Sharing Culturally Responsive Leadership Practices

Description of the Leaders

            In this evaluation of change leadership, two leaders were interviewed. Their ideas and perspectives identified the culturally responsive education prices, advocating practices, effectiveness evaluation, and its integration with culturally leadership theories. One of the leaders is from the university, heading the faculty of social sciences, while the other leader is a training section leader in the ministry of education.

            The faculty leader is in charge of education, where social sciences are concerned. In collaboration with the entire university board, he is mandated to develop curriculum and other educational programs that would advance student knowledge and expertise in their field of study. He directs research in the faculty and seeks to integrate new policies with the university’s goals and co-values. Overall, he aims to enhance excellence and performance within the faculty.

            The next leader in the training section in the ministry of education must coordinate with tech experts to enhance compositions for engagements with schools and universities. She is mandated to improve motivation for innovation and creativity in the department to ensure that the processes used are up to date with technology and that monitoring the curriculum and educational programs is conducted effectively.

Summary of Responses

First leader: The faculty leader admitted that they seek to advance culturally responsive teaching programs in their curriculum. This is done by using culturally-aware teachers as facilitators. Also, student-centered instruction is adopted, where communication of high expectations is done. As a result, it ignites positive perspectives on parents and families of those students. Therefore, this improves communities to better levels.


Second Leader: The section leader at the ministry of education understood that their actions have continuously influenced cultural behavior, primarily due to the change of access to information. Therefore, in reshaping this phase, the leader has adopted training programs for management trainees and entry-level employees to monitor programs offered in schools in collaboration with the entire fraternity.

            According to the faculty leader, the university has successfully integrated diversity considerations into the curriculum, realizing that students come from different backgrounds. Therefore, there is an open forum where students from diverse backgrounds submit their opinions on what should change or improved. However, some of the students do not entirely fit in the curriculums they have adopted over time. Nevertheless, the faculty director noted that it is a learning process. They try to obtain maximum feedback from students on learning styles and approaches they think would enhance their personal and educational outcomes. One of the recommendations is to create a system that accounts for language differences, inclusive curriculum designs, and which addresses biases in the university (Vincent et al., 2011)

            The section leader at the ministry of education understands that teamwork was needed for the trainees to become production. Therefore, each team member was put in diverse sub-teams where they could contribute their beliefs and knowledge. Some of the recommendations to address the issues raised would be to adopt practical communication skills to bridge the culture gap (Poulsen, 2017). Also, benchmarking with foreign workers in similar occupations is crucial. Additionally, the practice of good manners would enhance teamwork and team development.

            As a change leader, the cultural context and challenges expressed from these two scenarios will help me find better ways to integrate leadership and culture. I have learned that gaps in cultural inclusion must exist in most institutions. Therefore, having problem-solving skills and a non-bias nature is an effective way of leadership.


Poulsen, S. S. (2017). Expanding conversations about cultural responsiveness in supervision. In Creating Cultural Safety in Couple and Family Therapy (pp. 23-32). Springer, Cham.

Vincent, C. G., Randall, C., Cartledge, G., Tobin, T. J., & Swain-Bradway, J. (2011). Toward a conceptual integration of cultural responsiveness and school-wide positive behavior support. Journal of Positive Behavior Interventions13(4), 219-229.