A Culturally Proficient Response to the Common Core

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.comWebsite - CCPEP.orgTwitter - @RBLindsey41

"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."

• Foreword by Gail L. ThompsonAcknowledgementsAbout the AuthorIntroductionPart I: Commitment to Equity, Transformative Change, and Implementation1. Common Core and Cultural Proficiency: A Commitment Toward Equity2. History and Hope for Changing Schools3. The Tools of Cultural Proficiency4. Promise of the Common Core5. Leadership and the Common Core6. From Stuckness to Implementation (or From Yikes to YES!)PART II: Culturally Proficient Professional Learning7. Assessing Cultural Knowledge Through Collecting, Analyzing, and Using Data to Guide Decisions8. Valuing Diversity by Developing Skillful Leaders to Create Support Systems for Professional Learning9. Managing the Dynamics of Diversity by Creating and Sustaining Learning Communities10. Adapting to Diversity by Applying Evidence-Based Approaches to Actively Engage Educators in Improving Practice11. Institutionalizing Cultural Knowledge by Applying and Connecting a Commitment Toward Common Outcomes for All StudentsPART III: Move to Action12. Ensuring a Culturally Proficient Professional Learning PlanResource A: Book Study GuideResource B: Cultural Proficiency Books’ Essential QuestionsReferencesIndex