Insider‐Outsider Coaching: Transforming Educator Advocacy for Multilingual Learners

Teachers often hesitate to advocate for multilingual learners (MLs) beyond their classrooms due to insufficient training and a perceived lack of agency to influence systemic change. Previous instructional coaching models have typically focused on improving classroom practices rather than fostering broader advocacy, resulting in limited effectiveness. In response, we developed and studied a three‐tiered coaching model designed to promote advocacy beyond the classroom. This model incorporated whole‐group learning, peer coaching, and individualized coaching to create a comprehensive professional development framework. Whole‐group sessions encouraged critical reflection on equity and social justice, empowering teachers to lead school change initiatives. Peer coaching fostered collaborative feedback, supporting teachers in expanding their advocacy efforts to the district level. Individualized coaching provided tailored support, helping teachers refine their instructional approaches and address specific challenges related to MLs. Our findings revealed that teachers in this model were significantly more likely to advocate for MLs beyond their classrooms, with each coaching tier contributing uniquely to their advocacy development. These results underscore the importance of a multi‐tiered coaching approach in cultivating teacher leadership and promoting systemic change.