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4-stage process changes individuals and entire schools

By Sarah W. Nelson and Patricia L. Guerra
April 2008
4-STAGE PROCESS CHANGES INDIVIDUALS AND ENTIRE SCHOOLS In this time of changing school demographics and widening achievement gaps, developing cultural proficiency is an essential step for teachers. But what is the process for leading teachers through this transformative journey? Below, we review the first two stages of a four-stage process for developing culturally proficient educators; these first stages are described in detail in the Winter 2008 issue of JSD. We’ll move on to stages 3 and 4 and conclude with a discussion on building capacity within the school. THE FIRST STAGES: Raising the issue and assessing readiness Developing cultural proficiency in a school or district requires a staff developer who has the cultural lens, skills, conviction, and time to support the work. In stage 1,

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Sarah W. Nelson (swnelson@txstate.edu) is an assistant professor in the Department of Education and Community Leadership and associate director of the International Center for Educational Leadership and Social Change at Texas State University-San Marcos, and co-founder of Transforming Schools for a Multicultural Society (TRANSFORMS).

Patricia L. Guerra (pg16@txstate.edu) is an assistant professor in the Department of Education and Community Leadership at Texas State University-San Marcos and co-founder of Transforming Schools for a Multicultural Society (TRANSFORMS).


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