Abstract
A comprehensive review of the literature illustrates there is growing attention to why some students achieve academic success while others continue to remain at-risk of failing and dropping out of school. There are numerous expert recommendations regarding how to improve academic outcomes in an effort to narrow the achieve gap, but there is no perfect answer. The literature demonstrates the connection between teachers and students plays a significant role in determining whether or not students take rigorous courses, stay in school and graduate, drop-out, or continue on to college. The review of literature further reveals that professional development is relatively new to education and more recent research advocates a shift in professional development that promotes preparing teachers in how to develop and deliver lessons that are student-centered so students become active participants in their own education rather than merely being passive observers listening to teachers. In this study, the researcher explores the teacher-student relationship, and how professional development supports teachers in connecting with students to improve academic outcomes. In conducting the study, the researcher uses the mixed model methodology employing a survey to collect both qualitative and quantitative data. Closed-ended and open-ended questions are used along with questions using the Likert Scale. The survey is divided into three sections in an effort to ascertain what professional development and training was employed to create and promote connections with students and the degree to which teachers see a correlation between their connections with students and student engagement and achievement. The researcher combines qualitative and quantitative approaches in collecting, analyzing, and interpreting data. The research indicates there is a link between positive teacher-student relationships and increased academic achievement. Moreover, the research indicates that focused professional development in areas such as AVID, subject matter/content area, and classroom management are some of the most effective as it relates to improving teacher-student connection and instructional outcomes. The study reveals further research is needed with regards to the effectiveness of the BTSA program and what constitutes effective cultural relevancy professional development.