Student Learning Systems
for joyful learning
We partner with leadership teams engaged in transitioning their schools into standards-based learning systems while fostering student agency in a joyful learning environment. Areas of support include professional learning design, curriculum design, sound assessment, and healthy grading practice. Delivery of support is varied, including facilitating full faculty workshops, hand-ons support for discipline or grade level specific teams, and both virtual and onsite coaching.
As we work with schools, our overarching professional learning goals for educators are to:
Understand the conditions present in a standards-based system where standards inform all elements of the learning cycle (e.g., planning, assessing, instruction, feedback, grading, and reporting) and apply the strategies necessary for students to thrive in this system.
Build mission-driven standards-based curriculum programs that serve as the foundation for personalized opportunities that lead to joyful learning.
Engage in sound assessment and healthy grading practices that support a mastery mindset and promote learner agency.
Recognize and embrace the ambiguity involved in change and transition while building a strong community of practice.
Our support and workshops are designed to help schools realize the following benefits to student learning:
Students own their learning goals and can articulate their individual strengths, opportunities for growth, and next steps in learning.
Students understand the connection between the learning targets and the assessments, and how the assessments help them reach those targets.
Student performance improves through regular, effective feedback tied to clear learning targets presented in student-friendly language.
Students self-assess, offer peer feedback, and apply the learning from the experience to their own work.
Student learning is communicated clearly, allowing students to track their own learning and identify next steps.
Through sound assessment and healthy grading practices, students demonstrate a learning orientation rather than a grading orientation and develop into assessment capable learners.
When teachers take the time to moderate student learning samples, students benefit by experiencing well aligned, soundly designed assessments, differentiated learning experiences that increase interest and engagement, and a curriculum that grows in complexity both developmentally and conceptually.