These tools are not strategies or techniques. The tools provide an individual with the means by which to perform their professional responsibilities in a culturally proficient manner. Being culturally competent or proficient is exemplified by how one uses assessment data, delivers curriculum and instruction, interacts with parents and community members, and plans and uses professional development. The tools of cultural proficiency combine to provide a framework for analyzing a person’s values and behaviors as well as their school or agency’s policies and practices.
Published in Chapter:
The Role of Formal and Nonformal Leaders in Creating Culturally Proficient Educational Practices
Brooke Soles (California State University, San Marcos, USA), Peter Flores III (Santa Maria Joint Union High School District, USA), Joe Domingues (Santa Maria Joint Union High School District, USA), and Francisco Solis (Joint Doctoral Program, University of California, San Diego, USA & California State University, San Marcos, USA)
Copyright: © 2020
|Pages: 29
DOI: 10.4018/978-1-7998-1177-0.ch007
Abstract
This chapter examines the role of formal and nonformal leaders in creating culturally proficient educational practices to create equity and access for all students. Transformative leadership is the foundation of this change process. Through the inside-out cultural proficiency journey, all educational stakeholders can create equity and access at the intersection of race, measurement, and conversations. This chapter introduces a study-in-progress with the following research question: What does it take for educational leaders to create and sustain change processes focused on culturally proficient educational practices so that all students achieve?