Edited by: Dwayne Ray Cormier, Ian M. Mette, Yanira Oliveras
Foreword by: Mark Anthony Gooden
Afterword by: Geneva Gay
Publication Date: June 28, 2024
Pages: 320
This book responds to the urgent need for instructional practices that recognize student diversity and cultural backgrounds as valuable assets. As the United States continues to grapple with policies that promote culturally dominant ideologies, the opportunity gaps continue to widen for minoritized, marginalized, and otherized PK–12 students. This timely book provides a comprehensive developmental framework for implementing Culturally Responsive Instructional Supervision that fosters an educational environment that disrupts the culture of white supremacy, promotes a sense of belonging, and achieves culturally appropriate instructional outcomes for all learners. The authors show educators how to establish diverse and representative supervision teams that provide formative feedback and promote self-reflection. Schools can use this book to effectively observe, assess, and support teachers on their journey toward becoming culturally responsive practitioners.
Book Features:
Dwayne Ray Cormier is CEO and founder of Culturally Responsive Solutions, LLC. Ian M. Mette is an associate professor at the University at Buffalo. Yanira Oliveras is an associate professor at The University of Texas at Tyler.
“Embracing Culturally Responsive School Leadership (CRIS) generates excitement and possibilities for individuals who often feel there is untapped potential for instructional supervision. It pushes us to consider, how could we be more sensitive to the needs of marginalized students and staff? As such, CRIS should be thoroughly studied and widely shared with both professors and practitioners…. I look forward to expansions on this topic and other relevant learning that will spring forward because of the exciting contributions in this book.”
—From the Foreword by Mark Anthony Gooden, Christian Johnson Endeavor Professor in Education Leadership and director of the Endeavor Antiracist & Restorative Leadership Initiative (EARLI), Department of Organization and Leadership, Teachers College, Columbia University
“Culturally Responsive Instructional Supervision is an important book for advancing the field of educational supervision and, most importantly, enriching the educational lives of all our children. The collection of original chapters is well-researched, reasoned, and intellectually challenging. The authors tackle head-on the repressive straightjacket of dominant monocultural educational practices of schooling and show how to replace them with robust multicultural responsiveness to supervision, leadership, and classroom pedagogy.”
—Carl Glickman, professor emeritus of education, University of Georgia; co-author of The Essential Renewal of America's Schools
“Because pedagogical practices are such powerful tools in the learning and development of young people, this book demonstrates empirically grounded frameworks of culturally responsive instructional supervision. As teachers build knowledge, mindsets, beliefs, and practices of culturally responsive teaching, instructional supervision must align with what teachers are asked to do. This book is a powerful resource for any of us interested in and committed to critiquing and questioning ‘objective’ and ‘neutral’ frameworks of instructional supervision.”
—H. Richard Milner IV, Cornelius Vanderbilt Professor, Vanderbilt University
“This book addresses with depth how CRIS can add to the culturally responsive literature to help transform the educational enterprise."
—From the Afterword by Geneva Gay, professor emerita, University of Washington, Seattle
Contents
Foreword Mark Anthony Gooden v
Introduction: Delivering Equitable Outcomes Through Instructional Supervision 1
Ian M. Mette, Dwayne Ray Cormier, and Yanira Oliveras
1. A Primer for Culturally Responsive Instructional Supervision 11
Dwayne Ray Cormier, Ian M. Mette, and Yanira Oliveras
2. Confronting the Lack of Diversity in Supervision Frameworks 31
A. Minor Baker, Ann Marie Cotman, and Patricia L. Guerra
3. Race-ing Instructional Supervision: Plantation Traditions and Instructional Supervision 52
Noelle Arnold and Rhodesia McMillian
4. Toward a Praxis Orientation for Teacher Candidate Supervision 79
Megan Lynch and Rebecca West Burns
5. Rethinking Teacher Evaluation as Professional Development for Culturally Responsive Pedagogy 97
Helen M. Hazi
6. Using Cultural Knowledge to Develop Structures and Systems That Lead to Equitable and Emancipatory Outcomes 112
Ian M. Mette, Dwayne Ray Cormier, and Yanira Oliveras
7. The Role of Equity Audits in Culturally Responsive School Leadership 124
Bodunrin O. Banwo, Kashmeel D. McKoena, Coy Carter Jr., and Muhammad Khalifa
8. Culturally Responsive Instructional Supervision and Mindfulness: A Somatic, Embodied Practice 149
Steve Haberlin
9. Using Classroom Observation and Schoolwide Supervision Data to Facilitate Culturally Responsive Conversations About Diversity, Equity, Inclusion, and Belonging 166
Sally J. Zepeda, Sevda Yildirim, and Salih Cevik
10. Building Bridges for Change: Culturally Responsive Instructional Supervision for Indigenous Students 188
Hollie J. Mackey, Cailen M. O’Shea, and Sashay Schettler
11. Applying the Supervisory Behavior Continuum to Determine a Plan of Action and Support When Teaching Isn’t Culturally Responsive 201
Patricia Virella
12. Developing Supervisors’ Critical Consciousness 214
Shannon R. Waite
13. Black Women as Instructional Leaders: Historical and Contemporary Perspectives 231
Terri N. Watson and Linda C. Tillman
14. Supervision Redux: Leaders With Teachers Activate Culturally Responsive Practices 251
Lynda Tredway and Matt Militello
15. Supervision of Guerrilla Pedagogies 273
Armen Álvarez and Mariela Rodríguez
Afterword Geneva Gay 287
Author Index 290
Subject Index 301
About the Editors and Contributors 306
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