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A Culturally Proficient Society Begins in School: Leadership for Equity.
Extending democracy into schools so that every child has the opportunity to achieve is the topic of many books and conversations. The three Latina superintendents who coauthored this book do more than discuss the issue of equity in education--they live it. They grew up affected by it, taught student...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
[Place of publication not identified] :
Corwin, A SAGE Publications Company,
2011.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 1 | 2 | |a A Culturally Proficient Society Begins in School: Leadership for Equity. |
| 264 | 1 | |a [Place of publication not identified] : |b Corwin, A SAGE Publications Company, |c 2011. | |
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| 520 | |a Extending democracy into schools so that every child has the opportunity to achieve is the topic of many books and conversations. The three Latina superintendents who coauthored this book do more than discuss the issue of equity in education--they live it. They grew up affected by it, taught students who needed it, and changed the minds of those who resisted it. These trailblazing women chronicle their childhoods, careers, and challenges and share their vision to transform schools into places of equity and excellence. They use the lens of cultural proficiency to enhance readers' understanding of: (1) Barriers to educational opportunity and equity; (2) Conditions that help promote success for underserved students; (3) Ways to leverage culture as an asset; and (4) Links between high-quality education for some and excellence for all learners. "A Culturally Proficient Society Begins in School" is filled with reflective prompts, self-check protocols, and other tools for deep and meaningful professional learning. Not only do these remarkable women serve as role models for students from all cultures, their success stories are a source of inspiration to all educators who aspire to extend the promises of democracy to every North American student. This book contains the following chapters: (1) The Why of This Book; (2) Pueblo, Kronach, and East Los Angeles: Our Beginnings; (3) Conversations With the Superintendents: The Teacher Years; (4) Conversations With the Superintendents: The Administrator Years; (5) Lessons Learned: Acknowledging Barriers, Recognizing Cultural Assets; (6) Lessons Learned: Cultural Assets Inform Actions; and (7) Developing Your Leadership for Equity Plan. A list of resources, references, and an index are also included. [Foreword by Thelma Melendez de Santa Ana.] | ||
| 521 | |a Elementary Secondary Education. | ||
| 546 | |a English. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Cover Page -- Dedication -- Title -- Copyright -- Contents -- Foreword Thelma Meléndez de Santa Ana, PhD -- Acknowledgments -- About the Authors -- Introduction -- 1. The Why of This Book -- Educational Transformation: The Context and Purpose of This Book -- Cultural Proficiency Is Transformative -- Our Lives and Careers Parallel an Increasingly Inclusive United States -- During Our Early Years -- Our K-12 School Years -- Our Years as School Leaders -- Preparing All Students for the 21st Century -- Equitable Outcomes Are the Goal -- What Lies ahead? -- The Importance of Story -- 2. Pueblo, Kronach, and East Los Angeles: Our Beginnings -- Carmella Franco -- Maria Ott -- Darline Robles -- Lessons Learned From Our Early Lives -- Reflection -- 3. Conversations With the Superintendents: The Teacher Years -- Our Early Lives -- Reflection -- Teachers Becoming Leaders -- Lessons Learned From Our Careers -- Reflection -- 4. Conversations With the Superintendents: The Administrator Years -- Administrative Roles -- Reflection -- The Superintendency -- Lessons Learned From Our Careers -- Reflection -- 5. Lessons Learned: Acknowledging Barriers, Recognizing Cultural Assets -- Purpose of Chapters 5 and 6 -- Our Process -- Barriers Versus Cultural Assets: The Tension of Change -- The Conceptual Framework as a Guide -- Leading Lessons: The Barriers -- Leadership Lesson Derived From Barriers -- Reflection -- Leading Lessons: Cultural Assets -- Reflection -- 6. Lessons Learned: Cultural Assets Inform Actions -- Leading Lessons in a Rubric -- Making Meaning of the Rubric -- Reflection -- Reflection -- Leading Lesson Learned -- Reflection -- 7. Developing Your Leadership for Equity Plan -- Getting Centered -- Lessons for All School Leaders -- Reflection -- Your Leadership for Equity Plan -- Chapter 2-Your Begininings -- Chapter 3-Your Teacher Years. | |
| 505 | 8 | |a Chapter 4-Your Leadership Years -- Chapter 5-Barriers and Cultural Assets -- Chapter 6-Our Actions -- Challenges -- Assets -- Your Actions -- Our Wish for You -- Resources -- Resource A. Carmella S. Franco, EdD: Autobiographical Response to Guiding Questions -- Resource B. Maria G. Ott, PhD: Response to Guiding Questions -- Resource C. Maria G. Ott, PhD: Autobiography -- Resource D. Darline P. Robles, PhD: Response to Guiding Questions -- Resource E. Darline P. Robles, PhD: Autobiography -- Resource F. Cultural Proficiency Books Matrix: How to Use Our Books -- References -- Index. | |
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