Thomas Nobili has 18 years of experience as a classroom teacher, instructional coach, and central office administrator and is currently a consultant for Partners for Educational Leadership and TJN Core Consulting. Isobel Stevenson has over 35 years of experience as a teacher, district leader, and university instructor and is currently a program coordinator with Partners for Educational Leadership. Andrew Volkert is a continuous improvement (CI) strategist and professional learning facilitator with Partners for Educational Leadership.

• ContentsPreface  xiWho Are We to Be Writing About Equity?  xiAcknowledgments  xv1.  Introduction  1Why Did We Write This Book?  1Equity Is Excellence  2Opportunity to Learn  5Equitable and Ambitious Instruction  92.  Equity and Expectations  18Mechanism  19A Brief History of the Research on Teacher Expectations  21Current Research on Expectations  24Bias and the Limits of Awareness  27Expectations and Teacher Perceived Self-Efficacy  313.  Holding Environment  35Why Place So Much Importance on the Classroom Environment?  37A Note on Mindset  40Equity and Holding Environment  41Desirable Features of the Classroom Holding Environment  42The Challenge of Building an Equitable Holding Environment  494.  Grade-Level Content and Task  51Why Does Curriculum Matter (Especially for Equity)?  52Why Does Grade Level Matter (Especially for Equity)?  54A Word About Rigor  58Task  59The Connection Between Task Instruction and Equity  61A Learning-Oriented Approach to Task  64A Product- or Assessment-Oriented Approach to Task  695.  Thinking as Learning  72How Thinking Works  73The Equity Challenge: Who Gets Asked to Think?  75Core Concepts for Planning Equitable Thinking  78Designing for Thinking: Planning for Outcome Versus Process  896.  Adaptive Teaching  94Adaptive Teaching and Formative Assessment  95The Elicit, Interpret, and Respond Cycle  97Making Thinking Visible  98Interpreting Student Thinking  102Teacher Response: The Instructional Fulcrum  104The Role of Teacher Response in Maintaining Cognitive Demand  1067.  Potentially Problematic Practices  110Questioning and Wait Time  110Differentiation and Scaffolding  113Grouping  118Learning Intentions and Success Criteria  120Feedback  1228.  Motivation  126Motivation Is Not a Personality Trait  127Maslow and the Myth of Needs as Prerequisites  129Intrinsic Motivation and Its Misuse  130Distinguishing Motivation From Engagement  131Competence Motivation  133Perceived Self-Efficacy  134Flow  136Stereotype Threat  137Psychological Safety  138Being Relevant Versus Being Interesting  139Goals  140Choice, Autonomy, and the Illusion of Agency  142Behaviorism Isn’t All Bad  143Agency as the Real Goal  1449.  Conclusion  147Systems Thinking and the Complexity of Instructional Improvement  148Opportunity to Learn Is a System Stock, Not an Outcome  150Beliefs About Students are Both the Source and Product of Opportunity to Learn  152Maximizing Opportunity to Learn Is Everyone’s Responsibility  154Belief Change Through Practice, Not Compliance  155Final Thoughts  157References  159Index  177About the Authors  187

Thomas Nobili has 18 years of experience as a classroom teacher, instructional coach, and central office administrator and is currently a consultant for Partners for Educational Leadership and TJN Core Consulting. Isobel Stevenson has over 35 years of experience as a teacher, district leader, and university instructor and is currently a program coordinator with Partners for Educational Leadership. Andrew Volkert is a continuous improvement (CI) strategist and professional learning facilitator with Partners for Educational Leadership.

• ContentsPreface  xiWho Are We to Be Writing About Equity?  xiAcknowledgments  xv1.  Introduction  1Why Did We Write This Book?  1Equity Is Excellence  2Opportunity to Learn  5Equitable and Ambitious Instruction  92.  Equity and Expectations  18Mechanism  19A Brief History of the Research on Teacher Expectations  21Current Research on Expectations  24Bias and the Limits of Awareness  27Expectations and Teacher Perceived Self-Efficacy  313.  Holding Environment  35Why Place So Much Importance on the Classroom Environment?  37A Note on Mindset  40Equity and Holding Environment  41Desirable Features of the Classroom Holding Environment  42The Challenge of Building an Equitable Holding Environment  494.  Grade-Level Content and Task  51Why Does Curriculum Matter (Especially for Equity)?  52Why Does Grade Level Matter (Especially for Equity)?  54A Word About Rigor  58Task  59The Connection Between Task Instruction and Equity  61A Learning-Oriented Approach to Task  64A Product- or Assessment-Oriented Approach to Task  695.  Thinking as Learning  72How Thinking Works  73The Equity Challenge: Who Gets Asked to Think?  75Core Concepts for Planning Equitable Thinking  78Designing for Thinking: Planning for Outcome Versus Process  896.  Adaptive Teaching  94Adaptive Teaching and Formative Assessment  95The Elicit, Interpret, and Respond Cycle  97Making Thinking Visible  98Interpreting Student Thinking  102Teacher Response: The Instructional Fulcrum  104The Role of Teacher Response in Maintaining Cognitive Demand  1067.  Potentially Problematic Practices  110Questioning and Wait Time  110Differentiation and Scaffolding  113Grouping  118Learning Intentions and Success Criteria  120Feedback  1228.  Motivation  126Motivation Is Not a Personality Trait  127Maslow and the Myth of Needs as Prerequisites  129Intrinsic Motivation and Its Misuse  130Distinguishing Motivation From Engagement  131Competence Motivation  133Perceived Self-Efficacy  134Flow  136Stereotype Threat  137Psychological Safety  138Being Relevant Versus Being Interesting  139Goals  140Choice, Autonomy, and the Illusion of Agency  142Behaviorism Isn’t All Bad  143Agency as the Real Goal  1449.  Conclusion  147Systems Thinking and the Complexity of Instructional Improvement  148Opportunity to Learn Is a System Stock, Not an Outcome  150Beliefs About Students are Both the Source and Product of Opportunity to Learn  152Maximizing Opportunity to Learn Is Everyone’s Responsibility  154Belief Change Through Practice, Not Compliance  155Final Thoughts  157References  159Index  177About the Authors  187

Thomas Nobili has 18 years of experience as a classroom teacher, instructional coach, and central office administrator and is currently a consultant for Partners for Educational Leadership and TJN Core Consulting. Isobel Stevenson has over 35 years of experience as a teacher, district leader, and university instructor and is currently a program coordinator with Partners for Educational Leadership. Andrew Volkert is a continuous improvement (CI) strategist and professional learning facilitator with Partners for Educational Leadership.

• ContentsPreface  xiWho Are We to Be Writing About Equity?  xiAcknowledgments  xv1.  Introduction  1Why Did We Write This Book?  1Equity Is Excellence  2Opportunity to Learn  5Equitable and Ambitious Instruction  92.  Equity and Expectations  18Mechanism  19A Brief History of the Research on Teacher Expectations  21Current Research on Expectations  24Bias and the Limits of Awareness  27Expectations and Teacher Perceived Self-Efficacy  313.  Holding Environment  35Why Place So Much Importance on the Classroom Environment?  37A Note on Mindset  40Equity and Holding Environment  41Desirable Features of the Classroom Holding Environment  42The Challenge of Building an Equitable Holding Environment  494.  Grade-Level Content and Task  51Why Does Curriculum Matter (Especially for Equity)?  52Why Does Grade Level Matter (Especially for Equity)?  54A Word About Rigor  58Task  59The Connection Between Task Instruction and Equity  61A Learning-Oriented Approach to Task  64A Product- or Assessment-Oriented Approach to Task  695.  Thinking as Learning  72How Thinking Works  73The Equity Challenge: Who Gets Asked to Think?  75Core Concepts for Planning Equitable Thinking  78Designing for Thinking: Planning for Outcome Versus Process  896.  Adaptive Teaching  94Adaptive Teaching and Formative Assessment  95The Elicit, Interpret, and Respond Cycle  97Making Thinking Visible  98Interpreting Student Thinking  102Teacher Response: The Instructional Fulcrum  104The Role of Teacher Response in Maintaining Cognitive Demand  1067.  Potentially Problematic Practices  110Questioning and Wait Time  110Differentiation and Scaffolding  113Grouping  118Learning Intentions and Success Criteria  120Feedback  1228.  Motivation  126Motivation Is Not a Personality Trait  127Maslow and the Myth of Needs as Prerequisites  129Intrinsic Motivation and Its Misuse  130Distinguishing Motivation From Engagement  131Competence Motivation  133Perceived Self-Efficacy  134Flow  136Stereotype Threat  137Psychological Safety  138Being Relevant Versus Being Interesting  139Goals  140Choice, Autonomy, and the Illusion of Agency  142Behaviorism Isn’t All Bad  143Agency as the Real Goal  1449.  Conclusion  147Systems Thinking and the Complexity of Instructional Improvement  148Opportunity to Learn Is a System Stock, Not an Outcome  150Beliefs About Students are Both the Source and Product of Opportunity to Learn  152Maximizing Opportunity to Learn Is Everyone’s Responsibility  154Belief Change Through Practice, Not Compliance  155Final Thoughts  157References  159Index  177About the Authors  187