What is equity? What does it mean to work for equity in schools? What does it mean to make equity central in our work as teacher-researchers? "Working Toward Equity" explores these and other questions in thirteen narratives from a broad spectrum of educators chronicling their real work in classrooms, schools, districts, and professional development organizations. This book grew out of the pursuits of the Teacher Research Collaborative, a three-year collaboration among educators who believe that the power of inquiry can be focused on vital educational goals such as equity. The educators are affiliated with the following organizations: National Writing Project; Bay Area Coalition for Equitable Schools; and the Coalition of Essential Schools Bay Area Writing Project. Two introductions begin this work: Introduction (Linda Friedrich) and Inquiry for Equity: What Does It Mean for Teacher Research? (Tom Malarkey). The book then divides into three parts and fifteen main sections. Part I, Making Equity Explicit in Inquiry, presents: (1) Introduction (Tom Malarkey, Section Editor); (2) Finding Myself in My Inquiry: A Teacher's Story (Sarah Capitelli); (3) Building on Success: Changing Our Practice to Better Serve African American Students (Pirette McKamey); and (4) Leading from Personal Experience: Autobiography as a Foundation for Developing African American Teacher Leadership (Gwendolyn Williams). Part II, Examining Questions of Equity in Teaching, contains: (5) Introduction (Marty Williams, Section Editor); (6) An East Oakland Odyssey: Exploring the Love of Reading in a Small School Elena Aguilar); (7) Taking Tests (Robert Roth); (8) Learning to Listen: Supporting Classroom Teachers Through Collaborative Inquiry (Oreather J. Bostick-Morgan); and (9) Learning to Teach Elementary Mathematics: Inquiry in Preservice Teaching (Marcie Osinsky). Part III, Building Inquiry Communities and Leadership for Equity, contains: (10) Introduction (Linda Friedrich, Elizabeth Radin Simons, and Carol Tateishi, Section Editors); (11) Developing a Culture of Inquiry for Equity: One School's Story (Tanya Friedman); (12) A Practical Practice: Shaping and Owning Teacher Research (Deborah Juarez); (13) Partners in Inquiry: Embedding Teacher Inquiry into School Reform (Marty Williams); (14) Working Together: Designing a Districtwide Action Research Plan for Professional Development (Deborah Green); and (15) Focusing on Equity in an Established Teacher Research Program (Carol Tateishi). A "Further Reading" section presents: (1) Starting an Annotated Bibliography of Teacher Research for an Urban K-8 School (Elizabeth Radin Simons); and (2) Annotated Bibliography of Teacher Research. The final section, Tools, contains an introduction followed by: (1) Sample Meeting Norms and Procedural Norms; (2) Protocol Background Descriptions; (3) Tuning Protocol; (4) Consultancy Protocol; (5) BayCES Teacher Inquiry Protocol; (6) Suggestions for Writing Response Groups; (7) Notes for Writing Group Facilitators; (8) Loop Writing to Support Inquiry; (9) Response Group Protocol for First-Draft Writing; (10) Response Group Protocol for Mid-Draft Writing; and (11) "Overhearing" Response Group Protocol for Longer Manuscripts. This volume concludes with the following resources for teacher-researchers: (1) Handouts and Information on Inquiry and Equity; (2) Sample Inquiry-for Equity Program Outlines, Proposals, Agendas, and Descriptions; (3) Tools for Collecting Data from Students; and (4) Sample Protocols, Writing Tools, and Meeting-Facilitation Guidelines.