Culturally Proficient School

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.comWebsite - CCPEP.orgTwitter - @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.

• Forewords1st edition-- Flora Ida Ortiz2nd edition-- Sid SalazarAcknowledgmentsAbout the AuthorsIntroductionI. Cultural Proficiency and the Achievement Gap1. Culture Frames Achievement GapsGetting CenteredCultural Proficiency Manages ChangeOur Invitation to You: From NCLB to Common CoreThe ′Why′ of This Book2. The Importance of Culturally Proficient LeadershipThe Case: Maple ViewMaple View School DistrictMaple View: The PeopleLeadership Action That MattersInvitation: Assess Your ReceptivityCultural Proficiency Receptivity ScaleGoing DeeperII. The Tools of Cultural Proficiency: An Inside-Out Change ProcessThe Conceptual Framework is a Guide3. Overcoming Self-Imposed Barriers to Moral LeadershipGetting CenteredMaple View Discovers What it Cares AboutEntitlement and Privilege as Education HistoryTransformative LeadershipFacing Entitlement: The Conundrum of Anger, Guilt or ConfidenceReflections on Entitlement: A Pine Hills Elementary School ConversationReflections on Entitlement: Oppression, Entitlement, or Self-Determination and Personal Responsibility?Self Determination and Personal Responsibility: From Feelings to Action4. Cultural Proficiency in Practice: The Guiding PrinciplesSam Brewer: The Making of a Culturally Proficient PracticeMobilizing Communities to Make Progress – Without Easy AnswersThe Guiding Principles of Culturally Proficient LeadershipFocus on Assets, Overcome BarriersCore Value Expressions in Maple View School DistrictApplying Guiding Principles to Your Practice5. The Cultural Proficiency Continuum: Changing the ConversationCultural Proficiency: A Transformative ApproachReturn to Maple View6. The Essential Elements as Standards of Leadership BehaviorTolerance for Diversity vs. Transformation for EquityPine Hills High School’s Leadership Approach to Cultural ProficiencyEssential Elements as Standards for Leadership Behavior and School PolicyMaking Sense of the Elements, Standards, and BehaviorTemplate for Strategic PlanningGoing DeeperIII. Professional Learning for Organizational Change7. Conversation: A Skill for the Culturally Proficient LeaderGetting CenteredSkillful Use of Communication ChannelsOrganizations as RelationshipsThe Essence of Communication: Co-constructing MeaningModes of ConversingPracticing Conversation Skills8. Leading in a Culture of Learning and Transformative ChangeLearning How to be a Culturally Proficient LeaderTransformative LearningA Transformative Vision of Maple View School DistrictOur Wish to You and the Community You ServeGoing DeeperResourcesBook Study GuideThe People of Maple ViewBreak Through QuestionsMatrix of Cultural Proficiency Books’ and Essential QuestionsReferencesIndex

"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."