Theory to Practice: A Guide to Building Teacher Knowledge of Culturally Responsive Teaching and Intersectionality through Lesson Internalization

Student belonging is a significant predictor of academic achievement (Ordaz & Mosqueda, 2021). According to the 2021 Youth Risk Behavior (YRB) Data Summary & Trends Report: 2011-2021, 61% of high school students felt close to people (friends, teachers, staff members, and administrators) at school. Utilizing principles of intersectionality as the critical theoretical framework, this studysought to understand the impact of professional development related to incorporating an intersectional lens into culturally responsive teaching (CRT) on the way(s) teachers engage in lesson internalization. Data were collected through a pre-intervention survey and Curriculum Ideology Inventory (Schiro, 2012), pre- and post-intervention interviews, participant reflexivity journals, and a post professional development series impact survey. As a result, a lesson internalization guide was created that centers CRT practices and principles of intersectionality. The results of this study suggested that school leader knowledge and capacity to leadprofessional development on CRT and intersectionality with their teachers are crucial. Recommendations included enhancing school leader capacity to deliver professional development sessions on CRT and principles of intersectionality, utilizing a tool to support CRT and intersectional lesson internalization practices, and leveraging critical reflection as an entry point to meaningful and positive change.