School Leadership Reform for Equity: Implications for Superintendents

• In Event: AERA Roundtable Session 6
  In Roundtable Session: Research on the Superintendency SIG Roundtable Session (Table 4)

Abstract

School systems need to adopt changes to deconstruct institutional racism, serve marginalized students, and assure all students and stakeholders are centered and valued. Cultural responsiveness and its interrelationship with the social emotional competencies of educators are important levers to address these equity issues. This study examines state-adopted initiatives and literature related to cultural responsiveness and the social emotional skills of educators to determine district-level implications. Recommendations of best practice include explicit incorporation of cultural responsiveness indicators in principal and teacher evaluations, professional development on culturally responsive practices and social emotional learning to promote well-articulated infusion throughout the curriculum and school environment, and modeling of cultural responsiveness and wellness practices for social emotional development.

Authors

• Kathleen B. King, North Central College

• Mary Beth Ressler, North Central College

• Alejandra Escobar, North Central College