Leading Change Through the Lens of Cultural Proficiency

Jaime Welborn, Ph.D. currently serves as an Assistant Professor in Education Leadership at Saint Louis University in Missouri. She completed her Ph.D. in Educational Leadership from Saint Louis University and has presented her research that investigated the degree to which principals use and value culturally proficient educational practices at Harvard and California State University. Prior to coming to the university, Jaime served as an elementary school assistant principal in the Rockwood School District in West St. Louis County, and as a middle school mathematics and language arts teacher and elementary school teacher in rural and metropolitan public schools in Illinois. Jaime's experiences in education have been in working with diverse student populations, and her work and other life experiences have contributed to her passion in using the Cultural Proficiency lens in education for increasing educational equity, social justice, and culturally proficient leadership. In 2018, Jaime started a consulting business, JWE Education Consulting, LLC - DBA "doing business as" Midwest Collaborative for Cultural Proficiency in Schools. She works with school organizations, helping educators examine their individual values and behaviors, as well as their organization's practices and policies, to implement and sustain the work of Cultural Proficiency through transformative action plans. Jaime lives in St. Louis with her husband, Daniel, and two daughters, Brynley and Hailee. You can contact Dr. Welborn at info@midwestccps.org. Website midwestccps.org Twitter @welborn_jaime Tamika Casey currently serves as a site administrator in the San Bernardino City Unified School District and co-pastor of New Life Christian Church of Fontana. She has served in many capacities in education, including mainstream classroom teacher as well as a SANKOFA Culturally Responsive Demonstration Teacher, teaching coach, program specialist for the Department of Equity and Targeted Student Achievement, elementary principal, and instructor in the school leadership program, in the college of education for California State University, San Bernardino. She has served as conference speaker and session facilitator. Tamika is the founder and lead consultant for Casey Education Solutions. Her leadership is focused on developing and building the capacity for individuals and organizations to align stated values and principles with more equitable and culturally proficient practices. Tamika's faith and passion for developing relationships drives her to her ultimate aim to effect change in communities and the lives of scholars. Email-tamikacasey@caseyedsolutions.com 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. 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 - randallblindsey@gmail.com Website - CCPEP.org Twitter - @RBLindsey41

Foreword Preface Acknowledgments About the Authors Part I: School Leadership: Educational Debt, Race, Social Class, and Change 1. Leading Equity Starts With "Why" Calibration Why You? Why District and School Leadership? Why Cultural Proficiency? Why Race and Social Class? Why Do We Even Have to Consider Our "Why"? Looking in the Rearview Mirror On to our Next Destination 2. The Cultural Proficiency Framework: Research and Planning Calibration On-Ramp to Planning, Research, and Cultural Proficiency The Framework and Tools of Cultural Proficiency A Case Study: Narratives as Illustrations of an Organizational Change Process Using the Tools of Cultural Proficiency Inquiry: A Guide for Leading Organizational Change Toward Equity, Access, and Inclusion Looking in the Rearview Mirror On to Our Next Destination Looking in the Rearview Mirror On to our Next Destination 3. The Intersectionality of Race and Social Class Calibration On-Ramp to the Intersectionality of Race and Social Class A Word About Nomenclature: Words Matter Theoretical Frameworks Race and Social Class in Education Opportunity, Access, and Educational Gaps Equity by Whatever Means It Takes Today's Inequities Looking in the Rearview Mirror On to Our Next Destination 4. Individual and Organizational Change Leadership Calibration On-Ramp to Leading the Change Identification Culturally Proficient Leadership for System Transformation Being Present and Involved in the Work Foundational Leadership Research on the Case of Eaveston Looking in the Rearview Mirror On to Our Next Destination Part II: The Framework of Cultural Proficiency 5. Overcoming Barriers to Cultural Proficiency Stories from Eaveston Calibration On-Ramp to Overcoming Barriers to Cultural Proficiency Identifying Barriers to Cultural Proficiency Acknowledging and Overcoming Barriers Looking in the Rearview Mirror On to our Next Destination 6. Relying on Our Inclusive Core Values; The Guiding Principles of Cultural Proficiency for Organizational Change Calibration On-Ramp to Relying on the Guiding Principles of Cultural Proficiency The Guiding Principles of Cultural Proficiency Turning Inward and Relying on the Guiding Principles of Cultural Proficiency Eaveston's Reliance on the Guiding Principles Looking in the Rearview Mirror On to Our Next Destination 7. Telling Our Stories and Changing the Conversations: The Cultural Proficiency Continuum Stories from Eaveston Calibration On-Ramp to the Cultural Proficiency Continuum The Cultural Proficiency Continuum Eaveston's Voices Looking in the Rearview Mirror On to Our Next Destination 8. Committing to Standards of Equity-Focused Change Through Improvement and Growth with the Essential Elements Calibration On-Ramp to the Essential Elements of Cultural Proficiency The Essential Elements of Cultural Proficiency The Essential Elements Guide Development of a Transformational Equity Action Plan Looking in the Rearview Mirror On to Our Next Destination Part III: Commitment to Planning, Collaboration, Growth, and Improvement 9. Implementation: Planning for Challenges Along the Journey Calibration On-Ramp to Challenges of Implementation and Sustainability Preparing for the Challenges of the Journey Looking in the Rearview Mirror On to Our Next Destination 10. Lessons Learned and Recommendations for School Leaders Calibration On-Ramp to Recommendations for School Leaders Diverse Family and Community Engagement Professional Learning Communities Continuous School Improvement Looking in the Rearview Mirror On to Our Next Destination 11. Implementation and Sustainability: Commitment to Action Planning Calibration On-Ramp to a Commitment to Learning, Planning, and Ensuring Equity Commitment to Learning and Action Planning Strategic Planning for Implementation and Sustainability Transformational Action Planning Looking in the Rearview Mirror On to Our Next Destination 12. Sustainability: Commitment to Ensuring Equitable Outcomes Calibration On-Ramp to Ensuring Equitable Outcomes Cultural Proficiency Policy to Practice Building the Critical Mass Race, Social Class, and Cultural Proficiency: Ensuring Equity for All Resources References

The authors do an excellent job of making connections between theory and practice, providing clear guidance and examples of how to bridge the two. This book provides a practical tool that can be applied immediately to help principals assess the alignment of their plans with continually moving toward being a culturally proficient organization. -- Jeff Ronneberg * Superintendent Spring Lake Park Schools * Leading Change Through the Lens of Cultural Proficiency is a must-read for anyone in education who wants to be the voice of educational reform so that all students feel valued and are able to achieve success regardless of race and/or socioeconomic status. -- Melissa Miller * Sixth-Grade Science Teacher Farmington Middle School *