Lindsey, D. B., Martinez, R. S., & Lindsey, R. B. (2007). Culturally proficient coaching: Supporting educators to create equitable schools. Thousand Oaks, CA: Corwin Press.
Author: Lindsey, D. B., Martinez, R. S., & Lindsey, R. B.
In the foreword, Garmston writes, "Culturally Proficient Coaching mediates thinking toward values, beliefs, and behaviors that enable effective cross-cultural interaction to ensure equitable environments for learners, parents, and all members of a community" (p. vii). Working from the foundational belief that teachers' assumptions, beliefs, understandings, and expectations of their students powerfully influence how they interact with students, and from the reality that nobody is immune to having misunderstandings about cultures other than their own, the authors present this book as a tool to help coaches support teachers in developing the skills necessary to become educationally responsive to diverse populations of students.
The book is organized into three Parts: Part I, Blending the Cultural Proficiency and Cognitive Coaching Frameworks; Part II, Integrating the Essential Elements of Cultural Proficiency with the States of Mind; and Part III, Applying and Sustaining Culturally Proficient Coaching. Essentially, the first part defines Cultural Proficiency and presents the authors' rationale for incorporating Cultural Proficiency with Cognitive Coaching to create the model presented in this book. The second part includes chapters that guide coaches to assess cultural confidence and consciousness and nudge self and others toward greater Cultural Proficiency. The last part considers how to develop a plan of action for implementing and sustaining Culturally Proficient Coaching in schools.
Building on views of coaching as catalyst, as collaboration, and as mediation, and seeing coaching as opportunity to formalize reflection for teachers, this book serves as a tool for first assessing and then developing greater cultural proficiency in schools. It is set up as a blend of theory, rationale, guide, workbook, and journal. The chapters often pause to prompt reflection from the reader, ask questions to guide thinking, and present helpful graphic organizers and charts to clarify Cultural Proficiency. The authors also incorporate vignettes and scripts of coaching conversations that will likely prove helpful to coaches.
This is an engaging read; readers will develop a stronger personal Cultural Proficiency and a greater capacity to boost cultural consciousness and competence in others through coaching. This is a book that helps educators see how actions, interactions, and assumptions can potentially undermine student learning and the abilities to establish collaborative relationships in schools. This will be a useful read for all coaches - literacy coaches, instructional coaches, reading coaches, leadership coaches - but will also prove time well spent for principals and administrators.
Date Added: 05/02/2008