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Cultural Proficiency: The Necessary Link To Family Engagement, Corinne Brion
Cultural Proficiency: The Necessary Link To Family Engagement, Corinne Brion
Educational Leadership Faculty Publications
Although family engagement is crucial to student and community outcomes, schools often alienate families who are not part of the dominant culture. As a result, school leaders need to become culturally proficient to systematically engage all families equitably regardless of their race, ethnicity, socioeconomic status and other cultural identifiers. This teaching case study raises issues related to cultural proficiency and family engagement. To help current and future educational leaders foster family engagement, I provide a cultural proficiency for family and community engagement framework. I also pose questions designed to trigger conversations and find practical solutions related to equitable family engagement.
Using A Culturally Proficient Leadership Lens To Effectively Serve Refugee Students, Corinne Brion
Using A Culturally Proficient Leadership Lens To Effectively Serve Refugee Students, Corinne Brion
Educational Leadership Faculty Publications
This teaching case study takes place in an American middle school and tells the story of Dorah, a refugee student from the Republic of Congo who experienced severe trauma. At Lincoln Middle School, the principal and her teachers encounter difficulties serving their refugee students adequately because of their lack of cultural proficiency. This case aims to help leaders in diverse contexts understand how to embrace and advocate for different cultures, beliefs, and norms to increase the cultural wealth of their communities. To achieve this goal, I provide a cultural proficiency model and a trauma-invested framework.
Trauma-Informed Leadership, Corinne Brion
Trauma-Informed Leadership, Corinne Brion
Educational Leadership Faculty Publications
According to recent data, over 34 million students have experienced at least one or more types of serious childhood trauma. As a result, current and prospective school leaders urgently need to develop trauma-driven skills and abilities in order to create safe schools for all students and raise academic outcomes. This teaching case study raises issues related to trauma experienced among students and its impact on students and school improvement. The author discusses one case in a fictitious district that is representative of the kind of traumas many other American schools face. I also provide additional resources for practitioners.
The Use Of Culturally Proficient Professional Development To Enhance Learning Transfer, Corinne Brion
The Use Of Culturally Proficient Professional Development To Enhance Learning Transfer, Corinne Brion
Educational Leadership Faculty Publications
The National Staff Development Council recommends that principals devote 10% of the school budget and 25% of teacher time to professional development (PD). While PD requires time, it is crucial that the time be organized, carefully structured, and purposefully led to avoid the waste of human and financial resources. Despite the millions of dollars spent on professional development nationally, student learning outcomes continue to stagnate or dwindle, discipline issues continue to skyrocket, and teacher moral plummets. This may be due, in part, to leaders paying little attention to learning transfer. Culture plays a key role in one’s ability to learn …
Changing Cultural Norms Through Educational Leadership: Voices From Ghanaian Women Principals, Corinne Brion, A. Ampah-Mensah
Changing Cultural Norms Through Educational Leadership: Voices From Ghanaian Women Principals, Corinne Brion, A. Ampah-Mensah
Educational Leadership Faculty Publications
The purpose of this phenomenology study was to understand the experiences of women principals located in Komenda Edina Eguafo Abrem (KEEA) district of the Central Region of Ghana, a patriarchal and traditional society. Specifically, this study examined how cultural factors positively or negatively influenced women access to the principal role and influenced their leadership experiences. Using Hofstede et al.’s (2010) six dimensions of national culture as a conceptual framework, this study elucidates the experiences of 12 women school leaders. Findings revealed that these women navigated cultural norms and beliefs in order to exercise their own leadership style and pursue their …