Optimize school counselors and raise your school′s cultural competence
The authors make a compelling case for recognizing professional school counselors as leaders of 21st-century change rather than ‘gatekeepers’ of the status quo. Today′s school leaders need to acknowledge counselors′ value in the necessary work of providing equitable resources and opportunities for children in today′s multicultural environment. Aligned with the American School Counseling Association National Model for school counseling programs, Culturally Proficient Collaboration provides a conceptual framework and practical protocols for utilizing school counselors as:
- Change agents for school improvement
- Creators of results-based programs
- Advocates for equity among demographic groups
Included are case stories and reflective activities for building educators′ skills in serving as leaders, advocates, collaborators, and systemic-change agents. Readers will find a clearly outlined path for empowering counselors to transform your leadership team and your school for the benefit of all students.
İçerik tablosu
Foreword by Trish Hatch
Acknowledgements
About the Authors
Introduction
Part 1. The Changing Role of School Counselor- Schoolwide Leadership
1. A Historical and Contemporary Perspective on School Counseling
Getting Centered
The Intent of This Chapter
Why on Earth do I Need to Know the History of School Counseling?
The Role of Counselor Began in Vocational Guidance
Who Defines the Role of School Counselor?
Counselor as Mental Health Provider
Paradigm Shift: From Reactive Services to Comprehensive Programs
NCLB and Standards-Based School Counseling
Going Deeper
2. 21st Century Counselors Focus on Student Achievement
Getting Centered
The Intent of This Chapter
Times are Changing: The New Role of School Counselor
Counselors Using Data as Catalyst for Transformational Change
Reframing Our Thinking About Data
An Illustration of the Benefits of Counselors Collecting and Analyzing Data
School Counselors as Powerful Leadership Agents of Change
From Gatekeeper to Transformer
Cultural Proficiency Provides a Context
Going Deeper
3. The Tools of Cultural Proficiency Provides a Framework for Collaboration
Getting Centered
Suggested Guidelines as You Consider Cultural Proficiency
Concept of Intentionality
Cultural Proficiency?s Inside-Out Process
Cultural Proficiency: A Paradigm Shift
Cultural Proficiency as a Lens
The Cultural Proficiency Tools
Cultural Proficiency and Counselors
Going Deeper
Part II. Maple View – Sitting in the Fire: A Context for Culturally Proficient Counseling
4. Counselor Collaboration Rubric
Getting Centered
Unpacking the Rubric
Going Deeper
5. Assessing Cultural Knowledge Through Leadership
Getting Centered
Assessing Cultural Knowledge Through Leadership
Using the Rubric: Assessing & Developing Cultural Knowledge through Leadership
Safe School Climate at Maple View Elementary School
Going Deeper
6. Valuing Diversity Through Advocacy
Getting Centered
Valuing Diversity Through Advocacy
Using the Rubric: Valuing Diversity Through Advocacy
Tragedy at Pine View Middle School
Going Deeper
7. Managing the Dynamics of Difference Through Teaming and Collaboration
Getting Centered
Managing the Dynamics of Difference through Teaming and Collaboration
Using the Rubric: Managing the Dynamics of Difference through Teaming and Collaboration
Access Issues at Pine Hills High School
Going Deeper
8. Adapting to Diversity Through Counseling and Coordination
Getting Centered
Adapting to Diversity through Counseling and Coordination
Using the Rubric: Adapting to Diversity through Counseling and Coordination
Pregnancy as an Access Issue at Pine Hills High School
Going Deeper
9. Institutionalizing Cultural Knowledge through Assessment and Use of Data
Getting Centered
Institutionalizing Cultural Knowledge through Assessment and Use of Data
Using the Rubric: Institutionalizing Cultural Knowledge Through Assessment and Use of Data
Pine View Middle School on Faith and Heterosexism
Part III. Next Steps
10. Sustaining Culturally Proficient Counseling: Developing a Personal Action Plan
Sense of Urgency
The ‘Inside-Out’ Process is for – You, Your School and Your Community
Seven Steps for Providing Equity
Resource A. Maple View School District Vignette Story Board
Resource B. Pine View Middle School Schoolwide Needs Assessment (Teacher Version)
Resource C. Matrix: How to Use Cultural Proficiency Books
Resource D. Online Resources for Educator Use
References
Yazar hakkında
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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