs of diverse groups of students. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 5 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 1 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 1 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 1 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | Teachers make sure to go into detail on areas that are not as grasped upon the students. |
| Why I feel this way | Shows the students how important race, ethnicity, class, and language can all relate to each other. |
| Why I feel this way | Stereotyping should not be a way to identify a person. |
| Why I feel this way | Staff needs to be open to other ideas so they can have good relationships with their students. |
| Why I feel this way | Teachers need to be very understanding of the different generation gaps. |
| Why I feel this way | This helps assist in teaching all different types of cultures. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 1 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 1 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 1 |
| Why I feel this way | Teachers need to learn about the gaps regarding the performance of different groups of students to better be able to teach them effectively. |
| Why I feel this way | It is important for teachers to understand all the different reasons how their students learn and behave the way they do. |
| Why I feel this way | Teachers need to be open to every culture and never assume anything. Assuming leads stereotyping and that is not an effective teaching behavior. |
| Why I feel this way | Teachers need to understand and know what they believe but they also need to be open to other opinions and beliefs. If a teacher is not open to other beliefs then they will not be able to effectively teach students. |
| Why I feel this way | Teachers need to make sure they do not judge their students on the way they dress, their accents and their dialects. They need to do whatever they can to teach students from multiple types of backgrounds effectively. |
| Why I feel this way | It is important for teachers to always be learning how to effectively teach. Professional development activities are important for the teacher to be a life long learner. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 5 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 5 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 5 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 5 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 5 |
| Why I feel this way | Our school is only 3 years old and I feel that much of the professional development will come in time. Philosophically yes, we try to figure out the gaps, but We are lacking in professional development |
| Why I feel this way | We do not have anything like this discussing these issues. |
| Why I feel this way | Our teaching is very individualized focusing on each student. But we don't talk about these issues yet, again, maybe it is because our school is so young? I am feeling really discouraged. |
| Why I feel this way | Again, we don't do anything like this. |
| Why I feel this way | In our school we "welcome diversity" but nothing is really addressed. I have a 4 year old in my class who's family is from Pakistan, and I haven't recieved any training from my school in how to work better with an ELL. |
| Why I feel this way | our school does not offer anything for us. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 5 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 1 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | To individualize learning plans, teachers should understand where each student lies in his or her educaiton which will eventually lessen the gaps. |
| Why I feel this way | A student encompasses all of these domains, and when the teacher begins to understand them then she is able to understand the child. |
| Why I feel this way | When it comes to culture, teachers should be as precise as possible so as to avoid stereotyping and damaging the child. |
| Why I feel this way | By becoming aware of their own beliefs, staff will examine their position with diverse students and how their thoughts and actions directly effect them. |
| Why I feel this way | Not only do these reactions affect their interactions with students, but how the students interact with accents, dress, and dialects. |
| Why I feel this way | Activities do not magically help teachers effectively teach students from different racial and ethnic groups. It is communication and education which helps teachers better understand each child in the classroom. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | In teacher education programs they are. I depends how recent the teacher graduated and if this was a focus in the curriculum |
| Why I feel this way | |
| Why I feel this way | Sometimes, depending on the school |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | In order for us as teachers (or future teachers) to understand our students and help them achieve their goals, we need to understand what their capabilities are. From that point we know where to begin working on their needs. |
| Why I feel this way | As a teacher, the more we know about a child’s culture the more we can understand the different needs that a student may have. |
| Why I feel this way | I have not experienced the negative affect in a classroom on this campus that was related to stereotyping. However, I did experience it in a classroom that I observed last term and it was very upsetting. |
| Why I feel this way | Professional development activities can give you new information and possibly open your mind to a new way of thinking. |
| Why I feel this way | I wish in order to be a teacher you had to take a class in reading body language. We spend many hours taking classes that have nothing to do with our profession. I feel we could use more psychology and human behavior courses. |
| Why I feel this way | Professional development activities give teachers the opportunity to learn new information. The activity also may open their mind to a new way of thinking. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 5 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 5 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 5 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 5 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 5 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 5 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 1 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 1 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 1 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | This is what we are trying to get started |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 5 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | While we do have professional development in regards to achievement gaps and discrepancies, it is not considered a priority at the school |
| Why I feel this way | We do not have a significant amount of professional development activities in relation to race/ethnicity (though we do have some in regards to ESL students) |
| Why I feel this way | While ESL is discussed, other cultures/ethnicities are not. |
| Why I feel this way | No professional development activities in regards to this. |
| Why I feel this way | No professional development |
| Why I feel this way | We do have activiites in regards to ESL students but that is all. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | Our school does not have very much diversity. The majority of our professional development revolves around student achievement but not based on different groups of children. |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | i think its definitely important to acknowledge these discrepancies and gaps in achievement in order to work to correct them |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | I haven't had any help or experience with looking at my own behaviors and changing what i might need to change |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | Some do while others do not. |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | This year our school began using the TAP program which pinpoints areas of low achievement and then school leadership provides professional development in those specific areas. |
| Why I feel this way | It seems like the new system that is being used for professional development focuses more on specific student needs and how to meet those needs. There is less focus on these broader categories. |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 1 |
| Why I feel this way | I work in a preschool, so we do not have state standards to meet, nor do we have report cards. We do have parent/teacher conferences twice a year where teachers can discuss student's progress or concerns with parents. Our professional development focuses on fostering a positive and effective learning environment. |
| Why I feel this way | In our professional development, we basically try to figure out how we can help our students more. Discussing race, ethnicity, social class, and language are not always the focus, but we do bring them up to discover how they are related to a child's learning. |
| Why I feel this way | I can not recall a professiona development session when we discussed generalization of characteristics of students' culture. I'm not sure that even when we are being observed that our director looks for that in our teaching. |
| Why I feel this way | In our professional development, we do look at how our own beliefs effect our teacher. We examine how this effects all of our students, not just diverse students. |
| Why I feel this way | We do not reieve this kind of training at my preschool. It is something that I try to be aware of though. |
| Why I feel this way | Although not all of our training focuses on helping diverse students, the training we do recieve can be applied to them. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 1 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 1 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 1 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | I think there should be emphasis on the gaps in performance of students in professional development courses because it is an issue that is prominent in today's society, especially now with the teaching to the test, which is widening that gap. |
| Why I feel this way | The point of professional development is to keep you updated on current issues, theories, and strategies. I think that investigating and understanding how students race, ethnicity, social class, and language relate to their learning and behavior is a prominent part of professional development and will help you hone in on their needs. |
| Why I feel this way | Every child is unique. Therefore, no one characteristic will fit every child and that holds true in terms of not only cultures, but learning styles, level/ability, and other areas of development and growth. |
| Why I feel this way | I think this is what is happening right now as we answer these surveys. We are becoming aware of our own dispositions so that we understand how they affect the students we are teaching. |
| Why I feel this way | Once again, I just think it is necessary to be aware of how your dispositions relay to the students and how that affects their viewpoints. You just have to be aware of them and not impart your dispositions onto your students. |
| Why I feel this way | Through building knowledge and skills about teaching culturally diverse populations, I think it helps you better understand the needs of students and their families. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | I think people create these professional development activities in hopes that eachers will take the time to attend and learn more about how to do this and should be used more often. |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | I have not been to different professional development activities so this is my assumption from what I do know. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | I think most professional development is "generic" and does not emphasize particular groups |
| Why I feel this way | I wish they did however--most professional dev programs I have been involved in, are set up for the entire population |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 5 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 5 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 5 |
| Why I feel this way | The school improvement team meets about this however this is as far as it goes. There is no professional development addressing performance gaps. |
| Why I feel this way | Most of the professional development we have received is on strategic teaching. Have continuity in the lessons, not understanding how these differences may impact the way students learn. |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 1 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 1 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | We need to know if we are meeting the needs of all our students. |
| Why I feel this way | When done with fidelity these trainings are very useful. |
| Why I feel this way | It would help if all teachers understood this. |
| Why I feel this way | If their minds are open. |
| Why I feel this way | We need this training at our school. Some teachers may not even realize that these things effect them. |
| Why I feel this way | I hope so. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 4 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | At the high school they do not focus much on this with teachers of electives so I really don't know. |
| Why I feel this way | Not in our district. |
| Why I feel this way | There has been mention of this but nothing really substantial. |
| Why I feel this way | We're normally just told to try to be more aware of diverse students and differences but not typically told to examine how our own beliefs and dispositions might affect students. |
| Why I feel this way | I don't think we're "helped" to understand this because I don't think all teachers do this. I think it comes from how a person does these things throughout their lives. It doesn't just change once a person becomes a teacher! |
| Why I feel this way | They try in our district but I don't think they have much success with it. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 1 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 1 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 1 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 3 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 5 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 5 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 5 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 5 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 5 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 5 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | If we can find out more about how students learn we will only be able to do a better job. |
| Why I feel this way | We just had a professional development day and one of the sessions involved how the brain works and how students respond. The whole session delt with students in poverty level. |
| Why I feel this way | Each professional development day addresses issues like this depending on the session that one signs up for. |
| Why I feel this way | I believe that our school does take time out to address this issue. |
| Why I feel this way | Rarely applies. |
| Why I feel this way | Rarely applies. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 5 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 4 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 4 |
| Why I feel this way | We utilize PD to look at gaps in curriculum. We have not taken the time to look atdiscrepancies performance among various groups. |
| Why I feel this way | We are not currenlty practicing this. |
| Why I feel this way | Not currenlty practing this |
| Why I feel this way | Not currenlty practing this |
| Why I feel this way | Not currenlty practing this |
| Why I feel this way | Not currenlty practing this |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 1 |
| Why I feel this way | There are many professional development oportunities and most of them have to do with the performance of different groups of students. |
| Why I feel this way | |
| Why I feel this way | They are helped to understand, but many times it does not refect back into the classroom. |
| Why I feel this way | Many of the activities are directly connected with this examination, but again, it does not always seem to reflect back to the classroom. |
| Why I feel this way | |
| Why I feel this way | There are several Professional development activities that are focuesed solely on effectively teaching students from different racial and ethnic groups. |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 2 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 5 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 5 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 5 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 5 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | They might be pointed out, but they are not really emphsized. |
| Why I feel this way | Race and ethnicity is not really addressed. |
| Why I feel this way | See above |
| Why I feel this way | |
| Why I feel this way | Dress is not an issue as the students all wear uniforms. Dialects are addressed if they are not speaking in academic english, as that is what the district stives to help students understand they need to speak in order to one day be successful professionally. |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 1 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 1 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 2 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 3 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 4 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 3 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 1 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 1 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 1 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 1 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 1 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 1 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | Hopefully |
| Why I feel this way | I am being taught this in my education classes. |
| Why I feel this way | |
| Why I feel this way | There needs to be help. |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 4 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 2 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 4 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
| Question | Response |
|---|---|
| Choose one: Priorities for professional development include substantive emphasis on gaps and discrepancies regarding the performance of different groups of students. | 3 |
| Choose one: Professional development activities help teachers investigate and understand how students’ race, ethnicity, social class and language might be related to learning and behavior. | 2 |
| Choose one: Teachers are helped to understand how the overgeneralization of characteristics of students’ cultures can result in stereotyping and other unproductive teaching behaviors. | 2 |
| Choose one: Professional development activities help members of the school staff examine how their own beliefs and dispositions might affect their relationships with diverse students. | 3 |
| Choose one: Teachers are helped to understand how they react to students’ dress, accents, nonverbal communication and dialects – and how such reactions affect their interactions with students. | 3 |
| Choose one: Professional development activities help teachers to develop the knowledge and skills to effectively teach students from different racial and ethnic groups. | 2 |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way | |
| Why I feel this way |
