How Teachers and Leaders Can Become Culturally Sustaining Educators: A Study of a Learning Progression

• In Event: AERA Roundtable Session Wednesday 12:40 pm Four Seasons Ballroom 4
  In Roundtable Session: Fostering Affirming and Inclusive Educational Spaces: Considerations for Centering the Needs and Well-Being of Marginalized Students (Table 1)

Abstract

 This study examined grown in culturally responsive sustaining teaching and leadership (CRSTL) mind- and skill-sets in among teachers and educational leaders (N = 31) enrolled in educational leadership courses incorporating Case-Based Instruction focused on such topics as language and identity. The results provide preliminary evidence of validity for a learning progression tool, Culturally Responsive and Sustaining Strategies Rubric (CRSSR), and suggest that CRSSR scores generated by multiple applications of the Rubric were sensitive to longitudinal changes in teachers/leaders’ CRSTL and were closely associated with predictable facets of participant experiences (i.e., years of teaching, diversity of school). These results suggest that the CRSSR can provide affordances to make evidence-based decisions about how to support teachers/leaders in their development of CRSTL practice.

Authors

• Shannon M. Calderone, Washington State University

• Dustin Sonny James Van Orman, Western Washington University

• Yuliya Ardasheva, Washington State University - Tri Cities

• Golrokh Maleki, Washington State University

• Shenghai Dai, Washington State University

• Yun-Ju Hsiao, Washington State University - Tri-Cities

• Sarah L. Newcomer, Washington State University - Tri-Cities

• Oluyemisi Ajoke Oloniyo, Washington State University