A Culturally Proficient Response to the Common Core
Ensuring Equity Through Professional Learning
1st Edition
Published on 4. February 2015
Book
Paperback/Softback
240 pages
978-1-4833-1910-0 (ISBN)
Description
Lead a Common Core implementation that closes achievement gaps!
Will your Common Core implementation promote equity, access, and inclusion?
This illuminating book shows how central Common Core tenets-rigor, meaningful curricula and assessment, and higher order thinking-can become educational realities for every child in your school or district.
Written by a team of respected authors known for guiding schools and districts towards cultural proficiency, this resource enables readers to
Understand how underlying beliefs related to historically-underserved students may create roadblocks to effective instruction
Create a school culture where diversity is valued, including developing relevant professional learning
Compile and analyze meaningful data that enables faculty to better reach students from all backgrounds
Advance the goal of college and career-readiness for all learners
With a compelling call to action and practical strategies, this timely book points the way to a Common Core implementation that benefits every student.
"The authors have ensured that the use of cultural proficiency by educators provides the Common Core State Standards with the 'step towards the place where equity and access are realized for all learners.' Equity and access, two of the pillars of equity in education, are essential if meeting individual student needs are truly to occur."
-Dr. Kenneth R. Magdaleno, Associate Professor
Kremen School of Education, Fresno State, CA
"This resource gives not only theory and rationale for this important change in thinking, but also the guided steps to collaborate and reflect as part of the change process."
-Dr. Carol Van Vooren, Assistant Professor
California State University, San Marcos
Will your Common Core implementation promote equity, access, and inclusion?
This illuminating book shows how central Common Core tenets-rigor, meaningful curricula and assessment, and higher order thinking-can become educational realities for every child in your school or district.
Written by a team of respected authors known for guiding schools and districts towards cultural proficiency, this resource enables readers to
Understand how underlying beliefs related to historically-underserved students may create roadblocks to effective instruction
Create a school culture where diversity is valued, including developing relevant professional learning
Compile and analyze meaningful data that enables faculty to better reach students from all backgrounds
Advance the goal of college and career-readiness for all learners
With a compelling call to action and practical strategies, this timely book points the way to a Common Core implementation that benefits every student.
"The authors have ensured that the use of cultural proficiency by educators provides the Common Core State Standards with the 'step towards the place where equity and access are realized for all learners.' Equity and access, two of the pillars of equity in education, are essential if meeting individual student needs are truly to occur."
-Dr. Kenneth R. Magdaleno, Associate Professor
Kremen School of Education, Fresno State, CA
"This resource gives not only theory and rationale for this important change in thinking, but also the guided steps to collaborate and reflect as part of the change process."
-Dr. Carol Van Vooren, Assistant Professor
California State University, San Marcos
Reviews / Votes
"The authors have ensured that the use of cultural proficiency by educators provides the Common Core State Standards with the 'step towards the place where equity and access are realized for all learners.' Equity and access, two of the pillars of equity in education, are essential if meeting individual student needs are truly to occur." -- Kenneth R. Magdaleno, Ed.D., Associate Professor "America's goal to reach proficiency for all students cannot be achieved without equity and a lens of social justice in the classrooms. A Culturally Proficient Response to the Common Core: Ensuring Equity Through Professional Learning gives not only theory and rationale for this important change in thinking, but also the guided steps to collaborate and reflect as part of the change process." -- Carol Van Vooren, Ed.D., Assistant Professor "The dynamic shift within the new school community will task school leaders to approach CCSS through a culturally proficient lens in order to effectually reach the hearts and minds of the contemporary underserved student community. Cultural proficiency infused with CCSS will challenge educators to teach and lead differently to close the learning gap, bring about greater equity in education, and increase the possibility for greater human capital for the next generation of students. CCSS, with cultural proficiency, will allow educators to look at this new paradigm shift not from a deficit model, but rather from an asset perspective." -- Joseph M. Domingues, Principal "I commend the authors for their courageous leadership as they address the need for teachers to connect students to learning with the addition of equity in the Common Core State Standards. Teachers are called to action to self-reflect and to value cultural proficiency and advocacy as an integral component of daily instruction and philosophy of inclusion." -- Jan La Torre-Derby, Ed.D., Retired Superintendent "Successful rollout and implementation of the Common Core Standards in our schools in the coming years will be highly contingent upon our individual and collective capacities to view our historically underserved students and our schools through a Cultural Proficiency lens, and provide all of our students' access to meaningful, challenging and engaging learning experiences in our schools.The authors have for many years been on the forefront of helping all of us be better grounded in the critical interface between culture and learning, and this book is clearly designed to examine the day-to-day expression of our craft knowledge about what it takes to successfully reach and teach children who have traditionally underachieved in our systems. Our challenge is overcoming our longstanding individual and collective beliefs about capacities of our diverse learners to learn at high levels of intellectual engagement.
This timely book provides school administrators and classroom teachers an important and practical framework for personal and organizational reflection and action planning in building individual, collective confidence, and competence in reaching and teaching all children to high levels!" -- Dr. Robert Jarvis, Director of Equity Leadership Initiatives
More details
Language
English
Place of publication
Thousand Oaks
United States
Publishing group
SAGE Publications Inc
Target group
Professional and scholarly
Dimensions
Height: 254 mm
Width: 178 mm
Thickness: 13 mm
Weight
460 gr
ISBN-13
978-1-4833-1910-0 (9781483319100)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Dr. Delores B. Lindsey served as assistant principal, principal, and county office administrator. She served as Executive Director of the regional school leadership center. Delores uses her skills as Cognitive Coach and Adaptive Schools trainer blended with her understanding and skills as a cultural proficiency trainer to design and implement the 10-Day Certification Program for Culturally Proficient Educational Practice. She served as assistant professor at California State University San Marcos for more than 10 years. She retired from the institution; however, she has not retired from the education profession. Her primary focus is developing culturally proficient leaders. She helps educational leaders examine their organizations' policies and practices and their individual beliefs and values about cross-cultural communication. Her favorite reflective questions are, Who are we? and, Are we who we say we are? Delores and her husband, Randall (her favorite SAGE/Corwin author), continue to co-write about the application of the four tools of Cultural Proficiency. Her most recent publications which are on Corwin's bestseller list are Leading While Female: A Culturally Proficient Response for Gender Equity, and My Leading While Female Journey: A Guided Reflective Journal with Trudy Arriaga and Stacie Stanley.
Raymond Terrell, EdD. retired as Associate Dean for Research and Diversity and member of he department of Educational Leadership at Miami University, Oxford< Ohio. He previously worked at California State University, Los Angeles where he served as Professor of Educational Administration and for five years he was the Dean of the School of Eduction. His journey in education began in a public school district where he taught English to junior and senior high students;. He also was a principal and an assistant superintend in the same district. Dr. Terrell is co-author on a number of books including , Cultural Proficiency: and a A Manual for School Leaders, Cultural Proficient Leadership. His books and numerous articles and life's work have all focused on issues of equity and inclusion 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
Raymond Terrell, EdD. retired as Associate Dean for Research and Diversity and member of he department of Educational Leadership at Miami University, Oxford< Ohio. He previously worked at California State University, Los Angeles where he served as Professor of Educational Administration and for five years he was the Dean of the School of Eduction. His journey in education began in a public school district where he taught English to junior and senior high students;. He also was a principal and an assistant superintend in the same district. Dr. Terrell is co-author on a number of books including , Cultural Proficiency: and a A Manual for School Leaders, Cultural Proficient Leadership. His books and numerous articles and life's work have all focused on issues of equity and inclusion 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
Content
Foreword by Gail L. Thompson
Acknowledgements
About the Author
Introduction
Part I: Commitment to Equity, Transformative Change, and Implementation
1. Common Core and Cultural Proficiency: A Commitment Toward Equity
2. History and Hope for Changing Schools
3. The Tools of Cultural Proficiency
4. Promise of the Common Core
5. Leadership and the Common Core
6. From Stuckness to Implementation (or From Yikes to YES!)
PART II: Culturally Proficient Professional Learning
7. Assessing Cultural Knowledge Through Collecting, Analyzing, and Using Data to Guide Decisions
8. Valuing Diversity by Developing Skillful Leaders to Create Support Systems for Professional Learning
9. Managing the Dynamics of Diversity by Creating and Sustaining Learning Communities
10. Adapting to Diversity by Applying Evidence-Based Approaches to Actively Engage Educators in Improving Practice
11. Institutionalizing Cultural Knowledge by Applying and Connecting a Commitment Toward Common Outcomes for All Students
PART III: Move to Action
12. Ensuring a Culturally Proficient Professional Learning Plan
Resource A: Book Study Guide
Resource B: Cultural Proficiency Books' Essential Questions
References
Index
Acknowledgements
About the Author
Introduction
Part I: Commitment to Equity, Transformative Change, and Implementation
1. Common Core and Cultural Proficiency: A Commitment Toward Equity
2. History and Hope for Changing Schools
3. The Tools of Cultural Proficiency
4. Promise of the Common Core
5. Leadership and the Common Core
6. From Stuckness to Implementation (or From Yikes to YES!)
PART II: Culturally Proficient Professional Learning
7. Assessing Cultural Knowledge Through Collecting, Analyzing, and Using Data to Guide Decisions
8. Valuing Diversity by Developing Skillful Leaders to Create Support Systems for Professional Learning
9. Managing the Dynamics of Diversity by Creating and Sustaining Learning Communities
10. Adapting to Diversity by Applying Evidence-Based Approaches to Actively Engage Educators in Improving Practice
11. Institutionalizing Cultural Knowledge by Applying and Connecting a Commitment Toward Common Outcomes for All Students
PART III: Move to Action
12. Ensuring a Culturally Proficient Professional Learning Plan
Resource A: Book Study Guide
Resource B: Cultural Proficiency Books' Essential Questions
References
Index