Mentoring coaches toward communities of practice advancing inclusion

Purpose This article explores the complicated process of developing a research practice partnership (RPP) seeking to support systemic change in a public school district. The specific reform at the heart of this RPP involves strengthening how elementary and secondary schools across the district engage in “inclusion.” Drawing from our personal reflections as leaders of this RPP, we provide perspectives on how communities of practice can scaffold the learning of coaches seeking to advance social justice. Design/methodology/approach This conceptual paper applies the sociocultural learning theory of communities of practice as an analytical lens for understanding coaching toward inclusion. This RPP was situated in a large urban public school district in the United States. The reform involves strengthening how schools engage in “inclusion” through coaching. We extend coaching scholarship by theorizing coaching as a sociocultural learning process within nested communities of practice, structured by five dualities of learning architecture, as a conceptual framework for mentoring coaches toward equity-centered inclusion. Findings We find the five dualities of the learning architecture create a useful lens for unpacking practices that expand our understanding of the communities of practice in which coaching practices unfold. Research limitations/implications Scholars analyzing coaching can benefit from explicating the learning theory undergirding this work. Practical implications A helpful strategy for mentoring coaches toward social justice is to explicitly situate this work in the context of nested communities of practice. Originality/value Coaching that expands inclusive practices in schools is complex and multifaceted. Understanding how this occurs within nested communities of practice can help coaches navigate these complexities.