Book Analysis Template - Proficiency Journey

EDL 685 ARTICLE/BOOK ANALYSIS FORM
TITLE:
AUTHOR:
TODAYS DATE:
NAME:
The Cultural Proficiency Journey

Franklin CampbellJones etal.
February 15, 2014
Doug Van Pelt
PRACTICUM LEARNING GOAL:

The practicum-learning goal I targeted with this book was the diversity
piece. I recognize my Central Nebraska rural roots run deep and that I need
to open up to recognize and learn about cultural diversity in my school,
develop a true appreciation for differences and strategies to change my
curriculum reflecting our diversity, and finally, to assume a leadership role
in changing longstanding biases and prejudices in our district regarding the
differences in our population.
I HOPED TO GAIN:
A deeper understanding of the term diversity along with strategies for
assessing, managing, and adapting to diverse student needs. I am hoping to
continue to recognize cultural behaviors and to modify my curriculum and
practices to build the best learning environment for all students.
KEY IDEAS IN THE ARTICLE/BOOK:
Carefully build a school mission statement that all stakeholders contribute
to and believe in
Identify various sources of resistance to change and individualize strategies
to break down those barriers
Cultural proficiency involves recognizing who we are as educational leaders
and renewing our commitment to doing what is right and just; even in the
face of overwhelming odds and criticism
Suggestions on how to develop cultural competence
Establishing cultural proficiency beliefs and using this data to address
possible barriers to cultural proficiency
IMPACT ON MY LEADERSHIP BELIEFS:
This text has contested my self-perception that I am generally not biased in
my instructional practices. I plan to reevaluate the activities and
assignments I give from a redefined perspective of cultural heritage. I will
also challenge myself to not presume causes of unexpected or disruptive
behaviors in the school. I have also begun the process of developing ideas
for staff development initiatives that I believe can improve the cultural
sensitivity of all staff members.
HOW I BETTER UNDERSTAND MY PRACTICUM EXPERIENCES:
I found reading the Cultural Proficiency Journey to be first confusing and
irritating, then difficult and finally, very instructive. As I began to read the
text, I found myself picturing a large, inner city district with problems we do
not encounter. Many of CampbellJones statements seemed generalized and
antagonistic and didnt apply to our school setting.
Somewhere near the end of chapter two, I began to make connections to our
district and more personally to my teaching style. I found I was generating
ideas I wanted to incorporate into my own classroom.
The text provides a solid framework for creating an atmosphere of Cultural
Competence that quality administrators should strive for. In my site visits,
I have observed personal characteristics of good leaders, as well as a variety
of divergent behaviors and motivators that all need to be addressed to meet
our goal of providing the best environment possible for all students to
receive a quality education.
EDL OUTCOMES MOST CLOSELY RELATED:
Strategic = suggests redefining our definition of cultural diversity and
moral behaviors while establishing a new school mission statement
which sets a primary goal of creating sustainable, continuous reform
in the classroom that is inherently built-in (1.1, 1.2, 1.4, 1.9)
Instructional = provides a framework for evaluating district
curriculum, practices and policies that are all-inclusive, based on
moral behaviors, and driven to see all students thrive, regardless of
background demographics (2.1, 2.2, 2.4)
Community/Political leadership = inspires school communities to
dig deeper in assessing, managing and adapting environments to
embrace differences in a collaborative manner (4.1, 4.2, 4.7)
WHY I WOULD RECOMMEND THIS BOOK FOR COLLEAGUES:
CampbellJones and his co-authors do a wonderful job of stimulating the
reader to cast aside prejudices and biases and make a serious effort to create
an educational environment which provides quality learning opportunities
for ALL students. Educators everywhere would find the challenges
unsettling in some cases, but very beneficial. At Central City, we often do
not recognize the many forms of diversity we currently have, but more
importantly, we do not realize that current practices and policies often
exclude students due to their cultural perspective.
LEADERSHIP ACTIONS AS A RESULT OF READING THIS BOOK:
To step back and consider if I truly offer the best learning environment for
all my students. I will consider the resources I am currently using, the
activities I have developed, and the language I use in presenting my lessons
as possible areas for improvement.
To develop a form (T-chart) for use with new initiatives and discussions
related to school culture. As a key piece of theses dialogue sessions, staff
will be asked to create possible solutions for issues raised.
To copy and utilize the Cultural Proficiency Beliefs Inventory found on
pages 52-56 of the Cultural Proficiency Journey. The results of the
inventory would then target 1-2 priority goals for staff development
activities that year.
To reassess our school mission statement. I will suggest we use the Oakland
Hills Mission statement (found on pages 4-5) as a model to assess our
position relative to the diversity we have in the Central City Public Schools.

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EDL 685 ARTICLE/BOOK ANALYSIS FORM

The Cultural Proficiency Journey

PRACTICUM LEARNING GOAL:

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