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.
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.
