Designing Instructional Artifacts to Promote Culturally Relevant Practices

• In Event: 18.052 - School Leadership for Equity in Student Learning

Abstract

This qualitative multiple case study compares the leadership practices involved in the development of instructional artifacts intended to promote the use of culturally relevant educational practices in two high schools. Additional analysis contrasts the success of both artifacts in providing teachers the capacity and space to enact classroom change. Findings highlight the need for school leaders to think beyond the artifact development and purposefully plan how teachers will collectively implement and reflect on artifact usage as well as ensure that the instructional artifact nurtures shifts in what is expected of teachers as opposed to what is expected of students.

Author

• Jason Salisbury, University of Illinois at Chicago