This study was a program evaluation of educator cultural proficiency in a suburban school district in Illinois from 2019-2020. The primary research question explored was how school leaders can support teachers to become culturally proficient in order to support underserved students. Employing a qualitative research methodology, with data gathered from school leader and teacher interviews, and document analysis, this study identified key components to improve culturally proficient practices. Policy implications and recommendations highlight the following: ensure that all staff members examine and eliminate institutional beliefs, policies, practices, and teaching that perpetuate racial inequalities; implement culturally relevant practices; and prepare all students to succeed in a multicultural and global society with ongoing professional development.
","abstract_html":"<p>This study was a program evaluation of educator cultural proficiency in a suburban school district in Illinois from 2019-2020. The primary research question explored was how school leaders can support teachers to become culturally proficient in order to support underserved students. Employing a qualitative research methodology, with data gathered from school leader and teacher interviews, and document analysis, this study identified key components to improve culturally proficient practices. Policy implications and recommendations highlight the following: ensure that all staff members examine and eliminate institutional beliefs, policies, practices, and teaching that perpetuate racial inequalities; implement culturally relevant practices; and prepare all students to succeed in a multicultural and global society with ongoing professional development.</p>","abstract_has_math":false,"creators":["Simek Rodriguez, Sherri"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["HARRINGTON GIBSON"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-04-01T07:00:00Z","date_published":"2021-04-01T07:00:00Z","updated_at":"2026-07-24T03:21:05Z","subjects":["Cultural Proficiency","Culturally Relevant Pedagogy and Teaching Practicies","Equity","Culturally Responsive","Cultural Competence","Curriculum and Social Inquiry","Educational Administration and Supervision","Educational Leadership","Elementary Education and Teaching","Other Teacher Education and Professional Development","Urban Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/565","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["HARRINGTON GIBSON"]},{"key":"dc:creator","label":"Author","values":["Simek Rodriguez, Sherri"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-05-13T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Cultural Proficiency","Culturally Relevant Pedagogy and Teaching Practicies","Equity","Culturally Responsive","Cultural Competence","Curriculum and Social Inquiry","Educational Administration and Supervision","Educational Leadership","Elementary Education and Teaching","Other Teacher Education and Professional Development","Urban Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/565"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study was a program evaluation of educator cultural proficiency in a suburban school district in Illinois from 2019-2020. The primary research question explored was how school leaders can support teachers to become culturally proficient in order to support underserved students. Employing a qualitative research methodology, with data gathered from school leader and teacher interviews, and document analysis, this study identified key components to improve culturally proficient practices. Policy implications and recommendations highlight the following: ensure that all staff members examine and eliminate institutional beliefs, policies, practices, and teaching that perpetuate racial inequalities; implement culturally relevant practices; and prepare all students to succeed in a multicultural and global society with ongoing professional development.
"]},{"key":"dc:title","label":"Title","values":["HOW CAN SCHOOL LEADERS SUPPORT TEACHERS IN BECOMING CULTURALLY PROFICIENT? LESSONS FROM TEACHERS AND SCHOOL LEADERS THAT SUPPORT CULTURALLY RELEVANT TEACHING PRACTICES"]}]}],"canonical_facts":{"dc:contributor":["HARRINGTON GIBSON"],"dc:creator":["Simek Rodriguez, Sherri"],"dc:date.available":["2021-05-13T07:00:00Z"],"dc:description.abstract":["This study was a program evaluation of educator cultural proficiency in a suburban school district in Illinois from 2019-2020. The primary research question explored was how school leaders can support teachers to become culturally proficient in order to support underserved students. Employing a qualitative research methodology, with data gathered from school leader and teacher interviews, and document analysis, this study identified key components to improve culturally proficient practices. Policy implications and recommendations highlight the following: ensure that all staff members examine and eliminate institutional beliefs, policies, practices, and teaching that perpetuate racial inequalities; implement culturally relevant practices; and prepare all students to succeed in a multicultural and global society with ongoing professional development.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/565"],"dc:subject":["Cultural Proficiency","Culturally Relevant Pedagogy and Teaching Practicies","Equity","Culturally Responsive","Cultural Competence","Curriculum and Social Inquiry","Educational Administration and Supervision","Educational Leadership","Elementary Education and Teaching","Other Teacher Education and Professional Development","Urban Education"],"dc:title":["HOW CAN SCHOOL LEADERS SUPPORT TEACHERS IN BECOMING CULTURALLY PROFICIENT? LESSONS FROM TEACHERS AND SCHOOL LEADERS THAT SUPPORT CULTURALLY RELEVANT TEACHING PRACTICES"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:05Z"}