The Culturally Proficient School 2/e

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 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 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.

Forewords 1st edition-- Flora Ida Ortiz 2nd edition-- Sid Salazar Acknowledgments About the Authors Introduction I. Cultural Proficiency and the Achievement Gap 1. Culture Frames Achievement Gaps Getting Centered Cultural Proficiency Manages Change Our Invitation to You: From NCLB to Common Core The 'Why' of This Book 2. The Importance of Culturally Proficient Leadership The Case: Maple View Maple View School District Maple View: The People Leadership Action That Matters Invitation: Assess Your Receptivity Cultural Proficiency Receptivity Scale Going Deeper II. The Tools of Cultural Proficiency: An Inside-Out Change Process The Conceptual Framework is a Guide 3. Overcoming Self-Imposed Barriers to Moral Leadership Getting Centered Maple View Discovers What it Cares About Entitlement and Privilege as Education History Transformative Leadership Facing Entitlement: The Conundrum of Anger, Guilt or Confidence Reflections on Entitlement: A Pine Hills Elementary School Conversation Reflections on Entitlement: Oppression, Entitlement, or Self-Determination and Personal Responsibility? Self Determination and Personal Responsibility: From Feelings to Action 4. Cultural Proficiency in Practice: The Guiding Principles Sam Brewer: The Making of a Culturally Proficient Practice Mobilizing Communities to Make Progress - Without Easy Answers The Guiding Principles of Culturally Proficient Leadership Focus on Assets, Overcome Barriers Core Value Expressions in Maple View School District Applying Guiding Principles to Your Practice 5. The Cultural Proficiency Continuum: Changing the Conversation Cultural Proficiency: A Transformative Approach Return to Maple View 6. The Essential Elements as Standards of Leadership Behavior Tolerance for Diversity vs. Transformation for Equity Pine Hills High School's Leadership Approach to Cultural Proficiency Essential Elements as Standards for Leadership Behavior and School Policy Making Sense of the Elements, Standards, and Behavior Template for Strategic Planning Going Deeper III. Professional Learning for Organizational Change 7. Conversation: A Skill for the Culturally Proficient Leader Getting Centered Skillful Use of Communication Channels Organizations as Relationships The Essence of Communication: Co-constructing Meaning Modes of Conversing Practicing Conversation Skills 8. Leading in a Culture of Learning and Transformative Change Learning How to be a Culturally Proficient Leader Transformative Learning A Transformative Vision of Maple View School District Our Wish to You and the Community You Serve Going Deeper Resources Book Study Guide The People of Maple View Break Through Questions Matrix of Cultural Proficiency Books' and Essential Questions References Index

"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." -- Penny S. Bryan, Associate Professor "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." -- Genia Bullock, Public Relations Coordinator "In Culturally Proficient Schools the 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." -- Jeff Ronneberg, Superintendent