The authors examine the guiding principles of cultural proficiency, its essential elements, and the self-imposed barriers to moral leadership.
|Edition description:||Second Edition|
|Product dimensions:||6.90(w) x 9.90(h) x 0.40(d)|
About the Author
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 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 Cultural Proficiency. Most recent publication is The Cultural Proficiency Manifesto: Finding Clarity Amidst the Noise.
Laraine M. Roberts, Ed D, is Senior Research Associate at West Ed 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 Campbell Jones 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
Foreword - by Flora Ida OrtizIntroductionAcknowledgmentsAbout the AuthorPart I: Cultural Proficiency and the Achievement Gap1. Why is Culturally Proficient Leadership Important?Part II: The Tools of Cultural Proficiency2. What Does Cultural Proficiency Look Like in Practice? The Guiding Principles3. The Inside-Out Process to Becoming Culturally Proficient: The Cultural Proficiency Continuum4. Standards for Leadership Behavior: The Five Essential Elements5. Overcoming Self-Imposed Barriers to Moral LeadershipPart III: Professional Development for Organizational Change6. The Art and Science of Conversation: A Crucial Skill for the Culturally Competent Leader7. Leading in a Culture of Learning And Transformative ChangeResource: List of Maple View Case Study CharactersBibliographyIndex