COACHING FOR EDUCATIONAL EQUITY



Instructional Coaching Group - Teaching Learning and Coaching ConferenceDistrict Equity Coaching | Creating an Equitable School District Through CoachingOctober 10, 20181016061925Jamie Almanzán and Graig Meyerjalmanzan@@jalmanzan ? 510-967-4705gmeyer@@equitycollab ? 919-824-418000Jamie Almanzán and Graig Meyerjalmanzan@@jalmanzan ? 510-967-4705gmeyer@@equitycollab ? 919-824-4180“A coach is someone who:?(1) sees what others may not see through the high quality of his or her attention or listening,?(2) is in the position to step back (or invite participants to step back) from?the situation so that they have enough distance from it to get some perspective, (3) helps people see the difference between their intentions and their thinking or actions, and?(4) helps people cut through patterns?of illusion and self-deception caused by defensive thinking and behavior.”- Robert HargroveSession OutcomesDevelop, refine, and sustain structures for adult learning. These structures will allow for deeper discussion of the ways race, class, and culture impact academic and social emotional outcomes throughout schools, districts and communities;Develop skills for coaching and leading change in challenging contexts;Engage in self-assessment and learning of the participants’ leadership for equity as measured by a positive organizational climate, improved instructional impact in their organizations, schools, and districts.TimeActivityNotesPart One10 MinWelcome, Defining and Envisioning Equity1. Introductions and Overview of Agenda2. Start with The Why3. The Opportunity Gap and Our WhyDiscussion Prompt: Why is equity important to discuss in your district or community?“Start measuring your work by the optimism and self-sufficiency you leave behind.”- Peter BlockPart Three20 MinUnderstanding Implicit Bias and The Impact1. Defining Implicit BiasDefinition: Implicit biases grow out of our natural tendency to categorize, form cliques and absorb social messages and cues. These associations reside outside conscious understanding.Implicit bias creates unconscious associations that may contradict our intentions, beliefs and values.Implicit/Unconscious beliefs and attitudes about people of color are referred to as “implicit racial bias”.2. What Does It Take to Shift a BiasVideo: “Smarter Everyday,” Destin Sandlin3. Identifying the Personal and Professional ImpactKey IdeaBeing aware of our biases allows us to make conscious decisions that can change your instructional delivery, attitudes and behaviors.Part Four30 MinListening as an Culturally Responsive Coaching Strategy1. Pair Share: What kind of listener have you been lately?2. Constructivist Listening (A structure to practice the SKILL of Listening)DYADS3. Whole Group DebriefPart Four25 MinWhat is Equity Driven Coaching?1. Reflection Prompt: Reflect on a time when you have been supported or “coached” to change or grow in some important way. Who helped you to do this? How did she/he go about doing that?2. Three Key Equity Driven Coaching Ideas3. Coaching Practice4. Discussion Prompt: What did you notice about your coaching?5. Whole Group DebriefThree Key Listening/Coaching Strategies? Questions follow answers? Only ask questions to which you don’t already know the answer? Only offer advice once it’s asked forPart Four5 MinClosing MovesReflections and Adjourn“…we must learn to be vulnerable enough to allow our world to turn upside down in order to allow the realities of others to edge themselves into our consciousness.”- Lisa Delpit Guidelines Constructivist Listening1. Each person is given equal time to talk. Everyone deserves attention.2. The listener(s) does not interpret, paraphrase, analyze, give advice or break in with a personal story. People are capable of solving their own problems.3. Confidentiality is maintained. (The listener doesn’t talk about what the talker has said to anyone else or bring it up to the talker afterwards.) A person needs to be assured of confidentiality in order to be authentic. Also one’s feelings at any moment are not representative of one’s rational thinking (or perhaps even of one’s feelings) five minutes later.4. The talker(s) does not criticize or complain about the listener(s) or about mutual colleagues during her/his time to talk. A person cannot listen well when he/she is feeling attacked or defensive. Problems are to be addressed in a different structure, based in dialogue. ................
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