Intentionality in facilitating shifts towards equity : an intrinsic case study of instructional leaders supporting implementation of culturally responsive teaching

Abstract

This intrinsic case study using interviews, a focus group, document analysis, and observation explored the impact of utilizing the 6Ms Framework, a locally developed instructional tool for implementing culturally responsive strategies, as a means of facilitating pedagogical shifts towards culturally responsive teaching (CRT) in an elementary context. Using the 6Ms Framework as a lens, this study explicitly examined the academic gaps between Black and non-Black elementary students in a school district within the southeastern United States. The perspectives of instructional leaders, including coaches and teacher leaders, were examined based on their use of or support of the 6Ms and CRT. Findings point to how intentional planning of culturally responsive lessons fosters educational equity for marginalized learners; studentcentered instructional practices lead to bridging gaps for diverse students; and engaging in the 6Ms facilitates shifts toward culturally responsive pedagogy for educators.