"This practical book is for instructional leaders who want to embrace their role as equity leaders and actively work to dismantle harmful educational practices. It shows how to establish diverse and representative supervision teams that provide formative feedback to support teachers on their journey toward becoming culturally responsive practitioners"--

This book responds to the urgent need for instructional practices that recognize student diversity and cultural backgrounds as valuable assets. As the United States continues to grapple with policies that promote culturally dominant ideologies, the opportunity gaps continue to widen for minoritized, marginalized, and otherized PK–12 students. This timely book provides a comprehensive developmental framework for implementing Culturally Responsive Instructional Supervision that fosters an educational environment that disrupts the culture of white supremacy, promotes a sense of belonging, and achieves culturally appropriate instructional outcomes for all learners. The authors show educators how to establish diverse and representative supervision teams that provide formative feedback and promote self-reflection. Schools can use this book to effectively observe, assess, and support teachers on their journey toward becoming culturally responsive practitioners. Book Features: Encourages instructional leaders to embrace their role as equity leaders and actively work to dismantle harmful educational practices. Offers strategies focused on the strengths and assets children bring to school every day, instead of the deficit-oriented perspectives reinforced by the accountability movement. Centers sociocultural identities as the key factor to providing feedback to teachers about culturally responsive practices, while maintaining rigorous expectations for student learning and academic outcomes. Includes the foundations, practical approaches, and examples of praxis for the implementation of Culturally Responsive Instructional Supervision.

A practical guide to becoming an instructional leader Updated to reflect changes and advances in the supervision of teachers, this highly respected text provides a comprehensive overview of the field of instructional supervision, including instructional development, curriculum development, and staff development. Throughout, the authors emphasize practice, particularly the supervisor's responsibilities as instructional leader.

This is the first book to integrate cultural influences into cognitive-behavioral therapy (CBT). This engagingly written volume describes the application of CBT with people of diverse cultures and discusses how therapists can refine cognitive-behavioral therapy to increase its effectiveness with clients of many cultures.

This practical book provides clear, hands-on guidance for supervising teachers and encouraging professional growth. It presents a widely accepted and flexible model of clinical supervision as well as research-based and field-tested strategies.

Many universities in the UK, USA, Canada, Australia and New Zealand have come to rely heavily on the fees received from postgraduate research students who come from non-English speaking backgrounds (NESB). These students make huge adaptations: to another language, an alien culture, and a different tradition of learning. They may suffer acute loneliness, confusion about cultural norms in the host country and, in consequence, their study may suffer.

A practical guide to improving classroom instruction, this book is based on tested strategies & techniques. The aim is to assist readers to develop their own platforms with the use of summary sheets & observation charts.

Annotation Explores how conceptions of curriculum and supervision exert a substantial impact upon school practice.

Based on a comprehensive description of how instructional supervision is actually practised and how it affects teachers, the authors′ research shows effective instructional supervision to have such positive impacts on teaching and learning (and the lack of it to have such negative impacts) that no-one who reads this book will be able to justify the relegation of instructional leadership to the margins of educational administration.