Reciprocal Learning Partnerships for Equity: Leading for Equity

• In Event: Coaching for Equity in California’s Leadership Preparation Programs

Abstract

Purpose: Existing coaching frameworks and tools often fall short in comprehensively tackling the nuanced nature of equity concerns, resulting in coaching conversations that remain at the macro level. The research explored the efficacy of the Reciprocal Learning Partnerships for Equity (RLP) coaching framework. A coaching framework that empowers new school leaders to effectively address inequity and take action to move the needle toward equity in their school spaces. Research Objectives: 1) To assess how school leaders utilize the RLP framework to address complex equity issues. 2) To examine the impact of the RLP framework in promoting action-oriented steps towards equity.

Perspective(s) or theoretical framework: Guided by sociocultural theory, RLP centers the cultural identities, beliefs and norms of participants, recognizing that each person’s culture and experiences impact one’s views, biases and assumptions and, therefore, the selection and implementation of actions around teaching and learning. Critical Race Theory (Parker & Villalpando, 2007) grounds RLP conversations in the notions that: (1) race is central to our understanding and provides the lens through which we see the educational system and (2) new and continuous action toward disrupting inequitable practices are needed that create more equitable opportunities and value the cultural capital of those that are most marginalized. RLP coaching conversations build a critical third space where the learning partners explicitly acknowledge the diverse perspectives of the learning partners and use the transformative space for “re-viewing” unconscious practices that marginalize some students in the classroom to co-create equity actions.

Methods, techniques, or modes of inquiry: This study adopts a practitioner action research (Anderson, Herr, & Nihlen, 2007) approach to explore the impact of the RLP coaching framework. The author of the study is not only the primary investigator, but also the creator of the RLP coaching framework and holds the position of director in a university leadership preparation program.

Data sources, evidence, objects, or materials: Over two years, the research participants actively participated in three foundational RLP trainings and underwent more than six inquiry rounds of implementation. The study involved comprehensive documentation of conversations, equity actions, and observed shifts in practices. The research cohort consisted of over 50 individuals, including Teachers on Special Assignment, school administrators and district leadership, all belonging to the same school district situated in South Los Angeles.

Results and/or substantiated conclusions: The study’s results demonstrate a significant and fundamental change in how leaders approach equity conversations. They view the RLP as an inquiry-based process that effectively highlights issues related to race and bias. The leaders’ focus on the RLP disposition of “relational trust '' enabled them to effectively address and tackle inequity.

Scientific or scholarly significance of the study or work: This research contributes to the existing body of knowledge by providing insights into the effectiveness of the RLP coaching framework in equipping new school leaders in addressing complex equity issues. The findings shed a light on how the RLP framework empowers leaders to take action and drive positive change towards equity.

Author

• Tonikiaa Orange, University of California - Los Angeles