| This qualitative, single-case study examined the effects of cultural proficiency on the perceptions and practices of elementary school principals. Facilitation protocols were used to increase participants' knowledge of the theory, inform their thinking, and increase their cultural proficiency. The study focused on the participants' cultural understandings and the meanings they constructed in the context of their practice. Six elementary school principals, varying in age, gender, and years of experience within a large multicultural school board in central Canada, were randomly selected to serve as participants. Over 8 consecutive weeks of face-to-face interaction, the participants received instruction through PowerPoint presentations, and completed 7 tasks, including focus groups, reflective journal writing, and individual interviews. The analysis of the data consisted of direct interpretation, categorical aggregation, and theatrical development. The participants were asked how understanding cultural proficiency theory affected them personally and professionally and whether it changed their practices and, if so, in what ways. The principals reported that they needed to model cultural proficiency and use it as one of the lenses when looking at curriculum, when hiring teachers, and when engaging parents and community. Principals increased their appreciation how crucial cultural proficiency is to student achievement. This study contributes to the body of knowledge by informing educational leaders about the effectiveness of facilitating the development of culturally inclusive environments for all students. The implication for positive social change is to inform, improve, and shift principals' practices to be more culturally inclusive of all students and thereby increase students' academic achievement. |
