Culturally Responsive Coaching: Supervision with a Cultural Lens

• In Event: P12 Persistence in Response to Just Education Resistance: Practitioner Scholarship as a Revolutionary Act

Abstract

The objective of this research proposal is to present and elucidate the core principles of culturally responsive coaching and supervision. It aims to highlight the importance of psychological safety, authenticity, and relationships in the workplace, and to underscore the value of integrating teachers' voices and cultural diversity into coaching practices. For the research inquiry and the development of a model for Culturally Responsive Instructional Coaching (CRIC), the chosen theoretical frameworks include the multicultural competency framework developed by Pedersen (1994), humanizing pedagogy as defined by Salazar (2013), and Culturally Responsive Pedagogy (CRP) as defined by Ladson-Billings (1995) and Gay (2010). These frameworks served as the lenses through which the research was viewed and analyzed. This research has implications for teachers, coaches, school districts, and researchers. It brings to light the complex nature of cultural competence as it relates to the coaching of Black teachers. The findings can be used to modify current practices that are overwhelmingly deemed non-culturally responsive to Black teachers. Additionally, it provides ideas, from the voices of Black teachers, about how to coach them in ways that are humanizing, safe, and supportive of their growth and development.

Author

• Jouanna Crossland-Wells, University of Denver