Abstract
This case was written for practitioners and researchers to help educators engage in the important work of providing culturally responsive instructional supervision within the U.S. education system. Through the intersection of culturally responsive teaching and culturally responsive school leadership, formative feedback about instruction can focus on the role privileged sociocultural identities have on learning, teaching, as well as receiving and providing feedback about instructional practices. However, there are highly organized efforts in U.S. society to disrupt these efforts in education systems. Teachers, administrators, and faculty members in educational leadership preparation programs can use this case to examine how education is neither ahistorical nor apolitical, and the work yet to be accomplished to implement culturally responsive instructional practices within the schoolhouse.
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