A Course Model for Developing Culturally Proficient School Leaders

School leaders must be culturally proficient in order to effectively lead twenty-first century schools. They must be able to interact with people from a variety of cultures and devise strategies that enhance education in diverse settings. Nevertheless, few graduate programs in educational leadership require students to complete courses in cultural proficiency. This article describes the development and implementation of the course, Cultural Proficiency for School Leadership, which was developed for a graduate educational leadership program at a state university. Emphasis is placed on how cultural knowledge and awareness can positively influence school leaders ’ understanding of the importance of cultural proficiency. The realities of a globally interdependent world and increasingly diverse schools are apparent. Scholarly responses to these realities have produced a wealth of literature to inform culturally relevant instructio