Megan is an equity coach at Partners in School Innovation, an organization dedicated to transforming teaching and learning in the U.S.’s most challenged public schools by addressing issues of race, class, and power. Many people often don’t fully understand the details and challenges of this work, viewing it as overwhelmingly complex.

This story provides a real-world example, drawing from Megan's experience with a sixth-grade teacher, of how this work is applied in a classroom setting.

Watch Megan share her experience of supporting a teacher with adopting fair classroom practices, or read the summary below to learn more.

Megan's Story: Coaching Towards Equitable Classroom Practices

Megan supported a sixth-grade teacher who was struggling with classroom management techniques that were unfairly isolating Black male students. This not only affected the students' ability to learn but also reinforced systemic inequities within the classroom setting.

Megan noticed that the teacher’s strategy to move students who they considered disruptive, often resulted in Black boys being isolated at the back of the classroom, disengaged from the learning process.

Challenges in Achieving Equity in Classrooms

When Megan first approached the teacher with what she observed, the teacher became visibly upset, resistant to the idea that their practices were in any way biased.

The challenge for Megan was to create an environment where constructive feedback could lead to growth rather than defensiveness. This situation demonstrates the sensitive nature of discussing race and equity, especially when personal teaching styles are being critiqued.

Strategies for Achieving Equity in the Classroom

To navigate this complex scenario, Megan leveraged a few key strategies:

1. Reflective Practices

She encouraged the teacher to reflect on their own identities and how they relate to race, class, culture, and power. This reflection was important for the teacher to see the larger impact of their classroom management techniques.

2. Building Trust and Humility Within the Teacher-Coach Relationship

By building a strong relationship with the teacher over time, Megan was able to discuss sensitive issues in ways that were received with openness. This came down to making it clear throughout the relationship that her main goal was to support the teacher, and all their students, with being as successful as they could be.

3. Focusing on Mindset Shifts, Not Only Instructional Techniques

Megan focused on shifting the teacher’s mindset towards recognizing the impact of their actions, helping them rethink her approach to student engagement and discipline.

The Impact of Equitable Practices in Education

Through Megan’s consistent and empathetic coaching, the teacher was able to recognize their own biases and started to implement new practices that were more inclusive and equitable.

This story of Megan and this sixth-grade teacher highlights an important point: That real change begins with the willingness to confront uncomfortable truths about ourselves and our practices.

It is through this discomfort that we find pathways to growth and equity.

Inspired by this story? Learn more.

This story illustrates the powerful role that equity coaching can play in not only changing individual teacher behaviors but also in creating a more just and inclusive educational environment.

You can learn how to become a change agent yourself. Learn more by taking our complimentary on-demand course.

Stories from the Field: What Does Equity Look Like in the Classroom?