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| Foreword | |
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| Acknowledgments | |
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| About the Authors | |
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| Introduction | |
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| The Changing Role of School Counselor: Schoolwide Leadership | |
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| Introduction to Part I | |
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| Features of the Chapters | |
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| Glossary | |
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| The Evolving Role of School Counselor | |
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| Getting Centered | |
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| The Intent of This Chapter | |
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| Why on Earth Do I Need to Know the History of School Counseling? | |
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| Who Defines the Role of School Counselor? | |
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| Counselor as Mental Health Provider | |
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| Paradigm Shift: From Reactive Services to Comprehensive Programs | |
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| Standards-Based School Counseling Services and Student Success | |
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| Going Deeper | |
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| 21st Century Counselors Focus on Student Achievement | |
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| Getting Centered | |
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| The Intent of This Chapter | |
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| Times Are Changing-The New Role of School Counselor | |
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| Counselors Using Data as a Catalyst for Transformational Change | |
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| Refraining Our Thinking About Data | |
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| An Illustration of the Benefits of Counselors Collecting and Analyzing Data | |
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| School Counselors as Powerful Leadership Agents of Change | |
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| From Gatekeeper to Transformer | |
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| Cultural Proficiency Provides a Context | |
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| Going Deeper | |
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| The Tools of Cultural Proficiency Provide a Framework for Collaboration | |
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| Getting Centered | |
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| Suggested Guidelines as You Consider Cultural Proficiency | |
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| Concept of Intentionality | |
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| Cultural Proficiency's Inside-Out Process | |
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| Cultural Proficiency: A Paradigm Shift | |
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| Cultural Proficiency as a Lens | |
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| The Cultural Proficiency Tools | |
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| Cultural Proficiency and Counselors | |
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| Going Deeper | |
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| Counselor Collaboration Rubric: Misuse to Use | |
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| Getting Centered | |
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| Unpacking the Rubric | |
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| Going Deeper | |
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| Maple View-Sitting in the Fire: A Context for Culturally Proficient Counseling | |
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| Introduction to Part II | |
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| Maple View School District | |
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| High School | |
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| Middle School | |
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| Elementary School | |
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| Sitting in the Fire | |
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| Assessing Cultural Knowledge Through Leadership | |
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| Getting Centered | |
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| Assessing Cultural Knowledge Through Leadership | |
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| Using the Rubric: Assessing and Developing Cultural Knowledge Through Leadership | |
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| Safe School Climate at Maple View Elementary School | |
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| Going Deeper | |
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| Valuing Diversity Through Advocacy | |
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| Getting Centered | |
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| Valuing Diversity Through Advocacy | |
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| Using the Rubric: Valuing Diversity Through Advocacy | |
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| Tragedy at Pine View Middle School | |
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| Going Deeper | |
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| Managing the Dynamics of Difference Through Teaming and Collaboration | |
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| Getting Centered | |
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| Managing the Dynamics of Difference Through Teaming and Collaboration | |
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| Using the Rubric: Managing the Dynamics of Difference Through Teaming and Collaboration | |
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| Going Deeper | |
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| Adapting to Diversity Through Counseling and Coordination | |
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| Getting Centered | |
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| Adapting to Diversity Through Counseling and Coordination | |
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| Using the Rubric: Adapting to Diversity Through Counseling and Coordination | |
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| Pregnancy as an Access Issue at Pine Hills High School | |
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| Going Deeper | |
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| Institutionalizing Cultural Knowledge Through Assessment and Use of Data | |
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| Getting Centered | |
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| Institutionalizing Cultural Knowledge Through Assessment and Use of Data | |
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| Using the Rubric: Institutionalizing Cultural Knowledge Through Assessment and Use of Data | |
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| Pine View Middle School on Faith and Heterosexism | |
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| Going Deeper | |
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| Next Steps | |
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| Sustaining Culturally Proficient Counseling: Developing a Personal Action Plan | |
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| Sense of Urgency and Intentionality | |
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| The Inside-Out Process Is for You, Your School, and Your Community | |
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| From Words to Action: Seven Steps to Providing Equity Using Chapters 5-9 | |
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| Resources | |
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| Maple View School District Vignette Storyboard | |
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| Pine View Middle School: Schoolwide Needs Assessment (Teacher Version) | |
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| Cultural Proficiency Books Matrix: How to Use Our Books | |
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| Online Resources for Educators | |
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| References | |
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| Index | |