The pathway to uncovering and dismantling inequities
Educational leaders who work in the district, site, or classroom level know that opportunity gaps have long been a focus of education policy in the United States. Leadership can be a critical lever for advancing policies that oppose racism and confront systemic inequities. In meeting this challenge, educators have found that acknowledging beliefs and behaviors is critical. Still, deficit-based thinking, especially due to privilege, remains a barrier to equity. Among the most damaging blind spots is the continuation of practices that are grounded in the values of entitled groups.
Leading Change Through the Lens of Cultural Proficiency tells the story of a school community in the midwest United States that contended with its approach to teaching and valuing students of diverse backgrounds. Featuring the research-based Cultural Proficiency Framework and Tools, the book provides a clear road map to advancing equity across schools and districts. Designed to support leaders and school communities in developing policies and practices that respond to the needs of all students, this book
- Guides school leaders in a journey of learning the theory and strategies that improved student achievement and improved the working conditions in this district
- Features a real-life case study of a school community using the Tools of Cultural Proficiency and the Framework
- Provides vignettes and data, based on work conducted across an actual school district, that resulted in improvements in school climate, achievement, mindset, and equitable educational practices
- Includes powerful reflection, dialogic, and action activities for use in a variety of community learning modalities
- Is grounded in assets-based assumptions with respect to students, families, and the school community
With a focus on engagement, leadership, implementation frameworks, and collaborative learning, the authors demonstrate how to uncover and remedy inequities. Designed for education leaders at all levels of the education system, this is the ideal foundational text for implementing Cultural Proficiency in your setting as you open doors for all students to thrive.
Cuprins
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
Despre autor
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 – [email protected] Website – CCPEP.org Twitter – @RBLindsey41
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