Critical Teacher Leaders Enacting Culturally Responsive School Improvement

• In Event: Sunday Roundtable 9:45 am
  In Roundtable Session: Teachers of Color Leading With Criticality and Care (Table 32)

Abstract

This study elevates teacher leadership as a driver for family-school-community connections that are responsive to the needs of diverse students by detailing teacher leaders’ work in a teacher leadership development partnership hosted by a large urban district and a local university. High-stakes accountability policy outcomes typically drive school improvement efforts, but the teacher leaders in this study identified priorities rooted in culturally-responsive practices as essential near-term endeavors in service of sustained, long-term school improvement efforts.

Authors

• Wesley Henry, Sacred Heart University

• Bryan A. VanGronigen, University of Delaware

• Meredith Wronowski, University of Dayton