Dissertation - Public Access
Ed.D. Doctor of Education
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.
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.