Center for
Collaborative
Education
Inclusive School Culture 1 2 3 4
4. All students and other community members feel a strong sense of belonging, supported by a
welcoming environment.
5. All classes and programs are fully integrated and inclusive, such that all students have opportunities to
interact with others from different backgrounds.
6. The school embodies a value for learning and fosters a growth mindset for both educators and
students.
7. Social-emotional learning activities/programs exist in the school and support students’ social and
emotional development, promote optimal mental health, and prevent risk behaviors (e.g., counseling,
antibullying, service learning, character education, student support services, etc.).
8. Equity and data are evident in professional conversations, practices, programs, and belief systems
in the school; the school collects, analyzes, and uses, on a regular basis, data (disaggregated by race,
income, EL status, and other relevant factors) about student discipline, academic achievement, and
social-emotional prociency.
Student-Centered Academic Learning 1 2 3 4
1. Educators facilitate students’ exposure to a diverse array of relevant, engaging, and rigorous learning
materials, designing learning experiences “at the margins” to ensure universal access to learning.
2. Students are granted agency over their learning, including choices of what standards-aligned content
they learn, and when and how they learn it; and they have access to instruction and assessment
strategies aligned with their preferences, assets, and needs.
3. Competency-based education supports all students in pursuing a blend of high expectations and deep
learning.
4. There are multiple pathways to promotion/graduation (career academies, college prep. curriculum,
International Baccalaureate, internships, apprenticeships); all are college- and career-aligned.
5. A collaborative learning environment exists in which the teacher is perceived as both director of
instruction and a facilitator or activator of learning.
6. Students are provided opportunities to learn with and within the wider community, including through
internships, externships, capstones, service-learning projects, or public demonstrations of learning.
7. Educators work together to align, design, and analyze rigorous common performance assessments
that are valid, reliable, and culturally responsive; these in turn increase student achievement and equity
of outcomes.
8. Teachers use the results of quality performance assessments to guide their daily instruction,
assignments, and larger revisions of curriculum and to make high-stakes decisions related to
graduation and promotion.
9. Curriculum and instruction support students’ cognitive and social-emotional development.
Supportive Resources 1 2 3 4
1. Curriculum and materials displayed in school and provided to educators support a rigorous and
culturally responsive pedagogy.
2. Curriculum and materials reect/depict diverse cultures, individuals and perspectives.
3. Support staff, coaches, and specialists effectively help meet the needs of all learners.
4. The teacher schedule includes sufcient time, resources, and support for planning, collaboration,
and data analysis to ensure the effective planning and delivery of (culturally responsive and student-
centered) authentic learning.
5. Co-curricular activities to broaden the student experience are accessible to all.
