Cultural Competency in the Field of Instructional Leadership: School Supervisor Experiences and Beliefs

• In Event: Teacher Supervision and Evaluation: Perceptions From the Field

Abstract

As U.S. school systems are called upon to serve increasingly diverse student populations, school leaders must expand their roles to help teachers meet all students’ academic, social, and cultural needs. The purpose of this study was to examine culturally competent instructional leadership by interviewing principals and assistant principals known for their commitment to culturally responsive supervision. Eleven school leaders from four states participated in this in-depth interview study. Using inductive, qualitative analysis, this interpretive study examined how the administrators learned these skills and modeled them for teachers through the practice of instructional leadership.

Authors

• Lauren Moret, University of Tennessee - Knoxville

• Kathleen P. deMarrais, University of Georgia