Culturally Proficient Coaching: Supporting Educators to Create Equitable Schools / Edition 2

by Delores B. Lindsey, Richard S. Martinez, Randall B. Lindsey, Keith T. Myatt

Overview

Why a new edition of Culturally Proficient Coaching? Why now, especially?

Because several polarizing years later, there’s even greater urgency for us all to critically examine our attitudes, beliefs, and practices when working with students who look or sound “different.” No matter how broadly you define coach, no matter which coaching model you follow, this is the resource to help you get started.

With the first edition, the authors’ big goal was to shift our thinking in service of standards-based teaching and leading, and equitable interactions that support all students achieving at highest levels. Now, with this second edition, the authors add a third goal: to encourage a more holistic mindset and expanded contextual uses.

New features include:

• Enhanced research on the effectiveness of coaching in educational settings
• New data on response to implicit bias and microaggressions—subtle and unintentional, yet destructive, forms of discrimination that continue to marginalize
• Refinement and updating of the Tools of Cultural Proficiency, which enable you to provide equitable life-affirming experiences to all cultural groups
• Expanded models of Culturally Proficient Coaching Conversations
• A special section on crafting Breakthrough Questions to shift entrenched mindsets and barriers to Cultural Proficiency

By design, Culturally Proficient Coaching is an intentional, inside-out approach that mediates a person’s thinking toward values, beliefs, and behaviors that enable effective cross-cultural interactions and equitable learning environments. Here’s your opportunity to serve as that expert and trusted mediator, boosting educators' cultural confidence and consciousness, while honing their coaching skills.

"We owe it to ourselves and to our children to productively embrace and engage diversity, with all of its tensions, for the sustainability of humanity. These authors have given us the invitation, the road map, and the call to action. the embarkment is up to each one of us. "

—Carolyn M. Mc Kanders, Director Emeritus
Center for Adaptive Schools and Thinking Collaborative

Product Details

ISBN-13:	9781544356464
Publisher:	SAGE Publications
Publication date:	12/27/2019
Edition description:	Second Edition
Pages:	216
Sales rank:	455,325
Product dimensions:	7.00(w) x 9.80(h) x 0.60(d)

About the Author

Dr. Delores B. Lindsey retired as Assistant Professor of Educational Leadership at California State University San Marcos; however, she has not retired from the education profession. Her primary focus is developing culturally proficient leaders. She helps educational leaders examine their organizations’ policies and practices, and their individual beliefs and values about cross-cultural communication. Her message to her audiences focuses on viewing, creating, and managing socially just educational practices, culturally proficient leadership practice, and diversity as an asset to be nurtured. Her favorite reflective question is: Are we who we say we are? Delores and husband Randall, her favorite Sage/Corwin author, continue to co-write about the application of the four Tools of Cultural Proficiency. Her most recent publication, which is on the Bestseller list from Corwin, is Leading While Female, A Culturally Proficient Response for Gender Equity, with Trudy Arriaga and Stacie Stanley.

Richard S. Martinez, Ed. D., is founder of the Artful Alliance. Richard facilitates groups as they address issues arising from diversity and organizational culture. His experiences in education include classroom teaching; school, district, and county office of education administration; professional development design and facilitation; and, university teaching in educational leadership. As an executive director of a center for diversity and equity, he has integrated culturally proficient coaching skills into a higher education diversity professional development program for staff and faculty. He has facilitated nationally on the art of leadership, culturally proficient environments, and transformative approaches to systems change. Richard is a talented songwriter and guitarist and his wife Janet is a talented musician and artist. He and Janet have woven music and art into their beautiful tapestry of life.

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. All of Randy’s 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 applying the Cultural Proficiency Framework in various contexts.

Email – [e-mail]
Website - CCPEP.org
Twitter - @RBLindsey41

Keith Myatt, Ed.D., was a full-time instructor in the School Leadership Programs at California State University, Dominguez Hills where developing school leaders dedicated to dismantling systems of oppression and focusing on Cultural Proficiency were at the heart of the program. Prior to that he was at the Los Angeles County office of Education in Educational Leadership Services as a director in the California School leadership Academy (CSLA). He is coauthor of Culturally Proficient Education: An Asset-Based Response to the Conditions of Poverty (Corwin, 2010) and Culturally Proficient Coaching, Supporting Educators to Create Equitable Schools, (Corwin, 2020). He has worked at the Museum of Tolerance providing seminars for educators wishing to establish Cultural Proficiency as an element of their work and provided seminars for educators supporting credential candidates with the tools of Cultural Proficiency and Coaching. He has recently been working to implement the California Administrator Performance Assessment and is currently helping to develop an Ed.D. program at Dominguez Hills dedicated to creating school systems focused on the success of each and every child.

Table of Contents

Foreword From the First Edition Robert J. Garmston
Foreword for the Second Edition Carolyn Mc Kanders
Preface
Acknowledgments
About the Authors
PART I: A COMPOSITE OF FRAMEWORKS: CULTURAL PROFICIENCY AND COGNITIVE COACHING
Chapter 1. An Assets-Based Approach for Coaches
Chapter 2. Key Concepts From Cognitive Coaching and Cultural Proficiency
Chapter 3. Understanding Self in Diverse Settings
Chapter 4. The Mental Model for Culturally Proficient Coaching (MMCPC)
Chapter 5. Mission View School District: A Context for Culturally Proficient Coaching
PART II: INTEGRATING THE ESSENTIAL ELEMENTS OF CULTURAL PROFICIENCY WITH THE STATES OF MIND
Chapter 6. Assessing Cultural Knowledge
Chapter 7. Valuing Diversity
Chapter 8. Managing the Dynamics of Difference
Chapter 9. Adapting to Diversity
Chapter 10. Institutionalizing Cultural Knowledge
PART III: APPLYING AND SUSTAINING CULTURALLY PROFICIENT COACHING
Chapter 11. Putting It All Together: Developing a Personal Action Plan
Appendix A: Coaching/Thinking Questions
Appendix B: Culturally Proficient Coaching Responses
Resources: Further Reading
References
Index

Editorial Reviews

"Provides detailed information about cultural proficiency and specific guidelines for conducting culturally proficient conversations. This approach will impact all learners in our schools—students, staff, and parents. "

Jane Ellison and Carolee Hayes

"This is important work that significantly contributes to the moral imperative for educators to educate all children and youth regardless of their race, culture, or socio-economic situation. We are both challenged and supported to use our self-awareness in becoming more culturally proficient educators and coaches. "

Carolyn Mc Kanders

"A fresh approach with strategies for using standards to improve the diverse learning environment for all students. Coaches will gain deeper understandings of their own assumptions as they guide others in interpreting personal unquestioned assumptions. "

Richard A. Gregory

"Reflecting a wealth of research and years of direct experience, this book helps coaches open their minds and hearts to be continuous learners and value—not just tolerate—human diversity. "

Arthur L. Costa

"This is important work that significantly contributes to the moral imperative for educators to educate all children and youth regardless of their race, culture, or socio-economic situation. We are both challenged and supported to use our self-awareness in becoming more culturally proficient educators and coaches."

Carolyn McKanders