Equity can mean different things to different people, so Mirko begins by urging educators to define the term together. Without a shared definition, schools risk conflict, confusion and stalled progress. He embraces Christopher Emdin’s definition — hearing voices about what people need and providing that — and notes that equity is proactive: challenging systems and structures. After defining equity, Mirko outlines a calibration process: establish a unified definition, develop a shared narrative, align stakeholders and embed the work into policies and practices before acting toward equitable change.