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The Culturally Proficient School: An Implementation Guide for School Leaders [NOOK Book]

Overview

The authors examine the guiding principles of cultural proficiency, its essential elements, and the self-imposed barriers to moral leadership.

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The Culturally Proficient School: An Implementation Guide for School Leaders

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Overview

The authors examine the guiding principles of cultural proficiency, its essential elements, and the self-imposed barriers to moral leadership.

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Editorial Reviews

Penny S. Bryan
"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."
Genia Bullock
"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."
Jeff Ronneberg
"In Culturally Proficient Schoolsthe 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."
Michael Dantley
"The blend of theory with practical exercises, including reflective activities, allows this book to have a profound impact on the thinking and professional behavior of current and prospective educational leaders."
Kent Peterson
"If our schools are to be successful, leaders, teachers and parents need improved cultural proficiency. This book clearly will help all these stakeholders serve children better."
Karen M. Dyer
The authors adeptly address the complex issue of cultural proficiency through an easily read but provocatively examined analysis that should be required reading for those responsible for transforming schools and districts into inclusive organizations that powerfully and honestly serve the educational needs of all students.
Glen H. Harvey
The distrust between people of different races, religions, and cultures today seems sadly elevated, rather than diminished. This is why the call by Lindsey, Roberts, and CampbellJones for cultural proficiency in schools is so critical. I commend these authors for making an invaluable contribution to that pursuit.
Michele Lawrence
"Thanks to our author-colleagues for providing us with the practical steps to question our assumptions and examine our daily practices. It is through these means that we can move past the teaching of tolerance to the higher moral obligation of embracing diversity."
Stephanie Hirsh
This book makes an important contribution to the resources available to school leaders in addressing some of the most fundamental and critical issues in education today.
Kristine Kiefer Hipp
I simply could not put this book down--a substantive and compelling guide to living life to improve the human condition. Finally, a book that inspires transformation on all levels beginning with self.
General Davie
Finally, a book that provides a safe construct to dialogue and deals with barriers to learning, (i.e. racism, sexism, etc.).
Mary Henson
This is a resource that can be used to develop a quality professional development opportunity. Understanding hidden biases is crtical to achieving cultural proficiency in the educational setting.
Joan Mapson
This book expands the personal transformation journey needed for cultural proficiency to the broader school organization, and emphasizes the skills that should be demonstrated in leadership, instructional. and behavioral practices.
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Product Details

  • ISBN-13: 9781452299464
  • Publisher: SAGE Publications
  • Publication date: 7/20/2004
  • Sold by: Barnes & Noble
  • Format: eBook
  • Pages: 192
  • Sales rank: 1,192,138
  • File size: 2 MB

Meet the Author

Randall B. Lindsey is emeritus professor at California State University, Los Angeles and has a practice centered on educational consulting and issues related to equity and access. Prior to higher education faculty roles, he served as a junior and senior high school history teacher, a district office administrator for school desegregation, and executive director of a non-profit corporation. All of his experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings. It is his belief and experience that too often white people are observers of multicultural issues rather than personally involved with them. He works with colleagues to design and implement programs for and with schools, law enforcement agencies, and community-based organizations to provide access and achievement. He and his wife and frequent co-author, Delores, are enjoying this phase of life as grandparents, as educators, and in support of just causes that extend the promises of democracy throughout society in authentic ways.

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 Vice President of CampbellJones & Associates. He facilitates professional learning with school systems as they apply the tenets of cultural proficiency to their policies and practice. His work extends throughout the United States and Canada.

Dr. CampbellJones served as high school teacher in the areas of secondary reading and social science. He was a high school administrator as well as a project director for a nationally acclaimed teacher recruitment program. CampbellJones was curriculum program director for the California School Leadership Academy a flagship professional learning community in the state of California that advanced leadership skills for practicing school principals and superintendents. He served as associate professor of education administration at California State University, Los Angeles and Rowan University in Glassboro, New Jersey.

Franklin is published in scholarly and professional journals. He is co-author of The Culturally Proficient School: An Implementation Guide for School Leaders and The Cultural Proficiency Journey: Moving Beyond Ethical Barriers Toward Profound School Change.

Dr. CampbellJones earned the Masters Degree and Doctorate in Education from the University of San Francisco.

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Table of Contents

Foreword - by Flora Ida Ortiz
Introduction
Acknowledgments
About the Author
Part I: Cultural Proficiency and the Achievement Gap
1. Why is Culturally Proficient Leadership Important?
Part II: The Tools of Cultural Proficiency
2. What Does Cultural Proficiency Look Like in Practice? The Guiding Principles
3. The Inside-Out Process to Becoming Culturally Proficient: The Cultural Proficiency Continuum
4. Standards for Leadership Behavior: The Five Essential Elements
5. Overcoming Self-Imposed Barriers to Moral Leadership
Part III: Professional Development for Organizational Change
6. The Art and Science of Conversation: A Crucial Skill for the Culturally Competent Leader
7. Leading in a Culture of Learning And Transformative Change
Resource: List of Maple View Case Study Characters
Bibliography
Index
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