Semiotic Analysis of a Foundational Textbook Used Widely Across Educational Supervision

Culturally Responsive Instructional Supervision: Challenging Privilege in U.S. Education Systems

“…Through the development of critical consciousness of (Freire, 1970;Waite, 2021aWaite, , 2021b, culturally responsive instructional supervision supports the delivery of formative feedback that focuses on addressing sociocultural gaps and how educators can create liberatory instructional practices to confront inequitable outcomes (Mette et al, 2023). In addition, by leveraging the expertise of educators throughout a school building, principals can develop an intentionally representative supervision team reflective of various sociocultural identities to expedite the development of cultural proficiency (Cormier & Pandey, 2021), something that is not reflected in traditional instructional supervision models (Baker et al, in press;Guerra et al, 2022). Not only does this flatten the traditional hierarchy of most instructional supervision models (i.e., the principal is the overseer of knowledge) but it also frees supervision from plantation practices and traditions that have been baked into education systems (Squire et al, 2018).…”