ACCEPTING AND UNDERSTANDING OUR OWN DISCIPLINE DATA: PROFESSIONAL LEARNING WITH TEACHERS TO REIMAGINE KNOWLEDGE SKILLS AND DISPOSITIONS TO ENHANCE CLASSROOM DISCIPLINE PRACTICES AND FOSTER STRONGER RELATIONSHIPS

Abstract

This inquiry involved seven professional learning sessions with four middle school teachers focused on exploring and understanding their biases and the impact these biases have on classroom management practices. Participants examined and acknowledged the disproportionality in discipline data and explored how Implicit Biases, Culturally Responsive Teaching, and Restorative Practices contribute to equitable discipline strategies. Two key findings emerged from coding participants’ written responses and conversations during the sessions: the significance of data ownership and the mindset shifts necessary to become effective change agents. By taking ownership of their discipline data, participants experienced mindset shifts, leading to adopting restorative practices. They reported improved student relationship and overall engagement due to these changes in mindset and practice. Effective leadership requires a dynamic skill set. A leader must understand the environment (structure, goals, mission, etc.), the people involved, and themselves. Trusting the process proved challenging, as it required letting go of control. Completing this study shifted my perspective on what constitutes meaningful and engaging professional learning.