The Culturally Proficient School : An Implementation Guide for School Leaders

"The case study presents a picture of the reality we have all experienced, while the ′how to′ and ′can do′ chapters reflect a spirit of optimism and well crafted strategies to help leaders and others to develop cultural proficiency. This is not a simple step-by-step description of assuming attitudes, behaviors, and values advocated by the authors as consisting of cultural proficiency. It is, instead, a work which demands reflection, experimentation, and insight into organizational and personal aspects of associating with one another."
―From the Foreword by Flora Ida Ortiz

"The blend of theory with practical exercises, including reflective activities, allows this book to have a profound impact on the thinking and professional behavior of current and prospective educational leaders."
―Michael Dantley, Associate Professor of Educational Leadership
Miami University, Ohio

Meet the educational needs of all students within our diverse society!

Leaders need to be responsive to different ethnic, linguistic, and religious subcultures or they will place many students at risk of being excluded from the benefits of a high-quality education. By valuing diversity and preserving the cultural dignity of students, cultural proficiency enables educators to create an inclusive and instructionally powerful learning environment.

The Culturally Proficient School provides the practical strategies, tools, and resources needed to successfully implement cultural proficiency throughout an organization. Providing many opportunities for discussion and contemplation, this book features:

• Reflective activities for individuals or groups
• Sample conversations around issues of diversity, multiculturalism, equity entitlement, and racism
• Typical behaviors associated with culturally proficient leadership organized around the responsibilities of school leaders
• Professional development activities

By using diversity as an educational resource, cultural proficiency dramatically increases the likelihood that all students will be successful learners. Designed primarily for principals, assistant principals, and other school-based leaders, this innovative field book is a perfect resource for leadership academies.

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.