Equity in Coaching and Leadership - Essay Sample

Introduction

In the current system, coaching has become a critical aspect that helps people in unlocking their potentials. The effectiveness of the coaching system is determined by the application of factors, such as equitable support and much more (Bauman, 2019). Typically, equity in coaching and leadership is a critical aspect that experts are supposed to embrace to enhance the outcome of a program (Honig & Honsa, 2020). Commonly, the application of equity in the programs promotes better results, as it provides the fundamental insight of what is required (Honig & Honsa, 2020). As such, embracing equity among the coach and leaders promote the creation of a supportive environment that ensures all participants fully identify their abilities (Bauman, 2019). In a region where particular communities appear to be discriminated against, the application of equity in leadership and coaching is perceived as a way of controlling the vise (Reston, 2015). Generally, the disparity has been a critical challenge that affected the United States (Bauman, 2019). However, the establishment of equity in coaching and leadership has promoted the effective allocation of resources, thus, helping people even from minority groups.

Is your time best spent reading someone else’s essay? Get a 100% original essay FROM A CERTIFIED WRITER!

Order now

The application of equity promotes collaboration among participants, and this is an essential aspect that enhances the attainment of objectives. As such, equity promotes the introduction of teams, which ensures members can effectively solve challenges together. Additionally, the application of equity in coaching and leadership is perceived as a key aspect that promotes the elimination of poverty (Honig & Honsa, 2020). The approach is achieved by giving all participants an equal chance in the promotion and other essential activities (Bauman, 2019). In this case, the application of the approach assists participants in removing barriers, thus, increasing access to more opportunities (Reston, 2015). For instance, the use of the equity in leadership provides a chance for any employee to access top positions. Furthermore, the application of equity promotes the implementation of rules (Honig & Honsa, 2020). The technique is highly experienced as participants feel accommodated; hence, they tend to avoid engaging in actions that may violate the rules. Therefore, equity assists coaches and leaders in creating a collaborative culture, which is driven by the need to attain particular objectives.

Collaboration and Accountability

In an institution, equitable support is perceived as a key aspect that promotes collaboration. Coaches have a great role in providing equitable support among all participants. The approach assists participants in working together, which promote collaboration as they push the attainment of the objectives (Honig & Honsa, 2020). In this case, the application of equitable support gives coaches an opportunity to allow participants to improve their thinking skills, which boosts their confidence in handling issues (Reston, 2015). Treating people in the same manner helps the coach in creating a collaborative culture that is driven by the need to solve social problems (Honig & Honsa, 2020). Additionally, engaging an equitable support assists participants to develop a clear approach of solving issues, and this helps in truly sharing the vision and goal of the program (Bauman, 2019). Furthermore, the approach is highly associated with developing a sense of belonging, which ensures effective implementation of rules and regulations (Honig & Honsa, 2020). This technique is associated with effective development and application of norms, which guide members, especially in a team operation.

Additionally, the application of equitable support among coaches is perceived as an essential way of promoting accountability (Honig & Honsa, 2020). Usually, equity acts as an incentive that impact participants to understand and embrace certain activities in the training session. In this case, the approach impact members to understand the role of pushing the attainment of the goals and objectives (Reston, 2015). Additionally, equitable support promotes power balancing, thus, ensuring all people within the team are treated in the same manner (Honig & Honsa, 2020). The approach impacts participants to develop a mechanism that enhances accountability in all aspects of the program.

Culture and School Community

Equitable support is a significant approach that leaders used to create a culture that is embedded in values, norms, and principles. As such, equitable support forms a powerful background that school administration use in creating a collaborative culture (Honig & Honsa, 2020). When a school is driven by a collaborative culture, learners tend to develop behaviors, which aim to support each other in solving issues (Bauman, 2019). The technique helps in ensuring all people, such as disabled, are given an equal chance in all aspects of learning (Reston, 2015). When working with groups such as the disabled, equitable support ensures the category is supplied with enough resources that are necessary to enhance their learning program (Honig & Honsa, 2020). Normally, learning institutions that highly rely on collaboration tend to perform better as all students are allowed to support each other in handling issues.

Additionally, the application of equitable support promotes diversity within the learning institutions. As such, the approach helps in creating a culture that supports all people regardless of their ethnic, social, and political background (Honig & Honsa, 2020). Diversity is a critical aspect that promotes values and respect among different groups. As such, it is easier for school management to implement policies and practices which aim at improving the learning system (Reston, 2015). Normally, the lack of equity is a critical aspect that hinders the acceptance of rules, and this may affect the introduction of change within the learning institution.

References

Bauman, K. (2019). Discussion protocols for equity-minded coaching. Jff. https://www.jff.org/documents/3188/Discussion_Protocols_Tool.pdf

Honig, M. I., & Honsa, A. (2020). Systems-focused equity leadership learning: Shifting practice through practice. Journal of Research on Leadership Education, 15(3), 192-209. https://urbanedleadership.org/wp-content/uploads/2020/07/JRLE_15_3_REV1-with-Author-Review-1.pdf#page=28

Reston, V.A. (2015). Professional standards for educational leaders. National Policy Board for Education Administration. http://www.npbea.org/wp-content/uploads/2017/06/Professional-Standards-for-Educational-Leaders_2015.pdf