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- The learning community has an appointed Leadership/Continuous Improvement Team
- The staff has a common understanding of the Research on Effective School Cultures
- The learning community has a District Mission, Vision, Guiding Principles, Learner Outcomes articulated through a Community Dialogue
- The staff uses the Mission, Vision, Guiding Principles, Core Values, Learner Outcomes as a Decision-Making Screen
- The staff operates as both Research AND Evidence Based
- The staff uses Problem Solving and Invention Reasoning Strategies/Tools
- The staff has a common understanding of the Research on Learning, Motivation and Engagement
- The staff has a Growth Mindset (Efficacy) for themselves
- The staff has a common understanding of Second Order versus First Order Change
- The staff has a common understanding of the Rationale for and Vision of Mass Customized Learning
- The learning community has changed the language to: Learners, Learning Facilitators, Learning Opportunities, Learning Community)
- Learning Facilitators actively work toward achieving the Learning Community’s Customized Learning Vision
- Learning Facilitators work toward creating the Ideal Learning Experience for all learners
- The Learning Community has a common Model/Language/Taxonomy for Understanding Learning
- Learning Facilitators emphasize and facilitate learning at high levels of cognition using a taxonomy of learning
- Learning Facilitators, individually and in teams, reflect on the effectiveness of their strategies to meet the needs of learners
- Learning Facilitators, individually and in teams, routinely adjust their strategies to meet the needs of learners
- Learning Facilitators engage in team problem solving and planning to meet the needs of learners
- Learning Facilitators have a Customized Learning Plan (CLP) with goals and strategies to improve their craft
- Learning Facilitators are active social learners participating in face-to-face and online personal learning networks
- Learning Facilitators routinely use technology to enable and enhance learning and instruction
- Learning Facilitators have shifted to a focus from Activities/Assignments to Learning Goals/Outcomes
- The Learning Community uses the Learning Outcomes (LOs) derived in the Strategic Design as the basis for the “curriculum”
- The Learning Outcomes are organized in progressions of learning (versus according to grade levels or courses)
- The Learning Outcomes include enabling Concepts Outcomes (know), Thinking Skills Outcomes (do), and Dispositions Outcomes (be like)
- The Learning Community uses an explicit Model to communicate the Learning Outcomes to learners and parents
- The LOs are categorized in a “how best learned” format (e.g. seminars, labs, online, mentorships, individual or group projects)
- Those Learning Outcomes best learned online are put online
- Learning facilitators create a culture of “voice and choice” for learners
- Learning facilitators create a growth mindset/iteration culture for learners
- Learners engage in various learning opportunities (e.g. seminars, labs, flipped lessons, online, mentorships, individual and group projects)
- Learners meet with success as they work on challenging Learning Outcomes
- Learners move through the Learning Outcomes at their own pace
- Learners work on concepts and skills with content of interest to them
- Learners work on concepts and skills using their most optimum style of learning
- Learners receive immediate, formative, and productive feedback on their progress
- Learning facilitators understand how learning data can create a culture of investment and engagement vs control and compliance
- Evidences of learning are aligned to the learning community’s identified Learning Outcomes
- The data from varied evidences of learning provide formative feedback to learners on their progress on their learning outcomes
- The data from varied evidences of learning inform instruction and planning
- Learners demonstrate their learning in various ways
- Each learner establishes his/her own learning goals, monitors his/her progress, and adjusts his/her plan
- Each learner is engaged and invested in his/her learning
- Learners design their own evidences of learning
- The learning community exemplifies a culture of inquiry and growth mindset
- A robust and healthy technology infrastructure exists throughout the learning community
- Stakeholders understand the importance of “1 to 1” access to technology within the Learning Community
- The Learning Community has a Student Information System (SIS), a Learning Management System (LMS), and Scheduling Technology (ST) which are integrated and seamless
- The Student Information System (SIS) houses, reports on, and uses demographical information
- The Learning Management System (LMS) houses the Learning Outcomes, the Customized Learning Plan of each learner, learning objects and activities, evidence of learning, and instructional materials
- The Learning Management System (LMS) allows for 24/7 access for learners, parents, and Learning Facilitators
- The Learning Management System (LMS) responds to learner needs with and without intervention (friction free) from the LF
- The Scheduling Technology (ST) allows for the flexible scheduling of learners into the needed Learning Opportunities (e.g. seminars, labs….)
- Learning Facilitators routinely use their personal devices (e.g. laptop, iPad, tablet, Chromebook) to leverage learning and instruction
- Each learner has a personal device to access and leverage their learning
- Each learner has a Customized Learning Plan
- Learners are assigned to Learning Coaches who manage their Customized Learning Plan (CLP)
- Learning Outcomes are organized/clustered into modules (versus courses and textbooks as the organizer)
- Learning Opportunities include seminars, labs, mentorships, online learning, individual and/or group projects (versus classes/courses)
- Learning Opportunities are for a few weeks at a time (e.g. seminars, labs) or are on-going (e.g. mentorships, projects, online)
- The schedule is flexible and responsive to the needs of learners
- Anytime/anywhere learning is the norm and expectation (versus semesters and school year)
- Grading is a feedback system separating academic and non-academic feedback (versus a rewards and punishment system)
- Credentialing is based on evidence of learning the Learning Outcomes (versus seat time, GPA, or class rank)
- The learning community adopts a formative/iterative approach to feedback (e.g. no averaging, no zeroes, do-overs are okay)
- The learning community uses rubrics for reflection, feedback, and communicating progress (versus the 100 point scale or A, B, C . . . )
- Learning facilitators collaborate with team members to share the targeted instruction
- Groupings and regroupings of learners are frequent, flexible, and based on the needs of learners (versus tracking or age-based)
- Teachers are organized and defined as Learning Facilitators for multiple Learning Outcomes (versus “Gr. 3 teacher” or “US History teacher”)
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