Relearning to Lead: Culturally Responsive Leadership in Changing Suburban Schools

Abstract

Demographics of suburban schools are shifting from predominantly White families to include more individuals and families of color, immigrants, and those who are economically vulnerable (Diamond & Posey-Maddox, 2020). In order to lead their changing communities in pursuit of equity, school administrators need support and guidance to recognize the needs of staff, students and families, to develop anti-biased school environments (Boykin & Noguera, 2011; Goff et al., 2014; Welton et al., 2018). Through engaging in coaching cycles that allow for intentional goal setting, ongoing reflection, and opportunities to refine practice, the purpose of this qualitative case study is to explore the extent to which job-embedded learning through coaching cycles promotes shifts for school administrators in developing greater culturally responsive leadership practices (Banwo et al., 2021). Volunteer principals and assistant principals in a metropolitan suburban K-8 school district participated in ongoing coaching sessions where their beliefs and actions were documented through interviews and individual surveys on their experience with goal setting, actions and reflection. Considerations on how Whiteness and differing coaching models impact the process of leadership development are also reviewed. Through coaching cycles that promote intention and reflection, the hope is to determine if coaching cycles can facilitate opportunities for school administrators to refine their skills of Cultural Responsiveness Leadership practices (Banwo et al., 2021) that support creating more equitable school environments.