"This new application for cultural proficiency is a testament to the educator-student relationship based on respect, understanding, and a common purpose, no matter what the background or culture of the student happens to be. We can′t afford for more students to disengage from education. Thankfully, the authors provide a framework that builds on where we are and that moves us toward a positive, asset-building environment rather than a destructive deficit mind-set."
—Kathleen Gavin, Coordinator of Professional Development
Great Prairie Area Education Agency, Burlington, IA
Develop culturally proficient policies and practices that create opportunities for students of poverty!
Written to counter the perspective that students from low-income backgrounds come to school with certain deficits that prevent them from learning, this timely resource provides educators with the knowledge and skills to maximize educational opportunities for all students, independent of students′ socioeconomic status.
The authors examine equity and social issues through the lens of cultural proficiency, an approach that emphasizes how educators can break down self-imposed barriers to student success through self-reflection, personal change, and organizational reform. Focusing on students′ strengths, this guide provides:
- An examination of how poverty intersects with other groupings, such as race, ethnicity, language acquisition, and gender
- Effective teaching and leadership strategies grounded in the latest research
- Vignettes and case studies showing the faces of poverty and the barriers they face
- Reflective activities and self-check protocols that guide readers toward effective practices
Culturally Proficient Education helps teachers and school leaders clear the path to success for students of all social and economic backgrounds.
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About the Author
Michelle S. Karns, MPA, is an educational consultant with over 30 years’ experience in school support and reform, including speaking before the United Nations at the World Conference on Children in 1995. Working with students, administrators, and teachers in districts through the United States and Canada, Michelle helps create the conditions for all students to learn and makes academic success complemented by social and emotional health a reality. She is especially successful working in under-resourced, minority districts that are experiencing internal and external challenges.
Michelle combines current academic research and resiliency research in support of hundreds of Title I schools achieving equity and excellence. She is an author of several books and multiple educational reform articles and works to help students and teachers build positive relationships and meet their academic and personal success goals. She is an avid advocate of parents as partners in school reform and is diligent in making that process possible for her districts.
Keith T. Myatt, Ed.D., recently retired as a full time Instructor from the School Leadership Programs at California State University, Dominguez Hills. Prior to that he worked at the Los Angeles County Office of Education in Educational leadership Services as a director in the California School Leadership Academy. He is coauthor of Cultural Proficient Education: An Asset-Based Response to Conditions of Poverty. He has been providing seminars in blending the Tools of Cultural Proficiency and the skills of Coaching for those who provide support for candidates seeking their professional Credentials. He has also been involved in the last few years in the development and assessment of the California Administrator Performance Assessment. Keith and his wife Trina have been spending most of their time lately traveling and enjoying time with family and friends.
Table of ContentsForeword by Dennis Parker
About the Authors
Part I. Why Poverty and Cultural Proficiency?
1. Asset-Based Approaches to Students From Low Income or Impoverished Communities
2. The Middle Class School in Communities of Poverty
3. The Cultural Proficiency Tools Build on Assets
Part II. Pro-social School Applications
4. Culturally Proficient Pedagogy
5. Culturally Proficient Leadership Support for Instruction
6. Policy Development to Ensure and Support Teaching and Learning
Part III. A Call to Action
7. A Call to Action: The Time Is Now
Appendix A: Cultural Proficiency Conceptual Framework
Appendix B: State Teachers’ Association Retreat Script
Appendix C: Taniko’s Poem
Appendix D: How to Use Cultural Proficiency Books