The purpose of this study was to determine whether and to what degree textbooks are preparing aspiring principals as culturally responsive instructional supervisors. After evaluating multiple textbooks against selection criteria, SuperVision and Instructional Leadership: A Developmental Approach, was identified as the study’s unit of analysis. An audit of the subject index was conducted to answer: How are culturally responsive instructional supervision competencies addressed in this leading supervision textbook? Findings revealed content related to cultural responsiveness was concentrated in a chapter at the back of the textbook and the clinical supervision cycle, a powerful means of changing instructional practices (Gordon, 2016; Grissom et al., 2021), was all but devoid of references to culture. As future and current school leaders prepare to supervise a still predominantly White teacher population, with the aim of instructional improvement for an even more diverse student population, the need for supervision that is culturally centered is imperative.
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Guerra, P. L., Baker, A. M., & Cotman, A. (2022). Instructional Supervision: Is it Culturally Responsive? A Textbook Analysis. Journal of Educational Supervision, 5 (1). https://doi.org/10.31045/jes.5.1.1
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