Learning Environment:

Academic/Learning Environment

• learners are given voice in the learning environment
• learners are given opportunities to present their learning
• facilitates rigorous learning in an environment that considers learner emotions, interests, previous experiences, and learning styles
• encourages and respects differences of opinions
• capitalizes on making learning relevant

Physical/Virtual

• technology integration is evident in the physical environment and learners drive its use
• authentic, meaningful learner work is displayed
• educator utilizes digital tools to extend learning beyond the classroom
• learning environment design responds to instructional and learner needs

Social/Emotional

• has high expectations for learners in a respectful, positive, non-threatening environment
• learners have logical consequences for behavior
• collaboration is the norm in various learning environments
• educator models how to build appropriate, positive relationships

Community

• respectful of the cultures, backgrounds, and values of learners and their families
• maintains virtual communication tool(s) to establish positive reciprocal relationships with parents
• creates environments and designs learning experiences that embrace cultural factors and capitalize on diversity.

Learning Design:

Scaffolding

• facilitates learners’ construction of new meaning and leverages learners’ personal experiences and interests
• considers and responds to the needs of all learners (LEP, GT, culturally diverse, etc.)
• connects and leverages all the various experiences, interests, and contexts  in which learners participate in and out of the school (as potential for learning opportunities)

Responsive Learning

• organizes flexible grouping based on learners  interests
• consistently organizes flexible grouping based on learners interests, multiple intelligences, socioeconomic/cultural background, gender, other assessment data
• understands learners’ background experiences, learning preferences, interests, culture, and supports needed to ensure successful learning

Authenticity

• standards and experiences within the unit are linked to concepts across multiple disciplines
• engages learners in investigating authentic questions that the learners choose within a broad thematic framework
• asks questions that support learners in deep and critical thinking, problem-solving, and high levels of cognitive rigor
• provides opportunities for learners to activate prior knowledge, construct new knowledge, and deconstruct understandings
• designs experiences that engage learners through real-world connections promoting sustainable, transferrable knowledge and skill

Global Mindedness

• nurtures the development of responsible global citizens by designing opportunities for learners to inquire, act, and reflect across a wide range of subjects and broad contexts.
• opportunities for learners to address global issues, collaborate with mentors, and interact with authentic audiences
• opportunities for learners to develop empathy, perspective, communicate with a global audience or take action (service learning)

Assessment:

Formative/Summative

• analyzes and uses formative assessments to customize learning experiences
• provides opportunities for learners to self-assess/reflect
• collaborates with learners to design learning based on formative assessments and ensure they have ownership over their learning goals and awareness of their own mastery
• collaborates with vertical teams and instructional specialists to provide differentiated/customized learning experiences
• incorporates performance to assess transfer goals

Data Driven Decisions

• meets with team of educators horizontally and/or vertically to calibrate data to guide future instruction
• evaluates data with learners and utilizes a system/process for learners to set new learning goals

Feedback

• fosters learner self-efficacy by drawing connections between the learner’s work and his/her efforts
• collaborates with learners to improve and customize future learning goals