Virtual Session1. Introduction: Growing an understanding of Culturally Responsive Instructional Leadership (15 min.)
2. Addressing oppressive histories in instruction, school, and the need to control (10 min.) - peer-to-peer interaction to share an example of a relevant historical incident they know of
3. Twin Engines: Critical Self-Reflection and Community Knowledges (10 min.)
4. Significant CRIL Domains (15 min.):
Teacher growth: supervision, feedback, and PD (5 min.)
Curriculum Development and Assessments (5 min.)
Classroom Management (5 min.)
8. System Change (10 min.)
After this session, participants will be able to...
- describe the differences between traditional instructional leadership and culturally responsive instructional leadership (CRIL).
- define community knowledges within the CRIL framework for practice.
- recognize the significance of critical reflection in developing effective CRIL practices and systems.
- relate histories of oppression to leadership of curriculum and instruction.
- redefine classroom management and assessment through a CRIL lens.
- begin to conceptualize system change as a process of centering community voices in policy development and school reform efforts.
• crsli.org/crsl-framework
• Bussman, M. A., & Louis, K. S. (2021). Peer equity coaching: Socially just, transformative adult learning. In C. A. Mullen (Ed.), Handbook of social justice interventions in education (pp. 163–187). Springer.
• Carter Andrews, D. J., & Richmond, G. (2019). Professional development for equity: What constitutes powerful professional learning?. Journal of Teacher Education, 70(5), 408–409.
• Holmes, W. T., & Young, S. (2018). Culturally sustaining instructional leadership: Perspectives from Native American public school principals in Montana and Wyoming. Journal of Educational Leadership, Policy and Practice, 33(2), 17–31.
• Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally responsive school leadership: A synthesis of the literature. Review of Educational Research, 86(4), 1272–1311. https://doi.org/10.3102/0034654316630383
• Ladson‐Billings, G. (1995a). But that’s just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159–165. https://doi.org/10.1080/00405849509543675
• Leithwood, K. (2021). A review of evidence about equitable school leadership. Education Sciences, 11(8), 377. https://doi.org/10.3390/educsci11080377
• Marshall, S. L., & Khalifa, M. A. (2018). Humanizing school communities: Culturally responsive leadership in the shaping of curriculum and instruction. Journal of Educational Administration, 56(5), 533–545. https://doi.org/10.1108/JEA-01-2018-0018
• Morales, A. R., Espinoza, P. S., & Duke, K. B. (2022). What exists and “What I need “: In search of critical, empowering, and race-conscious approaches to mentoring from the perspective of Latina/o/x teachers. In C. D. Gist & T. J. Bristol (Eds.), Handbook of research on teachers of color and Indigenous teachers (pp. 441–458). American Educcational Research Association.
• Poekert, P. E., Swaffield, S., Demir, E. K., & Wright, S. A. (2022). Leadership for professional learning towards educational equity: A systematic literature review. Leadership for Professional Learning, 26–47.
| Related exhibitors: | 3Doodler |
Back
Trips and Tours
