THE IMPACT OF PROFESSIONAL LEARNING COMMUNITIES ON TEACHER ENGAGEMENT OF CULTURALLY RESPONSIVE TEACHING THROUGH ACTION RESEARCH(Under the direction of Karen Bryant)ABSTRACTThis action research (AR) case study addresses the impact of professional learning communities (PLC) on the teacher engagement of Culturally Responsive Teaching (CRT). This mixed methods action research study examined the perceived beliefs, assumptions, and behaviors of teachers related to CRT. The AR team engaged in experiences to determine whether those varied experiences supported their personal and professional understanding of the CRT theory and approach. The following research questions were the basis for this case study and enabled the team to evaluate the AR process: 1. What are teachers pedagogical beliefs and attitudes relative to CRT and how do those beliefs and attitudes influence their teaching? 2. How does participation in a PLC impact teachers conceptual understanding and use of CRT strategies in the classroom? 3. What does an AR team learn through the use of CRT in the classroom? The study used a mixed methods approach using the Culturally Responsive Teaching Efficacy Scale (CRTES), the Culturally Responsive Teaching Outcome Expectations Scale (CRTOES), and the Culturally Responsive Classroom Management Self-Efficacy Scale (CRCMSE). Qualitative instruments included researcher notes, interviews, individual team interviews, and experiential feedback from the action research team. Conclusions about how schools can increase teacher engagement in CRT professional learning included the following: 1. A diverse action research team who learns about CRT professional learning before and during the school year learns about the CRT approach at a higher level; 2. Incorporate CRT strategies and skills into teacher leader standards to inform teacher expectations and a focus on individual student needs; 3. Plan a CRT professional learning program under the leadership of a skilled CRT facilitator based on experiential learning and adult learning theory.The results implied that teachers who participate in professional learning based on adult learning theory and experiential theory for CRT increase their self-efficacy and learning about the impact of culturally responsive teaching practices. INDEX WORDS: action research case study, Culturally Responsive Teaching, professional learning communities, adult learning theory, and experiential learning theory