When COVID-19 appeared on international radar this year and began its march around the globe, it revealed to any who might have previously denied it that the work to eliminate educational inequities is far from done. During this pandemic, more than ever, many educators are keeping these inequities top of mind. Rather than move online with what educators have always done, they are seeking out professional learning to help push their practices toward greater instructional equity. Educators have quickly organized to teach themselves--individually and collectively--how to take their teaching and learning to a higher level while unable to connect face to face. This article discusses three types of practices emerging as starting places for this work: (1) knowing students and families; (2) inquiry-based teaching; and (3) expanding student agency and choices.