Cultural Proficiency encourages teachers to engage in deep self-examination to uncover their beliefs and biases with respect to race, income level, language and other variables of difference.
Cultural Proficiency encourages teachers to engage in deep self-examination to uncover their beliefs and biases with respect to race, income level, language and other variables of difference.
Dr. Trudy T. Arriaga currently serves as the Dean of Equity and Outreach in the Graduate School of Education at Cal Lutheran University in Thousand Oaks, CA. She continues to contribute to the field of education through keynote speeches, workshops, leadership and equity institutes, and professional development collaborations. Trudy has enjoyed a 40-year career in education, including 14 years as the first female superintendent for Ventura Unified School District (VUSD) before retiring in July 2015. Her early roles include working as a bilingual paraeducator, teacher, assistant principal, principal, and director. In recognition of her service, VUSD named its district office the VUSD Trudy Tuttle Arriaga Education Service Center. Dr. Arriaga is also a co-author of two books, "Leading While Female: A Culturally Proficient Response for Gender Equity" and "Opening Doors: An Implementation Template for Cultural Proficiency."
Inhaltsangabe
Dedication Acknowledgment Publisher¿s Acknowledgments Foreword About the Authors Prologue Chapter 1 - What Frames Us, Defines Us Getting Centered Going Deeper Chapter 2 - Culturally Proficient Leadership Fosters Transformative Change Getting Centered Going Deeper Chapter 3 - Change Begins with Core Value and Belief Statements Getting Centered Going Deeper Activity 3.1 - Can You Believe? Activity 3.2 - Walking Forward Part I Chapter 4 - Yes, We Actually Live Our Values Getting Centered Going Deeper Activity 4.1 - Walking Forward Part II Activity 4.2 - I Am Activity Chapter 5 - Continuous Learning Involves Deconstructing our Learning Getting Centered Going Deeper Activity 5.1 - The Power of Us Activity 5.2 - Opening Doors for Students - Do Our Actions Reflect Our Values? Part 1 Activity 5.3 - Opening Doors for Students - To What Extent are We Escorting Students Through the Doors? Part 2 Activity 5.4 - Data that Demonstrates Areas of Need Activity 5.5 - Book Club Epilogue Resources Resource A - Book Study Guide Resource B - Cultural Proficiency Books' Essential Questions Resource C - 3-Year Implementation Journey Resource D - A Cultural Proficiency Implementation Model References
Dedication Acknowledgment Publisher¿s Acknowledgments Foreword About the Authors Prologue Chapter 1 - What Frames Us, Defines Us Getting Centered Going Deeper Chapter 2 - Culturally Proficient Leadership Fosters Transformative Change Getting Centered Going Deeper Chapter 3 - Change Begins with Core Value and Belief Statements Getting Centered Going Deeper Activity 3.1 - Can You Believe? Activity 3.2 - Walking Forward Part I Chapter 4 - Yes, We Actually Live Our Values Getting Centered Going Deeper Activity 4.1 - Walking Forward Part II Activity 4.2 - I Am Activity Chapter 5 - Continuous Learning Involves Deconstructing our Learning Getting Centered Going Deeper Activity 5.1 - The Power of Us Activity 5.2 - Opening Doors for Students - Do Our Actions Reflect Our Values? Part 1 Activity 5.3 - Opening Doors for Students - To What Extent are We Escorting Students Through the Doors? Part 2 Activity 5.4 - Data that Demonstrates Areas of Need Activity 5.5 - Book Club Epilogue Resources Resource A - Book Study Guide Resource B - Cultural Proficiency Books' Essential Questions Resource C - 3-Year Implementation Journey Resource D - A Cultural Proficiency Implementation Model References
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