The authors examine the guiding principles of cultural proficiency, its essential elements, and the self-imposed barriers to moral leadership.
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Editorial Reviews
Review
"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 )
"If our schools are to be successful, leaders, teachers and parents need improved cultural proficiency. This book clearly will help all these stakeholders serve children better." (Kent Peterson, Department of Educational Administration )
The authors adeptly address the complex issue of cultural proficiency through an easily read but provocatively examined analysis that should be required reading for those responsible for transforming schools and districts into inclusive organizations that powerfully and honestly serve the educational needs of all students. (Karen M. Dyer, Manager of Education and Non-Profict Sectors )
The distrust between people of different races, religions, and cultures today seems sadly elevated, rather than diminished. This is why the call by Lindsey, Roberts, and CampbellJones for cultural proficiency in schools is so critical. I commend these authors for making an invaluable contribution to that pursuit. (Glen H. Harvey, Chief Executive Officer )
"Thanks to our author-colleagues for providing us with the practical steps to question our assumptions and examine our daily practices. It is through these means that we can move past the teaching of tolerance to the higher moral obligation of embracing diversity." (Michele Lawrence, Superintendent )
This book makes an important contribution to the resources available to school leaders in addressing some of the most fundamental and critical issues in education today. (Stephanie Hirsh, Deputy Executive Director )
I simply could not put this book down--a substantive and compelling guide to living life to improve the human condition. Finally, a book that inspires transformation on all levels beginning with self. (Kristine Kiefer Hipp, Associate Professor )
Finally, a book that provides a safe construct to dialogue and deals with barriers to learning, (i.e. racism, sexism, etc.). (General Davie, Jr., Superintendent )
This is a resource that can be used to develop a quality professional development opportunity. Understanding hidden biases is crtical to achieving cultural proficiency in the educational setting. (Mary Henson, Curriculum Specialist Consultant )
This book expands the personal transformation journey needed for cultural proficiency to the broader school organization, and emphasizes the skills that should be demonstrated in leadership, instructional. and behavioral practices. (Joan Mapson, Director, Professional Development/Human Rights )
"If our schools are to be successful, leaders, teachers and parents need improved cultural proficiency. This book clearly will help all these stakeholders serve children better." (Kent Peterson, Department of Educational Administration )
The authors adeptly address the complex issue of cultural proficiency through an easily read but provocatively examined analysis that should be required reading for those responsible for transforming schools and districts into inclusive organizations that powerfully and honestly serve the educational needs of all students. (Karen M. Dyer, Manager of Education and Non-Profict Sectors )
The distrust between people of different races, religions, and cultures today seems sadly elevated, rather than diminished. This is why the call by Lindsey, Roberts, and CampbellJones for cultural proficiency in schools is so critical. I commend these authors for making an invaluable contribution to that pursuit. (Glen H. Harvey, Chief Executive Officer )
"Thanks to our author-colleagues for providing us with the practical steps to question our assumptions and examine our daily practices. It is through these means that we can move past the teaching of tolerance to the higher moral obligation of embracing diversity." (Michele Lawrence, Superintendent )
This book makes an important contribution to the resources available to school leaders in addressing some of the most fundamental and critical issues in education today. (Stephanie Hirsh, Deputy Executive Director )
I simply could not put this book down--a substantive and compelling guide to living life to improve the human condition. Finally, a book that inspires transformation on all levels beginning with self. (Kristine Kiefer Hipp, Associate Professor )
Finally, a book that provides a safe construct to dialogue and deals with barriers to learning, (i.e. racism, sexism, etc.). (General Davie, Jr., Superintendent )
This is a resource that can be used to develop a quality professional development opportunity. Understanding hidden biases is crtical to achieving cultural proficiency in the educational setting. (Mary Henson, Curriculum Specialist Consultant )
This book expands the personal transformation journey needed for cultural proficiency to the broader school organization, and emphasizes the skills that should be demonstrated in leadership, instructional. and behavioral practices. (Joan Mapson, Director, Professional Development/Human Rights )
About the Author
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.
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.
Randall B. Lindsey is emeritus professor at California State University, Los Angeles and has a practice centered on educational consulting and issues related to equity and access. Prior to higher education faculty roles, he served as a junior and senior high school history teacher, a district office administrator for school desegregation, and executive director of a non-profit corporation. All of his experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings. It is his belief and experience that too often white people are observers of multicultural issues rather than personally involved with them. He works with colleagues to design and implement programs for and with schools, law enforcement agencies, and community-based organizations to provide access and achievement. He and his wife and frequent co-author, Delores, are enjoying this phase of life as grandparents, as educators, and in support of just causes that extend the promises of democracy throughout society in authentic ways.
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.
Randall B. Lindsey is emeritus professor at California State University, Los Angeles and has a practice centered on educational consulting and issues related to equity and access. Prior to higher education faculty roles, he served as a junior and senior high school history teacher, a district office administrator for school desegregation, and executive director of a non-profit corporation. All of his experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings. It is his belief and experience that too often white people are observers of multicultural issues rather than personally involved with them. He works with colleagues to design and implement programs for and with schools, law enforcement agencies, and community-based organizations to provide access and achievement. He and his wife and frequent co-author, Delores, are enjoying this phase of life as grandparents, as educators, and in support of just causes that extend the promises of democracy throughout society in authentic ways.
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Most Helpful Customer Reviews
4 of 4 people found the following review helpful:
5.0 out of 5 stars
Practical strategies for improving educational performance,
By Midwest Book Review (Oregon, WI USA) - See all my reviews
This review is from: The Culturally Proficient School: An Implementation Guide for School Leaders (Paperback)
Co-written by expert educators and researchers Randall B. Lindsey, Laraine M. Roberts, and Franklin CampbellJones, The Culturally Proficient School: An Implementation Guide For School Leaders offers practical strategies for improving educational performance in schools through cultivating cultural proficiency among educators - the ability to understand and take into account the multicultural backgrounds of students when striving to give them the best opportunities to learn. The Culturally Proficient School includes reflective activities for individuals and groups, an explanation of how to steer meetings away from combative debates toward something more constructive for building cohesion and solving problems, behaviors associated with culturally proficient leadership particularly as applicable to school leaders, professional development activities, and more. A highly recommended adaptive guide especially for an increasingly mobile and multicultural era.
3.0 out of 5 stars
A Good Implementation Guide,
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This review is from: The Culturally Proficient School: An Implementation Guide for School Leaders (Paperback)
This book is exactly what the title states, an implementation guide. The text could be larger and the information is pretty straight forward and realistic. I provides sceranios from a school facing issues that culturally diverse are beginning to face.
It provides excellent modeling and examples of dealing with certain challenges in schools.
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Inside This Book
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First Sentence:
Maple View is a growing suburban city that has expanded rapidly during the past 6 years. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
cultural proficiency continuum, culturally proficient leadership, raw debate, proficient behavior, cultural precompetence, cultural competence continuum, cultural destructiveness, skilled discussion, school leadership team, cultural incapacity, improvement coach, proficient practices, cultural blindness, polite discussion, five essential elements, lab process, achievement gap Key Phrases - Capitalized Phrases (CAPs): (learn more)
Maple View, African American, Barbara Campbell, Pine Hills High School, Nuri Robins, Strongly Disagree Agree Strongly Agree, Sam Brewer, Rose Garden, Strongly Disagrcc Agree Strongly Agree, United States, Central America, Jung Hai, Native American, Helene Kim, Maureen Bailey, Community Cultural Proficiency Council, Dorothy Jackson, Francisco Alvarado, Stephanie Barnes New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
Maple View is a growing suburban city that has expanded rapidly during the past 6 years. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
cultural proficiency continuum, culturally proficient leadership, raw debate, proficient behavior, cultural precompetence, cultural competence continuum, cultural destructiveness, skilled discussion, school leadership team, cultural incapacity, improvement coach, proficient practices, cultural blindness, polite discussion, five essential elements, lab process, achievement gap Key Phrases - Capitalized Phrases (CAPs): (learn more)
Maple View, African American, Barbara Campbell, Pine Hills High School, Nuri Robins, Strongly Disagree Agree Strongly Agree, Sam Brewer, Rose Garden, Strongly Disagrcc Agree Strongly Agree, United States, Central America, Jung Hai, Native American, Helene Kim, Maureen Bailey, Community Cultural Proficiency Council, Dorothy Jackson, Francisco Alvarado, Stephanie Barnes New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
Citations (learn more)
This book cites 5
books:
- Culturally Proficient Instruction: A Guide for People Who Teach by Kikanza J. Nuri Robins in Front Matter (1), and Front Matter (2)
- Cultural Proficiency: A Manual for School Leaders Second Edition by Randall B. Lindsey in Front Matter
- Turning to One Another: Simple Conversations to Restore Hope to the Future by Margaret J. Wheatley on page 128
- Child Development by Brown in Back Matter
- A Rose Garden by Rosalie Ann Johnson in Back Matter
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