Professional Documents
Culture Documents
Dmps CP Guidance Handbook Final
Dmps CP Guidance Handbook Final
District Wide
CULTURAL
PROFICIENCY
FRAMEWORK
GUIDANCE HANDBOOK
2016
DMPS
District Wide
MISSION STATEMENT
The Des Moines Public Schools exist so that graduates possess the knowledge, skills, and
abilities to be successful at the next stage of their lives.
VISION STATEMENT
Des Moines Public Schools will be the model for urban education in the United States.
EQUITY STATEMENT
It has long been a philosophical cornerstone of the Des Moines Community School District that
diversity is a key component of a quality education. Young people are far better prepared for the
future when they attend school in an educational setting that reflects society's diversity.
Diversity enriches the educational climate and strengthens the educational effectiveness of our
schools. All aspects of education are enhanced by different viewpoints and perspectives
introduced by economic, racial, and ethnic diversity.
We believe that it is in the best interests of the District to develop an employee culture reflective
of the greater society: doing so serves the student populations best and makes the greatest use of
available human resources. The world is ethnically and culturally diverse and students must be
equipped with a global perspective, which will allow them to interact with all people in varying
roles.
The Des Moines Community School District does not discriminate on the basis of race, color,
national origin, gender, disability, religion, creed, age (for employment), marital status (for
programs), sexual orientation, gender identity and socioeconomic status (for programs) in its
educational programs and its employment practices.
There is a grievance procedure for processing complaints of discrimination. If you have
questions or a grievance related to this policy, please contact Isaiah McGee, Equity Coordinator,
2323 Grand Avenue, Des Moines, IA 50312; phone: 515-242-7662; email:
Isaiah.mcgee@dmschools.org. Complaints can also be directed to the Iowa Civil Rights
Commission, 400 E. 14th Street, Des Moines, IA50319-1004, (515) 281-4121, or Region VII
Office for Civil Rights, Citigroup Center 500 W. Madison Street, Suite 1475 Chicago, IL 606614544
TABLE OF CONTENTS
I.
INTRODUCTION__________________________________________________________
a. About this book
b. Rationale
c. Theory of action
1
3
5
6
II.
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11
13
18
22
25
III.
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29
30
33
34
37
39
44
46
47
IV.
APPENDIX_______________________________________________________________
a. Figures and Tables
b. DMPS At-A-Glance
c. Cultural Proficiency Teams
d. Glossary
e. References and recommended reading
57
59
60
63
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67
SECTION I
INTRODUCTION
Introduction
An introduction to the handbook includes data about the District, a rationale that explains
why we are engaged in the work of cultural proficiency, and a theory of action that will
incorporate the growth mindset model.
II.
INTRODUCTION
III.
IV.
Appendix
Includes rubrics, best practices, glossary, and a brief listing of research articles, books
and journals that support cultural proficiency.
Thank you for being a part of this important work. DMPS is committed to creating a
supportive equitable environment for its employees to best serve the diverse needs of our
student body.
For more information and downloadable templates and toolkits, please visit our website
equity.dmschools.org
RATIONALE
As a district, we exist so that graduates possess the knowledge, skills, and abilities to be
successful in the next stage of their lives. Implied in that mission is that ALL students who pass through
the halls of our more than sixty buildings will graduateand when they do, they will have everything
they need to be productive members of society. Regulatory laws have made it clear that educational
excellence and equity are obligations we must adhere to and our professional standards evaluate us
on meeting those obligations.
This moral imperative is nothing new to DMPS. It is why many of us choose to work for Iowas
largest school district. Diversity was a philosophical cornerstone of this district long before we had a
majority of students of color in our student population. We boast hundreds of languages and dialects
spoken in the district and we see our percentage of English language learners is growing. The majority
of families we serve qualify for free or reduced-priced lunch, an indicator of low socioeconomic status.
We understand that all aspects of education are enhanced by different viewpoints and perspectives
introduced by economic, racial and ethnic diversity. The plethora of different life experiences and
circumstances that walks through the doors every morning is what makes working at DMPS rewarding.
However, despite the best of intents, the cultural differences between our staff and our
students often leave many of us relying on invalid assumptions, beliefs, and attitudes based on limited
shared experiences with our students and their families. These different perspectives have often led to
a lack of appropriate responses that impact student achievement. The academic achievement gaps for
a number of subpopulations persist. We continue to see students of color removed from classes and
suspended. There is an imbalance by race and ethnicity in our exceptional student categories
compared to our general populations.
While many factors contribute to these disproportionate outcomes, we simply cannot regard
these outcomes as outside our control. Research suggests that the focus on student deficits prevent
school employees from examining the forces within their control that contribute to unequal
educational outcomes that often happen without ill intent. Many of our students of color have negative
interactions with employees whom they believe have limited knowledge of different cultural
backgrounds. Students often wish there was a broader understanding of culture that goes beyond food,
music, or language.
Research is clear that the most effective intervention affecting student achievement is quality
teaching supported by strong building leadership. The strongest indicator of quality teaching and
effective leadership is engagement. A district with as much diverse life experience as we see requires
that students be engaged through their own environmental lens. Understanding the cultural diversity
of students is linked to higher student engagement and academic success. Education systems better
serve students of color and other marginalized populations when they examine the impact culture has
on teaching and learning.
A more comprehensive understanding of culture and the ability to work effectively in crosscultural situations can play a critical role in helping to close the achievement gap, particularly with our
increasing diversity. Cultural Proficiency is a framework that examines the values, beliefs, policies and
practices of how people interact with varying cultures. As we continue to enhance skills and attitudes
that equip us to be more effective in relating to students in multicultural settings, we will make
instructional and assessment decisions that identify cultural differences as assets rather than deficits
or impediments. This will support DMPS in reaching our vision of being the model of urban education
in the United States, which starts by taking a closer look at and systematically addressing where
outcomes do not always meet with our intentions of equipping all students for success.
THEORY OF ACTION
A theory of action links cause and effect. If a specific action is taken, then a particular
effect or result is expected. In this instance, the theory of action connects the behaviors of teachers
with the consequences of those behaviors the learning and achievement of students.
DMPS has developed the following theory of action in order to address gaps in student
achievement:
If our goal is to ensure that students graduate and possess the knowledge,
skills, and abilities for success at the next stage of their lives
And our challenge is that certain student populations arent reaching this
intended outcome
And research concludes that the most effective way to improve student
outcomes is via a systemic approach where students are engaged through
their own environmental lenses
Then the utilization of a cultural proficiency framework will assist in
fostering an effective learning environment for students
By developing the capacity of school leaders and teachers to engage with,
create meaning for, and set high expectations for students of all cultural
experiences.
WHAT
HOW
HOW
Some organizations know HOW
they do it.
DMPS will utilize a cultural proficiency
framework to foster an effective learning
environment.
WHY
WHY
Very few organizations know WHY
they do what they do. It is a purpose,
cause or belief.
GROUP
DISCUSSION
Think of the building or classroom you are most familiar and engaged.
What are some indicators that reflect the DMPS rationale for using a cultural
proficiency framework (disproportionality, data, mission, achievement gap)?
What concerns or obstacles might prohibit the implementation of the
framework?
How might the classroom or building benefit from utilizing the Cultural
Proficiency framework?
Review the theory of action. How might it look different for your classroom?
NOTES
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SECTION
II
THE COMPONENTS
OF
CULTURAL PROFICIENCY
Cultural Proficiency is the
way a person or organization
effectively engages with and
plans for issues that arise in
diverse environments. It is a
paradigm shift from viewing
cultural differences as
problematic to learning how to
interact effectively with other
cultures. It focuses on learning
about oneself and recognizing
how ones culture and identity
may affect others.
These components are broken down in the following chapters. As you navigate the framework,
reference each chapter for a more in-depth understanding of each component. Keep in mind
that the objective of the framework is to learn the skills necessary to navigate and interact
effectively in a diverse environment.
11
DESTRUCTION
*DENIAL
INTOLERANCE
REDUCTION
TOLERANCE
(INCAPACITY)
(BLINDNESS)
(PRECOMPETENCE)
*POLARIZATION
*MINIMIZATION
*ACCEPTANCE
Respond
inadequately to the
dynamics of
difference
Belief in the
superiority of
one's culture &
behavior that
disempowers
another's culture
Awareness of
the limitations of
one's skills or an
organization's
practices when
interacting with
other cultural
groups
The elimination of
other people's
cultures
Acting as if the
cultural differences
you see do not
matter or not
recognizing that
there are
differences among
& between cultures
MACRO AGGRESSIONS
MICRO AGGRESSIONS
*ADAPTATION
Engage with
differences using
the essential
elements as
standards
PROFICIENCY
*INTEGRATION
Knowing how to
COMPETENCE
CULTURAL RESPONSIVENESS
Adapted from: Nuri-Robins, Lindsey, Lindsey, and Terrell. Culturally Proficient Instruction (3rd ed) Corwin 2012;
*Adapted from M.R Hammer Intercultural Development Inventory, 2012; Updated for DMPS use December, 2015
12
1 Culture: the system of shared beliefs, values, customs and behaviors between members of society; gender, class,
physical and mental abilities, religious and spiritual belief, sexual orientation, and age are also indicators of culture
beyond race and ethnicity.
2 Terrell, R.D., Lindsey, D.B., Lindsey, R.B., & Nuri Robins, K. (2006). Culturally Proficient Instruction: A Guide for
People Who Teach. Thousand Oaks, CA: Corwin Press.
3 Bias: an opinion, preference, or prejudice that limits an individuals or groups ability to make fair, objective or
accurate judgments
13
II
COMPONENTS
1 Dominant culture (group): the group that sets the norms and expectations for interactions in a given environment:
mainstream culture.
2 Terrell, R.D., Lindsey, D.B., Lindsey, R.B., & Nuri Robins, K. (2006). Culturally Proficient Instruction: A Guide for
People Who Teach. Thousand Oaks, CA: Corwin Press.
14
II
COMPONENTS
3 Terrell, R.D., Lindsey, D.B., Lindsey, R.B., & Nuri Robins, K. (2006). Culturally Proficient Instruction: A Guide for
15
II
COMPONENTS
The diverse thought patterns of cultural groups influence how problems are
defined and solved.
Family and community are defined by culture and serve as the primary point of intervention and
mechanism for support. They differ within groups as well as between groups. Family and
community priorities may differ from those of the school or classroom. Recognizing these
differences make it easier to engage in meaningful conversations with families and community
members.
A family that traditionally shows respect to authority figures is deeply
troubled when their student receives a suspension for advocating against
injustices in the classroom. A family that historically values social justice
activism supports their students advocacy against injustice and
challenges the suspension.
7 Equity: recognizing that people are different and accommodating practices for equal outcomes: eliminating
16
II
COMPONENTS
17
2. THE CONTINUUM
The Cultural Proficiency Continuum provides a context, or frame of reference, which can
describe organizations and individuals. Using the continuum to study singular events in the
classroom or organization helps to examine specific policies or behaviors. The range of points
provide starting places and benchmarks by which to assess progress and direction. Movement
along the continuum will not always be a fluid progression towards cultural proficiency, but may
create discussions that challenge accepted policies and practices.
Proficiency
Competence
Tolerance
Reduction
Intolerance
Destructiveness
On the lower end of the continuum are destructiveness, intolerance, and reduction. These
points correlate with reactive behaviors1, indicative of the barriers to cultural proficiency. At
the upper end of the continuum are tolerance, competence, and cultural proficiency. These
points correlate with proactive behaviors2, indicative of the essential elements that embody
cultural proficiency.
GROUP
DISCUSSION
Think of situations that have taken place in the classroom or building. Write
down poignant points, attitudes, and behaviors that led to a positive or
negative outcome.
1 Reactive behaviors: behaviors that resist growth and maintain an opposition to diversity
2 Proactive behaviors: behaviors that encourage growth and transformation towards equity
18
II
THE CONTINUUM
COMPONENTS
Cultural Destructiveness
Cultural destructiveness seeks to eliminate differences. It attempts to eliminate what
differs or conflicts with the dominant group. Policies, practices, or behaviors that intentionally
dismiss or disregard another culture are considered destructive. Systems of legalized oppression,
such as the Jim Crow laws of segregation1, Indian Removal Act2, concentration and internment
camps3, and policies that prohibit the use of native languages4 are clear examples of cultural
destruction. Destructiveness can also play out in subtle forms, such as adherence to prevailing
unspoken practices that deliver inequitable opportunities and outcomes insinuated by the norms
of the dominant culture.
A history book or lesson that exclusively focuses on the experiences of
European settlers fails to recognize or analyze the experiences and
existence of Native American groups, minimizes the impact and effect of
slavery, segregation, and other colonial atrocities.
Cultural Intolerance
Cultural intolerance5 demeans differences. It is the demonstration of the superiority of a
dominant culture maintained by behaviors that disempower another culture. Cultural intolerance
recognizes differences without valuing diversity and often resorts to relating to other cultures
based on negative stereotypes or tokenism.
Stereotyping students to low-performance standards based on their
cultural group, characterized by comments such as, They dont value
education, or Those families dont care to be involved in their childrens
education.
Cultural Reduction
Cultural reduction6 refers to any policy, practice, or behavior that ignores existing cultural
differences and considers such differences and the experiences that come with them as
inconsequential. Not seeing differences and the experiences that come with those differences
presumes that dominant cultural norms are beneficial for all. When members of a dominant group
1 Jim Crow laws of segregation: state and local laws that enforced and upheld racial segregation in the Southern
United States
2 Indian Removal Act: signed in 1830 by Pres. Andrew Jackson, this law forcibly moved Native American tribes from
their land and relocated them to unsettled territory. Infamously known for the Trail of Tears, where over 4,000
Cherokees died during a forced relocation in the fall and winter of 1838-39.
3 Concentration and Internment camps: a guarded compound for the detention or imprisonment of ethnic minorities,
political prisoners, etc. Most notably established by the Nazi regime during WWII (Holocaust), and the US against
Japanese-Americans in 1942-45.
4 American Indian Boarding Schools immersed children in European-American culture with the intent to civilize and
Christianize them. School administrators forbade tribal singing and dancing, the wearing of ceremonial and savage
clothes, the practice of native religions (other than Christianity), the speaking of tribal languages, the acting out of
traditional gender roles, and replaced traditional names with new European-American names.
5 formerly cultural incapacity
6 formerly cultural blindness
19
II
THE CONTINUUM
COMPONENTS
practice cultural reduction, they unintentionally contribute to the sense of invisibility experienced
by marginalized groups.
A teacher that professes, I treat all students the same or I dont see
color creates a disconnect between the student, teacher, and behavior in
class. Certain student behavior is directly related to experiences in the
world that are characterized by the intersections of culture. A student
with excessive absences may come from an immigrant community that
is the target of deportation threats and therefore struggles to succeed.
Cultural Tolerance
Cultural tolerance7 cant understand the need for the development of attitudes and skills
necessary for responding to differences, and has not demonstrated a full commitment to
adequately or appropriately responding to issues that arise from diversity. More information,
assistance, and greater capacity can yield more effective cross-cultural communication.
A building wants to host a Culture Day to celebrate the richness and
diversity of its student population, and gives sole responsibility to its only
staff member of color.
Cultural Competence
Cultural competence uses set of congruent behaviors, attitudes, and policies that come
together in a set that enables effective cross-cultural communication. This involves assessing
culture, valuing diversity, managing the dynamics of difference, adapting to diversity, and
institutionalizing cultural knowledge. Practicing cultural competence requires a continual
observation of the self and the organization.
A P.E teacher considers the five Essential Elements in developing lesson
plans and instructional strategies by asking these questions: What
cultures are present? Do I know and affirm the varying experiences and
views present in the classroom? How will I manage conflict when it
arises due to varying experiences? How will I meet the instructional
needs of my most marginalized student populations?
Cultural Proficiency
Cultural proficiency focuses on learning about oneself and recognizing how ones culture
and identity may affect others, relieving those who have been marginalized from the responsibility
of doing all of the adapting. It manifests in organizations and people who value culture; know how
to learn about individual and organizational cultures and interact effectively in diverse
environments. Cultural proficiency is an ongoing and unfolding lifelong learning process that
recognizes that differences and similarities between cultures are important.
7 formerly cultural pre-competence
20
II
THE CONTINUUM
COMPONENTS
GROUP
DISCUSSION
NOTES
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21
3. THE BARRIERS
Overcoming resistance to individual and organizational change involves recognizing and
acknowledging barriers to cultural proficiency. Transforming resistance requires an
examination of an individuals assumptions, values, and beliefs.
The following barriers are considered reactive behaviors rooted in monoculture1 that manifest
as opposition to diversity2:
Misuse and Abuse of Power and Privilege: unequal power dynamics that
maintain the status quo
22
II
THE BARRIERS
COMPONENTS
physical and intellectual ability, race, religion, sexual orientation, class, etc.
2 Race: a political and social construct meant to divide humans according to physical traits and characteristics;
historically used to justify the enslavement, extermination, and marginalization of specific groups of people
3 Privilege: the experience of freedoms, rights, benefits, advantages, access and/or opportunities based on
membership in a dominant group: often denied or withheld to members of non-dominant groups
4 Alienation: feeling out of place: not belonging to any group
5 Discrimination: the unfair treatment of individuals or groups on the basis of race, ethnic group, gender, religion,
sexual orientation, physical or mental ability, etc., such that it prevents or limits access to opportunities, benefits, or
advantages available to other members of society
6 Racism: the belief in the superiority of one race over another; social, political, and/or economic power exhibited by
a dominant race over another racial group. Prejudice + Power = Racism
7 Sexism: prejudice, stereotyping, or discrimination, historically against women, based on gender
8 Ableism: discrimination in favor of able-bodied people; prejudice against physical or mental handicaps
9 Heterosexism: discrimination or prejudice against homosexuals based on the belief in the superiority of
heterosexuality
10 Other: the marginalization of a person or group based on differences in dominant cultural norms
11 Power: influence or control through the acquisition of capital (political, social, financial and cultural) stock; physical
strength
12 Power dynamics: the relationship between groups in which one group dominates and defines the other groups and
determines differential treatment as a result
23
II
THE BARRIERS
COMPONENTS
CASE STUDY
At a professional development meeting on Cultural Proficiency, an educator shares that she perceives
cultural proficiency as another excuse that her students of color, particularly black students, can use to
justify or get away with negative and disruptive behavior. I actually feel very sorry for my white
students because their education is being disrupted by the behavior of students who do not adhere to the
traditional American model of education. Policies that focus on diversity issues take away from class
time that could be used to educate the students who are doing well and are represented in the classroom.
If a student does not behave the way that I want my students to behave, who does not learn the way I
teach, then that student does not need to be in my classroom, distracting the others from learning. I send
them off. The typical American student is not loud and unruly. They are prepared and they show up and
are eager to learn. The others? They dont value that they dont value education their parents dont
value education. I have no need for students like that in my classroom, especially as it interferes with
others learning. Her statements were greeted with many non-verbal signs of agreement.
GROUP
DISCUSSION
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24
Assess Culture: the self-assessment of ones own culture and its impact on the
environment, and identifying the cultural groups present in a system
Value Diversity: develop an appreciation for the differences among and between
groups
Adapt to Diversity: modify and adopt new policies and practices to support diversity
and inclusion
For a deeper look at how to apply these essential elements in practice, refer to the following
section, Applied Essential Elements.
25
NOTES
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SECTION III
APPLIED
ESSENTIAL
ELEMENTS
appropriate responses to
individual behavior and
organizational practices when
dealing with cultural differences.
This section will look deeper at
the essential elements and
include methods to aid in
organizational and practical
application.
27
III
CULTURAL COMMITMENTS
DMPS has made the following Cultural Commitments in an effort to ensure that practices
consistent with Cultural Proficiency are implemented within the organizations framework.
These commitments have placed the Essential Elements into the practical scope of our policies.
A. Equity of Access- (Adapting to Diversity) DMPS shall provide every student with
equitable access to a high quality curriculum, support, facilities and other educational
resources, even when this means differentiating resource allocation.
B. Equity Analysis- (Assess Culture) DMPS shall review existing policies, programs,
professional development and procedures to ensure the promotion of equity and all
applicable new policies, programs, and procedures will be developed using an equity
analysis tool.
C. Workforce Equity- (Managing the Dynamics of Difference) DMPS shall actively
work to ensure that the teacher and administrator workforce reflects the diversity of the
student body and that all students have access to high quality instruction throughout their
educational experience. The District shall recruit, employ, support and retain a workforce
that includes racial, gender, and linguistic diversity, as well as culturally competent
administrative, instructional, and support personnel.
D. Professional Development- (Institutionalize Cultural Knowledge) DMPS shall
provide professional development to strengthen employees capabilities for eliminating
opportunity gaps and other disparities in achievement.
E. Welcoming School Environments- (Value Diversity) DMPS shall ensure that
each school creates a welcoming culture and inclusive environment that reflects and
supports the diversity of the Districts student population, their families, and
communities.
F. Partnerships- (Adapt to Diversity) DMPS will include other partners who have
demonstrated culturally specific expertise including families, government agencies,
institutes of higher learning, early childhood education organizations, community-based
organizations, businesses, and the community in general in meeting our high goals for
educational outcomes.
G. Multiple Pathways to Success- (Value and Adapt to Diversity) DMPS shall provide
multiple pathways to success in order to meet the needs of the diverse student body, and
shall actively encourage, support, and expect high academic achievement for all students.
Adapted from Ensuring Educational and Racial Equity, Seattle Public Schools, Council of Great City Schools, 2012
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III
ASSESS CULTURE
Assessing culture begins with the individual or organization first assessing their own culture
in order to understand the impact it has in a variety of exchanges. This self-reflective and
consciousness-developing process serves to enable an understanding of where ones culture
intersects with another in order to provide insight to perceptions and potential areas of conflict.
In the classroom, taking the time to assess ones own culture develops an awareness of how it
can affect the teaching style. Evaluate how classroom culture, instructional practices and
curriculum may actually be suited to the instructors own environmental lens rather than the
students. It is important to appreciate and understand the complexity of a diverse classroom
environment (cultures, attitudes, behaviors, habits, feelings, actions, needs) to develop and
demonstrate instructional strategies that support those differences.
Individual: By developing a deepened understanding of the relationship between
knowledge of ones culture and appropriate responses to differences, an individual recognizes
how culture is expressed through their behaviors. When individuals know their own cultural
narrative, they are better able to manage differences and similarities effectively.
30
III
ASSESS CULTURE
ESSENTIAL
ELEMENTS
In what ways have you noticed that members of a similar culture react and relate to you
differently than members from another culture?
How do you learn the cultural expectations of the District and school?
How is the District as a whole supportive of learning?
How do employees of the District value and affirm colleagues from diverse cultures?
What do you share about your values and beliefs with colleagues? How do you choose to
share them?
What do you do to learn about the people in your school? How does that inform and
influence instructional and management practices?
Think of a time when you violated an unwritten rule. How did you know you had broken
the rule? How were you expected to know the rule?
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III
ASSESS CULTURE
ESSENTIAL
ELEMENTS
How do I, as an educator,
situate myself in the
education of students, and
how do I negotiate the
power structure in my class
to allow students to feel a
sense of worth regardless of
their racial or cultural
background?
1 Milner, H.R. (2010). Start Where You Are, But Dont Stay There. Cambridge, MA: Harvard Education Press.
32
III
VALUE DIVERSITY
The values of an organization are reflected in its mission and vision statements1. These serve as
indicators of what is important and operate with the intention to achieve the desired outcome.
Fostering a community that values diversity requires attention, appreciation and respect for the
differences that exist.
Many approach diversity through a lens that focuses on similarities. However, managing
diversity through a lowest common denominator2 approach eliminates the potential for
learning experiences between students and colleagues alike.
In an organization that values diversity, individuals exhibit qualities of cultural proficiency by
welcoming a new person from a different cultural background into the school
community,
adapting to various communication styles and manners of people,
creating an inclusive environment that embraces differences,
respecting and honoring holidays that are not mainstream,
enforcing accountability by avoiding deficit reasons as to why students dont learn.
An important component in valuing diversity is to encourage others to adapt to the myriad ways
that respect can be perceived. This adaptation involves monitoring language that may include
negative judgments, also known as microaggressions. Collaboration is another opportunity to
include the opinions, ideas and concerns of various cultural groups by reestablishing that there
is room for many paths leading to the same goal.3
To use physical
resources to
accommodate
students individual
and group needs,
ability differences,
linguistic skills, and
friendship choices
33
III
MANAGE THE
DYNAMICS OF DIFFERENCE
When diversity is valued, it opens the door for a variety of perspectives and cultures to engage,
which unveils potential conflict rooted in differences. Managing the dynamics of difference is a
necessary skill in developing healthy responses to conflict when cultures clash.
Many sources of conflict are rooted in power dynamics. When power is institutionalized, it
creates a hierarchy in the relationships between groups. Instructors exercise power by
determining what is taught, how it is taught, how the learning will be assessed, where students
sit, when they can take breaks, etc. While there are circumstances in place that necessitate the
power of the instructor in a school environment, when misused or abused, power dynamics
undercut the need for effective communication and conflict management.
The following tables highlight some differences between groups. These can be used to assess the
cultures present and navigate the power dynamics that arise because of these differences.
Table 3.5 refers to problem solving for a solution in a conflict between groups or individuals.
Table 3.6 expresses the behavioral differences between members of minoritized groups and
dominant groups, and the impact of the power dynamics between the two. Table 3.7
distinguishes between Good Leadership and Social Justice Leadership and can be used by
individuals who want to enhance and strengthen equitable practices.
2. Clarify values
3. Check perspectives
4. Adjust to personalities
and methods
5. Seek to understand
cultural differences
1 Terrell, R.D., Lindsey, D.B., Lindsey, R.B., & Nuri Robins, K. (2006). Culturally Proficient Instruction: A Guide for
34
III
MANAGE THE
DYNAMICS OF DIFFERENCE
ESSENTIAL ELEMENTS
1 Sensoy, O. & DiAngello, R. (2012). Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice
35
III
MANAGE THE
DYNAMICS OF DIFFERENCE
ESSENTIAL ELEMENTS
Table 3.7 DISTINCTIONS BETWEEN A GOOD LEADER AND A SOCIAL JUSTICE LEADER
Good Leader
Social Justice Leader
Works with sub-publics
to connect with
community
Supports variety of
programs for diverse
learners
Facilitates professional
development in best
practice
Knows that a school cannot be great until the students with the
greatest struggles are given the same rich academic,
extracurricular, and social opportunities as those enjoyed by their
more privileged peers
Acts as a positive
ambassador for the
school
Understands children
have individual needs
Engages in school
improvement with a
variety of stakeholders
Scanlan, M & Theoharis. G. (2015). Leadership for Increasingly Diverse Schools. New York, NY: Routledge.
36
III
ADAPT TO DIVERSITY
Becoming culturally proficient requires permanent changes in values and behaviors that reflect
the adaptation between diverse groups of people. This requires a deep examination of values,
biases, and behaviors while being vigilant for overt and subtle forms of discrimination in
practices.
Adaptations to diversity are easier to see at the organizational level of a school than inside a
classroom. Consider the following1:
Instructional materials
How are instructional materials relevant to the varying experiences of
the students?
Teaching style
How are instructional strategies supportive of cultural differences?
Mediating conflicts
What values are being supported? Where do those values come from?
Are other values being minimized?
Developing a pedagogy that embraces diversity is a crucial step in adapting to the differences
present in a classroom or building. The following table displays the impact of a diversity
pedagogy as experienced through the development of social interactions and interpersonal
relationships.
1 Terrell, R.D., Lindsey, D.B., Lindsey, R.B., & Nuri Robins, K. (2006). Culturally Proficient Instruction: A Guide for
37
III
ADAPT TO DIVERSITY
ESSENTIAL
ELEMENTS
friends.
settings.
acceptance.
friendships
38
III
INSTITUTIONALIZE
CULTURAL KNOWLEDGE
Institutionalizing cultural knowledge involves the process of teaching and learning about other
cultures, including that of the organization. It also involves learning how people experience
those cultures and adapt to those differences.
Continuous examination of the organizations policies and practices provide an ongoing
opportunity to understand its culture and the culture of the people in it, allowing for culturally
proficient strategies and behaviors to be practiced consistently.
The following are considerations to improve the effective engagement in a diverse school
setting2:
Learn about and understand students daily experiences within the context of their own
community.
Include the lives of the students within the scope of instruction. Encourage relatability
between students lives outside of the classroom and what they do or learn in the
classroom.
Engage in strategic, systematic training on culturally responsive3 behaviors. Develop a
consistent mentoring or coaching process with colleagues around cultural competence4.
Advance and support methods of professional development that prepare for the
facilitation of classroom discussions involving cultural differences.
Research best practice methods for integration of cultural issues (bias, injustice) within
the classroom.
Be comfortable fielding questions around culture even if solid answers are unknown.
Acknowledge mistakes, learn from mistakes, and actively evolve with actions that are
more effective.
Double-Loop Learning. Adapted from Chris Argyris, Overcoming Organizational Defenses. Boston:
Allyn & Bacon, 1990
2 Culturally Proficient Instruction, Lindsey, Lindsey, Nuri-Robins, Terrell, Corwin, 2012
3 The ability to learn from and relate respectfully with people of your own culture as well as those from
other cultures
4 A set of congruent behaviors, attitudes, and policies that come together to enable effective crosscultural communication between different groups of people.
39
III
ESSENTIAL
ELEMENTS
element accordingly.
changes.
cultural norms.
actions.
behavioral expectations.
rules.
participation structures.
1 Sheets, R.H. (2005). Diversity Pedagogy. New York, NY: Peterson Education
40
III
ESSENTIAL
ELEMENTS
academic outcomes.
appropriate or inappropriate.
engages in self-evaluation.
mistakes.
1Sheets, R.H. (2005). Diversity Pedagogy. New York, NY: Peterson Education
41
III
ESSENTIAL
ELEMENTS
2. Perceived teaching as
mission and
responsibility:
3. Developed critical
consciousness:
Teachers concentrated on the assets that the students brought into the classroom and
built on those assets in the learning contexts. They also understood their own assets as
teachers and used those as a foundation to bridge opportunity gaps in the classroom.
Teachers did not allow what they did not have to hinder their efforts, goals, and visions
for their students. They did whatever it took to succeed and for their students to
succeed; they never gave up, even when resources were scarce.
resources
6. Understood equity in
practice:
8. Understood power
structures among
students:
Teachers understood the difference between equality and equity. They worked to meet
the needs of individual students and realized that their curriculum and instruction might
not be exactly that same among all students at all times but would depend on the
particular needs of each student.
Teachers understood that students needed to get to know them and that they needed
to get to know their students. They saw their teaching as members of a family affair and
viewed their students as their own family. In other words, they in other mothering and
other fathering.
Teachers understood that there were power structures among the students. They
recruited popular students to embrace the vision of learning and engagement in the
classroom in order to get other students engaged and motivated to learn.
Teachers assembled knowledge and understood points of intersection and
convergence between themselves and their students. They used this knowledge and
understanding to build and sustain relationships in the classroom.
Teachers allowed students to learn things about them and made connections to
demonstrate the commonalities that existed between students and teachers. They
shared stories with their students and allowed them to share theirs in order to build
community, collective knowledge, and points of reference.
Teachers conceived of school as a community that was established by all those in the
environment. They allowed students to have voice and perspectives in how the
community would be defined. Teachers respected and cared about those in the
community as if they were family members
Teachers explicitly conveyed the importance and value of education and learning to
students. They helped students understand and embrace the reality that one can be
smart and intelligent and, at the same time, cool and hip.
Teachers attempted to understand what it meant to live in the world of their students
through music, sports, film, and pop culture. They incorporated this knowledge and
understanding into the learning opportunities in the classroom.
Teachers understood the multiple layers of popular culture that students were
interested in outside of school. They incorporated this understanding in developing
relevant and responsive lessons for students.
Milner, H.R. (2010). Start Where You Are, But Dont Stay There. Cambridge, MA: Harvard Education Press
42
III
GROUP
DISCUSSION
ESSENTIAL
ELEMENTS
How have you seen these five essential elements displayed in your building
or classroom?
How can the utilization of these essential elements be used to enhance
student hope, engagement, and well-being?
NOTES
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43
III
CULTURALLY PROFICIENT
PROFESSIONAL DEVELOPMENT
ESSENTIAL
ELEMENTS
Any participant or presenter of a professional development session should be able to answer the
question: How is this training culturally proficient?
To answer that question, professional development should demonstrate how one or more of the
five essential elements of cultural proficiency are embedded or how the seven district cultural
commitments are espoused in the training:
ESSENTIAL ELEMENTS
1. Assess Culture
Does this training allow for the self-assessment of ones own
culture and its impact on the environment, or an opportunity to
identify cultural groups present in a system?
2. Value Diversity
Will this training help develop an appreciation for the differences
within and between groups represented in the building?
3. Manage the Dynamics of Difference
How can this training be applied to respond appropriately to the
issues that arise in diverse environments?
4. Adapt to Diversity
Will this training modify and adopt new policies and practices to
support diversity and inclusion?
5. Institutionalize Cultural Knowledge
Will this training support, build capacity, or display cultural
changes into the building?
44
III
PROFESSIONAL DEVELOPMENT
ESSENTIAL
ELEMENTS
45
III
FRAMEWORKS
ESSENTIAL
ELEMENTS
Frameworks provide underlying ideas, guiding principles, and common agreements as aids to
cultivating an equitable environment. Utilizing frameworks effectively can resolve issues
stemming from
FOR MORE INFORMATION on each framework and the essential element that it can be
used in conjunction with to develop culturally proficient classroom and behavioral practices,
visit equity.dmschools.org/supplement.
46
III
CULTURAL PROFICIENCY
IMPLEMENTATION TOOLKIT
ESSENTIAL
ELEMENTS
This handbook was designed with the intention of taking the reader through an educational
process that would assist in the development of an awareness of the need for cultural
proficiency.
The Cultural Proficiency Implementation Toolkit presents tools to sculpt a personal,
interpersonal, and organizational cultural assessment to support the development of culturally
proficient practices in the classroom and building.
Use the following tools to elicit discussions and reveal insights to the school community that
address issues of equity:
1.
47
III
CULTURALLY RESPONSIVE
INTERVENTIONS
ESSENTIAL
ELEMENTS
Culturally Responsive Interventions1 are the culmination of the Implementation Toolkit. They
should be conducted after the Cultural Profile, Implicit Association Test, Color Arc, Equity Data
Collection, and Equity Walk. This is to ensure that the participants are prepared with the
knowledge and disposition to create interventions aligned with the framework.
The Interventions
The following tables explore different concepts that represent barriers to learning and
student achievement: Color Blindness, Cultural Conflict, (Low) Expectations, Myth of
Meritocracy, and Deficit Conceptions.
They were modified by DMPS to include real, in-class scenarios developed by the
district's Youth Advisory Board to reflect how these concepts play out in everyday classroom
situations. In order to construct the most accurate methods of intervention, the district equity
coordinator and equity specialist conducted an inquiry that included teacher, administrator,
instructional support staff, community partners, and student input on resolutions modeled after
the cultural proficiency framework. In doing so, the interventions incorporated and validated
the district's Standards Referenced Grading, Instructional Framework, Blended
Learning, and Multi-Tiered Systems of Support as best practices for cultural proficiency.
The conversations also revealed the importance of building leadership teams and
professional learning communities developing interventions according to the needs of school
communities. Our recommendation is that buildings continuously collaborate on interventions
for the classroom or building. A building's collaborative team should consist of multiple
stakeholder groups: teachers, professional learning communities, building leadership teams,
instructional support staff, and students.
Moule, J. (2012). Cultural Competence: A Primer for Educators. Belmont, CA: Cengage Learning.
48
INSTRUCTIONAL
CONSEQUENCE
ESSENTIAL ELEMENT
PROACTIVE BEHAVIOR
Teachers teach their students in a myopic manner; they do not consider how racially diverse students
experience the world inside the classroom, inside the school, and in society.
Curriculum and instructional decisions are grounded in a white norm students of color just have to deal with.
ASSESS CULTURE
INTERVENTION
Create partnerships with community organizations to provide support and trust between families and the school
community.
Utilize community conversations and partnerships to deliver legal/educational resources and information to
families of affected communities (ICE/INS, DACA, etc.)
Streamline language services through community partnerships with organizations that have on the ground
translators who can provide immediate assistance: multiple language translators on staff.
Enhance BCO workers role as liaison between schools, admin, and parents.
Teachers and staff are updated and informed of national and community events that negatively impact students.
Teacher and student outline agreements for make-up work (Implement SRG guiding practice 5: Students will
have multiple opportunities to demonstrate proficiency.)
Moule, J. (2012). Cultural Competence: A Primer for Educators. Belmont, CA: Cengage Learning.
49
INSTRUCTIONAL
CONSEQUENCE
ESSENTIAL ELEMENT
PROACTIVE BEHAVIOR
ADAPT TO DIVERSITY
INTERVENTION
Challenge teachers to reflect on their classroom expectations/routine and how to modify to support diversity
and inclusion.
Include student input in the expectations and routine of the classroom.
Provide professional development for teachers on various classroom management strategies.
Utilize Instructional Framework (see Marzanos 4, 34-37, 39-40) to engage students effectively
Develop the knowledge of and awareness to different methods of engagement aligned with the various cultural
and educational backgrounds of students.
Restorative Justice circles with peers and teachers.
Moule, J. (2012). Cultural Competence: A Primer for Educators. Belmont, CA: Cengage Learning.
50
INSTRUCTIONAL
CONSEQUENCE
ESSENTIAL ELEMENT
PROACTIVE BEHAVIOR
Teachers water down the curriculum and provide only minimal curricula expectations.
Teachers focus on basic skills only and push students to get a right answer in all academic subject matters.
Students are not allowed to think outside of the box, develop critical and analytic thinking skills, or question
power structures in order to improve unfair, inequitable learning environments.
INTERVENTION
Provide training and capacity building for teachers around research-based strategies to enable students to meet
high expectations. (Marzanos Design Q 9: What will I do to communicate high expectations for all students?)
Model what high expectation classrooms look like in professional development training. (Marzanos Design
Q 3: What will I do to help students practice and deepen their understanding of new knowledge?)
Develop a shared mission and vision about student learning and achievement with the school building.
(Marzanos Design Q 2: What will I do to help students effectively interact with new knowledge?)
Institutionalize cultural proficiency training.
Enhance "Differentiated Instruction training.
Teacher collaborates with English teachers and literacy coaches to enhance and strengthen students reading
and comprehension skills.
Use varied instructional strategies to deliver content without relying on read-only methods (audio, visual,
video, projects, etc.)
Moule, J. (2012). Cultural Competence: A Primer for Educators. Belmont, CA: Cengage Learning.
51
INSTRUCTIONAL
CONSEQUENCE
ESSENTIAL ELEMENT
PROACTIVE BEHAVIOR
INTERVENTION
Begin following MTSS and SRG protocols. With SRG, teachers have to provide multiple opportunities for
learning and growth. (Assign tasks that are less time consuming but meet learning objectives)
Use MTSS to support students completion of projects or work (e.g. RAILS).
Encourage relationship building between students and teachers. Teacher and student work together to develop
appropriate time-table for completion of work.
Support strategies that promote consistency in managing student expectations, i.e. awareness of students
barriers vs. teachers demands.
Understand systemic barriers that impact student success even before kindergarten.
Develop connections between and streamline systems of support between PLC> SRG> MTSS to advocate
for student success.
Moule, J. (2012). Cultural Competence: A Primer for Educators. Belmont, CA: Cengage Learning.
52
INSTRUCTIONAL
CONSEQUENCE
ESSENTIAL ELEMENT
PROACTIVE BEHAVIOR
Teachers refuse to allow students to develop their own critical and analytic thinking skills.
Students are expected to regurgitate a right answer that the teacher or the textbook has provided.
Very little discussion and creative learning opportunities are available. Students are given busy work in hopes
that the students will not talk; the classroom is viewed as the teachers space, and students are expected to
conform and be quiet.
VALUE DIVERSITY
INTERVENTION
Partner teacher with an instructional coach to develop inquiry-based lesson plans. (Marzanos Design Q 4:
What will I do to help students generate and test hypotheses about new knowledge?)
Value student voice to provide a sense of pride and belonging in the classroom. (Marzanos Design Q 3: What
will I do to help students practice and deepen their understanding of new knowledge?)
Place instructor on an Improvement Plan. Use PLCs for SRG training, data-driven instructional and researchbased strategies; establish colleague to colleague mentoring and coaching.
Complete peer observations with teachers who are successfully engaging students in rigorous work. (Marzanos
Design Q 5: What will I do to engage students?)
Conduct I-Observations or classroom equity data collections.
Moule, J. (2012). Cultural Competence: A Primer for Educators. Belmont, CA: Cengage Learning.
53
III
CULTURALLY RESPONSIVE
INTERVENTIONS TEMPLATE
ESSENTIAL
ELEMENTS
The Template
Use this template for developing interventions in the classroom or building.
Use the DMPS Cultural Proficiency Framework as a point of reference when considering moving
the scenarios from Reactive Behaviors (Barriers) to Proactive Behaviors (Essential Elements).
54
SCENARIO:
CONCEPT
COLOR BLINDNESS CULTURAL CONFLICT (LOW) EXPECTATIONS MYTH OF MERITOCRACY DEFICIT CONCEPTIONS
EXPLANATION
ASSERTION
BARRIER
REACTIVE BEHAVIOR
A SENSE OF ENTITLEMENT
RESISTANCE TO CHANGE
ASSESS CULTURE
VALUE DIVERSITY
INSTITUTIONALIZE
CULTURAL KNOWLEDGE
INSTRUCTIONAL
CONSEQUENCE
ESSENTIAL ELEMENT
PROACTIVE BEHAVIOR
INTERVENTION
Moule, J. (2012). Cultural Competence: A Primer for Educators. Belmont, CA: Cengage Learning.
55
NOTES
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SECTION IV
APPENDIX
57
IV
APPENDIX A
Figure 1.1
Figure 2.1
12
Figure 2.2
18
Figure 3.1
30
Figure 3.2
Cultural Iceberg
31
Table 3.3
32
Table 3.4
33
Table 3.5
34
Table 3.6
35
Table 3.7
36
Table 3.8
38
Table 3.9
40
Table 3.10
41
Table 3.11
42
Table 3.12
49
Table 3.13
50
Table 3.14
51
Table 3.15
52
Table 3.16
53
Table 3.17
55
59
IV
DMPS AT-A-GLANCE
STUDENT DEMOGRAPHICS
60
APPENDIX B
IV
DMPS AT-A-GLANCE
61
APPENDIX B
IV
DMPS AT-A-GLANCE
62
APPENDIX B
IV
APPENDIX C
Educational Equity
Advisory Committee
Cultural Proficiency
District Work Team
Matt Smith, Barry Jones, Isaiah McGee, Kathryn Cook, Clemencia Spizzirri, Daniel Spikes (Iowa
State, Consultant), Gilmara Villa-Nova Mitchell (AEA 11, Consultant)
Elementary School
Networks
63
IV
APPENDIX C
64
IV
GLOSSARY
Ableism
Alienation
APPENDIX D
Bias
Bicultural
Belonging to and navigating more than one cultural group: adapting to the
cultural expectations of each group
Culture
Cultural
Competence
Cultural
Responsiveness
The ability to learn from and relate respectfully with people of your own culture
as well as those from other cultures.
Cultural
Proficiency
Discrimination
Diversity
Dominant
Culture
The group that sets the norms and expectations for interactions in a given
environment: mainstream culture.
Ethnicity
Equity
Recognizing that people are different and accommodating practices for equal
outcome: eliminating systematic barriers based on race, gender, economic
status, etc.
65
IV
GLOSSARY
APPENDIX D
Equality
Equal treatment in the name of fairness. Treating all people alike without the
acknowledgment of differences in age, gender, language, or ability. It is in fact
culturally blind and often results in very unfair outcomes.
Equity v.
Equality
Heterosexism
Interculture
Macroaggression
Marginality
Microaggression
Monoculture
Oppression
Other
Power
Power Dynamics
Privilege
Race
Racism
The belief in the superiority of one race over another; social, political, and/or
economic power exhibited by a dominant race over another racial group
Prejudice + Power = Racism
Sexism
66
IV
REFERENCES &
RECOMMENDED READING
APPENDIX E
Alford, B.J., & Niho, M.C. (2011). Leading academic achievement for English language
learners: a guide for principals. Thousand Oaks, CA: Corwin.
Ayers, W. (2008). City kids, city schools: more reports from the front row. New York, NY: The
New Press.
Ayers, W. & Ford, P. (1996). City kids, city teachers. New York, NY: The New Press.
Banks, J.A. (2006). Cultural diversity and education: foundation, curriculum and teaching.
Boston, MA: Peterson Education.
Banks, J.A. (2007). Educating citizens in a multicultural society. New York, NY: Teachers
College Press.
Benforado, A. (2015). Unfair: the new science of criminal injustice. New York, NY: Crown Press.
Blankstein, M.P. (2015). Excellence through equity. Thousand Oaks, CA: Corwin.
Darder, A. (2012). Culture and power in the classroom. Boulder, CO: Paradigm Publishers.
Delpit, L. D. (2006). Other people's children: cultural conflict in the classroom. New York, NY:
The New Press.
Delpit, L., & Dowdy, J. K. (Eds.). (2008). The skin that we speak: thoughts on language and
culture in the classroom. New York, NY: The New Press.
Delpit, L. D. (2012). Multiplication is for white people": raising expectations for other people's
children. New York, NY: The New Press.
Franco, C.S., Ott, M.G., & Robles, D.P. (2015). A culturally proficient society begins in school.
Thousand Oak, CA: Corwin.
Gay, G. (2010). Culturally responsive teaching: theory, research, and practice. New York, NY:
Teachers College Press.
Ginsberg, M.B. (2015). Excited to learn: motivation and culturally responsive teaching.
Thousand Oaks, CA: Corwin.
Gorski P,C. (2014). Case studies on diversity and social justice education. New York: Routledge.
Gorski, P.C. (2013). Reaching and teaching students in poverty. New York, NY: Teacher College
Press.
Hammond, Z. (2015). Culturally responsive teaching and the brain: promoting authentic
engagement and rigor among culturally and linguistically diverse students (1st ed). Thousand
Oaks, CA: Corwin.
Harry, B. & Klingner, J. (2006). Why are so many minority students in special education?
Understanding race and disability in schools. New York, NY: Teachers College Press.
Hattie, J. (2012). Visible learning for teachers - maximizing impact on learning. New York, NY:
Routledge.
Herrera, S.G. (2010). Biography-driven culturally responsive teaching. New York, NY:
Teachers College Press.
67
IV
APPENDIX E
Howard, G.R. (2006). We can't teach what we don't know. New York, NY: Teachers College
Press.
Howard, T.C. (2010). Why race and culture matter in schools: closing the achievement gap in
americas classrooms. New York, NY: Teachers College Press.
Johnson, K. & Williams, L. (2015). When treating all the kids the same is the real problem:
educational leadership and the 21st century dilemma of difference. Thousand Oaks, CA:
Corwin.
Kunjufu, J. (2002). Black students, middle class teachers. Chicago, IL: African American
Images.
Landsman, J. & Lewis, C.W. (2011). White teachers/diverse classrooms: creating inclusive
schools, building on students' diversity, and providing true educational equity. Sterling, VA:
Stylus Publishing.
Ladson-Billings, G. (1994). The dreamkeepers: successful teachers of african-american
children. San Francisco, CA: Jossey-Bass.
Lindsey, D.B., Jungwirth, L.D., Lindsey, R.B., & Pahl, J.V.N.C. (2009). Culturally proficient
learning communities: confronting inequities through collaborative curiosity. Thousand Oaks,
CA: Corwin.
Lindsey, D.B., Nuri Robins, K.J., Lindsey, R.B., Terrell, R.D., & Diaz, R.M. (2013). A culturally
proficient response to lgbt communities: a guide for educators. Thousand Oaks, CA: Corwin.
Lindsey, D.B., Martinez, R.S., & Lindsey, R.B., (Editor) (2007). Cultural proficient coaching.
Thousand Oaks, CA: Corwin.
Lindsey, D.B., Kearney, K.M., Lindsey, R.B., Terrell, R.D., & Estrada, D. (2015). A culturally
proficient response to the common core: ensuring equity through professional learning.
Thousand Oaks, CA: Corwin.
Lindsey, R.B., CampbellJones, F., & CampbellJones, B. (2010). The cultural proficiency
journey: moving beyond ethical toward profound school change. Thousand Oaks, CA: Corwin.
Lindsey, R.B., Graham, S.M., Westphal, C.R., & Jew, C.L. (2005). Culturally proficient inquiry:
a lens for identifying and examining educational gaps. Thousand Oaks, CA: Corwin.
Lindsey, R.B., Karns, M.S., & Myatt, K.T. (2010). Culturally proficient education: an assetbased response to conditions of poverty. Thousand Oaks, CA: Corwin. American Association of
School Administrators.
Lindsey, R.B & Terrell, R.D. (2009). Culturally proficient leadership: the personal journey
begins within. Thousand Oaks, CA: Corwin Press.
Linton, C. & Singleton, G.E. (2006). Courageous conversations about race. Thousand Oaks, CA:
Corwin.
McKenzie, K.B. & Skrla, L. (2011). Using equity audits in the classroom. Thousand Oaks, CA:
Corwin.
Milner, H.R. (2010). Start where you are, but dont stay there. Cambridge, MA: Harvard
Education Press.
68
IV
APPENDIX E
Milner, H.R. & Howard, T. (2015). Rac(e)ing to class: confronting poverty and race in schools
and classrooms. Boston, MA: Harvard Education Press.
Moule, J. (2012). Cultural competence: a primer for educators. Belmont, CA: Cengage
Learning.
Scanlan, M & Theoharis. G. (2015). Leadership for increasingly diverse schools. New York, NY:
Routledge.
Scheurich, J., McKenzie, K.M., & Skrla, L. (2009). Using equity audits to create equitable and
excellent schools. Thousand Oaks, CA: Corwin.
Sensoy, O. & DiAngello, R. (2012). Is everyone really equal? An introduction to key concepts in
social justice education. New York, NY: Teachers College Press.
Sheets, R.H. (2005). Diversity pedagogy. New York, NY: Peterson Education.
Singleton, G.E. (2013). More courageous conversations about race. Thousand Oaks, CA:
Corwin.
Stephens, D.L. & Lindsey, R.B., (2011). Culturally proficient collaboration: use and misuse of
school counselors. Thousand Oaks, CA: Corwin.
Terrell, R.D., Nuri Robins, K.J., & Lindsey, R.B. (2009). Cultural proficiency: a manual for
school leaders. Thousand Oaks, CA: Corwin.
Terrell, R.D., Lindsey, D.B., Lindsey, R.B., & Nuri Robins, K. (2006). Culturally proficient
instruction: a guide for people who teach. Thousand Oaks, CA: Corwin.
Thompson, G.L. (2010). The power of one: how you can help or harm african-american
students. Thousand Oaks, CA: Corwin.
69