Every child, every day. Do these words resonate with you, inspire you, or challenge you? Are you committed to creating more equitable classrooms for students, but need more supports to have conversations that result in change? Elena Aguilar’s book “Coaching for Equity” may be for you!

Educational equity, as defined in this book, means that every child receives whatever she/he/they needs to develop to her/his/their full academic and social potential and to thrive (academically and social-emotionally) every day. Aguilar goes on to state that educational equity should not be impacted by any identities students may possess. This means no matter their socioeconomic status, race, ethnicity, gender, ability, and so forth, students should all be seen for their authentic selves and uplifted as such.¹

Join Sheree Joseph-Bos in a virtual book study around “Coaching for Equity: Conversations that Change Practice.”¹ Sheree will lead participants through Understanding Transformational Coaching, The Three B’s of Transformational Coaching, and How Equity Can Be Achieved for All Learners.

Understanding Transformational Coaching

“If we are truly coaching for transformation, then we need to pause for a moment and consider that the journey…isn’t always smooth, easy, linear, or pretty.” -Elena Aguilar

During this transformational journey, participants will have the opportunity to look inward at their own practices, experiences, values, and beliefs. This action of reflection will help participants identify their own current reality and take the needed steps to move toward an ideal reality. 

This book study will not only help us recognize our own identity markers, but also the makeup of others’ identity markers. Understanding this can help to create more productive conversations.

The Three B’s of Transformational Coaching

“In order for us to see a change in behavior, we have to surface and unpack and explore the underlying beliefs from which someone operates, because every single one of our actions emerges from a belief whether we are conscious of it or not.” -Elena Aguilar

Behaviors: When we coach around behaviors, we explore classroom management, lesson planning, assessment practices, content and curriculum, and so on. We coach around instructional practices.²

Beliefs: When we coach around beliefs, we explore beliefs about student behavior, teaching, learning, content/curriculum, and so on. All of our behaviors emerge from beliefs—whether we’re conscious of it or not. A transformational coach works to surface the beliefs that lie below behaviors. Some of our beliefs serve us and our students well, and some beliefs do not. A transformational coach who is committed to meeting the needs of every child may need to explore beliefs and may need to help a teacher shift beliefs that aren’t in service of every child.²

Ways of Being: When we coach around a way of being, we help a teacher cultivate awareness of how they are showing up for themselves and to others. Our way of being has a great deal to do with our sense of identity—which can fluctuate and change, but which is also anchored in socio-political identity markers that rarely change (such as our race or ethnicity and gender). Our emotions often reflect our way of being, and emotions are commonly expressed through body language—so a transformational coach pays close attention to a teacher’s emotions and nonverbal communication. A teacher’s way of being could be authoritative, or meek and passive, or fearful, or calm and focused, or strong and compassionate, or charismatic and engaging.²

How Equity Can Be Achieved for All Learners?

“A school exists to serve children. And in order for us to do that we need to listen to them and understand what they are needing or wanting. What is their perspective?” -Elena Aguilar

Once participants gain a deeper understanding of themselves, they will work towards creating new behaviors, beliefs, and ways of being. They will also deepen their will and commitment to healing and transformation. It’s not an easy task! So, we will look at how to plan, practice, and process conversations. 

We’re on a journey towards justice and liberation; this is not a destination, it is a journey. Learning needs to be continuous and courageous in order to have effective change.

Supports for Creating an Equitable Classroom

I know what you are thinking. “Wow! What an amazing opportunity to engage in this journey of compassion, curiosity, connectedness, courage, and purpose!” There is no time better than now to engage in these healing conversations of transforming one’s self, classrooms, schools, and communities “into places of liberty and justice for all” ¹ (Aguilar).

Although this book study has already started, this work is continuous and can be started at any point. Join the conversation today! Come as you are, and further your learning. I look forward to seeing and learning with you! ~Sheree Joseph-Bos, Diversity Consultant for Kent ISD

1. Aguilar, Elena. Coaching for Equity: Conversations That Change Practice. 1st ed., Jossey-Bass, 2020.
2. Instructional coaching. (n.d.). Retrieved October 11, 2022, from https://www.instructionalcoaching.com/downloads/pdfs/Instructional_Coaching.pdf

#Diversity #Equity #Inclusion #Belonging #Coaching #WeLeadLearning #KentISDpd

This blog post was written by Sheree Joseph-Bos, Diversity Consultant for Kent ISD and edited by Amanda Walma, Professional Learning Coordinator at Kent ISD and Sara Johnson, PD Hub Intern at Kent ISD.