Table of Contents

Forewords
1st edition-- Flora Ida Ortiz
2nd edition-- Sid Salazar
Acknowledgments
About the Authors
Introduction
I. Cultural Proficiency and the Achievement Gap
1. Culture Frames Achievement Gaps
Getting Centered
Cultural Proficiency Manages Change
Our Invitation to You: From NCLB to Common Core
The ′Why′ of This Book
2. The Importance of Culturally Proficient Leadership
The Case: Maple View
Maple View School District
Maple View: The People
Leadership Action That Matters
Invitation: Assess Your Receptivity
Cultural Proficiency Receptivity Scale
Going Deeper
II. The Tools of Cultural Proficiency: An Inside-Out Change Process
The Conceptual Framework is a Guide
3. Overcoming Self-Imposed Barriers to Moral Leadership
Getting Centered
Maple View Discovers What it Cares About
Entitlement and Privilege as Education History
Transformative Leadership
Facing Entitlement: The Conundrum of Anger, Guilt or Confidence
Reflections on Entitlement: A Pine Hills Elementary School Conversation
Reflections on Entitlement: Oppression, Entitlement, or Self-Determination and Personal Responsibility?
Self Determination and Personal Responsibility: From Feelings to Action
4. Cultural Proficiency in Practice: The Guiding Principles
Sam Brewer: The Making of a Culturally Proficient Practice
Mobilizing Communities to Make Progress – Without Easy Answers
The Guiding Principles of Culturally Proficient Leadership
Focus on Assets, Overcome Barriers
Core Value Expressions in Maple View School District
Applying Guiding Principles to Your Practice
5. The Cultural Proficiency Continuum: Changing the Conversation
Cultural Proficiency: A Transformative Approach
Return to Maple View
6. The Essential Elements as Standards of Leadership Behavior
Tolerance for Diversity vs. Transformation for Equity
Pine Hills High School’s Leadership Approach to Cultural Proficiency
Essential Elements as Standards for Leadership Behavior and School Policy
Making Sense of the Elements, Standards, and Behavior
Template for Strategic Planning
Going Deeper
III. Professional Learning for Organizational Change
7. Conversation: A Skill for the Culturally Proficient Leader
Getting Centered
Skillful Use of Communication Channels
Organizations as Relationships
The Essence of Communication: Co-constructing Meaning
Modes of Conversing
Practicing Conversation Skills
8. Leading in a Culture of Learning and Transformative Change
Learning How to be a Culturally Proficient Leader
Transformative Learning
A Transformative Vision of Maple View School District
Our Wish to You and the Community You Serve
Going Deeper
Resources
Book Study Guide
The People of Maple View
Break Through Questions
Matrix of Cultural Proficiency Books’ and Essential Questions
References
Index

About the Author

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.

Reviews

"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."
*Penny S. Bryan, Associate Professor*

"When seeking to understand cultural differences we often look at how other cultures impact our environment Culturally Proficient Schools challenges us at individuals and as organizations to take a deeper look into our own culture and its effect on others. For any person or organization desiring to move toward cultural proficiency, this book is a must have tool to guide you along the way."
*Genia Bullock, Public Relations Coordinator*

"In Culturally Proficient Schools the authors take the reader on a journey of not only personal reflection and capacity building, but provide a framework for educational leaders to facilitate professional learning that will reveal the systemic structures and practices that lead to existing inequities and current results. This authentic examination of our assumptions and practices creates a necessary, healthy tension to move from simply learning, to changing our practices in schools. In a nutshell, an educational leader can take this book and create a learning community that aligns the work of adults around a commitment to creating a culturally proficient school that benefits each student."
*Jeff Ronneberg, Superintendent*