Ed.D., Antioch University, 2024, Education

This dissertation presents research pertaining to how classroom teachers can become more effective in teaching their students of color. Through an examination of literature pertaining to critical whiteness studies, critical pedagogy, antiracist education, and transformative leadership, a professional learning program has been designed to offer space for educators to recognize their roles within the school system pertaining to whiteness ideologies and racist policies and practices. Backward design and Understanding by Design were applied to develop a professional learning program and allows for flexibility in the learning process. It is the goal that this program be delivered for the participants to critically reflect on their current teaching practices and how they may be unintentionally harming their students of color. Furthermore, the professional learning program will offer opportunities for implementation of new learning that will lead to changes in instructional practices that create equitable learning experiences for all students. Included in the program design is formative assessment as well as impact assessment questions to determine the merit and worth of the program. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohio.link.edu).

Committee: Lesley Jackson Ph.D. (Committee Chair); Heidi Oliver-O’Gilvie Ph.D. (Committee Member); Emiliano Gonzalez Ph.D. (Committee Member) Subjects: Education; Educational Leadership; Teaching