A Professional Development Study to Diminish Teacher Subject Based Bias to Improve Student Engagement

Abstract

This professional development (PD) study focused on teaching, learning, and growing in providing bias free lessons across all subjects. The leading participant in this study was myself with the fundamental guidance of my mentor, field supervisor, and students. All intervention was guided by my mentor and field supervisor. Personal journaling conserved a culmination of goal completion over the duration of six months which also entailed feedback from others and self-reflection. Results from the study found body language, voice tone, manipulatives, and diversified lessons aided in cultivating lessons free of prejudice, granting engaging lessons for all students.