P-20 EDUCATIONAL LEADERSHIP: FACILITATING CULTURALLY RESPONSIVE PRESERVICE TEACHER AND ...

Описание: P-20 EDUCATIONAL LEADERSHIP: FACILITATING CULTURALLY RESPONSIVE
PRESERVICE TEACHER AND INSTRUCTIONAL LEADERSHIP PRACTICES
Christopher Dignam, Governors State University, United States of America / Lisa Pennington, Governors State University, United States of America

(Presented at the International Conference on Humanities, Social and Education Sciences (IHSES) which took place on April 16-19, 2024, in San Francisco, CA, USA (https://www.2024.ihses.net/) and at the International Conference on Life Sciences, Engineering and Technology (ILSET) (https://www.2024.ilset.net/) (https://www.2024.ictels.net/) organized by the International Society for Technology, Education and Science (ISTES) http://www.istes.org).

It is imperative that educators at all levels are prepared to work with, sensitive to the needs of, and able to support students from diverse backgrounds. Districts, states, and universities have approached the need for culturally responsive education in myriad ways. The state of Illinois has implemented the Culturally Responsive Teaching and Leading Standards (CRTL), which provide guidance for ensuring students’ cultural identities are represented through teaching practices and instructional delivery in the classroom. Schools within Illinois are expected to fully implement these standards for educators by 2025. In this workshop, we will consider how the CRTL standards, and others like it, can provide guidance for preparing educators at a variety of levels to be more culturally responsive to their students. We will share resources, strategies, and implementation and evaluation suggestions for preparing pre-service classroom teachers, principal interns, and practicing principals and superintendents with strategies and skills to ensure the diversity of student populations are equitably recognized in pk12 classrooms. This is an important topic for higher education faculty to consider, as it prepares preservice teachers, practicing teachers, developing administrators, and educational leaders with asset-based mindset skills to affirm culturally relevant learning for students of all backgrounds. Consequently, higher education program leaders must embed culturally responsive teaching and leading standards not only within course objectives throughout teacher, principal, and superintendent programs of study, but also as throughout each candidate’s practicum to ensure candidates engage in and memorialize clinical CRTL experiences during the intern process. Through hands-on activities and group discussion, this workshop will provide participants with tools and resources to support educators, and ultimately students, so all learners are affirmed, feel heard, feel recognized, and that they belong.