How to Coach for Equity (from a blog)
Recently, I suggested that all coaches should be coaches for equity (see this blog post)--
that it is our moral obligation and that if we aren't coaching for equity we are complicit in reproducing
an inequitable system. I want to offer some concrete ways in which we can coach teachers and leaders
within our education system to build more equitable classrooms and schools.
that it is our moral obligation and that if we aren't coaching for equity we are complicit in reproducing
an inequitable system. I want to offer some concrete ways in which we can coach teachers and leaders
within our education system to build more equitable classrooms and schools.
What does it mean to be a coach for equity? I've landed on five broad domains which encompass
coaching for equity: What you see in schools, where you look, who you listen to, your self awareness,
and finally, what you say about what you see and hear. In each of these areas there are specific
actions that a coach for equity takes. This blog will discuss what you see and where you look.
coaching for equity: What you see in schools, where you look, who you listen to, your self awareness,
and finally, what you say about what you see and hear. In each of these areas there are specific
actions that a coach for equity takes. This blog will discuss what you see and where you look.
It's What You See
Where does your gaze settle when you walk in to a classroom? Is it on the teacher and whatever
he/she is doing? Is it on the students who are on-task or off-task? What draws your attention?
he/she is doing? Is it on the students who are on-task or off-task? What draws your attention?
As a coach for equity, I scan the room for any child who seems left out, cast out, under-served or
under-performing; for those who are socially, emotionally or academically not succeeding; for the
vulnerable who need us to huddle around and help them get through childhood. Those are the children
I look at first. I also see through a lens of power and systemic oppression because my gaze lands
first on the children who may come from communities that have been disenfranchised for centuries,
the children who may have more hurdles to jump across.
under-performing; for those who are socially, emotionally or academically not succeeding; for the
vulnerable who need us to huddle around and help them get through childhood. Those are the children
I look at first. I also see through a lens of power and systemic oppression because my gaze lands
first on the children who may come from communities that have been disenfranchised for centuries,
the children who may have more hurdles to jump across.
Then I pay attention to how the person with authority (usually the teacher) relates to these children.
These highlight the first two indicators of equity in a classroom. I have been in more classrooms than
I can count where when I walk in the door, the first thing I see--right by the door--is a "time out" chair
occupied by a black or brown male. The inequity stares me in the face. The symbolism of being by the
door calls for a re-labeling of so called "drop outs"--I see those who may one day drop out being
pushed out in the first, third, fourth grade. I have seen the same in the front office of many schools--
black and brown boys (and a fair number of black girls) also being pushed out, waiting to be picked
up because of a behavioral infraction. As a coach for equity, I take note of this.
These highlight the first two indicators of equity in a classroom. I have been in more classrooms than
I can count where when I walk in the door, the first thing I see--right by the door--is a "time out" chair
occupied by a black or brown male. The inequity stares me in the face. The symbolism of being by the
door calls for a re-labeling of so called "drop outs"--I see those who may one day drop out being
pushed out in the first, third, fourth grade. I have seen the same in the front office of many schools--
black and brown boys (and a fair number of black girls) also being pushed out, waiting to be picked
up because of a behavioral infraction. As a coach for equity, I take note of this.
When I go into classrooms, I also notice the following:
• Who is the teacher calling on? And are those students the "successful" ones? Or are they from the
group of disengaged boys in the back of the class? And what is the nature of that interaction between
the teacher and the students? If the teacher does call on one of those boys, is the interaction positive,
neutral or negative?
group of disengaged boys in the back of the class? And what is the nature of that interaction between
the teacher and the students? If the teacher does call on one of those boys, is the interaction positive,
neutral or negative?
• If students are doing group work, is every child meaningfully involved? Do they all have input into the
work? Do they each contribute? Are each child's contributions appreciated and valued? How do
students speak to each other? And are any students treated differently because they are perceived
as being different?
work? Do they each contribute? Are each child's contributions appreciated and valued? How do
students speak to each other? And are any students treated differently because they are perceived
as being different?
• English Learners struggle in many ways when their learning needs aren't met. So I pay attention to
how they are given access to the content and curriculum, how their specific language needs are met,
and perhaps most importantly, whether they speak at all. We know that ELs need to speak a lot to
become proficient in English, but I've been in dozens of classrooms in dozens of schools where many
ELs can go an entire week without a single opportunity to speak. So I notice--who speaks? What do
they say? How does the teacher respond?
how they are given access to the content and curriculum, how their specific language needs are met,
and perhaps most importantly, whether they speak at all. We know that ELs need to speak a lot to
become proficient in English, but I've been in dozens of classrooms in dozens of schools where many
ELs can go an entire week without a single opportunity to speak. So I notice--who speaks? What do
they say? How does the teacher respond?
This is a great article to read. CLICK HERE MY FAVORITE QUOTE FROM THE ARTICLE "I CAN UNEQUIVOCALLY SAY THAT RIGOROUS INSTRUCTIONAL PLANNING IS THE KEY TO IMPLEMENTING EQUITY." This quote speaks to me because as teachers we can make the difference in a child's life and that is why No Excuses University is important to me. Email me your favorite quote from the article and why?
*Progress Reports: due to me on May 4th. Send progress reports home on May 7th.
SBAC testing begins May 7th.
Observable Fish Moments at SV:
Be There: Thank you Jamie and Katie for creating a fun experience for our 4th graders and our school! Annette thank you for hosting our very first Battle of the Books for our 4th graders. Thank you Jennifer and Peter for planning our Academic Olympics. Thank you 6th graders for planning an amazing wax museum.
Play: Thank you Janice and Kristin for helping out and planning a fun way to kick off our SBAC celebration!!!
Choose your attitude:
To actually choose how you respond to life, not just react, you must be intentional. Ask yourself throughout the day, "What is my attitude right now? Is it helping the people who depend on me? Is it helping me to be most effective?" NO EXCUSES!!
Make Their Day: When was the last time you had lunch with a student? Make their day by eating with a student and finding out much more about them :)
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