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Monday / November 20

‘Decoding’ the Rubric

Excellence Through Equity

Adapted from Chapter 6, From Stuckness to Implementation

Delores B. Lindsey, Delia Estrada, Karen M. Kearney, & Randall B. Lindsey. A Culturally Proficient Response to the Common Core: Ensuring Equity through Professional Learning, Thousand Oaks, CA: Corwin, 2016.

The table below presents A Rubric for Cultural Proficiency Professional Learning in Support of Common Core Standards that can be used to examine the school’s and/or district’s healthy/unhealthy and productive/unproductive values, language and behaviors placed along the Continuum.

Table6.1Rubric_A Culturally Proficient Response to the Common Core_Page_1

Before delving into the content of the rubric, we recommend to study the manner in which the rubric is organized:

  • The first column provides the operational definition for each of the Essential Elements applied to Learning Forward’s Professional Learning Standards.
  • Columns 2, 3 and 4 provide illustrations of professional learning moving from Cultural Destructiveness, to Cultural Incapacity, to Cultural Blindness.
  • Columns 5, 6 and 7 presents illustrations of professional learning as one moves from Cultural Precompetence, to Cultural Competence, to Cultural Proficiency.
  • Whereas the illustrations for Destructiveness, Incapacity and Blindness are somewhat independent, the illustrations from Precompetence to Competence to Proficiency are viewed, embraced and used as being developmental.

The 3 cells on the left (negative side of the Continuum) are informed by barriers that consider some cultures as deficit-based and the 3 cells on the right (positive side of the Continuum) are informed by core values that use embrace students’ cultures as asset-based. Remember from the discussion of the Tools in Chapter 3, the standards of action are met at the Cultural Competence level on the Rubric.

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Randall B. Lindsey is emeritus professor at California State University, Los Angeles and has a practice centered on educational consulting and issues related to equity and access. Prior to higher education faculty roles, he served as a junior and senior high school history teacher, a district office administrator for school desegregation, and executive director of a non-profit corporation. All of his experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings. It is his belief and experience that too often white people are observers of multicultural issues rather than personally involved with them. He works with colleagues to design and implement programs for and with schools, law enforcement agencies, and community-based organizations to provide access and achievement. He and his wife and frequent co-author, Delores, are enjoying this phase of life as grandparents, as educators, and in support of just causes that extend the promises of democracy throughout society in authentic ways. He is the co-author of many books, including Opening Doors: An Implementation Template for Cultural Proficiency and Culturally Proficient Instruction: A Guide for People Who Teach .

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