Short Title

Cultivating CRSL Capacity for Marginalized Students and Student Groups


teacher development, English language learner, special education, instructional coaching, equity


The purpose of this qualitative content analysis was to explore the impact of the instructional coaching model that was conducted over three years during a job-embedded principal preparation residency program.  This study revealed how instructional coaching relationships used culturally responsive leadership to improve teaching practices and advance student outcomes for marginalized students and student groups, specifically addressing English Language Learners and Special Education students.



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