The Culturally Proficient School: An Implementation Guide for School Leaders by
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ISBN-13:9781452258386
Book Title:The Culturally Proficient School
Number of Pages:200 Pages
Language:English
Publication Name:The Culturally Proficient School: an Implementation Guide for School Leaders
Publisher:Sage Publications Inc
Publication Year:2013
Subject:Strategy
Item Height:254 mm
Item Weight:420 g
Type:Textbook
Author:Randall B. Lindsey, Laraine M. Roberts, Franklin L. Campbelljones
Item Width:177 mm
Format:Paperback
The Culturally Proficient School by Randall B. Lindsey, Laraine M. Roberts, Franklin CampbellJones New content abounds in this fully updated second edition of the influential work on improving the learning experience by valuing student diversity and cultural dignity. FORMAT Paperback LANGUAGE English CONDITION Brand New Publisher Description The first edition of The Culturally Proficient School was designed as a brief guide for school leaders on implementing the principles and practices of Cultural Proficiency at the building level. Unlike the Lindseys first book, Cultural Proficiency: A Manual for School Leaders, which is summative in nature, this book was meant to be more how-to. The authors describe it as a handbook for building level leaders (including teacher leaders) who are seeking opportunities to have meaningful conversations about developing culturally proficient practices. It was also assumed that the majority of readers of The Culturally Proficient School had already read Cultural Proficiency: A Manual for School Leaders. The first edition (and proposed second edition) incorporate many of the hallmark features of other titles in the CP series including a running (composite) case study and numerous reflective prompts. The book is lighter on foundational material such as historical background and heavier on skills, e.g., a full chapter on the Art and Science of Conversation. This second edition is designed to bring forward the authors latest learning about individual and institutional efforts to close access and achievement gaps. It will include the Cultural Proficiency Framework — a more recent conceptual model that the authors have used in their latest publications. It will also include the most up-to-date version of the Guiding Principles of Cultural Proficiency (from 5 to 9 principles), new material on the art and science of conversation and its critical importance in the health of organizations, and significant updating to the running case study to better reflect the current accountability climate and new trends in policy and practice. Flap The groundbreaking guide to cultural proficiency in schools, updated to meet todays challenges. Author Biography Randall B. Lindsey is Emeritus Professor at California State University, Los Angeles. He has served as a teacher, an administrator, executive director of a non-profit corporation, as Interim Dean at California Lutheran University, as Distinguished Educator in Residence at Pepperdine University, and as Chair of the Education Department at the University of Redlands. Prior to that he served for seventeen years at California State University, Los Angeles in the Division of Administration and Counseling. All of Randys experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings. His Ph.D. is in Educational Leadership from Georgia State University, his Master of Arts in Teaching is in History Education from the University of Illinois, and his B.S. in Social Science Education is from Western Illinois University. He has served as a junior high school and high school teacher and as an administrator in charge of school desegregation efforts. At Cal State, L.A. he served as Chair of the Division of Administration and Counseling and as Director of the Regional Assistance Centers for Educational Equity, a regional race desegregation assistance center. With co-authors he has written several books and articles on Cultural Proficiency. Most recent publication is The Cultural Proficiency Manifesto: Finding Clarity Amidst the Noise. Laraine M. Roberts, EdD, is Senior Research Associate at WestEd in San Francisco. Her work centers on educational leadership, organizational culture, and school and district development and im-provement. In addition to leading educational research projects, she designs and facilitates leadership development programs for superintendents, district administrators, and school principals. In all her work, her goal is to influence changes within the structures of schools and the practices of educators that result in meaningful learning experiences and academic success for all students. Her experiences as an educator include classroom teaching, school and district administration, professional development, curriculum development, and university teaching. Franklin CampbellJones is associate professor of education leadership at Rowan University in Glassboro, New Jersey. He completed six years as a tenured faculty member of education leadership at California State University, Los Angeles. He is a national and international facilitator of organization learning and diversity. His 30-year service in education includes tenure as a high school social science teacher, school administrator, and project director for the State of California. Table of Contents Forewords 1st edition– Flora Ida Ortiz 2nd edition– Sid SalazarAcknowledgmentsAbout the AuthorsIntroductionI. Cultural Proficiency and the Achievement Gap1. Culture Frames Achievement Gaps Getting Centered Cultural Proficiency Manages Change Our Invitation to You: From NCLB to Common Core The Why of This Book2. The Importance of Culturally Proficient Leadership The Case: Maple View Maple View School District Maple View: The People Leadership Action That Matters Invitation: Assess Your Receptivity Cultural Proficiency Receptivity Scale Going DeeperII. The Tools of Cultural Proficiency: An Inside-Out Change Process The Conceptual Framework is a Guide3. Overcoming Self-Imposed Barriers to Moral Leadership Getting Centered Maple View Discovers What it Cares About Entitlement and Privilege as Education History Transformative Leadership Facing Entitlement: The Conundrum of Anger, Guilt or Confidence Reflections on Entitlement: A Pine Hills Elementary School Conversation Reflections on Entitlement: Oppression, Entitlement, or Self-Determination and Personal Responsibility? Self Determination and Personal Responsibility: From Feelings to Action4. Cultural Proficiency in Practice: The Guiding Principles Sam Brewer: The Making of a Culturally Proficient Practice Mobilizing Communities to Make Progress – Without Easy Answers The Guiding Principles of Culturally Proficient Leadership Focus on Assets, Overcome Barriers Core Value Expressions in Maple View School District Applying Guiding Principles to Your Practice5. The Cultural Proficiency Continuum: Changing the Conversation Cultural Proficiency: A Transformative Approach Return to Maple View6. The Essential Elements as Standards of Leadership Behavior Tolerance for Diversity vs. Transformation for Equity Pine Hills High Schools Leadership Approach to Cultural Proficiency Essential Elements as Standards for Leadership Behavior and School Policy Making Sense of the Elements, Standards, and Behavior Template for Strategic Planning Going DeeperIII. Professional Learning for Organizational Change7. Conversation: A Skill for the Culturally Proficient Leader Getting Centered Skillful Use of Communication Channels Organizations as Relationships The Essence of Communication: Co-constructing Meaning Modes of Conversing Practicing Conversation Skills8. Leading in a Culture of Learning and Transformative Change Learning How to be a Culturally Proficient Leader Transformative Learning A Transformative Vision of Maple View School District Our Wish to You and the Community You Serve Going DeeperResources Book Study Guide The People of Maple View Break Through Questions Matrix of Cultural Proficiency Books and Essential QuestionsReferencesIndex Review “In Culturally Proficient Schools the authors take the reader on a journey of not only personal reflection and capacity building, but provide a framework for educational leaders to facilitate professional learning that will reveal the systemic structures and practices that lead to existing inequities and current results. This authentic examination of our assumptions and practices creates a necessary, healthy tension to move from simply learning, to changing our practices in schools. In a nutshell, an educational leader can take this book and create a learning community that aligns the work of adults around a commitment to creating a culturally proficient school that benefits each student.” — Jeff Ronneberg, Superintendent “When seeking to understand cultural differences we often look at how other cultures impact our environment Culturally Proficient Schools challenges us at individuals and as organizations to take a deeper look into our own culture and its effect on others. For any person or organization desiring to move toward cultural proficiency, this book is a must have tool to guide you along the way.” — Genia Bullock, Public Relations Coordinator “Our graduate students in education have used the first edition text as a core reference for thinking, talking and acting around issues of equity and social justice since 2005. Key concepts, terms, and tools such as Maple View, Going Deeper, the Cultural Proficiency Continuum and Privilege have become embedded in our shared language for framing transformative leadership and democratic organizations and societies. Leadership starts from within and is a responsible, intentional choice. The text makes such ideas very real and accessible, especially with the workbook format. I am invited to bring myself to the text in honest reflection. The book expands and complicates notions of self, relationships, critical conversations and inclusive communities for social justice. The authors have strong credibility; they write with conviction and inspiration. In the process, they authentically build and cross the very cultural bridges about which they write. I am delighted with a new updated version of what has become a classic must read and make-my-own for any leader in education in the 21st century.” — Penny S. Bryan, Associate Professor Review Quote “When seeking to understand cultural differences we often look at how other cultures impact our environmentCulturally Proficient Schools challenges us at individuals and as organizations to take a deeper look into our own culture and its effect on others. For any person or organization desiring to move toward cultural proficiency, this book is a must have tool to guide you along the way.” Details ISBN1452258384 Author Franklin CampbellJones Pages 200 Publisher SAGE Publications Inc Year 2013 Edition 2nd ISBN-10 1452258384 ISBN-13 9781452258386 Format Paperback Imprint Corwin Press Inc Subtitle An Implementation Guide for School Leaders Place of Publication Thousand Oaks Country of Publication United States Replaces 9780761946823 DEWEY 370.117 Media Book Short Title CULTURALLY PROFICIENT SCHOOL Language English Birth 1950 Affiliation California State University Los Angeles Illustrations illustrations (black and white) Publication Date 2013-08-28 Audience Professional and Scholarly UK Release Date 2013-08-28 NZ Release Date 2013-08-28 US Release Date 2013-08-28 AU Release Date 2013-08-27 We’ve got this At The Nile, if you’re looking for it, we’ve got it. 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