Megan Normaindin, Ed.D., is a 2023 graduate of the Ed.D. program in Educational and Professional Practice at Antioch University.

Dissertation Committee:

Michael Valdez Raffanti, Ed.D., Chairperson

Gary Delanoeye, Ed.D., Committee Member

Lesley A. Jackson, Ph.D., Committee Member


critical pedagogy, reflective dialogue, teacher professional development, social justice

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This study used a qualitative action research approach to engage a group of secondary English teachers in a collective inquiry to determine the best model for transformative teacher reflexivity and dialogue. Through solution-focused conversation, the goal was to design a sustainable framework for professional development that fosters creative, just, and compassionate instruction. The primary question explored was: What is an effective structure for sustained reflective dialogue among teachers in a comprehensive public high school? The action research model provided the context for a cyclical process of reflection, discovery, and growth. Findings of this study will form both a blueprint for future professional development at the research site and a model for professional teacher dialogue that may be replicated at other sites. This dissertation is available in open access at AURA ( and OhioLINK ETD Center (


ORCID No.: 0009-0007-5832-8593