Aspiring Urban School Leaders’ Conceptualizations of Culturally Relevant Supervision

• In Event: Principals as Instructional and Community Leaders: Embracing Multiple Ways of Knowing

Abstract

This paper reports on research examining aspiring principals’ development into culturally relevant instructional leaders (CRILs). Participants include two cohorts of aspiring leaders over two years. We discuss three major results. First, candidates’ organizational and district policies differentially enable candidates’ development as CRILs. Second, candidates' use of instructor-developed tools improved CRIL-informed analysis of observation data. Finally, candidates’ CRIL early development, as represented in their summative assessments, while varied, was evident in how they articulated and operationalized CRIL practices based on the practicum experiences. These results are significant as higher education scholars and K12 educators and leaders work together to build momentum in realizing the kinds of schooling experiences that children - particularly children of color and those in poverty - deserve.

Authors

• Samantha P. Scribner, Miami University (OH)

• Paula A. Magee, Indiana University - Indianapolis

• Craig J. Willey, Indiana University - Indianapolis