The Cultural Proficiency Journey

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. Brenda CampbellJones, Ph.D, CEO She provides professional development, and technical assistance to school districts throughout the United States. Dr. CampbellJones gives keynote address internationally and nationally on culturally responsiveness in diverse communities. Dr. CampbellJones is published in scholarly and professional journals. She has served as principal of an award winning middle school, teacher, state and national staff development facilitator. 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 by Linda C. Tillman Preface Acknowledgments About the Authors Part I. Cultural Proficiency and Morality 1. Oakland Hills Oakland Hills School District Mission Oakland Hills Schools Oakland Hills Dilemma as Emblematic Barriers to Cultural Proficiency 2. The Tools of Cultural Proficiency Moral Consciousness Cultural Proficiency Is a Moral Consciousness Process The Guiding Principles: Moral Foundation Barriers to Cultural Proficiency The Cultural Proficiency Continuum The Essential Elements Cultural Proficiency Conceptual Framework 3. Values, Assumptions, and Beliefs Guide Our Actions The Ladder of Inference What I Value Most Dialogic Conversation Beliefs Inventory Going Deeper 4. Morality: Motivation, Purpose, and Intent Moral Purpose Intent: Ought and Will Mastering the Dilemma Part II. Case Studies: From Reflection to Action 5. Barrier 1: Systems of Oppression Case 1. A Superintendent's Predicament Reflection Case 2. Family First Questions for Discussion 6. Barrier 2: Resistance to Change Case 3. Science Lesson Questions for Discussion Case 4. Public Announcement Questions for Discussion Left-Hand/Right-Hand: Drilling Deeper 7. Barrier 3: A Sense of Privilege and Entitlement Case 5. Heart Condition Questions for Discussion Case 6. Early America Questions for Discussion Heuristic Reflection References Further Readings Index

"Once again the authors have hit a home run! If your school or organization is on the exciting journey toward cultural proficiency, this new volume will prove indispensible. The authors have combined solid foundational research with practical everyday illustrations. This new volume will be required reading for my school's leadership team. If you can manage only one resource on your journey to cultural proficiency, this book is it!" -- Ian Jones, Principal "As someone who works with children from diverse socioeconomic and cultural backgrounds, I am often reminded that there are no one-size-fits-all solutions to meeting the needs of students and their families. In this book, the authors force us to take inventory of what we believe. Most importantly, we are encouraged to look at ourselves, who we are, and what other 'stuff' (our personal biases) we bring into our interactions with students and families. Though these sorts of reflections can sometimes be painful, they are necessary if we hope to ensure that we do not become one of the barriers to student success. This, I believe, is an important step in the process of cultural proficiency." -- James L. Jones, School Counselor "A first-rate book that will challenge readers to analyze their own ethical perspectives regarding issues of equity, diversity, and moral ethics in making the right decisions for schooling all children. The case studies are thought-provoking and will keep you wanting more. They are written in a manner that we can all identify with as educators and leaders." -- Reyes L. Quezada, Professor, School of Leadership and Education Sciences "This book is a magnificent contribution for advancing change! Indeed, education is capable of transformation when we welcome change in spite of the challenges. The authors have clearly placed their hands on the pulse of real change by highlighting morality. The Cultural Proficient Journey is one that we must all take if we truly care about and have the will to make a difference in the lives of all children. The authors have provided us with a road map for the journey. The rest is up to us." -- Ruth S. Johnson, Professor Emeritus of Education Leadership