Leadership magazine Nov/Dec 2014 V 44 No 2 | Page 27

Cycles of interrelatedness: Culturally proficient leadership

• Awareness guided by “why?”
• Why do some cultural groups
of students do well, while
others do not?

Assessment
• Perspective guided by “what?”
• What is it we are doing that
either limits or provides access
to student learning?

Assessment cycle
The Continuum provides perspective
gained from ref lection and dialogue and
provides context for addressing the “what?”
question, demonstrating the mindful shift:
• From educators’ negative values and behaviors as well as the school’s outmoded policies
and practices that hold students and their
cultures responsible for under achievement;
• To educators’ holding inclusive and constructive values and behaviors toward all students
and, at the same time, the school’s policies
and practices embracing students’ cultures
as assets.

Action cycle
The Essential Elements of Cultural Competence respond to the “how” question and
serve as standards for developing inclusive values and behaviors and for guiding
schools’ policies and practices. The new behaviors are based on new beliefs grounded
in assumptions derived from accurate and
informed meaningful data about cultural
groups served by the school.
The chart above presents the three cycles

• What measurable actions do
we take that provide equitable
access and outcomes?

Action

Intention

A leader must be intentional in asking
“why” questions and choosing to counter the
barriers with the core values of cultural proficiency. The work of equity and inclusion
requires intention and focus on closing education gaps for students who have not been
served well or need to be served differently.