Culturally Responsive Instructional Supervision as an Emancipatory Framework

• In Event: Sheraton Roundtable Session Six
  In Roundtable Session: Reconceptualizing Supervision and Instructional Leadership in Complex Contexts (Table 17)

Abstract

Historically educational supervision in the United States (US) has been seen as a practical tool for educational practitioners to drive school improvement efforts, however supervision as a framework has almost always lacked criticality (Price-Dennis & Colmenares, 2021; Waite, 2021) and instead has focused on ahistorical and apolitical paradigms (Authors, 2022). As such, the field of educational supervision often lacks diverse perspectives within supervision textbooks and peer-reviewed literature (Authors, 2021; Guerra et al., 2022). For supervision to serve as an important function of equitable school leadership, supervision frameworks must be reimagined to lead to more equitable instructional outcomes for all US students. As such, educational supervisors can develop a more emancipatory framework to support teaching through culturally responsive instructional supervision.

Authors

• Ian Mette, University at Buffalo - SUNY
  Presenting Author

• Dwayne Ray Cormier, Culturally Responsive Solutions, LLC
  Presenting Author

• Yanira Oliveras-Ortiz, University of Texas - Tyler
  Presenting Author