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portada Making a Difference: Instructional Leadership That Drives Self-Reflection and Values the Expertise of Teachers
Type
Physical Book
Publisher
Author
Language
English
Pages
152
Format
Paperback
ISBN13
9781475872262

Making a Difference: Instructional Leadership That Drives Self-Reflection and Values the Expertise of Teachers

Ian M. Mette Dwayne Ray Cormier Yanira Oliveras (Author) · Rowman & Littlefield Publishers · Paperback

Making a Difference: Instructional Leadership That Drives Self-Reflection and Values the Expertise of Teachers - Ian M. Mette Dwayne Ray Cormier Yanira Oliveras

New Book Imported to Taiwan
Delivery: 15 Jul - 23 Jul Shipping: 4 to 5 business days.
NT$ 1,176
NT$ 1,176

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Synopsis "Making a Difference: Instructional Leadership That Drives Self-Reflection and Values the Expertise of Teachers "

In a contemporary sense, the United States education system has become a cultural and political battleground. The US has witnessed a surge in racially motivated violence, restrictions on women's reproductive rights, and xenophobic policies. The most alarming development is the institutionalization of white supremacist ideologies that suppress the teaching of accurate histories of our racially stratified society. The US continues to grapple with social domination based on various sociocultural identities such as race, ethnicity, gender, class, sexual orientation, identity, ability, and other lived experiences.This book aims to equip educators with a framework for providing instructional leadership that ensures culturally responsive instruction. Changing what is taught, how it is taught, and who it is intended for is one of the most effective ways of contributing to a more progressive, equitable, and inclusive society. This requires instructional leaders to become equity leaders who mitigate harmful educational practices from prepackaged curricula and teacher evaluation systems. Through an intentionally diverse team of educators, schools can observe, measure, and support teachers to become culturally responsive instructors through formative feedback structures. It is through the practice of culturally responsive instructional supervision that schools can transform from systems of oppression into systems of opportunity.

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