SOCIAL JUSTICE WARRIORS: COACHING TEACHERS TO ENACT CULTURALLY RESPONSIVE PEDAGOGY

Abstract

This project centered on culturally and linguistically responsive pedagogy (CLRP) with the intention of increasing opportunities for rigorous academic discourse in middle school humanities classrooms. In collaboration with a team of a co-practitioner-researchers composed of three teachers, an instructional coach, and an administrator, my goal was to examine how we could adapt culturally and linguistically responsive practices to increase academic rigor. The teachers believed culturally responsive teaching is social justice teaching, and they created opportunities to empower students by cultivating relationships with students and adapting curriculum content; however, as committed social justice educators, they did not consistently use pedagogical practices that represented high cognitive demand. Through three cycles of inquiry, their pedagogical approaches improved by (a) participating in a community of practice (CoP) that supported the conditions for adult learning and (b) engaging in a dynamic coaching model that utilized evidence-based classroom observation to guide conversations. As a result, teachers shifted their pedagogical practices toward higher cognitive demand. I present a framework for change in teacher practice that requires focused professional learning incubated in a community of practice (CoP) that is supported with coaching. As practice communities focused on improving the outcomes for vulnerable students and addressing the opportunity gap, we need evidence of how teachers who espouse social justice principles actually enact their principles pedagogically in the classrooms. The findings from this study provide valuable insights into how strong relationships with students and a belief in the power of student voice can lead teachers to higher expectations and cognitive rigor.