Degree Date
4-2021
Document Type
Dissertation - Public Access
Degree Name
Ed.D. Doctor of Education
Academic Discipline
Educational Leadership
First Advisor
HARRINGTON GIBSON
Abstract
This study was a program evaluation of educator cultural proficiency in a suburban school district in Illinois from 2019-2020. The primary research question explored was how school leaders can support teachers to become culturally proficient in order to support underserved students. Employing a qualitative research methodology, with data gathered from school leader and teacher interviews, and document analysis, this study identified key components to improve culturally proficient practices. Policy implications and recommendations highlight the following: ensure that all staff members examine and eliminate institutional beliefs, policies, practices, and teaching that perpetuate racial inequalities; implement culturally relevant practices; and prepare all students to succeed in a multicultural and global society with ongoing professional development.
Recommended Citation
Simek Rodriguez, Sherri, "HOW CAN SCHOOL LEADERS SUPPORT TEACHERS IN BECOMING CULTURALLY PROFICIENT? LESSONS FROM TEACHERS AND SCHOOL LEADERS THAT SUPPORT CULTURALLY RELEVANT TEACHING PRACTICES" (2021). Dissertations. 565.
https://digitalcommons.nl.edu/diss/565
Included in
Curriculum and Social Inquiry Commons, Educational Leadership Commons, Elementary Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Urban Education Commons