JOURNAL ARTICLE

Prioritizing Equitable Mathematics Teaching Practices: A Case for Culturally Responsive Instructional Supervision.

  • Published In: Journal of Cases in Educational Leadership, 2024, v. 27, n. 3. P. 13 1 of 3

  • Database: Education Source Ultimate 2 of 3

  • Authored By: Lund, Camille M. 3 of 3

Abstract

This article focuses on culturally responsive instructional supervision (CRIS) as a critical approach to promoting equity in mathematics teaching. It presents a fictional case study of a fifth-grade team, their principal, and instructional coach at West Pines Elementary School who conduct a discourse analysis of their math lessons to identify and address racial inequities in student participation and teacher responses. The case highlights challenges faced by educators, including limited training in equitable practices and district-level resistance, while emphasizing the need for ongoing professional development and culturally responsive leadership to support teachers in creating inclusive mathematics classrooms. The article also discusses the gaps in principal preparation programs regarding CRIS and underscores the importance of sustained, equity-focused supervision to improve educational outcomes for Black, Indigenous, and People of Color (BIPOC) students.

Additional Information

  • Source:Journal of Cases in Educational Leadership. 2024/09, Vol. 27, Issue 3, p13
  • Document Type:Article
  • Subject Area:Education
  • Publication Date:2024
  • ISSN:15554589
  • DOI:10.1177/15554589231223734
  • Accession Number:179108033
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