HOW CAN SCHOOL LEADERS SUPPORT TEACHERS IN BECOMING CULTURALLY PROFICIENT? LESSONS FROM TEACHERS AND SCHOOL LEADERS THAT SUPPORT CULTURALLY RELEVANT TEACHING PRACTICES

<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>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2021

Author dc:creator

• Simek Rodriguez, Sherri

Contributors dc:contributor

• HARRINGTON GIBSON

• 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

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/565

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1611