Culturally Responsive Leadership: Fostering a Shared Vision of Culturally Responsive Teaching for Learners of English as an Additional Language

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Deligianis, Anna
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Schools in Alberta are becoming increasingly diverse, leaving teachers feeling unprepared with how to best support students. Given the persistence of these challenges and the increasing population of students who are English as an Additional Language (EAL) the aim of this study was to determine ways in which leaders can lead a culturally responsive school. To begin to support this diverse group of students, leaders must lead culturally responsive schools to meet the needs of all learners and help build a sense of belonging for students. To achieve this, researchers have identified that educational leaders must support their teachers with professional learning to implement and sustain culturally responsive teaching practices and promote a culturally responsive school culture. This capstone study provides a review of the literature regarding what Culturally Responsive Teaching (CRT) is and how it both impacts students' learning and helps build a sense of belonging for students. From a leadership perspective, this capstone study focuses on how leaders can foster a shared vision for culturally responsive schools and what their role is in supporting teachers in self-reflection and professional development in CRT. Implementation of these strategies promote the academic achievement of EAL students by helping them feel engaged and motivated to learn. Following the literature review, recommendations are provided to suggest strategies school leaders can implement to promote a culturally responsive school culture that helps bridge the gap for EAL learners.
educational leadership , culturally responsive leadership , culturally responsive teaching , culturally responsive schools , student achievement , ELL , ESL , unconscious bias , sense of belonging , shared vision , professional development , change agents , collaborative learning , trust
Attribution-NonCommercial-NoDerivs 3.0 United States , openAccess