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
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About the Author
Delores B. Lindsey, Ph.D., retired as Assistant Professor of Educational Administration, at California State University, San Marcos. However, she has not retired from the educational profession. Using the lens of Cultural Proficiency, Dr. Lindsey helps educational leaders examine their policies and practices, as well as their individual beliefs and values about cross-cultural communication. Delores’ message to her audiences focuses on socially just educational practices and diversity as assets to be nurtured. Dr. Lindsey coaches educators to develop their own inquiry and action research. Her favorite reflective questions are: Who are we? and Are we who we say we are? She serves schools, districts, and county offices as an Adaptive Schools Training Associate, a Cognitive Coach Training Associate, and a consultant to develop culturally proficient educators and schools. Her recent publications include A Culturally Proficient response to the common core: Ensuring equity through professional learning (2015, Lindsey, Kearney, Estrada, & Lindsey); and Culturally Proficient inclusive schools: All means all! (2018, Lindsey, Thousand, Jew & Piowlski).
Raymond D. Terrell is a Professor Emeritus. He has served as a high school and junior high school English teacher, an elementary school principal, and an assistant superintendent in public schools in Ohio. He spent one year as a faculty member at Texas A&M University in the Department of Educational Administration. He spent 19 years at California State University, 14 years in the Department of Educational Administration, and for 5 years he was the Dean of the School of Education. He then served for three years as an elementary principal at Jefferson Elementary School in Hamilton, Ohio. Ray then joined the faculty at Miami University in Oxford, Ohio where he served as a professor in the Educational Leadership Department, Associate Dean for the College of Education Health and Society and as Chair of the Teacher Education Department. Ray has 50 years of professional experience with diversity and equity issues. He has served school districts in California, Arizona, Nevada, Michigan, Ohio, Pennsylvania, and Indiana. Ray writes about issues of diversity, inclusion, and equity.
Ray lives in Springfield Township, Ohio with his wife Eloise. They have two adult children, Dina and William.
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. Prior to that he served for seventeen years at California State University, Los Angeles in the Division of Administration and Counseling. 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 Cultural Proficiency. Most recent publication is The Cultural Proficiency Manifesto: Finding Clarity Amidst the Noise.
Table of ContentsForeword by Gail L. Thompson
About the Author
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