“But Have We Had Enough?”: An Exploratory Examination of Teachers’ Exposure to Culturally Responsive Classroom Management Professional Development

As student populations continue to grow increasingly diverse, teacher education initiatives need to place a greater focus on preparing educators to effectively meet the needs of the culturally and linguistically diverse students (Banks, 2019; Gay, 2010). To address this issue, we propose a reimagining of culturally responsive teacher education in which teachers are immersed in not only authentic culturally responsive professional development sessions, but also experience on-going coaching and support to help them gain, sustain, and maintain their new learning.