# An Evaluation of the Chicago Public Schools Gender Inclusivity Professional Learning Community for K-12 Teachers

## TL;DR

This case study evaluates a professional learning community in Chicago Public Schools aimed at supporting teachers in creating inclusive environments for LGBTQIA+ students.

## Contribution

The study introduces a model for teacher professional development focused on gender inclusivity and curriculum adaptation for K-12 settings.

## Key findings

- Participants reported learning and community-building benefits from the Gender Inclusivity Professional Learning Community.
- Developed projects aligned with understanding student identities, creating inclusive curricula, and leading policy implementation.
- The GI PLC model is suggested as a replicable approach for supporting LGBTQIA+ students through multi-level change.

## Abstract

An increasing number of K-12 public school students report holding lesbian, gay, bisexual, transgender, queer or questioning, intersex, or asexual or aromantic (LGBTQIA+) identities. And, we know these students are at significantly higher risk of experiencing a variety of negative health outcomes, especially transgender and gender expansive students who are at greatest risk. That said, a strong evidence-base demonstrates that LGBTQIA+ students in schools with protective policies and inclusive curricula experience significantly improved outcomes. Some districts, like Chicago Public Schools (CPS), are implementing these evidence-based policies and programs to protect LGBTQIA+ students. Yet, there remain opportunities to grow and expand this work, including: (1) exploring models for professional development that best equip teachers with the skills needed to implement these programs and policies; and (2) identifying more ways that curricula, including science curricula, can be inclusive. With these opportunities in mind, CPS launched a Gender Inclusivity Professional Learning Community (GI PLC) in 2022 with 7 participants. This case study describes how the GI PLC functioned to support teacher learning and how teachers developed projects, including curricula, that they took back to their classrooms. In 2023, 10 interviews were conducted with PLC facilitators (N = 4), participants (N = 5), and a technical assistance provider (N = 1). Interviews were recorded, transcribed, and thematically analyzed using MaxQDA qualitative data analysis software. Key findings revealed that participants reported value in terms of learning and community-building. The aims and content of the projects that participants developed within the GI PLC were aligned with: understanding students’ identities at an individual level; developing inclusive curricula at a classroom level; and leading policy implementation at the school level. The GI PLC can be a model for other districts working to support LGBTQIA+ students through curricula and engaging in multi-level change approaches.