Culturally Responsive Leadership: A Culturally Responsive Cognitive Coaching Approach. Elizabeth B. Kozleski January 6 & 7, 2010. The Agenda. Coaching is Part of a Learning, Improving Culturally Responsive System Culturally Responsive Leadership – Essential for 21 st Century
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Culturally Responsive Leadership: A Culturally Responsive Cognitive Coaching Approach
Elizabeth B. Kozleski
January 6 & 7, 2010
Coaching is Part of a Learning, Improving Culturally Responsive System
Why this kind of coaching?
School leaders often engage in coaching in order to respond to a problem or react to a specific incident.
These kinds of conversations are necessary to manage school operations, but they do not address the type of “deep change” necessary to transform school practices to be inclusive of all students. 1
1Marzano, R. J., Walters, T. & McNulty, B.A. (2005). School Leadership that Works. Alexandria, VA: Association for Supervision and Curriculum Development.
Third Space Dialogue
Cultural Historical Activity Theory
Learning scientists concur:
Deeper conceptual understanding comes from active participation in one’s own learning
the identity of others – recognize boundaries and allow differences to be accepted.
Integrate diverse strengths to create more inclusive options
Understanding that one point of view need not dominate or exclude diverse points of view.
From Understanding Cultural Contributions to
Action for Equity
What people bring
The work people
The Institutional Culture
The Culture We Create
Components of a Coaching Conversation
Contextual prompts reveal underlying beliefs and cultural practices of a school that afford and/or constrain culturally responsive practices.
Technical coaching conversations support coachees in solving specific and direct problems of practice in their schools.
Critical prompts guide the coachee to examine underlying beliefs and practices that maintain and sustain the status quo in power and privilege and the coachee’s role in that process.
The significant problems we face cannot be solved at the same level of thinking we were at when we created them. – Albert Einstein
Contextual coaching conversations help to make school culture transparent
We don’t see things as they are, we see them as we are. – Anaïs Nin
dialogues examine power and privilege, who benefits from school practices, and how to bring students who have been marginalized into the “center” of school culture
activities to initiate change
He who cannot change the very fabric of his thought will never be able to change reality, and will, therefore, never make any progress. – Anwar Sadat
How are divergent viewpoints honored and shared in your staff culture?
In what ways are your IEP meetings structured to encourage team discussion and sharing of ideas?
In what ways do you consciously infuse awareness of power and privilege in your team discussions?
Coaching for Culturally Responsive Practices includes . . .
establishing cognitive, reflective frameworks for action . . .
Developing a culturally responsive ThirdSpace . . .
where you can work together to target equity outcomes!
Collaborate to create shared expectations of collaboration, participation, and differentiated instruction
Use ThirdSpace to develop a shared understanding of inclusive practice
Use cognitive strategies to help others broaden their perspectives
Don’t spend all of your time in a problem-solving space!
If there is any great secret of success in life, it lies in the ability to put yourself in the other person’ s place and to see things from his point of view as well as your own. – Henry Ford