Description
Book SynopsisIn a contemporary sense, the United States education system has become a cultural and political battleground. The US has witnessed a surge in racially motivated violence, restrictions on women''s reproductive rights, and xenophobic policies. The most alarming development is the institutionalization of white supremacist ideologies that suppress the teaching of accurate histories of our racially stratified society. The US continues to grapple with social domination based on various sociocultural identities such as race, ethnicity, gender, class, sexual orientation, identity, ability, and other lived experiences.
This book aims to equip educators with a framework for providing instructional leadership that ensures culturally responsive instruction. Changing what is taught, how it is taught, and who it is intended for is one of the most effective ways of contributing to a more progressive, equitable, and inclusive society. This requires instructional leaders to become equity leade
Table of Contents
Contents
Prologue
Preface
Acknowledgments
IntroductionThe Instructional Leader as an Equity Leader
- To whom and what are we most accountable?
- Why leadership is crucial to the conversation
- Why we need culturally responsive instructional supervision now
- How developing empathy can make our communities better
- Learning to stand up to hatred
Part IAddressing the Feedback Loop Problem in US Schools
Chapter 2Shifting Feedback from Hierarchical to Helpful
- Shifting away from plantation practices
- Reexamining the purpose of feedback about instruction
- Utilizing ongoing conversations to cocreate knowledge and promote authentic accountability
- Leveraging relational trust to promote more inclusive instruction
Chapter 3Liberating Ourselves from Prepackaged Systems
- Why moving beyond the checklist is so important
- How templates prevent critical thinking
- Learning to create feedback practices that are immediately useful
- Developing common language and assumptions about learning
- Meeting policy requirements through pedagogies that lead to equitable outcomes
Chapter 4Learning to Engage in a Community of Culturally Responsive Instructors (CCRI)
- Considering the role of data in acts of educational resistance
- Why autonomy is at the heart of inclusive instruction
- How critical colleagues can collaborate for co-liberation
- Sharing learning as a form of love across a school culture
- Questioning power structures to address systemic inequity
- The challenges of moving forward with the work
Part IIDeveloping a Team of Inclusive Instructional Leaders
Chapter 5Being Intentional about Representation
- Why representation matters
- Shifting away from racial and sexual contracts
- Other sociocultural identities to consider
- Determining how ‘instructional success’ is measured
- The goal is not to maintain comfortableness
- Being clear about steps for success
Chapter 6Working Together to Determine What Culturally Responsive Instructional Supervision Looks Like
- Determining goals for walkthroughs
- What does equity data look like in a walkthrough?
- How ongoing instructional reflections inform practice
- The process of examining walkthrough data
- Using data to drive professional development efforts
Chapter 7Establishing A Plan of Action When Instruction is Not Inclusive
- Defining what teaching looks like that lacks cultural responsiveness
- Determining feedback and support structures to addresses problematic pedagogies
- Further developing reflective and inclusive instruction
- Seeing criticality as a tool for emancipation
- Developing the scaffolding for transformation
Part III Supporting Ongoing Growth and Development of Culturally Responsive Instruction
Chapter 8Growth Starts with the Self
- Using agency to address the purpose of education
- Owning content expertise
- Learning to address the needs of society over our own comfort
- Knowing pedagogical look-fors when reflecting on teaching
Chapter 9Learning to Grow with Critical Colleagues
- How critical colleagues help to better understand the self and others
- Topics of discussion for critical colleague groups
- Being purposeful with discussions to drive difficult growth edges
- Using every group conversation as an opportunity to discuss equity
Chapter 10Using Peer-Led Classroom Observations to Drive Equitable Outcomes
- How peer walkthroughs can help calibrate building-wide expectations
- Using peer feedback to inform inquiry cycles
- Transforming feedback to deconstruct systems of inequity
- Allowing instructional improvement efforts to evolved over time for more equitable outcomes
ConclusionSignaling a Shift in Where We Must Go
- Resisting technorational approaches to improving instruction
- Using supervision to support a system of opportunity
- Honoring ‘getting into good trouble’
- A closing note to practitioner
