Coaching for Equity
VISION. ACCESS. JOY.
We prioritize equity-based coaching practices. Here are some resources we use to guide our work. Click on the image to read the articles.
Mary Cowhey
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A portion of the proceeds goes to scholarships for students and caregivers who are part of the Families with Power initiative!
Jana Sunkle & Polly Wagner
Here's an article that identifies three moves educators can make to disrupt status in a math classroom.
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Elena Aguilar
This book is invaluable. All coaches need this book on their bookshelf.
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5 Equity-Practices Chart
In this must-read book by Julia Aguirre, Karen Mayfield-Ingram and Danny Bernard Martin, there is a chart that focuses our attention on essential mathematics classroom practices. If you are a mathematics coach these equity practices and chart will help guide your work.
Collaborating on Equitable Teaching Practice in Math
Here is an article by Marta and Polly focused on some key elements to equitable and just teaching practices in mathematics classrooms.
Rehumanizing Mathematics for Black, Indigenous, and Latinx Students
Mathematics coaches need to focus attention on what it means to rehumanize mathematics. This article points to the inequitable structures that have held back marginalized students; it gives us language, definitions and ideas that will support any mathematics coaching practice.
Considerations for
Critical Conversations
This NCSM article written by Timothy D. Kanold helps mathematics leaders think about how to have transformational conversations that impact beliefs and student learning.
Developing Mathematics Identity
This article focuses on teachers of middle school mathematics and how they can best support students to have strong math identities. The article points to research and what teachers can do with students. Coaches will find many embedded ideas for professional development.
NCTM Access & Equity
In NCTM’s Principles to Actions, they outline essential elements to any mathematics program. The first is “Access and Equity”. They provide a chart with productive and unproductive beliefs which are centered on being responsive to students’ backgrounds, experiences, knowledge and supporting all students to achieve to the highest levels.