Leadership magazine Sept/Oct 2015 V45 No 1 | Page 21

which to build their “platform.” Flores and
Domingues saw the opportunity to present
cultural proficiency as that framework for
courageous and positive dialogue.
With careful and intentional planning,
they formed an initial cohort, now known as
Cohort One, of educators, parents and community members to begin their own journey toward Culturally Proficient Education
Practices. Cohort One comprised teachers,
administrators, counselors, classified staff
members, community members and parents.
The first two professional learning sessions were held at the Museum of Tolerance in Los Angeles. Delores and Randall
Lindsey provided support for the Cohort
grounded by the Four Tools of Cultural Proficiency and shaped by their two-day museum experiences.
The cohort members left Los Angeles prepared and motivated to work together for the
upcoming years as a collaborative group facing difficult issues with a new commitment
toward serving all students in the Santa
Maria High School Community. The Cohort engaged in extensive book study during the year to guide their conversations and
deeper learning about the Tools of Cultural
Proficiency (Lindsey, et al., 2009).

This is an important story to be shared not because of the high level of
success indicators, but because of the struggles; the willingness and
the courage on the part of the parents, educators, Board of Education
and community members to work together in a culturally
proficient way to do what’s best for their studen ˂