Culturally Responsive Leadership: Plan for Diverse School Challenges

This report addresses the challenge faced by a school principal in representing students from diverse cultures and the parental concerns about curriculum representation. It proposes a Culturally Responsive Leadership (CRL) plan focusing on inclusive leadership, understanding ethnocentrism and heterosexism, and incorporating social justice frameworks in educational policies. The plan emphasizes skill development, particularly in comprehending diverse cultural forces, and implementing evidence-based strategies to address inequities. It draws on the framework intersection to highlight the need for curriculum skills and knowledge about culturally diverse students. The report concludes with a CRL plan that includes identifying problems, devising strategies, and implementing practices to promote cultural diversity representation, emphasizing the importance of culturally responsive leadership in resolving issues in diverse school settings. Desklib provides access to past papers and solved assignments for students.

Running head: LEADERSHIP
Leadership
Name of the Student-
Name of the University-
Author note-

1LEADERSHIP
Introduction
Linda Gomes, a fifth year principal at a reputed secondary school faces the challenge of
the representation of the students belonging to diverse cultures. The parents have also
complained about the lack of representation in the curriculum. In order to resolve the situation,
this paper will endeavor to develop a Culturally Responsive Leadership Plan. This paper will
also strive to suggest measures for her to adopt to enhance her leadership skills.
Leaders’ Development
In order to collate the values and beliefs and generate critical consciousness, it is
important for school leaders to imbibe the various ideologies related to the amalgamation of
diverse cultures in schools. Leaders of culturally diverse schools must focus on inclusive
leadership to know about the various aspects of the school (Theoharis & Scanlan, 2015). In order
to develop deeper understanding of the various issues such as ethnocentrism, racism and nuances
of heterosexism, the school leaders need to get acquainted with these issues to get rid of the
inequalities (Khalifa, Gooden& Davis, 2016). In order to exercise inclusive leadership in the case
of communities, it is necessary to be well conversant with the myriad sexual orientations.
Understanding of privilege and ethnocentrism by the leaders can be achieved by learning about
the prevalent cases.
Educational Policy
The aspect of sex education in school curriculum can also be viewed in terms of the
aspect of social justice. School principals or leaders might understand this policy through the
social justice framework because sex education in the curriculum will help in understanding the

2LEADERSHIP
various social factors. The social framework can help principals in understanding the social
aspects of sex that need to be just for all.
Skill Development
One of the most important characteristics of a leader is the presence of appropriate skills
(Okçu, 2014). Developing the inherent skills are most important for the future sustenance and
maintenance of cohesion in the culturally diverse school. Although there are various methods
through the leaders can develop their skills, drawing on my experience, I can mention that the
school leaders and principals need to inculcate the skill of comprehending and collating the
diverse cultural forces.
Framework Intersection
In this context, the framework intersection propounded by Capper is relevant. Evidence
can be seen in the case of curriculum about skills. There is a lack of proper evidence based
implementation (Capper, Theoharis & Sebastian, 2015).
Difficulty
The strategy of curriculum about knowledge is difficult to implement because this
includes evidence based implementation of theories and strategies. It also encompasses second
language learning.
Strategy
As a leader, I would like to adopt the strategy of developing the curriculum skills that
helps in implementing evidence based strategies and deleting inequities. I would suggest
leadership team to implement these strategies.

3LEADERSHIP
Convergence
Both Capper and Beachum emphasize on the ability of educators to inculcate skills and
knowledge about the culturally diverse students to reduce inequality (Beachum, 2011).
Changes
Innumerable changes have taken place in the context of leadership in Ontario. Given the
challenging scenario, the government of Ontario had decided to educate the educational leaders
(Edu.gov.on.ca, 2019). Programs are arranged for the education of the leaders.
CRL Plan
The CRL plan for Linda Gomes is chiefly based on the above-mentioned ideas. The ideas
propounded by the two authors can be applied to generate a culturally responsive plan. The CRL
plan will begin with the following processes.
 Identification of the problem: By relying on evidence, Linda must identify the problems
associated with diverse cultures.
 Devising Strategies: Finding the solution to the problems by devising strategies such as
developing skills and curriculum about knowledge.
 Leading by implementing practices: To develop efficient leadership, Linda needs to
implement the strategies and measures to enable the representation of cultural diversity.
Conclusion
After analyzing the above-discussed ideas, it can be mentioned that culturally responsive
leadership is an important aspect related to school leadership. It can also be concluded that
problems can be resolved by adopting measures.

4LEADERSHIP
References
Beachum, F. (2011). Culturally relevant leadership for complex 21st century school
contexts. The Sage handbook of educational leadership, 26-35.
Capper, C. A., Theoharis, G., & Sebastian, J. (2006). Toward a framework for preparing leaders
for social justice. Journal of Educational Administration, 44(3), 209-224. DOI:
10.1108/09578230610664814
Theoharis, G., & Scanlan, M. (2015). Leadership for increasingly diverse schools. Routledge.
Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally responsive school leadership: A
synthesis of the literature. Review of Educational Research, 86(4), 1272-1 DOI:
10.3102/0034654316630383
Edu.gov.on.ca. (2019). Leadership Development: Institute for Education Leadership. Retrieved
from http://www.edu.gov.on.ca/eng/policyfunding/leadership/institute.html
Okçu, V. (2014). Relation between Secondary School Administrators' Transformational and
Transactional Leadership Style and Skills to Diversity Management in the
School. Educational Sciences: Theory and Practice, 14(6), 2162-2174. DOI:
10.12738/estp.2014.6.2128