Building and Sustaining Cultural Proficiency Through Instructional Coaching

• In Event: Professional Experiences for Urban Teachers and Teaching

Abstract

Cultural Proficiency has not successfully found its way into typical large, urban school districts due to the inability to systematize and maximize on the concepts of Critical Race Theory and Critical Reflexivity. This paper shows how school districts might gain the essential elements necessary to sustaining Cultural Proficiency through developing a cyclical program of Cognitive Coaching in order to build an ever-lasting cycle of coaches and the coached toward reducing disproportionality and increasing equitable outcomes for all students.

Author

• Andriana Scherrer, Fresno Unified School District