Culturally Proficient Practice

Dr. Reyes L. Quezada was born in San Juan De Los Lagos, Jalisco, Mexico. His family of 8 immigrated to the United States and settled in Southern California in a farm near the Mexican border by Brawley. He was seven years old.  His father was a farmworker and participated in the Bracero Program (Guest worker) in the early 1960's, his mother was a stay home mom who provided a caring and loving environment for his brothers and sisters. He has been a teacher, community college counselor and teacher educator for the past thirty-eight years, twenty of those years as a professor.  He joined the University of San Diego, San Diego California in 1999. He has been a professor at the University of Redlands, and California State University Stanislaus. He holds Community College credentials in Counselor Education, Supervision, Psychology, and a California Multiple-Subjects Bilingual Emphasis Teaching credential-Spanish.  His degrees include a Bachelor of Arts from San Jose State University and a Minor in Mexican American Studies, and holds four Advanced Degrees-a Masters degree in Education from the University of San Diego, and a Masters degree from San Diego State University, a post Masters degree-Educational Specialist degree from Point Loma Nazarene College and a doctorate from Northern Arizona University, Flagstaff, Arizona.

Help your English learning students achieve academic success!Designed to empower educators to become agents of change in their classrooms, schools, and communities, this guide introduces the principles of Cultural Proficiency and how they can help improve educators' ability to effectively teach English language learners. This book features: Activities that build core Cultural Proficiency skills and promote personal transformationA chapter-by-chapter rubric for working effectively with English learning studentsA conversation-starting case story featuring the River View School DistrictStrategies for using action research to improve the success of English learning students

Foreword by Donaldo MacedoAcknowledgmentsAbout the AuthorsIntroductionPart I. The Context and Tools for Educating English Learning Students1. Setting the Context Getting Centered Going Deeper2. The Tools of Cultural Proficiency Getting Centered Going Deeper3. Educators¿ Rubric for Support of English Learning Students and Their Communities: Changing the Conversation Getting Centered Going DeeperPart II. River View School District: A Context for Educating Linguistically and Culturally Diverse Students4. Assessing Cultural Knowledge: You, Your School, and Your Community Getting Centered Assessing Cultural Knowledge Using the Rubric: Assessing and Developing Your Cultural Knowledge About Self, School, and Community River View Case Story Professional Learning for General Educators Who Teach English Learning Students Going Deeper6. Managing the Dynamics of Difference: You, Your School, and Your Community Getting Centered Managing the Dynamics of Difference for Me, My School, and My Community Using the Rubric: Managing the Dynamics of Difference for Self, School, and Community River View Case Story: The Middle School in Conflict River View Case Story: The Clash of the Coteachers Professional Learning Through Inquiry Helps Manage the Dynamics of Differences Going Deeper7. Adapting to Diversity: You, Your School, and Your Community Getting Centered Adapting to Diversity for Me, My School, and My Community 101 Mindfulness Using the Rubric: Adapting to the Diversity of Your School and Community River View Case Story: Confronting Barriers to a Community in Transition River View Case Story: Parents as Change Partners Professional Learning for General Educators Who Teach English Learning Students Going Deeper8. Institutionalizing Cultural Knowledge: You, Your School, and Your Community Getting Centered Institutionalizing Cultural Knowledge for Me, My School, and My Community Using the Rubric: Institutionalizing Cultural Knowledge About Your School and Community River View Case Story: Benchmarking Along the Way Professional Learning for General Educators Who Teach English Learning Students Going DeeperPart III. Next Steps9. Guiding Your Own Research That Leads to Action Getting Started Action Research: A Model for Improvement of Practice for You, Your School, and the Community Served by Your School Educators as Practitioner Researchers in Support of English Learning Students Action Research Through a Culturally Proficient Practitioner Researcher Lens Action Research Cycle Rubric for Culturally Proficient Practitioner Researchers Action Research Getting Started Protocol Closing Thoughts Questions for ReflectionResource A. Professional Learning Activity - Assessing Cultural KnowledgeResource B. Professional Learning Activity - Valuing DiversityResource C. Professional Learning Activity - Managing the Dynamics of DifferenceResource D. Professional Learning Activity - Adapting to DiversityResource E. Professional Learning Activity - Institutionalizing Cultural KnowledgeResource F. Recommended Books on Instructional StrategiesMatrix: How to Use Cultural Proficiency BooksReferencesIndex