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Stories from a Literacy Coach: Developing Pro-Black Instruction within a Eurocratic Mandated Curriculum

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Title: Stories from a Literacy Coach: Developing Pro-Black Instruction within a Eurocratic Mandated Curriculum
Language: English
Authors: Jennipher C. K. Frazier (ORCID 0000-0002-6548-3272)
Source: Reading Teacher. 2025 78(5):336-347.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Education Level: Elementary Education
Early Childhood Education
Grade 1
Primary Education
Descriptors: Literacy Education, Coaching (Performance), Elementary School Teachers, Reading Teachers, Grade 1, Culturally Relevant Education, African American Students
DOI: 10.1002/trtr.2381
ISSN: 0034-0561
1936-2714
Abstract: This article describes experiences of a literary coach working with a first-grade teacher to make Pro-Black culturally relevant pedagogy foundational to the coaching relationship. Responding to the failure of mandated programs to support Black students' literacy proficiency and the success of culturally relevant pedagogies, they addressed the White dominance of a district-mandated program by revising lessons in Pro-Black, culturally relevant ways providing classroom examples and implications for literacy coaches.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1461120
Database: ERIC
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  Value: <anid>AN0183953331;ret01mar.25;2025Mar25.06:59;v2.2.500</anid> <title id="AN0183953331-1">Stories From a Literacy Coach: Developing Pro‐Black Instruction Within a Eurocratic Mandated Curriculum </title> <p>This article describes experiences of a literary coach working with a first‐grade teacher to make Pro‐Black culturally relevant pedagogy foundational to the coaching relationship. Responding to the failure of mandated programs to support Black students' literacy proficiency and the success of culturally relevant pedagogies, they addressed the White dominance of a district‐mandated program by revising lessons in Pro‐Black, culturally relevant ways providing classroom examples and implications for literacy coaches.</p> <p>Keywords: challenging Eurocratic practices; literacy coaching; Pro‐Black culturally relevant pedagogy</p> <p>Making Pro‐Black culturally relevant pedagogy foundational to the literacy coach's role in first grade.</p> <hd id="AN0183953331-2">Summary</hd> <p></p> <ulist> <item> Is Pro‐Black culturally relevant pedagogy foundational to your coaching? If not, why? How can you make that possible?</item> <p></p> <item> Do you help teachers examine curriculum for racial omission, marginalization, and misrepresentation and make adjustments to center Black people?</item> <p></p> <item> How can you engage with other coaches to bring Pro‐Black, culturally relevant pedagogies into coach training and support?</item> </ulist> <hd id="AN0183953331-3">Introduction</hd> <p>I am an African American woman and literacy coach in an elementary school with a predominantly Black population. I spent 10 years as a classroom teacher before becoming a literacy coach 10 years ago. My job is to help teachers promote literacy proficiency for all students. I conduct classroom observations, provide feedback, work alongside teachers to analyze assessment data, plan instruction, model lessons, and co‐teach. I also facilitate teachers' implementation of district‐mandated curriculum which, at the time of this study, was McGraw Hill's Open Court Reading (OCR) ([<reflink idref="bib30" id="ref1">30</reflink>]). The study discussed in this article came about because of my concerns with this program as I considered my role in either challenging or upholding it. The more familiar I became with it, the more I identified anti‐Black characteristics in instructional materials: domination of White characters, their stories and histories, and emphasis of White accomplishment and communities. I watched as Black students disengaged knowing that, if children are to build skills necessary for proficient reading, they must find joy, purpose, and connection to texts (Baines, Tisdale, and Long [<reflink idref="bib2" id="ref2">2</reflink>]). However, students were expected to gain reading proficiency using OCR while disconnected from texts and topics meaningful to them. Consequently, they were not engaged in ways that would help them learn high‐frequency words, letter–sound relationships, fluency, comprehension, etc. In addition, the district required us to test for reading proficiency using assessments that privileged White middle class knowledge and experiences (Carlton [<reflink idref="bib9" id="ref3">9</reflink>]) so I watched as students scored below grade level knowing that the test scores did not capture what they knew.</p> <p>This led me to question OCR and ways that my support of it as a literacy coach upheld inequities that were failing Black students. Why were we not questioning this in district coaching meetings or learning about pedagogies that would better support Black students? Through my doctoral course work and professional development in my school, I was learning about culturally relevant pedagogy (CRP), an approach grounded in Ladson‐Billings' ([<reflink idref="bib25" id="ref4">25</reflink>]) study of successful teachers of African American students, but this was never touched on in my coaching world. In addition, while I found numerous studies of CRP used by classroom teachers, I found no evidence of literacy coaches making it foundational to their jobs. Therefore, I developed a study asking: <emph>What can I learn about the process of making culturally relevant teaching foundational to my commitment as a literacy coach?</emph> This would push me to learn more about CRP while building the knowledge and abilities necessary to challenge and change inequitable education systems. Using a CRP framework, I hoped to address anti‐Blackness in mandated curriculum by working with teachers to examine OCR for "white‐dominated, partial tellings, and correct them [by] center[ing] the experiences of Black communities, families, histories, and contemporary issues [and teaching] the resistance, resilience, accomplishment, and joy of Black people" (Braden et al. [<reflink idref="bib6" id="ref5">6</reflink>], 504–505).</p> <p>Conducting the study, I partnered with two teachers. This article focuses on my work with one of those teachers, Ms. Gamble. I invited Ms. Gamble into the study for two reasons: (a) she taught first grade, an important year in setting the tone for literacy learning; and (b) she was involved in our schools' CRP professional development (PD), so she had introductory understandings about the approach. We were both in the early stages of knowledge building about CRP, so this was an opportunity for coach and teacher to learn together. In these pages, I focus on our revision of several OCR lessons as we worked to engage Black students.</p> <hd id="AN0183953331-4">Significance: Why Pro‐Black Cultural Relevance?</hd> <p>Actions to ensure a White elite and a Black underclass go back to the European colonization of Africa and the Americas; however, Eurocratic practices—systems that position "Europeans and their descendants as the official deciders of whose knowledge is worth knowing" (King and Swartz [<reflink idref="bib24" id="ref6">24</reflink>], 13)—came markedly into 20th century educational systems with the development of standardized tests and associated curriculum. In 1917, psychologist Carl Brigham, who believed that White people had higher intelligence than other racial groups, worked alongside psychologist Robert Yerkes to develop the military IQ test. Questions were intentionally slanted toward White middle class ways of knowing to ensure that white soldiers were placed in higher level military positions (Cherry [<reflink idref="bib10" id="ref7">10</reflink>]). In 1926, Brigham built from this racist foundation the Scholastic Aptitude Test (SAT) (Carlton [<reflink idref="bib9" id="ref8">9</reflink>]), which is still used to determine college entrance and is not significantly different in its racially biased structure and content from Brigham's original design. This history of "standardization" rewarding White middle class ways of knowing influences the content and structure of many assessments in K‐12 education today, failing to capture knowledge that many Black students bring to classrooms, thereby inaccurately classifying them as "underperforming" (Evitts Dickinson [<reflink idref="bib16" id="ref9">16</reflink>]).</p> <p>This assessment history is critical to understanding the anti‐Black nature of curriculum. Just as many tests reward White, middle‐class knowledge, programs mandated to promote achievement on those tests also reflect White dominance (Picower [<reflink idref="bib32" id="ref10">32</reflink>]). This has relevance for literacy coaches who are in positions of authority regarding assessment and practice. Because most literacy coach training does not address systemic racial biases, we do not learn to recognize practices that perpetuate them and are thereby complicit in furthering injustices in the education of Black students.</p> <p>It is long past time to challenge the field of literacy coaching by addressing the professed commitment to serve Black students and centering approaches that build on Black cultural, historical, and community knowledge. This study begins to address this challenge by considering what coaching might look like if Pro‐Black culturally relevant practices were foundational to the coach's role.</p> <hd id="AN0183953331-5">Literature Review</hd> <p>To appreciate this study, it is important to have knowledge of several bodies of information. Thus, in this brief literature review, I discuss (a) literacy coaching; (b) my district's mandated reading program; and (c) Pro‐Black, culturally relevant pedagogy.</p> <hd id="AN0183953331-6">Literacy Coaching</hd> <p>In the past decades, standardized test scores led to educational reform acts including the [<reflink idref="bib22" id="ref11">22</reflink>] Improving America's School Act, No Child Left Behind in [<reflink idref="bib29" id="ref12">29</reflink>], and Every Student Succeeds in [<reflink idref="bib15" id="ref13">15</reflink>]. These acts professed to serve all students while never addressing the fact that tests and associated instructional programs were often based on the same White‐dominant systems that failed Black students for decades. Literacy coach positions emerged from the No Child Left Behind Act when schools were required to hire reading coaches (to work with teachers) in order to receive funding. However, the training of literacy coaches was also void of challenges to White‐dominant systems. Although various coaching models were initiated—working alongside teachers or pulling out students for instruction (Mraz, Algozzine, and Kissel [<reflink idref="bib26" id="ref14">26</reflink>]); providing after‐school professional development sessions; observing and debriefing (Deussen et al. [<reflink idref="bib12" id="ref15">12</reflink>])—the absence of cultural relevance was a commonality.</p> <p>Because collaboration is often seen as critical to the success of coaching (as opposed to a top‐down approach), the coaching cycle is often recommended to help "teachers become more aware and intentional about their teaching" (Mraz, Algozzine, and Kissel [<reflink idref="bib26" id="ref16">26</reflink>], 17). The cycle typically includes coach observation, conferring/feedback, modeling, co‐planning, and co‐teaching (Deussen et al. [<reflink idref="bib12" id="ref17">12</reflink>]). Eisenberg ([<reflink idref="bib14" id="ref18">14</reflink>]) described this as work done before, during, and after lessons, also described as "demonstrating instructional strategies, conferring about how to best match instruction to children's literacy needs, and sharing instructional resources ... helping [teachers] turn knowledge and principles into effective teaching practices" (Mraz, Algozzine, and Kissel [<reflink idref="bib26" id="ref19">26</reflink>], 17).</p> <p>In spite of the introduction of literacy coaches, Black students continued to score below grade level on achievement tests (Nation's Report Card [<reflink idref="bib38" id="ref20">38</reflink>]). Looking at systems of assessment and instruction, it is not difficult to see why this occurs. Although research shows that teachers who work with literacy coaches have more success implementing instructional strategies than those who do not (Joyce and Showers [<reflink idref="bib23" id="ref21">23</reflink>]), nothing was changed to center Pro‐Black, culturally relevant pedagogies. Educational reforms continued to privilege standardized assessments (ESSA, 2015), and districts mandated scripted reading programs (Commeyras [<reflink idref="bib11" id="ref22">11</reflink>]) with a one‐size‐fits‐all mentality.</p> <hd id="AN0183953331-7">Mandated Curriculum</hd> <p>The Open Court Reading (OCR) program is mandated in my district for K‐2 classrooms. It is a phonics‐based program that outlines sequences of skills and provides scripts dictating exactly what teachers should say during instruction (EdResearch.Info. [<reflink idref="bib13" id="ref23">13</reflink>]). With OCR, our Black students continued to score below grade level on standardized tests. Literature used for reading instruction and assessment focused primarily on White characters, and unit topics did not reflect the students' lives nor emphasize Black people, accomplishments, and histories. In the year of my study, 63% of the main characters in the first‐grade OCR curriculum were either White people or animals (Figure 1). This represents an overwhelming White dominance particularly when considering studies showing that students tend to racially identify animal characters as White (Sparling [<reflink idref="bib36" id="ref24">36</reflink>]).</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/RET/01mar25/trtr2381-fig-0001.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="trtr2381-fig-0001.jpg" title="1 Demographic breakdown of main characters in the 12 units of the first‐grade ocr program." /> </p> <p></p> <p>Although we know that students need both windows and mirrors to support their literacy learning (Sims Bishop [<reflink idref="bib35" id="ref25">35</reflink>]), our students were not receiving mirrors into their own lives, being denied opportunities to see value in their own identities and histories (Wynter‐Hoyte et al. [<reflink idref="bib39" id="ref26">39</reflink>]). Absence of positive images of Black communities as <emph>foundational</emph>, not peripheral, to the curriculum sends damaging messages about who matters, creating barriers to academic success for Black students (Muhammad [<reflink idref="bib27" id="ref27">27</reflink>]). As a result, the students were not failing; the program was failing the students.</p> <hd id="AN0183953331-9">Pro‐Black Culturally Relevant Pedagogies</hd> <p>Gloria Ladson‐Billings' ([<reflink idref="bib25" id="ref28">25</reflink>]) study of successful teachers of African American students pointed out three common elements across those educators: They taught to develop students' (<reflink idref="bib1" id="ref29">1</reflink>) academic success, (<reflink idref="bib2" id="ref30">2</reflink>) competence in their own and other cultures, and (<reflink idref="bib3" id="ref31">3</reflink>) critical consciousness or ability to recognize injustices and stand against them. These grounding tenets led to a pedagogical approach that would "empower students intellectually, socially, emotionally, and politically by using cultural references to impart knowledge, skills, and attitudes" (p. 20).</p> <p>Many researchers have found positive effects of CRP on teachers and students. For example, Howard ([<reflink idref="bib20" id="ref32">20</reflink>]) studied Black students' perceptions about classroom practices in four urban elementary schools finding that students felt cared about and academically supported when their teachers "incorporate[d] features of the students' cultural capital into their pedagogical practices" (p. 145). Another study looked at how CRP was perceived by new teachers finding that, when using CRP in ways that "authentically centered students' lived experiences" (Borrero et al. [<reflink idref="bib4" id="ref33">4</reflink>], 27), new teachers found deep student engagement and did not want to teach any other way. Numerous other studies show increases in student achievement through culturally relevant teaching (e.g., Brown et al. [<reflink idref="bib8" id="ref34">8</reflink>]; Hubert [<reflink idref="bib21" id="ref35">21</reflink>]). However, while studies express positive impact, CRP has never become a guiding framework for literacy coaching.</p> <p>In terms of Pro‐Blackness, culturally relevant pedagogy is, by definition, Pro‐Black just as it is Pro‐Asian, Indigenous, White, Latinx, Disability, LGBTQIA+, Muslim, Jewish, and Christian. This comes into play through the cultural competence and critical consciousness tenets of CRP as teachers develop students' knowledge about their own and others cultures and learn to identify injustice and how to stand against it. In this study, I drew on a definition of Pro‐Black pedagogy that requires teachers to "recognize, dismantle, and replace anti‐Blackness [omission, marginalization, or misrepresentation in the curriculum] with Pro‐Blackness" (Braden et al. [<reflink idref="bib7" id="ref36">7</reflink>], 8)—centering the brilliance of Black people as foundational to life, history, community, and accomplishment.</p> <hd id="AN0183953331-10">Conducting the Study</hd> <p>Working to make Pro‐Black culturally relevant teaching foundational to my role as a literacy coach was not easy. I was required to support teachers within district mandates mentioned earlier. However, I was fortunate that my school provided on‐going CRP professional development conducted by Dr. Eliza Braden and Dr. Susi Long, professors from a local university who taught, practiced, and published about CRP (Baines, Tisdale, and Long [<reflink idref="bib2" id="ref37">2</reflink>]; Wynter‐Hoyte et al. [<reflink idref="bib39" id="ref38">39</reflink>]). At the time of the study, 12 teachers and myself had self‐selected into a faculty cohort engaged in monthly PD sessions as well as side‐by‐side planning, co‐teaching, and debriefing with the PD providers. This commitment was anchored in our principal, Dr. Mosso‐Taylor's dedication to CRP from her classroom days and her doctoral research. When the school opened, it was her vision that CRP would center our instruction.</p> <hd id="AN0183953331-11">Methodological Stance</hd> <p>Three methodologies intersected to make up the social justice stance guiding my study (Figure 2). The rationale is briefly described below.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/RET/01mar25/trtr2381-fig-0002.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="trtr2381-fig-0002.jpg" title="2 Methodological stance." /> </p> <p></p> <p>Participatory Action Research was key to this study because I was committed to working <emph>with</emph> teachers to make CRP foundational to my job as a literacy coach. This allowed me to focus on making improvements to a situation in which I was fully involved (Syae Purrohman [<reflink idref="bib37" id="ref39">37</reflink>]) with the goal of "inform[ing] and chang[ing] practices in the future" (Ferrance [<reflink idref="bib17" id="ref40">17</reflink>], 1).</p> <p>Critical race theory (CRT) was instrumental because it focuses on how race plays a role in systems (Bell [<reflink idref="bib3" id="ref41">3</reflink>]): in this case, curricular and coaching systems. CRT required me to acknowledge that race matters, supporting my investigation into how the literacy coach's role might be anchored in identifying and replacing racially oppressive structures or, in the words of Pérez Huber ([<reflink idref="bib31" id="ref42">31</reflink>]), "challeng[ing] majoritarian stories [that] ... normalize white superiority" (p. 167).</p> <p>Critical autoethnography required me to examine my own experiences (Reed‐Danahay [<reflink idref="bib33" id="ref43">33</reflink>]) with a critical eye toward "uncover[ing] oppressive power arrangements, and ... challeng[ing] processes of domination" (Boylorn and Orbe [<reflink idref="bib5" id="ref44">5</reflink>], 20). Consequently, my self‐reflections became important vehicles for confronting oppressive aspects in my own thinking and history.</p> <hd id="AN0183953331-13">Ms. Gamble</hd> <p>Ms. Gamble is a Black woman who, at the time of the study, was a first‐grade teacher in her early thirties. She had been an educator for 6 years in first and second grades. She held a Bachelor of Science degree in Early Childhood and a Masters' degree in Special Education. At her previous school, she was selected as 2018–2019 Teacher of the Year. Proud of our work and wanting to contribute to change in the field, Ms. Gamble was happy for me to use her name in this article.</p> <hd id="AN0183953331-14">Ms. Estep</hd> <p>Ms. Estep (not a pseudonym), a White woman, was Ms. Gamble's intern at the time of the study, a senior at a local university in her late twenties. She was a member of her university's Urban Education Cohort through which preservice teachers engaged in courses focused on culturally relevant Pro‐Black practices.</p> <hd id="AN0183953331-15">The Students</hd> <p>This study was conducted during the COVID‐19 pandemic when our students had the option to come to school or attend virtually. In Ms. Gamble's class, there were 15 students; 14 attended in person and 1 virtually; 6 girls and 9 boys. Twelve were identified by their parents as African American and three as mixed raced (Black‐White).</p> <hd id="AN0183953331-16">The School</hd> <p>Griffin Elementary School (GES, a pseudonym) is one of 20 elementary schools in a suburban school district in the southeastern United States. At the time of the study, 100% of its 600 students qualified for free or reduced lunch; 70% were Black, 14% Latinx, 10% bi‐racial, and less than 5% Asian. No students identified as White. Assessment data that year reported GES students scoring 30% below other elementary schools in the district that did not have the same racial and socioeconomic background, and 5% below the three schools that had the same demographics as GES.</p> <hd id="AN0183953331-17">Collecting and Analyzing Data</hd> <p>Data were collected weekly from August through May as I video‐ and audio‐recorded all elements of the coaching cycles and collected lesson plans, children's work, my researcher's journal entries, PowerPoints from CRP PD sessions, field notes, and transcripts from meetings with my doctoral advisors. As Ms. Gamble and I partnered, I ensured that our work was feasible within my job as a literacy coach. In other words, I wanted the CRP work to fit within the time constraints and responsibilities of my normal role. Data were analyzed using the Dedoose virtual program which allowed me to upload, transcribe, review, and look for patterns (Glesne [<reflink idref="bib18" id="ref45">18</reflink>]) in the data, constructing narrative codes (Saldaña [<reflink idref="bib34" id="ref46">34</reflink>]) to help me answer my research question.</p> <hd id="AN0183953331-18">My Positionality</hd> <p>In my own childhood, as a Black student in elementary school, I learned minimally about Black history. Outside of Dr. Martin Luther King, Jr., Rosa Parks, and Frederick Douglass, not much was mentioned about Black people or Africa other than that "slaves came from Africa." I thought I was getting the best education because I attended predominantly White schools. I did well academically so I never thought I was a part of a system developed to keep me from knowing who I am. This continued into my early years of teaching as I followed standards without questioning them, only taught about Black people in February, and trusted White‐created programs and practices.</p> <p>This White‐as‐right mentality was something I had to fight against entering this study. The development of a study focused on identifying and challenging anti‐Blackness caused some anxiety. That anxiety was exacerbated as I recognized that, as a Black woman challenging the system, I could be seen, not for my insight and wisdom, but as less competent and a trouble maker (Neimann [<reflink idref="bib28" id="ref47">28</reflink>]). These were important realities I carried with me going into this work.</p> <hd id="AN0183953331-19">Findings: Working Together Toward Culturally Relevant Teaching</hd> <p>Ms. Gamble and I worked together for 9 months. At first, she wanted to use the district‐mandated curriculum (OCR), with CRP as an add‐on. However, I knew this went against the purpose of CRP as foundational, not just a lesson here and there. So, I pushed us to dig deeper by asking one question of each mandated lesson: "Whose voices are missing, marginalized, or misrepresented?" Because of the White dominance of the OCR program, this led almost immediately to realizations that we had to make substantive revisions to it. At the same time, some school and district administrators communicated requirements of "fidelity to the OCR program" so strongly that we were both concerned about being observed/evaluated. Even with our principal's blessing, we were hesitant. But we forged on, building confidence with each lesson as we discussed missing and dominant voices, and designed revisions. Brief descriptions of revisions to three units (Figure 3) are provided in the following sections.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/RET/01mar25/trtr2381-fig-0003.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="trtr2381-fig-0003.jpg" title="3 Contrasts between mandated units and culturally relevant revisions." /> </p> <p></p> <hd id="AN0183953331-21">Unit 9: Red, White, and Blue</hd> <p>OCR's Red, White, and Blue unit includes informational and fictional stories about patriotism, community, and heroes. The representation is White dominant; for example, heroes in one of the stories included George Washington, Betsy Ross, Ben Franklin, Eleanor Roosevelt, Abraham Lincoln, and only two were Black—Harriet Tubman and Dr. Martin Luther King Jr. (Figure 4).</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/RET/01mar25/trtr2381-fig-0004.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="trtr2381-fig-0004.jpg" title="4 Page from ocr first‐grade materials with predominantly white heroes." /> </p> <p></p> <p>In addition, when discussing "liberty," there was no mention of Black people who fought for liberty or how liberty may be perceived (then and now) if you are Black. All of this informed our answer to the question: "Whose voices are missing, marginalized, or misrepresented?" leading to our culturally relevant revisions of the unit described below.</p> <hd id="AN0183953331-23">Who Is Sarah Mae Flemming?</hd> <p>Recognizing the limited exposure to Black heroes in the unit, and knowing that students' future school years would likely include the same few Black leaders, Ms. Gamble's intern, Ms. Estep, decided to teach about Ms. Sarah Mae Flemming, a Black hero invisible in elementary curriculum. Ms. Flemming is a native of our state who, 17 months before Rosa Parks, stood against discrimination on a bus line in the city where Ms. Gamble's first graders lived. Ms. Flemming's court case was used by Rosa Parks' lawyer to show the widespread mistreatment of Black people on buses. Ms. Estep started by teaching—from the OCR unit—about how, in America, we are all supposed to have liberty, but then expanded to explain that Black people do not always have equal rights. She talked about Dr. Martin Luther King, Jr., Harriet Tubman, and Rosa Parks and then introduced Sarah Mae Flemming. The students were excited that such an important hero came from their city: "She was from here!" and expressed admiration for her courage in fighting against racial discrimination. They wrote messages for a bulletin board display about her courage. Through a Pro‐Black revision of the mandated lesson, Mrs. Estep took an antivisibility narrative stance (Au, Brown, and Calderón [<reflink idref="bib1" id="ref48">1</reflink>]) pushing back against the notion that only a few heroes, selected by White people, could signify courage in the Black community. In the process, she introduced students to a person who would normally be invisible to them.</p> <hd id="AN0183953331-24">Change in Leadership: American Vice Presidents</hd> <p>The Red, White, and Blue unit also focused on patriotism including governmental leaders. At that time, Kamala Harris had just been elected as Vice President of the United States. We decided to revise the patriotism unit by engaging students in examining the Vice Presidency and how a Black woman had been elected for the first time in American history. Ms. Estep taught the lesson, sharing a composite of every U.S. Vice President (Figure 5) asking, "What do you notice?"</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/RET/01mar25/trtr2381-fig-0005.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="trtr2381-fig-0005.jpg" title="5 Image shown to students: 49 vice presidents of the united states." /> </p> <p></p> <p>The children talked in small groups and then shared their observations: "There are a lot of men," "They were all White," "Kamala Harris is the only woman," and "She is the only Black person." They expressed that it was not right that there were no other women or Black people as Vice Presidents. To further develop students' knowledge, we read books such as <emph>Kamala Harris Rooted in Justice</emph> (Grimes and Freeman [<reflink idref="bib19" id="ref49">19</reflink>]). Students drew pictures depicting Vice President Harris and her job. In the process of this revision, students took away culturally relevant understandings about justice in terms of who our leaders can be and the significance of electing a Black woman to the nation's leadership.</p> <hd id="AN0183953331-26">Unit 10: Stars and Stripes: Do Symbols Mean the Same for Everyone?</hd> <p>The second OCR unit was "Stars and Stripes" focusing on American symbols: flag, Bald Eagle, Statue of Liberty, and Liberty Bell. I created a PowerPoint presentation about those symbols using high‐frequency words and simple sentences to support students' reading growth. When I shared the book with my doctoral co‐chairs, Dr. Wynter‐Hoyte asked a question that changed how I would understand culturally relevant instruction. Looking at the Liberty Bell and Statue of Liberty, she asked, "Do those symbols mean liberty for everyone?" This caused me to see how easily I had abandoned my own critical question—Whose voice is missing, marginalized, or misrepresented?—as the monolithic, White‐dominant tellings of history from my own schooling took over.</p> <p>I brought this learning to my next coaching conversation with Ms. Gamble. She decided to revise the OCR unit by adding other symbols including a closed fist symbol for #BlackLivesMatter and a rainbow symbol for LGBTQIA+. Ms. Gamble explained to her students that symbols have different meanings for different people. She held up the symbols and asked students what they represented to them. Then, she asked them to choose a symbol that spoke most powerfully to them and write about its importance. Several students wrote about the closed fist of #BlackLivesMatter, allowing us to see how important it was to bring Pro‐Black culturally relevant possibilities to this lesson leading to student expressions that could never have happened using only symbols in the OCR program (Figure 6).</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/RET/01mar25/trtr2381-fig-0006.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="trtr2381-fig-0006.jpg" title="6 Writing about what the symbols meant to them." /> </p> <p></p> <hd id="AN0183953331-28">Unit 11: Art for All</hd> <p>Unit 11 in the OCR series focused on artists and different types of art. Asking our question about missing voices, it was clear that Black artists were entirely absent from the unit. Dr. Long joined us in thinking through possibilities for revision by introducing statistics about the low representation of Black artists in major art museums (less than 2% at the Louvre, the Metropolitan Museum of Art, the Chicago Art Institute). To counter this, she introduced Black artists—Bisa Butler, Kenesha Sneed, Amy Sherald, Augusta Savage, and Kehinde Wiley. This led us to develop a three‐week unit addressing skills from OCR while introducing Black artists and engaging students in thinking critically. Ms. Gamble started by showing an image of racial representation in major art museums (Figure 7) explaining that for every 100 paintings, approximately 87 were painted by White artists, 8 by Asians, 3 by Latinx artists, 1 by a Black artist, and 1 by a Native American.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/RET/01mar25/trtr2381-fig-0007.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="trtr2381-fig-0007.jpg" title="7 Image of racial make‐up of artist's work in museums." /> </p> <p></p> <p>She introduced Carmen Morgan and Courtney Harge, activists working to increase Black artists' works in museums. Knowing that, if students were to talk about the need for change, they needed to be equipped with knowledge, she then shared a range of Black and Brown artists, examples of their art, and where they were from (Figure 8).</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/RET/01mar25/trtr2381-fig-0008.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="trtr2381-fig-0008.jpg" title="8 World map using by ms. Gamble to introduce black and brown artists." /> </p> <p></p> <p>After teaching about each artist, Ms. Gamble filled in a chart (Figure 9) as students shared key learnings/details.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/RET/01mar25/trtr2381-fig-0009.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="trtr2381-fig-0009.jpg" title="9 Charting details about artists." /> </p> <p></p> <p>Throughout the unit, we taught about Black artists while teaching required OCR skills, including text structure and organization, vocabulary, identifying facts/details, main idea, nonfiction vs. fiction, and using the dictionary (lesson plans in Figure 10).</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/RET/01mar25/trtr2381-fig-0010.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="trtr2381-fig-0010.jpg" title="10 Teaching skills while learning about bisa butler." /> </p> <p></p> <hd id="AN0183953331-33">Discussion</hd> <p>These examples provide a window into my work to make Pro‐Black, culturally relevant teaching integral to my role as literacy coach. In the process, Ms. Gamble and I faced uncertainties knowing that district observers could come at any time to check on fidelity in implementing OCR and on my work to uphold that fidelity. We could not in good conscience, however, use OCR in ways that denied the engagement of Black learners or the brilliance of Black people.</p> <p>What did I do to make these lessons possible? While literacy coaches in my district were required to support the curricular status quo rather than evaluate and revise programs in support of Black students, each action below represents ways that I changed that role in support of Pro‐Black culturally relevant coaching:</p> <p></p> <ulist> <item> I anchored coaching cycles in the question: "Whose voices are missing, marginalized, or misrepresented in this lesson?" followed by co‐planning and co‐teaching with Ms. Gamble to design Pro‐Black culturally relevant alternatives when Black voices were missing or marginalized.</item> <p></p> <item> I constantly checked myself asking: How much have I internalized anti‐Black views reflected in my fears about challenging curriculum; where are the opportunities to grow beyond that?</item> <p></p> <item> I checked in regularly with Ms. Gamble to be sure I followed her lead in terms of comfort in deviating from the OCR script. When there was something she was not ready to do, I did not pressure her. I knew growth would only occur if I respected her process.</item> <p></p> <item> I was a mutual learner. Every time I met with Ms. Gamble, growth occurred for both of us. Trying ideas together was key to the success of our relationship and work.</item> <p></p> <item> I modeled ongoing learning, attended CRP PD sessions, read recommended literature, and met regularly with my own CRP mentors.</item> <p></p> <item> I kept the school's principal abreast. Even though she was highly supportive, I knew that she would only be able to support us if she had full knowledge of our practices.</item> <p></p> <item> I ensured that we followed the district's pacing guide laying out weekly skills as we adjusted the OCR topics to be culturally relevant.</item> <p></p> <item> I gave time to Ms. Gamble who let me know that our 1–1 time created a safe space to discuss our mutual convictions as well as fears and to reflect on the teaching.</item> </ulist> <p>Through the year, Ms. Gamble and I became stronger in our abilities to teach in culturally relevant ways. We enjoyed the teaching much more than merely following the scripted program. We saw students more engaged which, in turn, boosted our confidence in justifying the work.</p> <hd id="AN0183953331-34">Implications for Coaching</hd> <p>Through this research, I learned that I had a decision to make: I could be a change agent and dismantle injustices in our curriculum or I could stay silent. This leads to implications for other literacy coaches:</p> <p></p> <ulist> <item> Commit to examining instructional programs for White dominance and the absence, marginalization, or misrepresentation of Black communities, histories, and literatures.</item> <p></p> <item> Look at your own actions, fears, thoughts: If you are complicit in supporting programs that sustain a racially unjust status quo, do something about it.</item> <p></p> <item> Speak up in meetings to explain why specific programs are not working for Black students; pose culturally relevant alternatives along with supportive data.</item> <p></p> <item> When seeking support, ensure that PD providers and mentors have proven expertise <emph>with students</emph> ; there are many misinterpretations of CRP out there!</item> <p></p> <item> Develop mutually supportive relationships with teachers; work together as co‐learners.</item> <p></p> <item> Start where you are comfortable, but keep your eye on your ultimate goals.</item> </ulist> <hd id="AN0183953331-35">Conclusion</hd> <p>I believe that culturally relevant pedagogy is imperative to the optimum growth of Black students. I also believe that when literacy coaches refuse to question programs that keep Black students from relevant instruction, we contribute to perpetuating systems that fail Black students. When we do not stand up in literacy coach meetings to express damage done by White‐dominant systems <emph>and</emph> provide data about culturally relevant solutions, we also fail students. I strive to move forward in my courage and abilities to do both. I invite you to join me.</p> <hd id="AN0183953331-36">Take Action</hd> <p></p> <ulist> <item> Learn about Pro‐Black culturally relevant pedagogy through professional reading and working alongside someone with proven expertise.</item> <p></p> <item> Ask of mandated programs: "Whose voice is missing, marginalized, or misrepresented?"; then <emph>speak up</emph> to share your findings and offer culturally relevant alternatives.</item> <p></p> <item> Do not rely on your own schooling from White‐dominated educational systems; seek the stories untold.</item> </ulist> <hd id="AN0183953331-37">Acknowledgments</hd> <p>Thank you to Ms. Gamble for joining me in the process of learning about Pro‐Black culturally relevant pedagogy (CRP). Thank you to the amazing first‐grade scholars for sharing their learning with us and teaching us about the importance of CRP. Thank you to Dr. Susi Long and Dr. Kamania Wynter‐Hoyte for their support during my research and that they continue to provide for me as a literacy coach striving to put Pro‐Black CRP at the foundation of my work.</p> <hd id="AN0183953331-38">Conflicts of Interest</hd> <p>The author declares no conflicts of interest.</p> <hd id="AN0183953331-39">Data Availability Statement</hd> <p>Data are kept in password‐protected computer files. No materials are used in this manuscript that require permission from other sources.</p> <hd id="AN0183953331-40">Ethics Statement</hd> <p>This manuscript complies with Wiley's ethics policies: This manuscript is not published anywhere else. Data are available for all participants; in fact, the primary participant played a role in analyzing data and reading and responding to versions of this manuscript.</p> <hd id="AN0183953331-41">Consent</hd> <p>Informed consent from the primary participant is submitted with this manuscript. Student work is included in this manuscript; students' informed consents are available on request.</p> <hd id="AN0183953331-42">More to Explore</hd> <p></p> <ulist> <item> Boutte, G. S., Jackson, J. J., Collins, S. N., Baines, J. R., Broughton, A., & Johnson, G. L. (2024). <emph>Pro‐Blackness in Early Childhood Education: Diversifying Curriculum and Pedagogy in k‐3 Classrooms</emph>. Teacher College Press.</item> <p></p> <item> Hass, C. (2020). <emph>Social Justice Talk: Strategies for Teaching Critical Awareness</emph>. Heinemann.</item> <p></p> <item> Ladson‐Billings, G. (2006). "From the Achievement Gap to the Education Debt: Understanding Achievement in U.S." <emph>Educational Researcher</emph> , <emph>35</emph> (<reflink idref="bib7" id="ref50">7</reflink>), 3–12.</item> </ulist> <ref id="AN0183953331-43"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref29" type="bt">1</bibl> <bibtext> Funding: The author received no specific funding for this work.</bibtext> </blist> </ref> <ref id="AN0183953331-44"> <title> References </title> <blist> <bibtext> Au, W., A. Brown, and D. Calderón. 2016. Reclaiming the Multicultural Roots of U.S. Curriculum: Communities of Color and Official Knowledge in Education. NY: Teachers College.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref2" type="bt">2</bibl> <bibtext> Baines, J., C. Tisdale, and S. Long. 2018. "We've Been Doing It Your Way Long Enough": Choosing the Culturally Relevant Classroom. 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  Data: Stories from a Literacy Coach: Developing Pro-Black Instruction within a Eurocratic Mandated Curriculum
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  Data: <searchLink fieldCode="AR" term="%22Jennipher+C%2E+K%2E+Frazier%22">Jennipher C. K. Frazier</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6548-3272">0000-0002-6548-3272</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Reading+Teacher%22"><i>Reading Teacher</i></searchLink>. 2025 78(5):336-347.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 12
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  Data: Journal Articles<br />Reports - Descriptive
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Teachers%22">Reading Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink>
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  Data: 10.1002/trtr.2381
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  Data: 0034-0561<br />1936-2714
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  Label: Abstract
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  Data: This article describes experiences of a literary coach working with a first-grade teacher to make Pro-Black culturally relevant pedagogy foundational to the coaching relationship. Responding to the failure of mandated programs to support Black students' literacy proficiency and the success of culturally relevant pedagogies, they addressed the White dominance of a district-mandated program by revising lessons in Pro-Black, culturally relevant ways providing classroom examples and implications for literacy coaches.
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  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1461120
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1461120
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/trtr.2381
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 336
    Subjects:
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Coaching (Performance)
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Reading Teachers
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: African American Students
        Type: general
    Titles:
      – TitleFull: Stories from a Literacy Coach: Developing Pro-Black Instruction within a Eurocratic Mandated Curriculum
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Jennipher C. K. Frazier
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0034-0561
            – Type: issn-electronic
              Value: 1936-2714
          Numbering:
            – Type: volume
              Value: 78
            – Type: issue
              Value: 5
          Titles:
            – TitleFull: Reading Teacher
              Type: main
ResultId 1