52 Chelsea Kostyniak, EdD Figure 2 Findings Connected to RQ1 and achievement. The first research question examined why Bright Spot teachers choose to face the challenges of teaching on an underserved campus. Figure 2 defines teachers’ perceptions within the major themes to answer RQ1. Figure 2 Findings Connected to RQ1 Access Bright Spot teachers believe teaching at the current campus plays a role in challenging social, financial, and political inequities Vulnerability Bright Spot teachers believe their willingness to take professional and emotional risks has a unique effect on the current campus Disruptors Bright Spot teachers are advocates at the current campus to alter mindsets and structures detrimental to underserved students' success Community Bright Spot teachers choose to stay because of the unique relationships to individuals connected to the current campus What are the perceptions of experienced and effective teachers about their reasons for staying in an underserved school? Figure 3 Findings Connected to RQ2 Research Question 2 (RQ2) What behaviors and practices do the most effective teachers perceive as positive deviant practices responsible for exceptional student results? RQ2 explored the practices and beliefs that contribute to the exceptional student results gained by Bright Spot teachers. Interviews were designed to uncover the positive deviant practices by Bright Spot teachers who gained exceptional results in the same environment where peers were not as successful. Understanding what Bright Spot teachers do differently focuses on strengths to improve deficiencies. Strengths-based change concentrates change efforts on finding local solutions to local challenges. Establishing and expanding current practices receiving uncommon results enables local educators to improve student outcomes without needing more state funding or changes in accountability. Figure 3 defines teachers’ perceptions within the major themes to answer RQ2. Figure 3 Findings Connected to RQ2 Access Bright Spot teachers attribute their success with underserved students to ensuring students have the preparation to improve future outcomes Vulnerability Bright Spot teachers believe their willingness to take risks and build emotional relationships improves students' learning Disruptors Bright Spot teachers are willing to make decisions in the best interest of the student, rather than the system Community Bright Spot teachers believe they are successful because of the support from colleagues and the extended relationships they have with students What are the perceptions of experienced and effective teachers about their reasons for staying in an underserved school?
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