03/11/2026
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Brittany Burns “Strengthening High School Teachers’ Self-Efficacy for Inclusive Practices Through Peer-Led Universal Design for Learning Professional Development: An Improvement Science Study."

Candidate: Brittany Burns
Degree: Doctoral- Ed.D. Leadership in Schooling
Defense Date: March 24, 2026
Time: 4 p.m.
Location: Via Zoom 
Thesis/Dissertation Title: Strengthening High School Teachers’ Self-Efficacy for Inclusive Practices Through Peer-Led Universal Design for Learning Professional Development: An Improvement Science Study

Dissertation Committee

  • Chair: Christina Whittlesey, Ph.D., Adjunct Professor, School of Education, University of Massachusetts Lowell
  • Committee Member: AJ Angulo, Ed.D., Professor, School of Education, University of Massachusetts Lowell

Abstract
Across the United States, high schools use complex leveling systems to track students by perceived ability. These systems often restrict access to rigorous coursework for high-needs students, including students with disabilities, multilingual learners, and low-income students, reinforcing educational inequities and limiting opportunities. Although teachers often view leveling as a form of differentiation, it can perpetuate deficit-based perceptions, lower expectations in lower-level courses, and reduce teachers’ capacity to support diverse learners in heterogeneous classrooms. Addressing these inequities requires strengthening teachers’ confidence and capacity to implement inclusive instructional practices. This improvement science study examined whether peer-led Universal Design for Learning (UDL) professional development increased high school teachers’ self-efficacy for inclusive instruction through a six-week Plan-Do-Study-Act (PDSA) cycle at a large suburban public high school. The study addressed two research questions: What impact, if any, does a three one-hour, peer-led Universal Design for Learning (UDL) training series focused on developing capacity for inclusive practices using the Three-Block Model of UDL Implementation have on high school teachers’ efficacy for inclusive practices? And, how do high school teachers describe their experiences and the effectiveness of peer-led professional development on their understanding of inclusive practices? Using a concurrent mixed-methods design, the study measured changes in teacher efficacy among 34 participants using the Teacher Efficacy for Inclusive Practices (TEIP) Scale, semi-structured interviews, and post-session surveys. The intervention included three peer-led sessions focused on understanding and applying UDL principles. Teachers demonstrated gains in overall inclusive practice self-efficacy, with TEIP Scale mean scores increasing from 4.7 (SD= 0.41) to 5.0 (SD= 0.39). The collaboration subscale showed the highest rate of growth at 8.5%. Although the overall increase was statistically significant, it did not meet the 8% growth target, reaching only 6.1%. Participants also reported increased confidence and a stronger sense of shared responsibility for inclusive instruction. These findings suggest that peer-led UDL professional development can strengthen teachers’ capacity for inclusive instruction and support broader equity-focused detracking efforts.

Keywords: Educational equity; tracking; Universal Design for Learning (UDL); peer-led professional development; teacher self-efficacy; inclusive instruction; improvement science