Overview

Full Product Details

Author:   Ian M. Mette ,  Dwayne Ray Cormier ,  Yanira Oliveras
Publisher:   Rowman & Littlefield
Imprint:   Rowman & Littlefield
Dimensions:   Width: 15.90cm , Height: 1.50cm , Length: 24.20cm
Weight:   0.390kg
ISBN:  

9781475872255

ISBN 10:   1475872259
Pages:   152
Publication Date:   22 October 2023
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Out of stock  
The supplier is temporarily out of stock of this item. It will be ordered for you on backorder and shipped when it becomes available.

Table of Contents

Contents Prologue Preface Acknowledgments IntroductionThe Instructional Leader as an Equity Leader To whom and what are we most accountable? Why leadership is crucial to the conversation Why we need culturally responsive instructional supervision now How developing empathy can make our communities better Learning to stand up to hatred Part IAddressing the Feedback Loop Problem in US Schools Chapter 2Shifting Feedback from Hierarchical to Helpful Shifting away from plantation practices Reexamining the purpose of feedback about instruction Utilizing ongoing conversations to cocreate knowledge and promote authentic accountability Leveraging relational trust to promote more inclusive instruction Chapter 3Liberating Ourselves from Prepackaged Systems Why moving beyond the checklist is so important How templates prevent critical thinking Learning to create feedback practices that are immediately useful Developing common language and assumptions about learning Meeting policy requirements through pedagogies that lead to equitable outcomes Chapter 4Learning to Engage in a Community of Culturally Responsive Instructors (CCRI) Considering the role of data in acts of educational resistance Why autonomy is at the heart of inclusive instruction How critical colleagues can collaborate for co-liberation Sharing learning as a form of love across a school culture Questioning power structures to address systemic inequity The challenges of moving forward with the work Part IIDeveloping a Team of Inclusive Instructional Leaders Chapter 5Being Intentional about Representation Why representation matters Shifting away from racial and sexual contracts Other sociocultural identities to consider Determining how ‘instructional success’ is measured The goal is not to maintain comfortableness Being clear about steps for success Chapter 6Working Together to Determine What Culturally Responsive Instructional Supervision Looks Like Determining goals for walkthroughs What does equity data look like in a walkthrough? How ongoing instructional reflections inform practice The process of examining walkthrough data Using data to drive professional development efforts Chapter 7Establishing A Plan of Action When Instruction is Not Inclusive Defining what teaching looks like that lacks cultural responsiveness Determining feedback and support structures to addresses problematic pedagogies Further developing reflective and inclusive instruction Seeing criticality as a tool for emancipation Developing the scaffolding for transformation Part III Supporting Ongoing Growth and Development of Culturally Responsive Instruction Chapter 8Growth Starts with the Self Using agency to address the purpose of education Owning content expertise Learning to address the needs of society over our own comfort Knowing pedagogical look-fors when reflecting on teaching Chapter 9Learning to Grow with Critical Colleagues How critical colleagues help to better understand the self and others Topics of discussion for critical colleague groups Being purposeful with discussions to drive difficult growth edges Using every group conversation as an opportunity to discuss equity Chapter 10Using Peer-Led Classroom Observations to Drive Equitable Outcomes How peer walkthroughs can help calibrate building-wide expectations Using peer feedback to inform inquiry cycles Transforming feedback to deconstruct systems of inequity Allowing instructional improvement efforts to evolved over time for more equitable outcomes ConclusionSignaling a Shift in Where We Must Go Resisting technorational approaches to improving instruction Using supervision to support a system of opportunity Honoring ‘getting into good trouble’ A closing note to practitioner

Reviews

The book, Making a Difference, is a first for the field of educational supervision and its practices in schools. Authors Ian M. Mette, Dwayne Ray Cormier, and Yanira Oliveras unpack important foundations for leaders who care about equity in schools and the moral leadership needed to steer systems and their people to create fair practices built on trust, respect for diversity, and leveraging belonging as foundational to the success of teachers and their students. The many lessons offered will make a difference in the lives of those who populate schools. The reader will walk away energized by the messages about the value of codified processes involved with conducting classroom observations and engaging in conversations to unpack bias for both leaders and peers alike. The lift necessary to create new paradigms about this important work will yield more equitable practices for leaders, and teachers--all working on behalf of educating children. This is a book that I will consult often.

The book, Making a Difference, is a first for the field of educational supervision and its practices in schools. Authors Ian M. Mette, Dwayne Ray Cormier, and Yanira Oliveras unpack important foundations for leaders who care about equity in schools and the moral leadership needed to steer systems and their people to create fair practices built on trust, respect for diversity, and leveraging belonging as foundational to the success of teachers and their students. The many lessons offered will make a difference in the lives of those who populate schools. The reader will walk away energized by the messages about the value of codified processes involved with conducting classroom observations and engaging in conversations to unpack bias for both leaders and peers alike. The lift necessary to create new paradigms about this important work will yield more equitable practices for leaders, and teachers--all working on behalf of educating children. This is a book that I will consult often. --Sally J. Zepeda, professor, Department of Lifelong Education, Administration, and Policy, Mary Frances Early College of Education, University of Georgia

Author Information

Ian M. Mette is an Associate Professor of Educational Leadership where he focuses his interests on the development of culturally responsive instructional supervision and developing equity-minded school leaders in predominantly White rural spaces. Specifically, his work targets closing the gap between theory and practice to inform and support equitable school improvement efforts for all students Dwayne Ray Cormier is an Assistant Professor and entrepreneur specializing in instructional supervision and asset-based pedagogies. His research focuses on developing unplugged and plugged andrological, pedagogical, and supervision tools that assess and codify educators' sociocultural gaps and examine their impact on cultural competence, teacher-student relationships, educational opportunity gaps, and school culture. Yanira Oliveras-Ortiz is an Associate Professor of Curriculum & Instruction with a specialization on instructional supervision and school improvement. She had led the national implementation of instructional supervision in Belize. Through her work in Belize, she has engaged teacher preparation programs in the development of action plans to move from evaluation to instructional supervision, and from teacher-centered to student-centered instruction.

Tab Content 6

Author Website:  

Customer Reviews

Recent Reviews

No review item found!

Add your own review!

Countries Available

All regions