Culturally Competent School Leaders: The Individual and the System

Hansuvadha, Nat; Slater, Charles L.

doi:10.1080/00131725.2011.653094

Cited by 11 publications

(8 citation statements)

References 12 publications

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“…Second, it enables one to better see how the strengths and weaknesses in one's own practice align with the core issues of a change effort, such as the implementation of NGSS, to allow better decisions to be made about how and when to engage in leadership activities (Westaby, Probst, & Lee, ). Identifying the core issues of a change effort and recognizing those efforts for which they are best positioned to have an impact will allow teacher leaders to function more efficiently and support them in maintaining a better work‐life balance in the face of additional time commitments demanded by their leadership activities (Hansuvadha, & Slater, ).…”

Section: Discussionmentioning

confidence: 99%

Strengthening the vision: Examining the understanding of a framework for teacher leadership development by experienced science teachers

et al. 2018

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The program team operating an NSF Noyce Master Teacher program has been building a conceptual framework for developing teacher leaders. The program has focused its efforts on a group of 16 chemistry and physics teachers in Southeast high‐needs schools. The conceptual framework is based on the view that teacher leaders are those individuals who retain a classroom presence, while simultaneously innovating practice and empowering others. A core principle of the framework is that embodying these attributes requires an ability to see oneself and the teaching practice in a way that goes beyond the expertise associated with content and pedagogical knowledge. Evidence drawn from years three and four of the NSF Noyce Master Teacher program are presented to demonstrate the participating teachers’ understanding of the framework's components. These data also indicate the potential of the teachers to use the framework's principles to engage in leadership activity. Characterizing such understanding and the changes in it are foundational to determining the way such a framework influences teachers’ approaches to leadership. This paper has implications for the growing number of teacher leader initiatives across the United States, and for the question of whether science, technology, engineering, and mathematics (STEM) teacher leadership should be considered separately from a general notion of teacher leadership.

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Section: Discussionmentioning

confidence: 99%

Strengthening the vision: Examining the understanding of a framework for teacher leadership development by experienced science teachers

et al. 2018

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“…By applying a developmental stage model to cross-cultural leadership, Slater et al (2005) suggested that experience with a culturally diverse population as well as experiential learning in culturally diverse contexts encourage the educational leader's positive progression on the cultural competence developmental model. Building on this research, Hansuvadha and Slater (2012) concluded that cultural competence was a key aspect of learner-centered leadership. Further, they argued that school administrators who supported the knowledge, behavior, and dispositions that promote cultural diversity also supported and encouraged teachers to identify and meet the individual needs of their students and recognize culturally diverse classrooms as learning opportunities.…”

Section: Cultural Competence As a Construct In Educational Leadership...mentioning

confidence: 96%

The Cultural Competence of Educational Leaders: Developing a Conceptual Framework and Assessment Tool for Leadership Development

Barakat

Lakin

Reames

et al. 2020

Journal of School Leadership

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The purpose of this article was to describe the foundational development of a conceptual framework for cultural competence of educational leaders based on an extensive literature review and to develop the CCEL instrument. Exploratory factor analysis (EFA) procedures were used on the data ( n = 252) to determine the psychometric properties of the CCEL and its validity and reliability. The purposefully selected participants were Master’s degree students in educational leadership programs with University Council for Educational Administration institutional membership. EFA of the data revealed three factors of cultural competence: cultural beliefs and motivation, cultural skills, and cultural knowledge.

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“…Schools with diverse faculty members, however, may have to intentionally promote the formation of cross-group friendships. Culturally or linguistically diverse (CLD) teachers may feel excluded from the existing social structure unless school leaders and teachers possess multicultural self-awareness and cultural competence (Hansuvadha & Slater, 2012).…”

Section: The Three Stream Model For School Leadershipmentioning

confidence: 99%

“…In an ideal world, school community members' moral purpose aligns and inspires action. However, if relationships are not strong and communication is not open and democratic, the mission of the school may fracture (Hansuvadha & Slater, 2012). Furthermore, if school leaders cannot inspire support from the faculty at large, the challenge of leveraging external sources is greater.…”

Section: The Three Stream Model For School Leadershipmentioning

confidence: 99%

Teacher Leadership and Communication Among Diverse Colleagues: Why Cultural Competence Counts

Green

2019

Journal of School Leadership

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This article explores contextual factors that influenced teacher leadership behavior during the evolution of a dual language education program for elementary English-language learners. Teachers’ narratives provide evidence of the relative strength of school leadership streams, that is, relationships, moral purpose, and commitment to action. However, emergent themes reveal that the primary obstacle to progress was intercultural communication. Diverse teachers struggled to work collaboratively on committees, which ultimately affected group decision-making and the progress of the program. Although teacher preparation programs and schools are focusing on culturally responsive pedagogy, the data indicate that cultural competence among colleagues warrants attention as well.

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Culturally Competent School Leaders: The Individual and the System

Cited by 11 publications

References 12 publications

Strengthening the vision: Examining the understanding of a framework for teacher leadership development by experienced science teachers

Strengthening the vision: Examining the understanding of a framework for teacher leadership development by experienced science teachers

The Cultural Competence of Educational Leaders: Developing a Conceptual Framework and Assessment Tool for Leadership Development

Teacher Leadership and Communication Among Diverse Colleagues: Why Cultural Competence Counts

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