Why a new edition of Culturally Proficient Coaching? Why now, especially?
Because several polarizing years later, there’s even greater urgency for us all to critically examine our attitudes, beliefs, and practices when working with students who look or sound ‘different.’ No matter how broadly you define coach, no matter which coaching model you follow, this is the resource to help you get started.
With the first edition, the authors’ big goal was to shift our thinking in service of standards-based teaching and leading, and equitable interactions that support all students achieving at highest levels. Now, with this second edition, the authors add a third goal: to encourage a more holistic mindset and expanded contextual uses.
New features include:
- Enhanced research on the effectiveness of coaching in educational settings
- New data on response to implicit bias and microaggressions—subtle and unintentional, yet destructive, forms of discrimination that continue to marginalize
- Refinement and updating of the Tools of Cultural Proficiency, which enable you to provide equitable life-affirming experiences to all cultural groups
- Expanded models of Culturally Proficient Coaching Conversations
- A special section on crafting Breakthrough Questions to shift entrenched mindsets and barriers to Cultural Proficiency
By design, Culturally Proficient Coaching is an intentional, inside-out approach that mediates a person’s thinking toward values, beliefs, and behaviors that enable effective cross-cultural interactions and equitable learning environments. Here’s your opportunity to serve as that expert and trusted mediator, boosting educators′ cultural confidence and consciousness, while honing their coaching skills.
‘We owe it to ourselves and to our children to productively embrace and engage diversity, with all of its tensions, for the sustainability of humanity. These authors have given us the invitation, the road map, and the call to action. the embarkment is up to each one of us.’
—Carolyn M. Mc Kanders, Director Emeritus
Center for Adaptive Schools and Thinking Collaborative
Содержание
Foreword From the First Edition Robert J. Garmston
Foreword for the Second Edition Carolyn Mc Kanders
Preface
Acknowledgments
About the Authors
PART I: A COMPOSITE OF FRAMEWORKS: CULTURAL PROFICIENCY AND COGNITIVE COACHING
Chapter 1. An Assets-Based Approach for Coaches
Chapter 2. Key Concepts From Cognitive Coaching and Cultural Proficiency
Chapter 3. Understanding Self in Diverse Settings
Chapter 4. The Mental Model for Culturally Proficient Coaching (MMCPC)
Chapter 5. Mission View School District: A Context for Culturally Proficient Coaching
PART II: INTEGRATING THE ESSENTIAL ELEMENTS OF CULTURAL PROFICIENCY WITH THE STATES OF MIND
Chapter 6. Assessing Cultural Knowledge
Chapter 7. Valuing Diversity
Chapter 8. Managing the Dynamics of Difference
Chapter 9. Adapting to Diversity
Chapter 10. Institutionalizing Cultural Knowledge
PART III: APPLYING AND SUSTAINING CULTURALLY PROFICIENT COACHING
Chapter 11. Putting It All Together: Developing a Personal Action Plan
Appendix A: Coaching/Thinking Questions
Appendix B: Culturally Proficient Coaching Responses
Resources: Further Reading
References
Index
Об авторе
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.
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