Coaches Root Out Deep Bias

Coaches root out deep bias

If you were an African-American student at Acorn Woodland Elementary School in Oakland, Calif., a few years ago, chances are good you found yourself in trouble in the principal’s office. Then-principal Kimi Kean said 80% of students suspended at the school were African-American — but African-Americans made up just 40% of the student population From California to Maine, according to victor Cary, partner at the National Equity Project in Oakland, the pat- tern is the same. African-American boys, in particular, are sent to the principal’s office more often than any other group and disproportionately to their numbers in a school. That is just one example of how the issues of society at large — racism, classism, sexism, language, and other biases — play out in the classroom, according to Cary. “There’s something

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Authors

Valerie von Frank

Valerie von Frank (valerievonfrank@aol.com) is an education writer and editor of NSDC’s books.

African-American boys are sent to the principal’s oﬃce more often than any other group and disproportionately to their numbers in a school, according to Victor Cary, partner at the National Equity Project in Oakland, Calif. That is just one example of how the issues of society at large — racism, classism, sexism, language, and other biases — play out in the classroom, he said.

Core Competencies

Each National Equity Project coach takes part in ongoing professional learning around core competencies that are part of the coach’s evaluation:

Data-based inquiry: The coach leads development of a rigorous school practice of using data effectively to inform teaching and administration.
Facilitative leadership: The coach fosters the school leader’s skills for productive dialogue, collaboration, and goal setting through effective school meetings.
Instructional leadership: The coach provides expert advice to school leaders to develop and implement policies and procedures regarding school, vision, culture, management, instruction, and community relations.
Equity-centered professional learning communities: The coach leads school teams of educators to establish a process of continuous learning toward equitable achievement goals.
School design: The coach is able to manage large-scale projects of school creation and conversion.
Cultural competence: The coach enables educators to interact effectively in diverse cultural environments.
Instructional coaching: The coach builds teacher capacity to use accelerated learning strategies to do standards-based instruction and to evaluate student needs and progress.