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Making a difference = instructional leadership that drives self-reflection and values the expertise of teachers /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Making a difference/ Ian M. Mette, Dwayne Ray Cormier, Yanira Oliveras.
Reminder of title:	instructional leadership that drives self-reflection and values the expertise of teachers /
Author:	Mette, Ian M.
other author:	Cormier, Dwayne Ray,
Published:	Lanham, Maryland :Rowman & Littlefield, : 2023.,
Description:	1 online resource.
[NT 15003449]:	The instructional leader as an equity leader -- Part I. Addressing the feedback loop problem in US schools -- Shifting feedback from hierarchical to helpful -- Liberating ourselves from prepackaged systems -- Learning to engage in a community of culturally responsive instructors (CCRI) -- Part II. Developing a team of inclusive instructional leaders -- Being intentional about representation -- Working together to determine what culturally responsive instructional supervision looks like -- Establishing a plan of action when instruction is not inclusive -- Part III. Supporting ongoing growth and development of culturally responsive instruction -- Growth starts with the self -- Learning to grow with critical colleagues -- Using peer-led classroom observations to drive equitable outcomes -- Conclusion : signaling a shift in where we must go.
Subject:	Educational equalization - United States. -
Online resource:	https://portal.igpublish.com/iglibrary/search/ROWMANB0029398.html
ISBN:	9781475872279

Making a difference = instructional leadership that drives self-reflection and values the expertise of teachers /
Mette, Ian M.

Making a differenceinstructional leadership that drives self-reflection and values the expertise of teachers /[electronic resource] :Ian M. Mette, Dwayne Ray Cormier, Yanira Oliveras. - 1st ed. - Lanham, Maryland :Rowman & Littlefield,2023. - 1 online resource.

Includes bibliographical references.

The instructional leader as an equity leader -- Part I. Addressing the feedback loop problem in US schools -- Shifting feedback from hierarchical to helpful -- Liberating ourselves from prepackaged systems -- Learning to engage in a community of culturally responsive instructors (CCRI) -- Part II. Developing a team of inclusive instructional leaders -- Being intentional about representation -- Working together to determine what culturally responsive instructional supervision looks like -- Establishing a plan of action when instruction is not inclusive -- Part III. Supporting ongoing growth and development of culturally responsive instruction -- Growth starts with the self -- Learning to grow with critical colleagues -- Using peer-led classroom observations to drive equitable outcomes -- Conclusion : signaling a shift in where we must go.

Access restricted to authorized users and institutions.

"Supervision frameworks tend to lack the ability to identify, address, and provide feedback about how racial, cultural, and socioeconomic factors contribute to the sociocultural gap that so often exists between teachers and students in the US. To accomplish this, however, a more culturally responsive system of instructional feedback will need to support educators to consider how students who are minoritized, marginalized, and otherized in the US see themselves as belonging to a democratic US society"--

Mode of access: World Wide Web.

ISBN: 9781475872279

LCCN: 2023023999Subjects--Topical Terms:

517429
Educational equalization
--United States.

LC Class. No.: LC213.2

Dewey Class. No.: 379.2/60973

Making a difference = instructional leadership that drives self-reflection and values the expertise of teachers /
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245 1 0 $a Making a difference $h [electronic resource] : $b instructional leadership that drives self-reflection and values the expertise of teachers / $c Ian M. Mette, Dwayne Ray Cormier, Yanira Oliveras.
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260 $a Lanham, Maryland : $b Rowman & Littlefield, $c 2023.
300 $a 1 online resource.
504 $a Includes bibliographical references.
505 0 $a The instructional leader as an equity leader -- Part I. Addressing the feedback loop problem in US schools -- Shifting feedback from hierarchical to helpful -- Liberating ourselves from prepackaged systems -- Learning to engage in a community of culturally responsive instructors (CCRI) -- Part II. Developing a team of inclusive instructional leaders -- Being intentional about representation -- Working together to determine what culturally responsive instructional supervision looks like -- Establishing a plan of action when instruction is not inclusive -- Part III. Supporting ongoing growth and development of culturally responsive instruction -- Growth starts with the self -- Learning to grow with critical colleagues -- Using peer-led classroom observations to drive equitable outcomes -- Conclusion : signaling a shift in where we must go.
506 $a Access restricted to authorized users and institutions.
520 $a "Supervision frameworks tend to lack the ability to identify, address, and provide feedback about how racial, cultural, and socioeconomic factors contribute to the sociocultural gap that so often exists between teachers and students in the US. To accomplish this, however, a more culturally responsive system of instructional feedback will need to support educators to consider how students who are minoritized, marginalized, and otherized in the US see themselves as belonging to a democratic US society"-- $c Provided by publisher.
538 $a Mode of access: World Wide Web.
588 $a Description based on print version record and CIP data provided by publisher.
650 0 $a Educational equalization $z United States. $3 517429
650 0 $a Culturally relevant pedagogy $z United States. $3 2184589
650 0 $a Minorities $x Education $z United States. $3 517431
650 0 $a Educational leadership $z United States. $3 524904
700 1 $a Cormier, Dwayne Ray, $d 1980- $3 3730847
700 1 $a Oliveras, Yanira, $d 1972- $3 3730848
856 4 0 $u https://portal.igpublish.com/iglibrary/search/ROWMANB0029398.html