EQUITABLE

LEARNING
PRACTICES
Version 2.1 March 2020

CC BY This work is licensed under the Creative Commons Attribution 4.0 International License.
The Equitable Learning Practices are evidence-
based practices used to support all kinds of
Every school is different, and every learner is
different. We use and build on our individual
19 EQUITABLE
students to reach meaningful, deeper learning and collective experience, environment, LEARNING PRACTICES
competencies. When done school-wide, culture, and identity to make meaning and learn.
these practices can shift the teaching and Therefore, we must know our students and
learning culture of your school; integrate social, our context as we work to transform our schools ADVISORY 4
emotional, and academic learning; and create
equally high outcomes for all students.
to equitably serve all students. CROSS-POLLINATED CLASSES 9
You may be doing some of these practices now. How and where we start or build from might be DEFRONT THE CLASSROOM 13
different, and what we need may be different,
Others may be new to you. Our hope is that
you will gain inspiration from these practices but given the urgency of our times, we all need EMERGENT MULTILINGUAL LEARNING COHORTS 17
and get motivated to take small steps toward to engage in this work. One way to engage is
by designing and implementing small, scrappy
EXHIBITIONS & PRESENTATIONS OF LEARNING 21
big change.
experiments called “hacks” toward these GOODBYE, TRACKING 26
equitable learning practices and implementing
these hacks in schools as a way to begin learning
“HOW” AND “WHAT” GRADES 30
HOW CAN SHIFTING THE TEACHING AND and modeling a culture of change. INTERNSHIPS 34
LEARNING CULTURE OF YOUR SCHOOL HELP YOU LEARNING GALLERIES 38
CREATE GREATER EQUITY? PERSONALIZED LEARNING PLANS 42
Equity means every child receives what they
PROJECT-BASED LEARNING 46
need to develop to their full academic and REAL-WORLD TOPICS 51
social potential. We know more and more
from brain research that social, emotional, RESTORATIVE JUSTICE PRACTICES 56
and academic learning are linked. When done STUDENT PORTFOLIOS 60
with special attention to culture, race, privilege,
and power in a school, creating a culture STUDENT-LED PARENT-TEACHER CONFERENCES64
of deeper learning can help put in place the STUDENTS AS CONSULTANTS 68
conditions and the practices that students,
especially those who have historically been STUDENTS AS TEACHERS 72
marginalized, need to learn, achieve equally
high outcomes, and build the agency to shape
TEACHER-TO-TEACHER FEEDBACK 76
their lives beyond school. UNWALL YOUR OFFICE 80
Co-Designing Schools Toolkit | Equitable Learning Practices P. 2
19 EQUITABLE
LEARNING PRACTICES

Co-Designing Schools Toolkit | Equitable Learning Practices P. 3

ADVISORY
FOSTER DEEP RELATIONSHIPS BETWEEN A well-facilitated advisory is an inclusive and
equitable learning community that builds a
WHAT MIGHT IT LOOK LIKE?
STUDENTS & ADULTS student’s sense of voice and agency to take Intimate group: Whole student approach:
ownership of their learning and shape their A small group (10-15 multi- Students are supported in
Humans work and learn better when we feel school experience. Advisory is a safe space for grade level students and their growth and development,
one advisor) enables deep and valued as individuals.
seen, known, and valued. That sense of safety students to examine their identity and place student-student and student- What are their hopes and
and belonging sets a necessary foundation for in the school, neighborhood, and society advisor relationships. dreams? Where are they
learning. For many equity-centered schools, struggling, in and out of
without having to leave parts of themselves at
Consistency: school? How are successes
advisory is the centerpiece for establishing a the door. Sometimes the difference between celebrated and built upon?
Groups meet frequently
school culture that supports such a foundation. a student who thrives and one who doesn’t is and stay together throughout
a caring relationship. students’ time at school. Whole school approach:
Some even refer to Adults across the school—
themselves as “family” or, office staff, custodial staff,
in EL Education language, leadership teams, and social
their “crew.” workers—can serve as advisors.

Conditions:
Adults create the school
conditions that support
vulnerability—for themselves
and for their students.

HOW DOES IT WORK?

Developing Students feel Students know
positive student safe & valued they belong &
relationships are motivated
with peers & to learn
teachers

Co-Designing Schools Toolkit | Equitable Learning Practices P. 4

ADVISORY
THE DETAILS HOW CAN YOU HACK TOWARDS IT?
Changes in • Students feeling well known by at least • Students setting goals and track progress • Check on the Student Safety Net: Post student names
one adult. in partnership with advisors. during a staff meeting. Staff members star the names
student & adult
behavior might • Students having safe connections and • Students feeling a greater sense of of students they have a personal connection with.
Who’s missing a connection with an adult?
relationships with supportive peers. belonging.
include
• Adults feeling they really know students • Former students returning after • Start small—Schedule a regular check-in with a few
as people, especially across lines of graduation to share and connect with
students your Safety Net hack identified—who are the
difference. their advisories.
kids no staff members know?
• Students and adults forming a tight • All adults in the school, not just teachers,
community with their advisory group. serving as advisors.
• Create a getting to know you survey that students
do with each other and share the results.

• Show students a short video of an advisory group

and ask students if they had an advisory group, what it
would feel, look, and sound like.

Advice from the field • Keep groups small (no more than • Establish group agreements (e.g., “step • Organize a parent coffee outing to get to know parents/
15 students). up and step back”) to ensure trust and families better and establish connections.
Ideally, advisory groups
• Establish a common purpose among staff, equitable participation.
• Take a walking tour of the community with another
would meet multiple parents, and students for advisory. • Have teams create advisory lessons to staff member to better understand your students’ lives
times each week, but Focus on student-centered experiences limit the burden on teacher time. outside of school.
even taking small steps that support social, emotional, and
academic growth.
• Provide training, support, and space
to build relationships for adults to prepare for and implement
advisory.
• Be creative and get staff input on how to shift your
can have positive schedule to make time for advisory.
effects. Researchers
and practitioners of • Explore off-the-shelf advisory curricula. You don’t have
to reinvent the wheel.
student advisory groups
recommend:

Co-Designing Schools Toolkit | Equitable Learning Practices P. 5

ADVISORY
REAL-SCHOOL INSPIRATION
Crews Advisory
EL Education — Casco Bay High School (CBHS) Big Picture Learning — MetWest Oakland

To Principal Derek Pierce, what’s unique • Who am I? “The transition from ‘teacher’ to ‘advisor’ is Advisory is also the foundation for student
about CBHS is relationships. “Kids are cared What can I do to become more aware of a radical shift— from sage on the stage, to internships, which are key to the Big Picture
for and known. Kids feel like they matter. who I am as an individual, a learner, and guide on the side. At the outset of the school Learning model. Advisors support students’
Adults are coaches, not lecturers or priests.” a contributor to the school and broader year, the student, parent/guardian, and advisor interest in the exploration and internship
Their version of advisory—called Crew—is community? meet (often in the students’ home) to elucidate search process; they work closely with
home to the deepest relationships. It is a place
where each person (including teachers) can
• How am I doing? the students’ interests and passions, and begin
to co-create an individualized learning plan.
mentors and students to set expectations and
scaffold aligned academic work to ensure
How am I doing relative to the Pathways
show up and share their successes and be The advisor supports the students in meeting that these are fruitful learning experiences.
to Success? Course standards? My own
cared for during their struggles. the goals that they’ve set for themselves.”
academic, personal, and character goals? Meet Rebecca Siddons, Advisor from The Met

A 10th grade crew meets three times a week.

• What are my plans for the future? — Andrew Frishman, Co-Executive Director
(Providence)
https://www.youtube.com/watch?v=FfgT2txZIRI
Where am I going? Which college will I
Tuesday lunch is about individual progress; if
attend? What careers do I want to explore? Follow Rebecca’s 180 Advisory, through a photo
one student is struggling with math, In Big Picture Learning schools, advisory is blog that they keep daily
What steps am I going to take now to get
they talk about it and figure out who can help. the core unit of each grade. Advisory groups https://beccy180blog.wordpress.com/
where I want to go?
Thursdays focus on school business, such as meet in the first block of each day for
22 Ways that Nashville Big Picture Learning uses
policy proposals (which are vetted first at the learning time—which includes project work, advisory to foster relationships
crew level) or planning events. On Fridays, they Read more in the CBHS student handbook
http://cbhs.portlandschools.org/
class discussions, and independent reading https://www.edutopia.org/practice/advisory-22-
ways-build-relationships-educational-success
spend an hour doing something fun together. time. There is also a strong focus on social-
See a video about crews at CBHS emotional growth and the development of
http://vimeo.com/100437142 Photo courtesy of Big Picture Learning.
Crews focus on three guiding questions, as non-cognitive competencies.
described in the CBHS student handbook:

Co-Designing Schools Toolkit | Equitable Learning Practices P. 6

ADVISORY
REAL-SCHOOL INSPIRATION
The power of relationships
Envision Schools — Impact Academy

Impact Academy’s advisory program is Jammal, a senior at Impact Academy,

informed by the belief that strong relationships described his own journey and the shift
can be crucial in getting to and succeeding he made of seeing himself as a learner.
in college. An advisor works with the same What prompted that shift?
group of students for four years to make sure
that each is well supported on their individual
“You see that teachers care. You can
journey. With a model of performance-based
make something of yourself.”
assessment, students look to their advisors
—Jammal, Student
especially for support in preparing for their
portfolio defense.

Co-Designing Schools Toolkit | Equitable Learning Practices P. 7

ADVISORY
THE RESEARCH
What does the research say? References

Although there is mixed evidence for the Anfara, V. A. (2006). “What research says: Advisor-advisee
programs: Important but problematic.” Middle School Journal,
specific practice of advisory, with several studies 38(1) 54-60.

being small and lacking the methodological The Aspen Institute (2018). “From a nation at risk to a nation
at hope: Recommendations from the National Commission on
rigor needed to directly connect advisory to Social, Emotional, & Academic Development.” Retrieved from:
www.NationAtHope.org.
specific outcomes, there is strong evidence
for the essential role that students’ sense of Balkus, B. (2006). “An advocate for every student at Millard
Central Middle School.” Middle School Journal, 38(2), 4-12
safety, belonging, and autonomy plays in their
motivation to learn. These are key intended Brown, D. F. (2001). “The value of advisory sessions for
urban young adolescents.” Middle School Journal, 32(4), 14-22.
outcomes of advisory, and the practice is
specifically recommended in the Aspen
Esposito, J.F., & Curcio, C.C. (September 2002). “What works
and what doesn’t work in five teacher advisory programs.”
Middle School Journal, 34(1), 27-35.
Institute’s recent report, From a Nation at Risk
to a Nation at Hope (2018). Further, teachers and Fancsali, C., Jaffe-Walter, R., & Dessein, L. (2013).
Student agency practices in the middle shift learning
students have expressed positive experiences networks. Raikes Foundation.

with advisory and its connection to student- Galassi, J. P., Gulledge, S. A., & Cox, N. D. (1997).
“Planning and maintaining sound advisory programs.”
teacher relationships, dropout reduction, student Middle School Journal, 28(5), 35-41.

interaction, student behavior, student emotional Hammond, Z. (2015). Culturally responsive teaching and the
and social growth, positive school climate, brain. Thousand Oaks, CA: Corwin.

academic achievement, and decision making. National Academies of Sciences, Engineering, and Medicine
In one study, African American and female (2018). How people learn II: Learners, contexts, and cultures.
Washington, DC: The National Academies Press.
students were more likely than White students
Southern Regional Education Board. (2012). “For improved high
to believe advisors cared about them and that the school readiness: Ten best practices in the middle grades.”
Retrieved from: http://publications.sreb.org/2012/12V05_
groups helped them learn to solve problems. MiddleGrades_10_Best_Practices.pdf.

Co-Designing Schools Toolkit | Equitable Learning Practices P. 8

CROSS-POLLINATED CLASSES
MAKE CONNECTIONS ACROSS SUBJECTS as they figure out where they fit in and what
they can contribute beyond the walls of the
WHAT MIGHT IT LOOK LIKE?
classroom. Access to this kind of critical Interdisciplinary learning: Real-world challenges:
Rarely are big problems easily categorized by
thinking prepares young people, particularly Teachers across subject areas Students engage in real-world
subject. We have to apply content knowledge integrate their curriculum— challenges, for which the
those furthest from opportunity, to take hold
from different disciplines, make connections, arts, for example, joins with solutions require learning and
of their learning and to make connections science or technology; applying knowledge and skills
communicate, strategize, calculate, and
between what they are learning in school and or mathematics shows up across subjects.
produce, all at once, and often in collaboration in history.
how they might use these skills and content to
with others. Let’s help students learn to do this.
change their circumstances, their community, Aligned classroom goals:
and the world. Interdisciplinary teaching Teachers collaborate on
Teaching students to make connections across raises the quality of instruction for all students, developing and teaching
curricula to make sure
disciplines raises the quality of instruction but it can’t be done in isolation— goals and timing of classes
for all students, and empowers them to see the collaboration between teachers is key. are synced.
complexity of our society and where they fit
in. They are exposed to multiple perspectives

HOW DOES IT WORK?

Teacher Helps Deeper
collaboration students make understanding
across subjects meaningful & authentic
connections application

Co-Designing Schools Toolkit | Equitable Learning Practices P. 9

CROSS-POLLINATED CLASSES
THE DETAILS HOW CAN YOU HACK TOWARDS IT?
Changes in • Teachers collaborating to plan and • Students and teachers developing • Pairs of teachers observe each other for inspiration.
student & adult facilitate interdisciplinary learning a flexible mindset.
• Host a student work pop-up so teachers can see
behavior might
(and modeling this for their students).
• Students capable of explaining to what students are learning across subject areas.
include • Teachers developing trust and outside adults what they are working on
• During your next faculty meeting, pick a current
accountability to one another. and why it matters to the outside world.
event (or a content standard) and ask teachers across
• Teachers thinking and learning about • Students making connections that lead disciplines to share how their subject relates to this.
topics and issues outside the boundaries
of class subjects.
to critical thinking in the real world.
• Extension—post the insights in a public space and
ask students to add to them.
• Students finding new meaning in a • Have two teachers and their classes swap classrooms
subject they thought they didn’t like.
and teach one another’s lessons for a day. What
connections might teachers and students make?
• Combine two classes in one space (maybe the library)
for a day.

Advice from the field • Ensure teachers have time and support • School leaders partner with teachers
to plan projects together. to develop this practice in a way that
Teaching across
• Keep teaching teams together over time reinforces autonomy and independence.
subjects depends on to develop democratic deliberation, • Limit student-teacher ratio to 25:1 or
teachers’ willingness inquiry, and trust. lower, when possible, for best results.
and ability to plan
lessons together,
and requires support
from a school
leader. Researchers
and practitioners
recommend:

Co-Designing Schools Toolkit | Equitable Learning Practices P. 10

CROSS-POLLINATED CLASSES
REAL-SCHOOL INSPIRATION
Interdisciplinary learning
New Tech High School, Napa

Interdisciplinary courses are big at • Biofitness­—Biology + Wellness. In the

New Tech Napa. In many cases, classes have “You are what you eat” project, students
two teachers and twice the class size, combine studies of respiratory fitness
within a double-sized classroom. and nutrition in biology class with physical
activity in the gym.
Classes include:
See a New Tech class that combines social studies
and science. Video from the Teaching Channel.

• 9th Grade American Studies—History + https://www.teachingchannel.org/videos/

collaborative-teaching-ntn
English. In one project, students choose one
of three date ranges and explore women’s
suffrage within that historical context.
• 9th Grade Communication Studies—English
+ Drama. Students first perform Romeo
and Juliet and then their assignment is to
rewrite Shakespeare’s drama.

Co-Designing Schools Toolkit | Equitable Learning Practices P. 11

CROSS-POLLINATED CLASSES
THE RESEARCH
What does the research say? References

Studies have shown that cross-pollinated Hattie, J. (2009). Visible learning: A synthesis of over 800
meta-analyses relating to achievement. London, UK: Routledge
classes increase student participation,
motivation, and interest in learning. National Academies of Sciences, Engineering, and Medicine.
(2018). How people learn II: Learners, contexts, and cultures.
This has led to growth in skills including Washington, D.C.: The National Academies Press.

critical thinking and problem solving. Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015).

It should be noted that one synthesis of

“Teacher collaboration: A systematic review.” Educational
Research Review, 15, 17-40.

meta-analyses found the positive impacts

Vega, V. (2012). “Project-based learning research review:
to be stronger at the elementary and Evidence-based components of success.” Edutopia. Retrieved
from: http://www.edutopia.org/integrated-studies-research.
middle school level than high school.
Research also shows this practice has
benefits for teachers, including feelings
of connection with colleagues, increased
morale, and reduced isolation. More
broadly, brain research tells us that
students create meaning by making
connections and applying new learning
to existing knowledge. Teaching
across subject areas offers authentic
opportunities and can support students
in making those connections.

Co-Designing Schools Toolkit | Equitable Learning Practices P. 12

DEFRONT THE CLASSROOM
SET UP FOR What if the classroom had no front? What if
students were talking more than the teacher—
WHAT MIGHT IT LOOK LIKE?
STUDENT-CENTERED LEARNING and talking with your peers was a good thing? A shift in focal point: More participation:
Teachers move or remove their Every student is well-placed
The classroom for some learners: teacher at desks and move the white for productive conversation—
The equitable classroom for all learners: board so the room belongs using strategic seat
the board doing most of the talking, students to the entire class, not just the assignments as needed.
learner-centered, students have a sense of
listening (maybe) until they are called on to sage on the stage.
belonging and autonomy that motivates them
answer a question. Whom does this serve? Flexible space:
to learn. These are spaces where students are
What does this say about power and control? Teachers facilitate: Adjustable classroom set-up
empowered to express their ideas productively Teachers shift their role from to best support the learning
The environment can have a profound effect on
and know how to listen to and learn from others. “delivering content” activities.
whether and how we learn. And culture plays to facilitating learning.
Small shifts in ritual, routine, and environment
a part, too. Societies exist along a continuum
can shift power dynamics and behavior in Reciprocal teaching:
of collectivist (valuing interdependence) to Equity-centered: Students design and lead
big ways.
individualistic (valuing independence). Are Classroom environment lessons on topics that are
explicitly affirms student important to their learning.
classes set up to value all students’ cultures? identity and experience,
and supports growth and
expression of student voice.

HOW DOES IT WORK?

Putting the focus Increases Develops
on learners & the students’ voice self-directed
learning & agency learners

Co-Designing Schools Toolkit | Equitable Learning Practices P. 13

DEFRONT THE CLASSROOM
THE DETAILS HOW CAN YOU HACK TOWARDS IT?
Changes in • Students speaking up and contributing • Students more deeply engaged and • Move the teacher’s desk to the side (or remove
to activities. motivated to learn. it altogether).
student & adult
behavior might • Students feeling seen by teacher and • Teachers talking less than students. • Time your talk—use a stopwatch to see how much class
include peers.
• Teachers feeling they are fostering time is spent with teacher talk vs. student talk.
• Students both from cultures that a learning community instead of • Start small—Collaborate with a teacher to design
value interdependence and value controlling a class. one lesson to be as student-focused as possible.
independence feeling they belong in this Then debrief with the students.
class.
• Ask students to design and teach a mini-lesson to
• Students working and having discussions the class.
with other students.
• No more rows—ask students to design different
class configurations, or “Learning Zones” for different
learning purposes, and create “reset” options.

Advice from the field • Set a time for a weekly student-to-student discussion.
Students select a prompt and discuss. Teacher’s job is
Don’t forget that student • Use flexible seating to support different • Give the teacher space to move around. to call on students but not speak.
voice and learning are learning styles and activities.
• Make sure that everyone can see and
the goals of this practice. • Include group work and well-organized, hear clearly.
Shifting the roles, collaborative learning.
• Provide training and support for teachers
relationships, space, and • Encourage students to act as resources in cultural competence, social-emotional
for each other. Use protocols in group teaching and learning, and new ways of
ways of communicating discussions that encourage equitable classroom management.
in the classroom can dialogue across and between students
change power dynamics (e.g., School Reform Initiative).
and support practices that• Ensure students in groups have a way
to report out to the class.
foster equity-focused,
collaborative, engaging,
student-centered
learning. Researchers and
practitioners recommend:

Co-Designing Schools Toolkit | Equitable Learning Practices P. 14

DEFRONT THE CLASSROOM
REAL-SCHOOL INSPIRATION
Student-designed room configurations Classroom reset Changing classroom spaces
d.tech Stanford d.school Hillsdale High School

On the first day of school at d.tech, every class designs The classroom studios at the Stanford d.school are designed Hillsdale High School aspires to foster a strong connection
configurations for three modes of working: direct instruction, to be reconfigured for every class makeup, to support the between learning & real-world application. One key strategy
collaboration, and independent work. During class periods, learning needs of that class. With stackable chairs; tables, is to lead with student choice.
a teacher will announce the working mode and the students white boards, and couches on wheels; and foam cubes to use
rearrange furniture using their designs. as seats or props, there are plenty of possibilities.
When they defronted the classroom, they saw a change in the
way students engaged with the content. Even the students
Every class group is responsible for resetting the room who were toughest to reach took ownership of their process
after each session. Posted on the wall are diagrams and and could articulate what they tried and where they got stuck.
descriptions of the “reset” position—in this case, with
couches arranged at the center of the room and all other
furniture cleared to the side.

Co-Designing Schools Toolkit | Equitable Learning Practices P. 15

DEFRONT THE CLASSROOM
THE RESEARCH
What does the research say? References

Research has shown that social learning The Aspen Institute (2018). “From a nation at risk to a nation
at hope: Recommendations from the National Commission on
Hammond, Z. (2015). Culturally responsive teaching and
the brain. Thousand Oaks, CA: Corwin.
practices related to defronting the classroom Social, Emotional, & Academic Development.” Retrieved from:
www. NationAtHope.org.

are effective for increasing engagement,

Hattie, J. (2009). Visible learning: A synthesis of over 800
meta-analyses relating to achievement. London, UK: Routledge.
Barron, B., & Darling-Hammond, L. (2008). “Teaching for
achievement, and community. In particular, meaningful learning: A review of research on inquiry-based and
cooperative learning.” In L. Darling-Hammond, B. Barron, P.D. Istance, D., & Dumont, H. (2010). “Future directions for
defronting the classroom has shown Pearson, A.H. Schoenfeld, E.K. Stage, T.D. Zimmerman, G.N. learning environments in the 21st century.” In D. Istance,
H. Dumont, & F. Benavides (Eds.) The nature of learning,
Cervetti, & J.L. Tilson. Powerful learning: What we know about
potential to bring more students into teaching for understanding, (11-70). San Francisco, CA: Wiley.
Retrieved as book excerpt from: http://www.edutopia.org/pdfs/
(317-336). Paris, France: OECD Publishing.

discussions, eliminating areas of class where edutopia-teaching-for-meaningful-learning.pdf.

Lippman, P. C. (2013). “Designing collaborative spaces
some students receive extra attention while Beery, T. A., Shell, D., Gillespie, G., & Werdman, E. (2013).
for schools: Part 1.” The Journal, 40(1).

others seem to be excluded from engaging. “The impact of learning space on teaching behaviors.”
Nurse Education in Practice, 13(5), 382-387. Park, E. L., & Choi, B. K. (2014). “Transformation of

Teachers who are new to this format may

classroom spaces: Traditional versus active learning classroom
in colleges.” Higher Education, 68(5), 749-771.

face challenges with “open plan” classrooms,

Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999).
How people learn: Brain, mind, experience, and school.
Washington DC: National Academy Press. Slavin, R. (2010). “Co-operative learning: What makes
such as taking more time for transitions, and group-work work?” In D. Istance, H. Dumont & F. Benavides
(Eds.) The nature of learning, (161-178). Paris, France:
more students being off-task and distracted. Broome, J. L. (2013). “A case study in classroom management
and school involvement: Designing an art room for effective
OECD Publishing.

All in all, a move toward a more student- learning.” Art Education, 66(3), 39.
Whiteside, A., Brooks, D. C., & Walker, J. D. (2010).
centered classroom is supported by recent Chism, V. N. (2002). “A tale of two classrooms.” New Directions
“Making the case for space: Three years of empirical research
on learning environments.” Educause Quarterly, 33(3), 11.
syntheses of brain research, which find that for Teaching and Learning, 2002(92), 5-12.

teachers can support student motivation

Wiliam, D. (2010). “The role of formative assessment in
Cotterell, J. L. (1984). “Effects of school architectural effective learning environments.” In D. Istance, H. Dumont,
& F. Benavides (Eds.) The nature of learning, (135-155).
by creating learning environments and
design on student and teacher anxiety.” Environment
and Behavior, 16(4), 455-479. Paris, France: OECD Publishing.

experiences that students value, including

Folkins, J. W., Friberg, J.C., & Cesarini, P. A. (2015).
those that support the development of their “University classroom design principles to facilitate learning:
The instructor as advocate.” Planning for Higher Education
voice, sense of belonging, and agency and Journal, 43(2), 45-62.

autonomy in their learning.

Co-Designing Schools Toolkit | Equitable Learning Practices P. 16

EMERGENT MULTILINGUAL LEARNING COHORTS
FLUENCY & PEER COLLABORATION SUPPORT In emergent multilingual learning cohorts,
a team of teachers works with a shared
WHAT MIGHT IT LOOK LIKE?
RELEVANT GRADE-LEVEL LEARNING heterogeneous group across all subject areas. Multilingualism is valued: Heterogeneous groups:
Through interdisciplinary project-based learning, Students are welcome to use Rather than putting emergent
students have meaningful opportunities their native language(s) with multilingual students in
Emergent bilingual and multilingual students one another to collaborate remedial classes, group
don’t need to wait until they’ve mastered for language learning while mastering other and learn. students with diverse
English to learn and practice academic content academic skills. languages and abilities so they
Language learning across can learn from and support
and skills. In an equity-centered, asset-based each other.
subjects:
classroom, native language and prior knowledge Make every learning
can be important levers for building language experience a language Teaching teams:
fluency and content knowledge and skills experience—and ensure that Set teachers up to
each teacher is equipped collaborate across subjects on
simultaneously. to support students’ diverse curriculum development and
language needs. case management.

Rigorous academic content

across disciplines:
Create compelling needs
for students to communicate
with each other through
meaningful work.

HOW DOES IT WORK?

Engaging Builds on Increases content
emergent assets of acquisition, english
bilingual students language & language skills,
in groups that culture to build & multilingual
include english identity, with proficiency
learners & fluent opportunities
english speakers for meaningful
engagement

Co-Designing Schools Toolkit | Equitable Learning Practices P. 17

EMERGENT MULTILINGUAL LEARNING COHORTS
THE DETAILS HOW CAN YOU HACK TOWARDS IT?
Changes in • Students developing language skills • Teachers encouraged to shape • Talk to your emergent multilingual students and
all day long. instruction that compels students to their families to learn more about them and what they
student & adult
behavior might • Students helping each other acquire share, discuss, present, and collaborate. are interested in learning.

include academic language. • Have emergent multilingual students start a mini “K-W-L”
• Improved student self-esteem to activate prior knowledge in their primary language
as you start a new unit.
and efficacy.
• Students are more fully engaged in • Try a small interdisciplinary project in the context of
a language class.
contributing and owning the learning
process. • Hold an emergent multilingual training workshop
for non-specialist teachers to integrate support for
language development in their content area classes.
• Encourage emergent multilingual students to speak
whatever language helps them communicate in class.
• Schedule time for interdisciplinary teams of teachers
to collaboratively develop curriculum.
Advice from the field • Create heterogeneous groups based on • Integrate native language into academic
student strengths and needs, academic content in deliberate ways to help
Language acquisition performance, and other factors that students make sense of material and
and literacy will best support student development. know their language is valued.
development can • Keep groups for specific projects • Encourage students to talk to each other
be enhanced by flexible to meet learning needs. more in class (meaning teachers will talk
peer-interaction • Integrate academic vocabulary into less) to increase the time students have
to practice English skills.
or heterogeneous lessons and discussions.

grouping among • Give teachers the support and time they

need to collaborate across disciplines.
students. Researchers
and practitioners
recommend:

Co-Designing Schools Toolkit | Equitable Learning Practices P. 18

EMERGENT MULTILINGUAL LEARNING COHORTS
REAL-SCHOOL INSPIRATION
Interdisciplinary ELL Learning
Internationals Network
All the students at Internationals Network to design interdisciplinary project work,
schools are English Language Learners align their instruction, and to support students.
(ELLs)—usually recent immigrants to the Block scheduling allows groups of students
US who have been in the country at most to move together from one class to the next,
three to four years, and some who enter teachers to meet as a team and plan, and
with high school as their first US school facilitates the interdisciplinary approach.
experience—so language learning is central Internationals Network schools encourage
to the Internationals Network approach. But students to use their native languages in the
there are no stand-alone “language classes.” classrooms to make meaning and support each
Instead, all Internationals Network classrooms other. Internationals has found that learning
in all subject areas incorporate languages. a concept in both English and a native language
And every teacher has ELL training, since all reinforces the material, helps students bring
teachers serve ELLs. their understanding and skills to the table,
and helps to maintain important language skills
“Instruction within Internationals Network they need for life.
schools is designed to create compelling
reasons for students to talk to each other.” “Internationals Network uses an assets-
—Joe Luft, Executive Director based approach, not a deficit approach.
Multilingualism and multiculturalism are
The approach is interdisciplinary project- resources to be harnessed and built upon,
based learning, which creates many not problems to be solved.”
opportunities for sharing and presenting. —Marguerite Lukes, Director of Research
Students build their language skills in the and Innovation
context of meaningful and engaging
content work. See how Internationals Network uses Deeper
Learning for ELL. Video by the Teaching Channel.
https://www.teachingchannel.org/videos/deeper-
learning-for-ell-inps
What does this look like in the classroom?
Students are scheduled into heterogeneous See a student’s perspective: ELL through content.
cohorts that travel to their classes together, Video by the Teaching Channel.
https://www.teachingchannel.org/videos/ell-
taught by an interdisciplinary team of five student-profile-inps
to six teachers from different content areas.
Teaching teams meet regularly and collaborate

Co-Designing Schools Toolkit | Equitable Learning Practices P. 19

EMERGENT MULTILINGUAL LEARNING COHORTS
THE RESEARCH
What does the research say? References

Studies show that creating opportunities for More broadly, How People Learn II (2018) Cole, M. (2014). “Speaking to read: Meta-analysis of peer-
mediated learning for english language learners.” Journal of
emergent multilingual students to engage in cites a “growing body of research” supporting Literacy Research, 46(3), 358–382.

academic conversations and collaboration an asset model of education, in which students’ Francis, D. J., Rivera, M., Lesaux, N., Kieffer, M., &
Rivera, H. (2006). Practical guidelines for the education
with peers, which are key parts of the emergent identities and lives outside of school of English language learners: Research-based recommendations
for the use of accommodations in large-scale assessments.
multilingual learning cohorts practice, improve are connected to their academic work. Portsmouth, NH: RMC Research Corporation, Center on
Instruction. Retrieved from: http://www.centeroninstruction.
language acquisition, literacy development, org/files/ELL1-Interventions.pdf.

and academic content achievement. Students García, O. (June, 2009). “Emergent Bilinguals and TESOL:
have also self-reported lower incidences of What’s in a name?” TESOL Quarterly 43(2), 322-326.

emotional and behavior problems as well as García, O., & Sylvan, C. E. (2011). “Pedagogies and practices

improved self-esteem and efficacy when in multilingual classrooms: Singularities in pluralities.”

The Modern Language Journal, 95(3), 385-400.

working in interdisciplinary groups. Further,

Hammond, Z. (2015). Culturally responsive teaching and
a focus on teaching emergent multilingual the brain. Thousand Oaks, CA: Corwin.

students information processing skills as part of Kellogg Insight. (2010). “Better decisions through diversity:
grade level academic content is fully consistent Heterogeneity can boost group performance.” Kellogg School of
Management, Northwestern University. Retrieved from: http://
with a culturally responsive teaching model. insight.kellogg.northwestern.edu/article/better_decisions_
through_diversity.
It’s important to note that some studies have
found that peer-mediation is most effective National Academies of Sciences, Engineering, and Medicine.
(2018). How people learn II: Learners, contexts, and

when part of a multifaceted support strategy.

cultures. Washington, DC: The National Academies Press.

Sylvan, C. (2013). “Newcomer high school students as

an asset: The internationals approach.” English Language
Learners, 37, 19-24.

“WIDA focus on group work for content learning.” (2013).

The WIDA Consortium. Madison, WI: University of Wisconsin-
Madison. Retrieved from: https://wida.wisc.edu/sites/default/
files/resource/FocusOn-Group-Work.pdf.

Co-Designing Schools Toolkit | Equitable Learning Practices P. 20

EXHIBITIONS & PRESENTATIONS OF LEARNING
STUDENTS DEMONSTRATE LEARNING IN Public presentations and exhibitions of
learning to a real audience can be important
WHAT MIGHT IT LOOK LIKE?
A PUBLIC FORUM and celebrated rites of passage. They hold In “presentations of learning,” students present and defend their
the school accountable to the community learning to a panel, sharing a portfolio of work and reflections on
for delivering a quality education. They set learning. “Exhibitions of learning” are experiential, culminating
Real work and learning deserves a showcase. events to celebrate and reflect on the end of a project, inviting
Professionals present their work in high-stakes the expectation that every student can and diverse audience members to interact with student work.
situations. Doctoral students defend their will share their learning, and they can support “Different practices” share a focus on celebration of learning and
motivation, build pride in mastery, willingness authentic assessment.
research to expert panels. In an equity-centered
school, K-12 students need opportunities to receive feedback, and serve as an High quality work: High expectations with
Students share work that support:
to practice and build these skills, too—to authentic assessment tool. demonstrates skill and content In equity-centered schools,
present their work to experts and the broader mastery. expectations are high and
community, and develop their identity and clear, and all students get
Intentional summative support to meet them.
skills as learners. scope:
Learning journeys are Deep reflection:
structured with the Students take stock of what
understanding that they will they have learned, why it’s
lead to a culminating event important, and how it fits in
connecting the dots across a their learning experience
project. across subjects.

Revision of work:
Students have opportunities
to get feedback and revise.

HOW DOES IT WORK?

Learning to Facilitates Provides focus
reflect, structure, authentic & motivation &
& present assessment builds essential
meaningful work of learning skills
& learning for & provides
a real audience meaningful
feedback

Co-Designing Schools Toolkit | Equitable Learning Practices P. 21

EXHIBITIONS & PRESENTATIONS OF LEARNING
THE DETAILS HOW CAN YOU HACK TOWARDS IT?
Changes in • Students and adults reflecting together • Teachers learning to build scaffolds, • Host a pop-up exhibition of learning during lunchtime.
on the student’s learning journey. processes, and structures students need Have one class of students share a project they have
student & adult
behavior might • Students learning and practicing to successfully prepare for exhibitions of been working on and what they learned from it.

include metacognitive skills (e.g., giving and

learning.
• Ask a few students to select a piece of work they feel
receiving feedback, understanding • Students using their voice to present is exemplary and explain to you and each other why.
multiple perspectives, setting goals). authentic reflection of their learning
• Ask a few students to use Flip Grid or another tool to
• Students understanding the importance and mastery.
publicly share a piece of work and learning, and then
of their work and their power as a learner. • Community celebrating and supporting report back what they learned.
• Students and teachers collaborating student learning.
• Have students create their own learning targets for
to take a creative approach to produce a project before they begin. Then, have them use those
and share work that is engaging to an targets during and after the project to monitor their
audience. work.
• Peruse the tool kits on the Share Your Learning site.
Explore a range of resources and protocols that will
help you co-design, execute, and reflect on your

Advice from the field • Don’t make it an afterthought—what • Balance structure across presentations exhibitions and presentations of learning (https://
www.shareyourlearning.org/). Don’t miss this brief
students will create, where the work will with individual independence.
Preparing for reflection from School Retool fellow Stephanie Brown
presentations of
be exhibited, and how they will show
their reflections and engage with an
• Set high standards and clear on her experience hacking toward exhibitions (https://
soundcloud.com/user-222674497/stephanie-on-
expectations for mastery.
learning and exhibitions outside audience is pivotal to the design exhibitions).
of learning requires of the project. • Assess students on presentation skills,
reflection on learning • Be intentional about space—exhibition mastery of content, and participation
(e.g., listening, questioning) in other
venue and format should connect with
and high-quality student what students create—Film festival? Art
students’ presentations.
work. The goal is to build installation? Science museum? • Give students ongoing feedback on how
toward establishing • Consider your audience­—with your to improve their performance (and the
support and opportunity to do so).
a school culture that students, design an exhibition that will
welcome and engage the community
supports evidence you invite. Help by crafting reflective
of learning. Researchers questions to ask students.
and practitioners • Incorporate time and structure for
recommend: students to prepare and rehearse for
presentations of learning and exhibitions.

Co-Designing Schools Toolkit | Equitable Learning Practices P. 22

EXHIBITIONS & PRESENTATIONS OF LEARNING
REAL-SCHOOL INSPIRATION
Performance-based assessment Passage presentations
Envision Schools EL Education

The Envision portfolio defense is a rite of At Impact Academy, an Envision school in At EL Education, presentation of learning is a “Making learning public is always a positive
passage. Culminating their sophomore and Hayward, California, students described central part of the learning process and “an experience for schools. Even when they
senior years, students present a portfolio the certification process. By the senior engine for growth.” At transition moments such struggle, it helps the school move forward.”
of mastery work to demonstrate that they presentation, each student has completed as the end of 10th grade, students share what —Scott Hartl, President and CEO
are college-ready. It is a key piece of their seven to eight projects. They choose to they’ve learned in Passage Presentations. Not
assessment and required for graduation. certify four or more project artifacts as only does this give students an opportunity for See example passage presentations at
“proficient,” and of those, they choose three to learning and reflection, but it inspires teachers Expeditionary Learning.Kindergarten:
https://eleducation.org/resources/
present at their defense. If their work doesn’t to use more collaboration and projects in their kindergarteners-as-experts
The model is built around performance-based
meet proficiency standards, they are given teaching—because they quickly see that deep Secondary:
assessment. Students create meaningful
opportunities to revise. “There’s no need to problem solving work is more interesting and https://eleducation.org/resources/passage-
artifacts to share through project-based presentations-in-secondary-schools
feel bummed out,” a student reflected. more generative.
learning. They receive feedback along the
About 30% of students don’t pass the defense Photo courtesy of Big Picture Learning.
way (based on rubrics) and use built-in time to
the first time around.
revise their work, until they reach mastery for
their projects. Reflection is a key part of the
Watch Yvonne defend her senior portfolio. Video
portfolio defense: by the Teaching Channel.
https://www.teachingchannel.org/videos/success-
portfolio-defense-eed
“After we finish a project, we think about what
we learned. How can we use this in different
classes? In the real world?”
—Evelyn, Graduate
Co-Designing Schools Toolkit | Equitable Learning Practices P. 23
EXHIBITIONS & PRESENTATIONS OF LEARNING
REAL-SCHOOL INSPIRATION
Exhibition presentations Experimenting toward exhibitions and
Big Picture Learning presentations of learning
High Tech High
Ben Daley, provost of the High Tech High members from the surrounding area.
GSE says that many educators ask about Larry Rosenstock, the founding principal of
“the right way” to approach exhibitions and High Tech High, likes to “make this an event
presentations of learning. He sees it more you don’t want to miss.”
simply: every school can “experiment and
build it yourself.” Plan a presentation or
Second, High Tech High conducts end-of-
exhibition and make it public. Learn from the
year presentations of learning where students
first experience and iterate. “The first time we
reflect on the work they have created and
just did it. And it wasn’t all great. But the next
how it represents who they are becoming as
time was better.”
a learner. At High Tech High Media Arts,
the year-end presentations are centered
Give kids low-stakes opportunities to practice around key themes:
their presentation skills. “Stand up, look me
in the eye, and present. You can do that in any
• 9th grade - The habits of a learner
Four times each year, students at Big Picture “Together with their advisor, students create class.” One simple exercise is pairing kids up • 10th grade - Job interview
on Monday mornings to present to each other
Learning schools create personalized Learning
Plans. At the end of each quarter, they present
a plan for learning in each of the 5 Big Picture
goal areas (Empirical Reasoning, Quantitative what they did over the weekend. Or, practice • 11th grade - Why I’m ready for college
their progress to groups of students, parents, Reasoning, Social Reasoning, Communication, presenting in front of the whole class with
and mentors in Exhibition presentations, and Personal Qualities). Each quarter, students a simple assignment such as “a meme about 10th grader Samara described the
in which they share—among other things— reflect on their progress toward proficiency what respect means.” presentations of learning: Students dress in
what they’ve learned through their real-world in each of these areas, and present their professional attire and present to an audience
learning experiences. For some students, this accomplishments in a public exhibition. It is possible to do this wrong, Ben warns. I of teachers and an advisory group that spans
may mean exhibiting what they’ve learned Family members and others are encouraged f the presentations are controlled by the adults, the high school years. They bring in an artifact
through a slide presentation; for other students, to attend the exhibitions and celebrate their they’ll often miss the mark. “Kids need to be or demonstrate a math problem to prove that
it may mean inviting their peers to a local art students’ work.” shaping it.” they have “learned a hard concept and can
show that they were responsible for curating. actually teach it.” Peers provide feedback and
Over the course of a high school career, this Watch Tanner McCarthy (The Met) describe her High Tech High approaches this work in questions. It can feel stressful to be up in front
adds up to a lot of experience setting goals, exhibition experience to the audience at the two ways. First, each school hosts an annual of everybody, but is also rewarding. “I love
2019 Deeper Learning conference. (starting at
reflecting, crafting stories, and presenting to minute 23) exhibition of learning—an interactive learning feeling like my work is important.” And she
authentic audiences. https://www.youtube.com/watch?v=sJpnBiwJL1E festival where students engage the broader appreciates being able to see other students’
community in the projects that were created presentations, including the older kids.
Bellevue Big Picture school describes these Photo courtesy of Big Picture Learning. within their classes. These exhibitions attract “It’s cool to see where I’m going to end up.
activities in more detail: hundreds of professionals and community We’re amazing.”

Co-Designing Schools Toolkit | Equitable Learning Practices P. 24

EXHIBITIONS & PRESENTATIONS OF LEARNING
THE RESEARCH
What does the research say? References

The evidence reviewed specifically about Barron, B., & Darling-Hammond, L. (2008). “Teaching for
meaningful learning: A review of research on inquiry-based and
student thesis defense comes largely from cooperative learning.” In L. Darling-Hammond, B. Barron, P.D.
Pearson, A.H. Schoenfeld, E.K. Stage, T.D. Zimmerman, G.N.

descriptive studies and expert opinions that Cervetti, & J.L. Tilson. Powerful learning: What we know about
teaching for understanding, (11-70). San Francisco, CA: John

have found it can be a powerful performance

Wiley & Sons. Retrieved from: http://www.edutopia.org/pdfs/
edutopia-teaching-for-meaningful-learning.pdf.

assessment. Sources say it can contribute to Benedetto, A. (2015). “Reflect on learning with a portfolio
students’ self-reflection, communication skills, defense” [blog post]. Retrieved from: https://www.
teachingchannel.org/blog/2015/01/23/reflect-on-learning/
and motivation through presentations to an
Berger, R., Rugen, L., Woodfin, L., & Learning, E. (2014).
outside audience (real-world application). Leaders of their own learning: Transforming schools through
student-engaged assessment. San Francisco, CA: John Wiley
The literature also suggests benefits for & Sons.

teachers, especially due to its alignment with Duncan-Andrade, J. M. R., & Morrell, E. (Eds.). (2008).

practices that make up the essence of the The art of critical pedagogy: Possibilities for moving from
theory to practice in urban schools (Vol 285). New York, NY:

Common Core State Standards. Practitioners

Peter Lang Publishing.

caution that this practice hinges on effective Estrada, C. L. M. (1995). “Exhibition of humanities portfolio
with a Latino urban population.” The High School Journal,
implementation from teachers. 78(4), 253-258.

Lenz, B., Wells, J., & Kingston, S. (2015). Transforming

schools: Using performance-based learning, performance
assessment, and Common Core Standards. San Francisco, CA:
Jossey-Bass.

Co-Designing Schools Toolkit | Equitable Learning Practices P. 25

GOODBYE, TRACKING
SUPPORT EVERY STUDENT TO ENGAGE IN the expectations we hold for students who
have been underserved in schools. We need to
WHAT MIGHT IT LOOK LIKE?
RIGOROUS GRADE-LEVEL WORK rethink and redesign how we organize schools Belief in the student: Ongoing feedback and
and classrooms, differentiate instruction, Teachers and leaders do the formative assessment:
Equitable schools start with the belief that all and provide the emotional and academic internal work to adopt the Ongoing formative assessment
underlying philosophy that allows students to get the
students are capable of doing grade-level work; support students need to cognitively push every student is important, specific support they need to
a student’s perceived ability based on race, themselves and each other without setting full of potential, and capable reach their learning goals.
class, gender, English language proficiency, or a them up for failure. of learning, and to combat
their own implicit bias. This
standardized test score should not determine comes through in every
Raise expectations:
Provide clear and rigorous
whether they access and pursue rigorous, interaction.
Imagine students are in the same room working learning targets for all students
grade-level work. and find out what they need
on rigorous grade-level assignments, giving to set goals and work toward
Fostering a growth mindset
and receiving differentiated support. Students for all: those higher expectations.
If we’re serious about this, let’s make sure our experience a culturally responsive learning Teachers and students shift
school structures open up, rather than limit, their mindsets about who can
partnership where they are valued as learners and cannot learn. Teachers
students’ opportunity to learn. This requires us and improve the skills and knowledge they need. teach and model for students
to stop teaching to the middle and raise that their intelligence is not
“fixed”—they have the capacity
to learn, to improve, and to
learn even more.

HOW DOES IT WORK?

Flexible Social & All students
differentiated academic build essential
instruction support for all knowledge &
for diversity of students to skills toward
learners access content mastery
at grade-level
& beyond

Co-Designing Schools Toolkit | Equitable Learning Practices P. 26

GOODBYE, TRACKING
THE DETAILS HOW CAN YOU HACK TOWARDS IT?
Changes in • Students collaborating across • Students seeing a pathway to mastery • Look at achievement data. Which students are
mastery levels. and success. not being served by current structures, systems,
student & adult
behavior might • Adults and students expecting that • Students feeling self-efficacy and seeing and instruction?

include all students are capable of learning. connection between their initiative and • With a couple of teachers, share student work samples
• Teachers seeing students’ learning needs their learning. at different levels from across classes and analyze
in more complex ways. • Students seeking out and persevering the range of tasks students are doing in each class.
Is the current structure holding anyone back?
• Adults seeking out students who need through challenging work knowing that
they will have opportunities to extend • Ask a student who is underserved about their interests,
support to achieve rigorous learning
their learning and achievement. culture, and experience in class—and listen.
targets, and provide it for them. All
students are encouraged to engage in • Interview students across different classes about
advanced content and experiences. opportunities they feel are available to them at school.
• De-track the system yourself. If you teach multiple
sections of a similar class, teach a complex,
differentiated lesson to all your classes, regardless

Advice from the field • Focus on building social relationships. • Teach academic language and of level.

• Support teachers through training in metacognitive skills to English language • Work with one or two students not currently in an
Keep in mind that learners and other students who have honors class to determine what supports they need
differentiated instruction and culturally
“detracking” isn’t just responsive teaching.
historically been underserved. to help them complete an honors-level assignment.
a structural change—
• Facilitate information processing by • Consider how seating plans may either
it requires cultural shifts reinforce tracking or permit students to
connecting content to examples that are
inadvertently track themselves.
to foster a mindset culturally relevant to students.
in which students at
different levels, and
with different learning
styles, are valued and
treated as capable
learners. Researchers
and practitioners
recommend:

Co-Designing Schools Toolkit | Equitable Learning Practices P. 27

GOODBYE, TRACKING
REAL-SCHOOL INSPIRATION
Opt-in honors Preparing and supporting teachers Differentiation for heterogeneous groups
EL Education — Casco Bay High for heterogeneous group work EL Education — Michael R. Hollis Innovation
School (CBHS) Internationals Network Academy

“How do you design a project with multiple access points? “We feel that regardless of where you live, regardless
Students play different roles to complete a project of your race, regardless of how you come to us with
together, aligned with a real life task. Working successfully those academic gaps, that you still have a right to have
in heterogeneous groups to problem solve is what they a curriculum that is rigorous, that is interesting, and
need in college, work, and life beyond school. Regardless something that you can take outside of these walls.”
of where their starting point is, we see them blossom in —Sheryl Spikes, Instructional Literacy Coach
well-designed projects.”
—Dolan Morgan, Director of Professional Development
To make this a reality, Michael R. Hollis Innovation
Services
Academy in Atlanta, Georgia, an EL Education school,
uses the Additional Language and Literacy (ALL) Block.
Most of the learning experiences in classrooms at In ALL Block, students rotate through teacher-led,
Internationals Network schools happen in heterogeneous independent, and small group tasks designed to boost
groups—in contrast to the tracked “ability groups” language and literacy skills. Ongoing formative assessment
present in a typical classroom—with a wide range of native and a flexible structure allows teachers to regroup as
languages, English levels, educational backgrounds, needed to focus on specific skills. In short, ALL Block
and cultures. allows for differentiation while students work together
There are no honors classes at CBHS. Every student in the
class has the option to do honors work that “Exceeds the in heterogenous groups.
Standard” or regular work that “Meets the Standard.” For each The goal is for students to learn through collaboration,
major assignment, a grading rubric lays out the expectations building on their strengths to learn together, so it’s Watch the ALL Block in action.
https://eleducation.org/resources/implementing-the-k-5-
for each choice, and all students, particularly those who are important that teachers do the same thing—they, too, need additional-language-and-literacy-all-block
from communities who have historically been marginalized, to develop collaboration skills. The Internationals Network
Hear more from the educators who implement ALL Block.
are encouraged to opt in. provides regularly scheduled time during their workday https://eleducation.org/resources/behind-the-practice-
and supports teachers to design projects together; share approaching-the-3-5-additional-language-and-literacy-all-
block-with-tara-pitts-jhanai-clark-and-sheryl-spikes
across disciplines, teams, and among schools across their
In this image, a student uses an online learning platform to
national network; and share the challenges and not just
cover honors material. The teacher is working with a small
the successes. Together, teachers share best practices for
group of students.
projects that engage students at multiple levels.
Read about some of their work in the Internationals online
journal PRISM.
http://internationalsnps.org/prism/

Co-Designing Schools Toolkit | Equitable Learning Practices P. 28

GOODBYE, TRACKING
THE RESEARCH
What does the research say? References

Researchers agree on the positive effects Boaler, J. & Foster, D. (2014). “Raising expectations and
achievement. The impact of wide-scale mathematics reform giving
of detracking for lower-achieving students. all students access to high quality mathematics.” Retrieved
from: https://bhi61nm2cr3mkdgk1dtaov18-wpengine.netdna-ssl.com/

From an equity perspective, the evidence wp-content/uploads/2017/03/Raising-Expectations.pdf.

is in support of detracking to improve Fancsali, C., Jaffe-Walter, R., & Dessein, L. (

​2013). ​
Student agency practices in the middle shift learning networks.
outcomes such as quality of teaching and Seattle, WA: Raikes Foundation.

level of engagement. Further, Hammond (2015) Hammond, Z. (2015). Culturally responsive teaching and
provides a framework of culturally responsive the brain. Thousand Oaks, CA: Corwin.

teaching that can help make this actionable. Hattie, J. (2009). Visible learning: A synthesis of over 800
Some studies found no effects of detracking meta-analyses relating to achievement. London, UK: Routledge

for higher-achieving students, and others National Academies of Sciences, Engineering, and Medicine.
(2018). How people learn II: Learners, contexts, and cultures.
report adverse effects for high-performing Washington, DC: The National Academies Press.

students, although causation was not shown. Oakes, J. (2008). “Keeping track: Structuring equality and
Finally, an extensive 2016 meta-analysis inequality in an era of accountability.” The Teachers College
Record, 110(3), 700-712.
found that positive effects of between-class
grouping (tracking) were negligible, but did Rubin, B. C., & Noguera, P. A. (2004). “Tracking detracking:
Sorting through the dilemmas and possibilities of detracking
find positive effects from ability grouping in practice.” Equity & Excellence in Education, 37(1), 92-101.

within classes. Rui, N. (2009). “Four decades of research on the effects

of detracking reform: Where do we stand?—A systematic review
of the evidence.” Journal of Evidence-Based Medicine, 2(3),
164-183.

Saiying Steenbergen-Hu, S., Makel, M. C., & Olszewski-

Kubilius, P. (2016). “What one hundred years of research says
about the effects of ability grouping and acceleration on
K–12 students’ academic achievement: Findings of two second-
order meta-analyses.” Review of Educational Research, 86(4),
849–899. Retrieved from: https://journals.sagepub.com/doi/
abs/10.3102/0034654316675417?journalCode=rera.

TNTP. (2018). “The opportunity myth: What students can show

us about how school is letting them down—and how to fix it.”
Retrieved from: https://opportunitymyth.tntp.org.

Co-Designing Schools Toolkit | Equitable Learning Practices P. 29

“HOW” AND “WHAT” GRADES
TEACH THE HABITS AND SKILLS OF LEARNING the importance they deserve by teaching
them; grading them; and providing meaningful,
WHAT MIGHT IT LOOK LIKE?
(THE “HOW”), AND ASSESS THEM SEPARATELY actionable feedback on how they can Support: Connections between
FROM CONTENT MASTERY (THE “WHAT”) be improved. If we are transparent about Teachers support students the two:
what is weighted on grades, and what they in learning “Habits of Work,” Teach students to learn how
like preparation, collaboration, to learn and adopt a growth
mean, our students can take action to and class participation, mindset by emphasizing
Monitoring and tracking one’s learning process
develop both content mastery and skills of keeping in mind that the connection between
and work habits are key skills in becoming students from traditionally deliberate application of
independent learning.
an independent learner, and they need to be individualistic (valuing learning strategies (proficiency
developed and nurtured. Let’s give those skills independence) and with the “how”) and increased
collectivist (valuing content learning (mastery of
interdependence) cultures the “what”).
may approach and show
mastery of these habits in Transparency:
different ways. Having everyone clear on what
grades mean creates a fair and
Specific feedback: equitable learning experience.
Teachers separately assess
mastery of subject-specific Model the behavior:
content and skills (the “what”) Adults create a professional
and the effort it takes to learn culture of openness and
it (the “how”). bravery as they examine
grading practices to ensure
they are helping students learn.

HOW DOES IT WORK?

Grading content Clarifies Supports
& work habits students’ discussions
differently strengths & about revising
needs work &
modifying
habits

Co-Designing Schools Toolkit | Equitable Learning Practices P. 30

“HOW” AND “WHAT” GRADES
THE DETAILS HOW CAN YOU HACK TOWARDS IT?
Changes in • Students persevering to produce high • Students seeking challenges and • Try the quick win “Explore the Meaning of Grades.”
student & adult quality work. taking risks.
• Have lunch with two students who have trouble
behavior might • Students completing assignments • Students setting realistic goals. with planning and work together to break down an
include on time.
• Students planning out assignments. upcoming assignment into tasks and deadlines.
• Students seeking help when needed. • Students showing openness to and • Partner with two teachers to look at an assignment
• Students self-correcting and learning appreciation for feedback.
and create a simple grading rubric.
from feedback to revise toward next • Work with students to build a “HOW” rubric and have
level. them apply it to their work.
• Students revising work to meet rigorous
grade level standards.

Advice from the field • Clearly distinguish between content

learning and work habits.
Separating out how
students are doing, what
• Establish clear learning targets and
assessment criteria for both content
they are learning, and mastery and habits of work.
where there is need • Communicate learning targets to
for help or remediation students and parents.
can be a time-intensive • Teach and assess habits of work before
practice. Researchers grading students on them.
and practitioners
recommend:

Co-Designing Schools Toolkit | Equitable Learning Practices P. 31

“HOW” AND “WHAT” GRADES
REAL-SCHOOL INSPIRATION
“Habits Of Work” grading system Character growth assessment
EL Education — Casco Bay High School (CBHS) KIPP + Riverdale’s Character Lab

At EL Education schools, grades for mastering “A tangible benefit of this grading system would The Character Lab—a team from KIPP and the KIPP developed a school-based assessment
content (the “what”) are separated from be that it makes us smarter. And it makes us Riverdale Country School in collaboration to help teachers asses these traits, known as
grades for effort (the “how”). At CBHS, “HOW” more responsible, even, because we’re getting with Dr. Angela Duckworth, Dr. Chris Peterson, the Character Growth Card. This provides
grades are an acronym for Habits of Work, our work done on time and we’re getting higher and Dr. Martin Seligman—identified Seven a research-based foundation to develop
which assess how students interact grades because we know each and every Highly Predictive Strengths of Success for a habits-of-work grading system.
with others, approach learning challenges, subject well enough to pass with a good grade.” school and life.
and participate in class. —CBHS Student
Image source: (http://www.kipp.org/files/dmfile/
The “Big 3” Habits of Work are: These character strengths are: January2014CharacterGrowthCard.pdf)

• Completing homework Casco Bay High School takes this a step • Grit Explore this work:

• Meeting deadlines further with “HOW Honor Roll,” which

recognizes the students who are working • Optimism The Character Lab - http://characterlab.org/
KIPP’s Character Growth Card - http://www.kipp.
• Participating in class (including on-time hardest. “HOW Students of the Week”
• Self-control org/our-approach/character
KIPP: Character approach - http://www.kipp.org/
attendance) are recognized at all-school meetings.

There’s a clear correlation between the two

• Gratitude our-approach/character
Riverdale: Character education - https://www.

sets of grades. If students work harder, they do

See how Habits of Work prepare students for
standards-based grading. Video from EL Education. • Social Intelligence riverdale.edu/why-riverdale/character-education/
NY Times: What if the secret to success is
better in class. Students learn that lesson more
clearly than in traditional systems, where the
https://player.vimeo.com/video/43992312
• Curiosity failure? - https://www.nytimes.com/2011/09/18/
magazine/what-if-the-secret-to-success-is-failure.

• Zest
html?pagewanted=all
grades are blended together. If students work
hard, they also earn more time for revision.
This system helps students learn how to learn.

Co-Designing Schools Toolkit | Equitable Learning Practices P. 32

“HOW” AND “WHAT” GRADES
THE RESEARCH
What does the research say? References

Expert opinion, policy statements, and Berger, R., Rugen, L., Woodfin, L., & Learning, E. (2014).
Leaders of their own learning: Transforming schools through
practitioner guides state that separating student-engaged assessment. San Francisco, CA: John Wiley
& Sons.

grades for academic mastery and habits Costa, A. L., & Kallick, B. (2008). “Reporting growth in
of work clarifies communication about habits of mind.” In A.L. Costa & B. Kallick (Eds.), Learning
and leading with habits of mind: 16 essential characteristics
how students are doing, what they are for success, (258-268). Alexandria, VA: Association for
Supervision and Curriculum Development.
learning, and where there is need for help EL Education. (n.d.). “Assessing character.” Retrieved from:
or remediation. In addition, separating https://eleducation.org/resources/assessing-character.

the “how” from the “what” demonstrates Guskey, T. R. (2006). “Making high school grades meaningful.”
The Phi Delta Kappan, 87(9), 690-675.
the importance of each factor in meeting
student learning needs, improves fairness, Guskey, T.R., Swan, G.M., & Jung, L.A. (2011). “Grades that
mean something: Kentucky develops standards-based report

and rewards effort. However, little cards.” The Phi Delta Kappan, 93(2), 52-57.

research was identified on the connection National Academies of Sciences, Engineering, and Medicine.
(2018). How people learn II: Learners, contexts, and cultures.
of this specific practice to student Washington, DC: The National Academies Press.

achievement. Looking more broadly, New England Secondary School Consortium. (n.d.). “I want to
How People Learn II (2018) makes the clear know more: Proficiency-based grading.” Retrieved from: https://
www.newenglandssc.org/wp-content/uploads/2015/12/NESSC_I_Want_
connection between students’ ability to_Know_More_No12.pdf.

to recognize, set goals, and monitor their Ontario Ministry of Education. (2010). “Growing success:

progress and motivation to learn. Assessment, evaluation, and reporting in Ontario schools.”
Retrieved from: www.edu.gov.on.ca/eng/policyfunding/
growSuccess.pdf.

Southern Regional Education Board. (2012). Improved middle

school grades for improved high school readiness: Ten best
practices in the middle grades. Atlanta, GA: Southern Regional
Education Board. Retrieved from: http://publications.sreb.
org/2012/12V05_MiddleGrades_10_Best_Practices.pdf.

Co-Designing Schools Toolkit | Equitable Learning Practices P. 33

INTERNSHIPS
CONNECT CLASSROOM LEARNING Internships can give students a chance to tap WHAT MIGHT IT LOOK LIKE?
into and pursue their real-world interests and
TO THE WORKING WORLD passions and learn these valuable skills on the Student-centered: Mentorship:
job, all while earning credit. They can also give Each student’s interests drives Students form personal
students access to experts and mentors who their internship experience. relationships with diverse
Being prepared for life outside of high school adult mentors across and
includes more than academics. Competencies look like them, motivating students to seek beyond the school community,
Professional experience:
like reliability, adaptability, initiative, decision out new career options. And by providing the Students work alongside
who provide guidance in
a learning partnership.
making, and cultural competence are all structures and supports to make internships adults in a real-world
essential for work and civic life. But these are work, schools can ensure that all students, not environment.
Interpersonal and
more often learned at work than in academic just those with the best grades or connections, intrapersonal skills:
find and participate in meaningful internships. Learning focus:
classes. How might we expose students to Students complete an
Advisors and mentors actively
support students to build
experiential learning beyond the school walls? authentic project valuable
social, emotional skills.
to both the student and
the mentor that involves
meaningful investigation
and learning.

HOW DOES IT WORK?

Workplace Engages Teaches
experience for students in essential skills
all students real-world for the future
experiences of work &
that are hard learning
to replicate in
schools

Co-Designing Schools Toolkit | Equitable Learning Practices P. 34

INTERNSHIPS
THE DETAILS HOW CAN YOU HACK TOWARDS IT?
Changes in • Students communicating effectively with • Students having accountability for • Invite a guest speaker to share about their work.
student & adult adults beyond their school. showing up at work on time and being
• Bring in an employer to hold a mock interview.
behavior might • Students showing a greater awareness of responsible for their work.
• Use “say this, not that” announcements to help
include how they learn and what motivates them • Students finding the curriculum relevant students practice professional language in preparation
to learn. and making connections between
for internships or interviews.
• Students learning new job-specific skills classroom and out-of-school learning.
• Hold a “pop-up” job fair with internship providers.
and competencies. • Students having an increased awareness
• Students identifying and exploring their of what they want to do after graduation. • Create a semester theme or essential question
that students can investigate with experts from
passion and purpose.
their communities and then share out in a class or
• Students developing a positive during advisory.
relationship with a mentor.
• Shadow a Mentor—Experience what it feels like to
be in a non-school environment for yourself so build
empathy for the student internship experience.

Advice from the field • Establish clear learning goals and • Consider using intermediary groups like
expectations among students, work sites, workforce development or tools like Big
Tailor experiences and school, so that internships provide Picture Learning’s ImBlaze to identify and
to the time available authentic, meaningful experiences that manage internship possibilities that meet
students can link with school learning. the range of student interests.
so students can
successfully complete • Connect and train mentors how to best • Exhibit student work from internships.
mentor, provide constructive feedback,
their learning goals. and scope an authentic project.
Internships don’t have
to be long to provide
• Give students opportunities for
reflection with mentors who care about
useful professional their learning and growth. This should
work experience. feel like a learning partnership.

Researchers
and practitioners
recommend:

Co-Designing Schools Toolkit | Equitable Learning Practices P. 35

INTERNSHIPS
REAL-SCHOOL INSPIRATION
Internships two days a week Junior year internships
Big Picture Learning — Nashville Big Picture Learning High Tech High

At Big Picture Learning, students learn five days local restaurants, in the city government, at an
At High Tech High, all juniors work full-time at “What we consistently see within great
a week, but they don’t spend all five days animal shelter, in a hospital, and at retail stores.
an internship site for three to four weeks with internship projects are students doing
at school. They spend two days a week in the Advisors support students in finding internship
the guidance of a mentor. Students complete work that is meaningful to the company
field with mentors at an internship site. opportunities and interviewing; they check in
a project and share their work at a culminating and to themselves.”
regularly once the program starts.
event that provides an occasion for reflection —Randy Scherer, Project Director
“Students’ real-world learning experiences are and critique.
individually and personally designed starting Shown here, a student named Ryan See a student-produced video about internships
at High Tech High Media Arts.
with each and every individual student’s interned at the Nimbus Fish Hatchery in https://vimeo.com/75415877
High Tech High places it’s internship program
interests. This determines the direction of the Sacramento, California. Photo courtesy of
in the 11th grade because they believe that
rigorous academic research and authentic Big Picture Learning. Read student stories and learnings in Ampersand:
authentic, immersive academic internships
projects that the students engage in to not only
with a college-educated mentor positively The Student Journal of School and Work.
deepen their own knowledge and skills, See examples of BPL internships on Edutopia and impact students’ post-high school trajectory https://sites.google.com/a/hightechhigh.org/
but also benefit the internship site.” the Teaching Channel. ampersand/
towards a four-year college and (ideally)
—Andrew Frishman, Co-Executive Director
Dexter’s internship: https://www.edutopia.org/ a thoughtful college selection process, as well Read about the design of HTH internships.
video/learning-through-internships-connecting-
students-passions-real-world as an even better sense of what they might http://web.hightechhigh.org/internships/

At MetWest Oakland, the internship program study in college.

See a range of internships from Deeper Learning
is deeply rooted in the local community. More on learning at Nashville Big Picture:
https://www.edutopia.org/school/nashville-big- schools on MindShift.
The school “has a database of over 400 proven picture-high-school http://blogs.kqed.org/mindshift/2014/03/the-
value-of-interships-a-dose-of-the-real-world-in-
internship sites that were researched and high-school/
How Big Picture is embracing technology to
cultivated by students and staff; partnerships facilitate student internships (via Getting
are supported and maintained by an Smart). https://www.gettingsmart.com/2019/05/
mobile-app-from-big-picture-learning-identifies-
internship coordinator.” Students intern at and-manages-student-internships/
Co-Designing Schools Toolkit | Equitable Learning Practices P. 36
INTERNSHIPS
THE RESEARCH
What does the research say? References

Studies have found that internships can Anakwe, U. P., & Greenhaus, J. H. (2000). “Prior work
experience and socialization experiences of college
provide a variety of benefits, such as increased graduates.” International Journal of Manpower, 21(2), 95-111.

student engagement, career/job benefits, Arnold, K. D., Soto, E. B., Wartman, K. L., Methven,
L., & Brown, P. G. (2015). “Post-secondary outcomes of
and broadening of their network. Internships innovative high schools: The big picture longitudinal
study.” Submitted for consideration for publication in
can expand students’ range of background Teachers College Record. Retrieved from: https://1.cdn.edl.
io/9hloszW4FyNM5EdJWri39BVKbVpArurU9gAFe3FmKmcuICyK.pdf.
experience, upon which they build and extend
new knowledge. High school graduates have Education Systems Center at NIU & Jobs for the Future.
(2019). “Recommended technical and essential employability
rated internships among their most valuable competencies for college and career pathway endorsements.”
Retrieved from: https://www.jff.org/resources/postsecondary-
experiences. Expert opinion based on practice workforce-readiness-act/.

also describes benefits for students in terms Hammond, Z. (2015). Culturally responsive teaching and

of improving rigor, equity, and developing

the brain. Thousand Oaks, CA: Corwin.

school culture. The use of internships in deeper Hattie, J. (2009). Visible learning: A synthesis of over 800
meta-analyses relating to achievement. London, UK: Routledge.
learning schools has allowed them to ground
schooling in real life and real work, exposing Hoffman, N. (2015). “Let’s get real: Deeper learning and the
power of the workplace.” Deeper Learning Research Series.
students to skills and knowledge that are Boston, MA: Jobs for the Future. Retrieved from: https://
studentsatthecenterhub.org/resource/lets-get-real-deeper-
difficult to learn outside of the workplace. learning-and-the-power-of-the-workplace/.

Levine, E. (2010). “The rigors and rewards of internships.”

Educational Leadership, 68(1), 44-48.

Maertz Jr, C. P., Stoeberl, P. A., & Marks, J. (2014).

“Building successful internships: Lessons from the research
for interns, schools, and employers.” Career Development
International, 19(1), 123-142.

National Academies of Sciences, Engineering, and Medicine.

(2018). How people learn II: Learners, contexts, and cultures.
Washington, DC: The National Academies Press.

Steinberg, A. (1998). Real learning, real work: School-to-work

as high school reform. New York, NY: Routledge.

Co-Designing Schools Toolkit | Equitable Learning Practices P. 37

LEARNING GALLERIES
TURN YOUR HALLWAYS INTO EXHIBITIONS OF Elevate (literally) the learning process by finding
creative ways (and spaces) to curate work so
WHAT MIGHT IT LOOK LIKE?
STUDENT LEARNING that each student’s learning is up on the walls for Beyond art projects: Culture of learning:
everyone to see. Core learning work is just as Including work from all
Trophy cases and awards assemblies showcase worthy of display on school students, not just those
walls as art projects. with the highest grades,
exceptional achievement, but what about Teachers consider how communicates that all
all the work that went into getting there? learning, storytelling, and visual students belong to a culture
Learning galleries model and celebrate the expression meld together of learning and growth.
when designing projects
learning process as well as the product and worthy of exhibiting in
communicate to the school community that learning galleries.
learning is valued.
Designed for reflection and
provocation:
The learning process—drafts,
process artifacts, reflections—
not just the final product is
documented and displayed
in a compelling way that
provokes a collective
conversation on the value
and quality of the work being
produced and the types of
lessons that make it possible.

HOW DOES IT WORK?

Publicly Creates an Learning
displaying environment becomes
quality student that models more visible
work learning & a source of
pride

Co-Designing Schools Toolkit | Equitable Learning Practices P. 38

LEARNING GALLERIES
THE DETAILS HOW CAN YOU HACK TOWARDS IT?
Changes in • Students discussing the quality and • Students working harder because they • Create a simple gallery card to make it easier for
possibilities for their work. know their work will be seen. students to share their work: The purpose of this
student & adult
behavior might • Students taking a variety of approaches • Teachers finding inspiration to design assignment was… I learned... The most challenging part
was...
and creating diverse results. assignments that call for more creative
include • Choose one public area (a hallway or room) and cover
• Students completing multiple drafts solutions.
of the work to be displayed. • Community becoming more interested the space in student work so you can’t see the walls.
How different does it feel?
• Students recognizing the work of in what’s happening in schools.
• Hold a pop-up gallery mid-year to showcase an
their peers.
impressive learning achievement.
• Think outside the school. Ask a local business, such as
a coffee shop or firehouse to display a selection
of student work.
• Create a mobile learning gallery. Use a lightweight
board, easel, or wheeled whiteboard to showcase

Advice from the field • Set high standards among teachers for • Showcase artifacts of learning student learning in unexpected places.

the quality of the types of assignments (reflections, in-progress photos, etc.), • Get a set of low-cost, same size frames and create
The goal of learning on display, as it can affect future not just the finished work. a mini picture wall of student work. Reuse the frames
galleries is to expectations.
• Showcase student effort, not teacher every time your students finish a new project.
demonstrate pride in • Ensure that displays are neat, organized, work, by providing space for students
student learning, not and visible to students. to display a reflective “artist statement”
just polished, final • Include descriptions of assignments, about what they learned in the creation
of the work.
assignments. Displays learning targets, and/or assessment
criteria in the display.
can highlight the
learning process, as
well as expectations
for student
commitment to quality
work. Researchers
and practitioners
recommend:

Co-Designing Schools Toolkit | Equitable Learning Practices P. 39

LEARNING GALLERIES
REAL-SCHOOL INSPIRATION
School as a living museum Analogous inspiration: Process on display Positive communication bulletin board
High Tech High Smitten Ice Cream Lionel Wilson Prep

When you walk through the halls of any High Tech High Smitten makes ice cream on demand. Using special liquid As a “hack” towards increasing student voice, Zeyda hosted
campus, you are absolutely surrounded by student work. nitrogen-powered ice cream makers, they serve intensely a 6th grade workshop around positive communication. Each
There are whole-class projects, individual assignments, creamy ice cream minutes after the ingredients are student articulated what positive communication meant to
and quick expressions of ideas and work that culminates mixed together. them, and Zeyda posted these insights with student photos.
extensive projects. The work fills the atmosphere with But a few days later, all of the posters on the bottom half of
creativity and energy, and the students move through the board (those the students could reach) were ripped down.
For Smitten, the process is as important as the end result.
the spaces proudly.
And you can see this by the way they’ve designed their shop.
Hear about High Tech High’s display of work. Video by the
The ice cream makers are front and center, so customers can Determined to overcome this, Zeyda planned the next
Teaching Channel. see the magic in front of them. The walls tell the story of the iterations of the hack. First, she offered an ice cream social
https://www.teachingchannel.org/videos/make-student-work-
public-hth ice cream: how founder Robyn Fisher invented the machine, to the class if there were 15 “appropriate responses” to the
how the machine works, and why liquid nitrogen. questions, “Why don’t students feel comfortable displaying
their work?” and “How can we make students feel safe having
their work displayed?” Next, she decided that future bulletin
How can we highlight the process of learning in the display
boards should represent the whole class (not just half,
of student work?
as she had tried) so all students felt accountability.

Image source: overworkedunderfed.blogspot.com

Though the project had its hurdles, she shifted the negativity
into a learning experience which deepened the conversation
about student voice.
Co-Designing Schools Toolkit | Equitable Learning Practices P. 40
LEARNING GALLERIES
THE RESEARCH
What does the research say? References

Expert opinion and case studies suggest Berger, R., Rugen, L., Woodfin, L., & Learning, E. (2014).
Leaders of their own learning: Transforming schools through
that learning galleries can be useful in student-engaged assessment. San Francisco, CA: John Wiley
& Sons.

demonstrating pride in student learning

Cullingford, C. (1978). “Wall displays-children’s reactions.”
and communicating expectations for student Education, 6(2), 12-14.

commitment to quality work to all students Gillespie, J. (2014). “The portable art gallery: Fostering
and the community. These sources have student ownership and meaningful artmaking through exhibiting
student artwork.” Art Education, 67(4), 13.
also found that displaying student work
encourages discussions about teaching Herberholz, B. (2010). “… when we display and explain it.”
Arts and Activities, 147 (4), 16.
and learning.
Hetland, L., Cajolet, S., & Music, L. (2009). “Documentation
in the visual arts: Embedding a common language from
research.” Theory Into Practice, 49(1), 55-63.

Krechevsky, M., Rivard, M., & Burton, F. R. (2009).

“Accountability in three realms: Making learning visible
inside and outside the classroom.” Theory Into Practice,
49(1), 64-71

Mooney, N. J., & Mausbach, A. T. (2008). Align the design:

A blueprint for school improvement. Alexandria, VA:
Association for Supervision and Curriculum Development.

Tanner, C. K. (2000). “The influence of school architecture on

academic achievement.” Journal of Educational Administration,
38(4), 309-330.

Tetlow, L. (2009). “Display tactics.” Mathematics Teaching,

216, 20-26.

Thomson, P., Hall, C., & Russell, L. (2007). “If these walls
could speak: Reading displays of primary children’s work.”
Ethnography and Education, 2(3), 381-400.

Trussell, R. P. (2008). “Classroom universals to prevent

problem behaviors.” Intervention in School and Clinic, 43(3),
179-185.

Co-Designing Schools Toolkit | Equitable Learning Practices P. 41

PERSONALIZED LEARNING PLANS
STUDENT AGENCY AND OWNERSHIP OF Personalized learning is a student-centered
approach used to fully engage students. It is an
WHAT MIGHT IT LOOK LIKE?
LEARNING EXPERIENCES equity-focused practice that meets students Goal-driven: Conditions for success:
where they are, affirms their identity, interests, Personalized learning plans Teachers engage in
learning styles, and puts supports in place are paths toward an academic professional development and
We are more fully engaged and motivated to destination, guided by have time to collaborate in
learn when we feel a sense of ownership over so students can stretch and work toward a learner profile and agreed new ways of working
our learning process, when we find it culturally grade-level mastery and prepare to become on by students and adults. and facilitating learning.
and personally relevant, and when we can see self-directed learners. Through the use of
Reflection:
that we’re making strides toward progress. personalized learning plans, teachers guide Students choose the topics:
Students communicate
Students are empowered
Motivation is key to learning, and to sticking and facilitate a process where students decide to follow their academic about their process and their
with it when the content and skills become what they want to achieve and learn, set goals interests and passions. learning—building literacy
and communication skills as
more rigorous. and timelines, and envision how they will show they go.
evidence of learning. Students do the planning:
Setting goals, making a plan,
and persisting are up to the Connections:
student­—and this learning is Students connect projects,
as important as the content. class topics, learning
standards, and/or real-world
situations.

HOW DOES IT WORK?

Students Engagement Development
choosing topics, & independence of academic
setting goals in work mindset &
& planning learning skills
projects

Co-Designing Schools Toolkit | Equitable Learning Practices P. 42

PERSONALIZED LEARNING PLANS
THE DETAILS HOW CAN YOU HACK TOWARDS IT?
Changes in • Students setting goals and working on • Previously underserved students feeling • Ask—Talk to a student who, through data or
skills that they need and want to learn. their learning needs are being met. observations, is not being well served by the school.
student & adult
behavior might • Students taking the lead on planning, • Students recognizing when they have Ask them what they think they need to learn.

include doing, and sharing their work. failed and picking themselves up when • Hold a live poll—“What do you want to learn?” or
• Teachers and/or advisors providing they fall behind. (As opposed to adults
taking over.)
“What makes learning fun?” Then help students use
those insights to plan a small project outside of class.
guidance and support.
• Students collaborating with each other • Students and teachers showing joy • Profile of a learner—Brainstorm what a learner profile
and excitement in their work. for your school should look like. What attributes and
to solve problems.
outcomes would your learner profile contain? Then
mock it up and get feedback from colleagues, parents,
and students.
• On your next assignment, have students
self-evaluate their level of responsibility in completing
the assignment.
Advice from the field • Give students choice in topics and • Encourage students to assist each other • Give students two hours a week to learn whatever
learning goals. in pursuing individual goals. they want, with these guidelines: Work on something
The key to this
approach is supporting
• Incorporate self-responsibility • Facilitate and monitor independent you want to learn. Create an “artifact” and reflection on
what you learned to share with the class.
into evaluations. and small group work to support
personalized learning
that is relevant and
• Consider both long-term and short-term collaboration and learning.
goals and benchmarks.
meets student learning
• Give feedback on student work and
needs, including progress toward learning goals.
mastering grade-level
work. Researchers
and practitioners
recommend:

Co-Designing Schools Toolkit | Equitable Learning Practices P. 43

PERSONALIZED LEARNING PLANS
REAL-SCHOOL INSPIRATION
No classes, no schedule, Personalized Student-shaped Analogous
only independent projects Learning Tool Box learning experiences inspiration:
EdVisions Schools Dallas ISD Big Picture Learning 20% time
Google
Dallas Independent Student-centered learning is a goal
School District describes that many schools aspire to. For many years, Google
personalized learning Big Picture Learning has built its had a policy called
as a “one-size-fits-one model around letting student 20% time: Employees
approach to instruction interests shape learning experiences. spend a fifth of their
that (1) taps into each week working on
student’s strengths, needs, personal projects for
“Fundamental to our approach is
and interests to customize the company, whatever
each student identifying particular
learning and (2) supports they want to. This
Former Executive Director Keven Kroehler Teachers/advisors work differently, focusing areas of interest to them as an
student voice and choice policy led to some
described personalized learning at EdVisions on student relationships and monitoring individual, and then engaging deeply
in what, how, when, and major products and
as “putting students in the driver’s seat.” progress. Students and advisors work to in the study of that interest in ways
where they learn to ensure ideas for Google—
Students choose what to work on, design their connect projects to the learning standards. that result in them developing
that all students achieve such as Gmail,
own projects, and set their own schedules. EdVisions uses software called Foundry the knowledge, skills, and
their greatest potential.” Google Glass, and
(www.projectfoundry.com) to track project competencies that we expect high
school graduates to have gained.” driver-less cars. Just
Over the course of their four years, students work. Students are in charge of inputting their
Through a cohort of as importantly, it
cover all the learning standards (English, Math, projects and keeping time logs, over time —Andrew Frishman, Co-Executive
personalized learning provided a way for
Science, History) through a combination of uploading resources and artifacts for their Director
schools, leaders and employees to voice
projects. A project to design and build an project. They are awarded units for the time
teachers set goals and work new ideas and shape
Ironman costume met engineering standards logged and milestones completed. The space
and learn together as they Students shape everything from their company.
as well as literacy standards from the writing, looks more like an office environment than
a school. No classrooms, hallways, and transform their schools personalized learning plans and
communication, and reflection during the internship experiences, to class
lockers—instead every student gets a 4’ x 5’ toward an equity-focused Read about how schools
process. A student whose parents were projects and exhibitions.
are using “20% time”
desk with a computer and file cabinet in an personalized learning on Edutopia.
Cambodian Khmer Rouge refugees designed
open workspace. approach. http://www.edutopia.org/
a research project that covered history and US Here’s how it works at Big blog/20-percent-time-a-
Picture Learning. j-juliani
Citizenship standards. Keven estimates that Check out the extensive https://www.bigpicture.org/apps/pages/
90% of the projects are interest-based and “When the teacher is planning a group project, tool box, including a
3-phase rubric.
index.jsp?uREC_ID=389353&type=d&pREC_
ID=882356
10% are designed to cover a missing standard. 90% of what’s important for kids to do is being https://www.thepltoolbox.com/
done by the teacher. That planning is what’s Personalization means more than
Working in this way requires some important in life.” technology (via Education Week).

different structures and conditions. —Dean Lind, Minnesota New Country School https://blogs.edweek.org/edweek/high_
school_and_beyond/2016/05/personalized_
learning_more_than_technology.html

Co-Designing Schools Toolkit | Equitable Learning Practices P. 44

PERSONALIZED LEARNING PLANS
THE RESEARCH
What does the research say? References

It is well established that motivation and understanding of post-secondary options, and Arnold, K. D., Soto, E. B., Wartman, K. L., Methven,
L., & Brown, P. G. (2015). “Post-secondary outcomes of
learning can be enhanced when students ability to select courses relevant for career innovative high schools: The big picture longitudinal
study.” Submitted for consideration for publication in

value and feel a sense of autonomy over goals. Personalization and learning plans can Teachers College Record. Retrieved from: https://1.cdn.edl.
io/9hloszW4FyNM5EdJWri39BVKbVpArurU9gAFe3FmKmcuICyK.pdf

what and how they are learning, and can set take different forms, but researchers caution us
Fancsali, C., Jaffe-Walter, R., & Dessein, L. (
​2013). ​
and monitor progress toward their learning to remember the importance to adolescents Student agency practices in the middle shift learning networks.
Seattle, WA: Raikes Foundation.
goals. In terms of personalized learning in the of social connection and collaboration when
form of learning plans, a longitudinal study personalizing learning. Also, care must be taken Hawthorne, S. (2008). “Students’ beliefs about barriers
to engagement with writing in secondary school English: A focus
of students at Big Picture Learning schools— to ensure students know they can get support group study.” Australian Journal of Language and Literacy,
31(1), 30-42.
whose highly personalized learning model and help when needed.
includes personalized learning plans, advisory, National Academies of Sciences, Engineering, and Medicine.
(2018). How people learn II: Learners, contexts, and cultures.

and internships—found that this model

Washington, D.C.: The National Academies Press.

was “highly effective” at raising high school National Research Council. (2003). Engaging schools:
Fostering high school students’ motivation to learn.
graduation and college entrance rates, with Washington, DC: National Academies Press.

mixed persistence rates. There is also positive Rennie Center for Education Research & Policy. (2011).
endorsement from practitioners. Additionally, Student learning plans: Supporting every student’s transition
to college and career. Retrieved from: http://www.renniecenter.
qualitative evidence suggests that individual org/research/reports/student-learning-plans-supporting-every-
students-transition-college-and-career.
learning plans focused on goals and course-
taking patterns over several years can improve
Surr, W., Zeiser, K., Briggs, O., & Kendziora, K. (2018).
“Learning with others: A study exploring the relationship
between collaboration, personalization, and equity: Final
student motivation, engagement, goal-setting, report.” American Institutes for Research & Student-Centered
Learning Research Collaborative. Retrieved from:
awareness of strengths and weaknesses, https://www.air.org/resource/learning-others-study-exploring-
relationship-between-collaboration-personalization-and.

Toshalis, E., & Nakkula, M. (2013). “Prioritizing motivation

and engagement.” In A. Steinberg, N. Hoffman & R. Wolfe (Eds.),
Anytime, anywhere: Student-centered learning for schools and
teachers, (171-202). Cambridge, MA: Harvard Education Press.

Co-Designing Schools Toolkit | Equitable Learning Practices P. 45

PROJECT-BASED LEARNING
BUILD DEEP KNOWLEDGE AND SKILLS mastery of knowledge and essential skills
for all students. PBL allows teachers to bring
WHAT MIGHT IT LOOK LIKE?
THROUGH COMPLEX CHALLENGES together a range of equitable practices, such as Intellectual challenge: Reflection and revision
personalized learning plans, incorporating the Projects invite students to of work:
voice and identity of students as consultants, answer a meaningful and Students have many
In work, home, and civic life, people work in complex question. opportunities to create drafts,
projects. We explore questions, apply skills working on real-world topics in cross- get feedback, and revise
and knowledge, and test and refine our work all pollinated classes. PBL requires a shift in the Working in teams:
their work.
to solve problems and meet needs. In project- roles of schools, where teachers defront the Teachers teach empathy and
based learning (PBL) students learn to do this in classroom, and it can be amplified when we provide structures to promote School-level structure
consensus, interdependence, and support:
school, working together on projects that matter empower students as teachers, working in collaboration, and individual Teachers get training, support,
to them and their communities. emergent multilingual learning cohorts. accountability. and professional development
PBL opens up new opportunities for monitoring time to collaborate and
plan for successful projects.
and sharing learning through, “how” and
Sometimes misunderstood as an enrichment
“what” grades, student-led parent-teacher
activity for students already achieving, well-
conferences, exhibitions & presentations of
implemented PBL is actually an equity-focused
learning, and learning galleries. Complex to
structure that provides multiple inroads to
implement? Yes. Worth it? Also yes.

HOW DOES IT WORK?

Exploring Allows for Supports mastery
complex engaging, of academic
challenges in culturally content,
a hands-on, responsive communication,
collaborative way classrooms problem-solving,
learning how to
learn

Co-Designing Schools Toolkit | Equitable Learning Practices P. 46

PROJECT-BASED LEARNING
THE DETAILS HOW CAN YOU HACK TOWARDS IT?
Changes in • Students planning complex processes. • Students learning through engaging in • Ask two teachers in different subjects (e.g., history
student & adult • Students working on projects together a project, rather than using a project to
demonstrate their learning.
and chemistry) to design a project their classes will
investigate together.
behavior might during class time.
include • Students taking different approaches to • Students receiving feedback on work, • Cover a teacher’s class or bring in a substitute to give
monitoring and reflecting on their teachers time to plan a project together.
a project, with a diversity of end
products.
learning, and publicly sharing their work
and learning.
• Find a content standard that is challenging to teach
• Students playing distinct roles and • Teachers facilitating and teaching skills
deeply. How might a project help your students learn
this?
sharing roles within teams.
• Students taking pride in work that is
within a meaningful project context.
• Have a collaborative brainstorm with students about
meaningful to them.
• Community members engaging in the project ideas and interests. Then, incorporate those
work with students. into your project design.
• Engage teachers as learners in a project slice—a one
day, immersive, community-driven PBL experience.
(https://www.pblworks.org/services/project-slice)
• Imagine a project you might lead with students and
Advice from the field • Center projects around learning goals. • Help students organize time to try it yourself first.

Implementation is • Before launching projects, create complete tasks.

• Design small, interactive lessons centered on the
key to quality PBL.
or use off-the-shelf templates, define • From the beginning, have students High Quality PBL framework. (https://hqpbl.org)

Teachers and students

benchmarks, and determine formative
assessments.
design for an audience-engaging final
product/presentation.
• Get inspired by the project ideas at PBL Works
(pblworks.org) and at EL Education’s Models of
need a supportive • Tap into students’ passions and interests— Excellence. (https://modelsofexcellence.eleducation.
context to realize make projects relevant. org/)
the benefits of this • Support students to craft complex,
practice. Researchers engaging questions for inquiry.
and practitioners • Recruit community partners who
recommend: represent the racial and cultural diversity
of your school community.

Co-Designing Schools Toolkit | Equitable Learning Practices P. 47

PROJECT-BASED LEARNING
REAL-SCHOOL INSPIRATION
The shoe project Whole-class products
Big Picture Learning — MetWest Oakland High Tech High (HTH)

A 10th grade class at MetWest spent their first • A satire ad for shoes Class projects at High Tech High culminate civilization; they then designed a mechanism
unit talking about shoes—specifically,
“What do our shoes tell us about the world?”
• Exploration of the end-of-life of shoes: in “products”—a large piece that includes
contributions from every student team.
to illustrate that cycle. It was an ambitious,
long-term project where every student
the trash and recycling journey
This project was inspired by the group of contributed to the final product.
students, who had expressed interests in After completing these modules, the students
Sometimes students publish their projects.
sneakers and in being ethical consumers. created summative project presentations,
In a physics class, each pair of students HTH has a broad spectrum of teacher-led
answering the question “What do our shoes
tackled one standard: they understood the and student-led projects. In one “teacher-
Shannon, the designer and teacher of this tell us about the world?” in an overarching
concept, decided how to communicate the designed” project, everyone in the class
8-week session, created many bite-sized narrative. They created the first draft of the
concept, and taught it to everyone else. created models of bugs using common
modules that explored different aspects presentation using a long sheet of butcher
The class published the work in a book, called activities and materials. In a more student-
of shoes: paper, then revised their work, and refined
Phys Newtons. HTH classes have produced designed project, students identified
• Dissecting a shoe and learning about its the presentation using powerpoint and
other media.
dozens of books as the culmination of their psychology as a topic to dive into and
components and materials projects, with titles like Cultural Encounters: designed their own project process.
• Mapping the global shoe networks: where Learn from five students at the Met School
The 10th Grade Family History Project and Info
Graphics Applied. Explore HTH’s projects and publications on
are the companies headquartered, where (Providence) about what PBL means to them.
their website.
https://www.gettingsmart.com/2018/03/hq-pbl-case-
do they manufacture, where do they sell? study-met-school/ http://www.hightechhigh.org/projects/

• A capital auction game, where each student Watch teachers and students learn together what
At other times, the class works together on
a physical product—such as the enormous
finds the right balance between business makes a good project at Big Picture’s annual
ProjectCon conference. working wheel that hangs proudly in a meeting
needs and social needs by bidding on https://d3id26kdqbehod.cloudfront.net/BPLC-D/2018
room. A project team picked a civilization
things such as minimum wage, taxation /12/03/4dOm4dY5WUjb4xoxTJggeaPa3qgd1GCas1Obbv4ks5
gDHJ8dhjLmkTOJ8sC3/360p.mp4 in history, and chose a “cycle” from that
rates, and environmental laws
Co-Designing Schools Toolkit | Equitable Learning Practices P. 48
PROJECT-BASED LEARNING
REAL-SCHOOL INSPIRATION
Work that students and communities will remember Project-based learning resource bank
EL Education PBL Works

In 2006, students from the Genesee Charter “Really putting the pieces together, PBL Works describes “gold standard” project- Explore MyPBLWorks.
https://my.pblworks.org/
School in Rochester, New York participated in it’s like, wow, I actually started my career based learning as consisting of seven essential
a PBL project to revitalize the downtown area as a researcher back in sixth grade.” design elements in the service of clear learning
of their city. They presented their work to —Kennethea Wilson, Alumni goals: a challenging problem or question,
the mayor, who took it seriously, and ultimately sustained inquiry, authenticity, student voice
included their vision and research in the city’s and choice, reflection, critique and revision,
“Adults, in general, miscalculate what kids
plans, citing the quality and value of and a public product. To help educators
can do when given the right tools, and the
the students’ work. make this a reality, PBL Works provides a
empowerment, and the agency. We set
wide range of resources—including project
the bar high, and the kids rise to that bar.”
ideas and planners, videos, and rubrics. Their
Ten years later, the students, now in college, —Chis Dolgos, Teacher MyPBLWorks portal is a great place to start.
graduate school, and careers, returned to
their school and community. The alumni,
Watch the video Revisiting Rochester.
their former teachers, the mayor, and https://eleducation.org/resources/revisiting-
other community members reflected on rochester

the project’s impact on the community,

themselves, and their identities as learners. For
each student, that impact came from different
aspects of the project—civil engineering,
teaching, communication, and research—
but all traced it back to the project work.
Co-Designing Schools Toolkit | Equitable Learning Practices P. 49
PROJECT-BASED LEARNING
THE RESEARCH
What does the research say? References

Studies have reported evidence that PBL can However, research also notes that PBL can The Aspen Institute. (2018). “From a nation at risk to a
nation at hope: Recommendations from the National Commission
lead to increased critical thinking, confidence be relatively challenging to plan, manage, and on Social, Emotional, & Academic Development.” Retrieved
from: www.NationAtHope.org.

in learning, ability to define problems, assess. Some evidence shows students may
Barron, B., & Darling-Hammond, L. (2008). “Teaching for
reasoning with clear arguments, content have difficulties benefiting from self-directed meaningful learning: A review of research on inquiry-based
and cooperative learning.” In L. Darling-Hammond, B. Barron,
mastery, sensitivity to audience, and coherent situations, especially in complex projects. P.D. Pearson, A.H. Schoenfeld, E.K. Stage, T.D. Zimmerman,
G.N. Cervetti, & J.L. Tilson, Powerful learning: What we know
design. This includes students furthest from Effectiveness may depend on whether a range about teaching for understanding, (11-70). San Francisco, CA:
John Wiley & Sons. Retrieved from: http://www.edutopia.org/
opportunity, and in most content areas. of supports are in place to help students learn pdfs/edutopia-teaching-for-meaningful-learning.pdf.

Further, the opportunities PBL provides for how to learn. Center for Excellence in Leadership and Learning. (2009).
“Summary of research on project-based learning.”
student voice, agency, and ownership of Retrieved from: http://www.cell.uindy.edu/docs/PBL%20
research%20summary.pdf.
the learning process sits well with what we
know about the importance of motivation, Kingston, S. (2018). “Project based learning & student
achievement: What does the research tell us?” PBL Evidence

connection, and belonging to how people learn.

Matters, 1(1), 1-11. Retrieved from: http://live-
buckinstitute.pantheonsite.io/sites/default/files/2019-01/
PBL_Evidence_Matters_Volume_I.pdf
Positive changes for teachers and students
Larmer, J. & Mergendoller, J.R. (2014). “8 essentials
have included improved motivation, attitude for project-based learning.” Buck Institute for Education.

toward learning, work habits, and problem- Lenz, B., Wells, J., & Kingston, S. (2015). Transforming

solving abilities. Students who have struggled

schools: Using performance-based learning, performance
assessment, and Common Core Standards. San Francisco, CA:
Jossey-Bass.
in traditional settings may excel in PBL.
Steinberg, A. (1998). Real learning, real work: School-to-
work as high school reform. New York, NY: Routledge.

Thomas, J. W. (2000). A review of research on project based

learning. San Rafael, CA: The Autodesk Foundation. Retrieved
from: https://my.pblworks.org/resource/document/a_review_of_
research_on_project_based_learning.

Vega, V. (2012). “Project-based learning research review:

Evidence-based components of success.” Edutopia. Retrieved
from: http://www.edutopia.org/integrated-studies-research.

Co-Designing Schools Toolkit | Equitable Learning Practices P. 50

REAL-WORLD TOPICS
MAKING IT RELEVANT BY Everyday, educators have a chance to bring
content to life. Posing critical questions that
WHAT MIGHT IT LOOK LIKE?
MAKING IT REAL have significance to students’ futures, and then Authentic and real-world: Boosting student choice:
using the classroom as a lab where they can Topics reflect the existing Students gain autonomy in the
wonder, investigate, and grapple with potential values, cultures, and methods and content of their
Imagine a classroom where students see their experiences of students and schoolwork.
lives reflected in what they are learning. solutions is a powerful way to learn and apply families.
How might this impact how students think learning. Students are motivated by being able Integrated practices:
about the future for themselves and their to dig into work that has meaning and purpose, Connecting the dots: Real-world topics can be
communities? and that can have a direct impact on their world. There’s a clear tie between integrated into a range of
students’ in-class learning and practices across disciplines,
How much more engaged would students its real-world applications. including PBL, portfolios,
be if this type of learning took place in every and internships, among others.
classroom? (A lot!)

HOW DOES IT WORK?

Integrating Engages Contributes
relevant topics students in to culture that
in school meaningful honors identity
work & supports
belonging

Co-Designing Schools Toolkit | Equitable Learning Practices P. 51

REAL-WORLD TOPICS
THE DETAILS HOW CAN YOU HACK TOWARDS IT?
Changes in • Students engaging more in learning • Students acting on their own initiative. • On the next assignment, let students choose a topic
student & adult activities—in and outside the classroom.
• Adults providing more opportunities or book that’s meaningful and relevant to their lives and

behavior might • Adults taking interest in students’ lives for student voice and expression.
to the real world.

include outside of school.

• Students applying their learning to • Share insights about students’ interests with your
• Students completing higher caliber work address school and community concerns.
colleagues to increase students’ sense of belonging
across classrooms.
because they are more invested in its
success.
• Students collaborating with peers • Ask a community leader to speak to a history class
as critical thinkers.
• Student assignments reflecting the about how he or she studies the past in order to create
a better future.
culture and values of their families
and communities. • Host a student panel for school and community
partners where attendees listen, engage, and make
changes based on students’ input.
• Find out what matters to your students with a live poll
or suggestion box. Use the data as inspiration with staff
for how to bring these topics to life in class.

Advice from • Remember that schools and classrooms • Structure projects to be reflective
are more reflective of the real-world of professional work environments.
the field
Researchers
for some students than for others. Tap
into the experiences and values of all
• Provide access to appropriate
technology, tools, and materials.
students, especially those furthest from
and practitioners
recommend:
opportunity. • Make assignments “real enough” to be
• Help students transfer concepts of their relevant. Try to get student work in front
of an audience, but don’t let this hold
real-world projects to other situations.
you back from engaging students in work
Show them how their learning can apply
that uses authentic presentation tools
more broadly.
and connects them to the world.
• Take the opportunity to embed
instruction in essential social, emotional,
and cognitive skills.

Co-Designing Schools Toolkit | Equitable Learning Practices P. 52

REAL-WORLD TOPICS
REAL-SCHOOL INSPIRATION
Climate change & Hurricane Sandy Bringing industry into the classroom
EL Education — Casco Bay High School (CBHS) ConnectEd California

Every junior class at Casco Bay High School “It’s actually really surprisingly emotional. At ConnectEd in California, industry is infused “They’re actually applying the things they’re
engages in a year-long “expedition”—a deep You read books or literature and find themes into core curriculum. Students don’t just learn learning in class. When we’re doing this
dive into a single theme or topic with real- and stuff, but it’s really hard to understand and theoretical math and science—they apply it integrated lesson plan sometimes I hear,
world relevance. In the 2013-2014 school year, grasp it as not just this cliché until you really with a hands-on project, such as building a ‘Oh! That’s why we did that in class.’
students explored the topic of fossil fuel see it in action.” solar-powered boat from scratch. The school And they’re making that link from the
dependence and climate change through —Oriana, CBHS Student has developed a partnership with Sacramento academic coursework that they take to the
a service learning project. Across different State University and a local utility to create actual project that they’re working on.”
classes, students explored the science of pathways to both college and jobs. —Ken Davis, 12th Grade Engineering Teacher
The impact is lasting. In this video, student
climate change as well as public policy and
alumni from a different project return to the
other related topics. Bringing Industry into the Classroom. Video from
scene of their 6th grade project work for the the Teaching Channel.
https://www.teachingchannel.org/videos/merging-
city of Rochester, New York and reflect on industry-and-classroom-ced
The class then traveled to Rockaway, Queens its impact, on them, and on the city https://
to witness the continued aftermath of eleducation.org/resources/revisiting-
Hurricane Sandy. Students interviewed local rochester.
politicians and met with high school students
their age who were affected by the storm. Image courtesy of NOAA.
The students created a set of documentaries
to raise public awareness of the effects
of climate change on storm victims,
and spent days doing restoration work on
damaged homes.
Co-Designing Schools Toolkit | Equitable Learning Practices P. 53
REAL-WORLD TOPICS
REAL-SCHOOL INSPIRATION
Students Learn in and with Businesses Connecting with global topics
Real World Scholars Asia Society

Sometimes real-world projects need a little “The EdCorps platform unleashes the learning Asia Society takes a global approach— • Accept responsibilities of global
support to get even more real. Real World potential in K-12 classrooms, allowing students from a focus on building global competence citizenship, and make ethical decisions and
Scholars is an organization dedicated to to turn everyday projects into student-run to engaging students in global topics. responsible choices that contribute to
supporting educators and students using businesses. We’ve been blown away by Students connect to the world in these ways the development of a more just, peaceful,
entrepreneurship to build connections among the diversity of projects – from second-grade (as described on their website): and sustainable world.
classrooms, community, and industry seed shops to website design businesses
and create authentic learning experiences. and furniture companies run by CTE classes –
because the entrepreneurial process can
• Effectively collaborate with individuals One learning module investigates the global
from different cultural backgrounds and issue of clean water. Students learn about the
make any project more relevant.”
The EdCorps platform and downloadable seek out opportunities for intercultural water crisis and its impact on health, education,
—Elyse Burden, Co-Founder, Real World
resources provide financial and banking teamwork. equity, and productivity—as the basis for a
Scholars
tools to help classrooms turn their everyday
projects into real businesses—and real Explore EdCorps.
• Analyze and evaluate global issues from range of research and communication projects.
multiple perspectives.
authentic learning. https://www.realworldscholars.org/programs/

• Understand how the world’s people and

edcorps/rochester See an example activity: The Many Ways the World
Communicates.
http://asiasociety.org/china-learning-
institutions are interconnected and how initiatives/many-ways-world-communicates
critical international economic, political,
technological, environmental, and social
systems operate interdependently across
nations and regions.

Co-Designing Schools Toolkit | Equitable Learning Practices P. 54

REAL-WORLD TOPICS
THE RESEARCH
What does the research say? References

There is strong evidence that using real-world The Aspen Institute (2018). “From a nation at risk to a nation
at hope: Recommendations from the National Commission on Social,
Hoffman, N. (2015). “Let’s get real: Deeper learning and
the power of the workplace.” Deeper Learning Research Series.
topics makes learning relevant to students. Emotional, & Academic Development.” Retrieved from:
www. NationAtHope.org.
Boston, MA: Jobs for the Future. Retrieved from: https://
studentsatthecenterhub.org/resource/lets-get-real-deeper-

Classrooms where students connect their learning-and-the-power-of-the-workplace/.

Barron, B., & Darling-Hammond, L. (2008). “Teaching for

academic learning to the learning they meaningful learning: A review of research on inquiry-based Levine, P., & Kawashima-Ginsberg, K. (2015). “Civic education
and cooperative learning.” In L. Darling-Hammond, B. Barron, and deeper learning.” Deeper Learning Research Series. Boston,
do outside of classrooms are places that P.D. Pearson, A.H. Schoenfeld, E.K. Stage, T.D. Zimmerman, G.N. MA: Jobs for the Future. Retrieved from: http://www.jff.org/
Cervetti, & J.L. Tilson, Powerful learning: What we know about publications/civic-education-and-deeper-learning.
support students’ engagement, belonging, teaching for understanding, (11-70). San Francisco, CA:
John Wiley & Sons. Retrieved from: http://www.edutopia.org/pdfs/
and ability to process information— edutopia-teaching-for-meaningful-learning.pdf. National Academies of Sciences, Engineering, and Medicine.
(2018). How people learn II: Learners, contexts, and cultures.
key requirements for culturally relevant Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000).
Washington, D.C.: The National Academies Press.

teaching and deeper learning to occur. How people learn: Brain, mind, experience, and school: Expanded
edition. Washington, DC: The National Academies Press. Steinberg, A. (1998). Real learning, real work: School-to-work

By creating learning experiences that as high school reform. New York, NY: Routledge.

integrate students’ values and give them

Hammond, Z. (2014). Culturally responsive teaching and the brain.
Thousand Oaks, CA: Corwin. Toshalis, E., & Nakkula, M. (2013). “Prioritizing motivation
and engagement.” In A. Steinberg, N. Hoffman, & R. Wolfe (Eds.),
a sense of autonomy, educators can support Anytime, anywhere: Student-centered learning for schools and
Hattie, J. (2009). Visible learning: A synthesis of over teachers, (171-202). Cambridge, MA: Harvard Education Press.
motivation to learn for students of all ages 800 meta-analyses relating to achievement. London, UK: Routledge.

and backgrounds. Hawthorne, S. (2008). “Students’ beliefs about barriers to

engagement with writing in secondary school English: A focus
group study.” Australian Journal of Language and Literacy,
31(1), 30-42.

Co-Designing Schools Toolkit | Equitable Learning Practices P. 55

RESTORATIVE JUSTICE PRACTICES
REPAIRING HURT & BUILDING security involvement in school discipline, and
disproportionate suspension and expulsion
WHAT MIGHT IT LOOK LIKE?
COMMUNITY OF TRUST rates for students of color, and we have Strong community: Proactive and reactive:
a school-to-prison pipeline across our country. Restorative justice Circles are used to build the
practices are part of building skills and conditions necessary
When the punishment for misbehavior is a community with clear for a community of trust and
removing students from class, we exclude kids But what if we could focus on really repairing behavioral expectations to address concerns when
from learning. We also fracture the trust within and adults who are willing they arise.
the hurt, restoring the standing in the to invest in establishing
the school community. This does little to repair community of the person who caused harm, trusting relationships.
any damage done and takes away students’ A continuum of restorative
and rebuilding the community of trust, all while practices:
opportunity to reflect on their misbehavior developing essential social and emotional skills Regular rhythm: Restorative justice circles
and set intentions for new ways of being. in the process? That’s restorative justice. Restorative circles and other exist on a continuum of
Couple those implications with implicit bias, restorative justice practices restorative practices that
are practiced year-round and includes affective language
become routine—not rolled and questioning at the
out in a time of crisis. informal end of the continuum,
and meetings and conferences
at the formal end.
Protocols for engagement:
Using a common
protocol for circles led
by a skilled facilitator
allows for consistency of
implementation.

HOW DOES IT WORK?

Regular practice Understanding Students & adults
of listening & the impact of experience a
being heard actions, making culture of trust
amends, &
working towards
healing

Co-Designing Schools Toolkit | Equitable Learning Practices P. 56

RESTORATIVE JUSTICE PRACTICES
THE DETAILS HOW CAN YOU HACK TOWARDS IT?
Changes in • Students or adults who have been • Adults modeling restorative justice • Examine your data through an equity lens—
harmed feeling their hurt has been practices and participating in circles Who is being sent out of class? Which sub-groups are
student & adult adequately addressed. when they have caused harm or most impacted by suspensions? How does your school
behavior might
include • Voices of all parties involved are been harmed. compare to your district and state average?
being heard. • Communities healing. What factors contribute to any over representation
of some sub-groups?
• Students involved are being able • Hold a live poll with the question: “How do you know
to return to effective learning.
you can trust someone at this school?” or “What makes
you feel that you are trusted?”
• Start with the structure—Practice the circle behavior
of having a “talking piece” to focus the group on one
speaker at a time.
• Encourage teachers and students to talk about an
incident and how it affected them. Use the three
questions from Zehr’s The Little Book of Restorative
Justice: Who has been hurt? What are their needs?
Advice from the field • Integrate restorative justice into your • When addressing bullying specifically, Whose obligations are these? (Zehr & Gohar, 2003,
pp. 20)
overall school philosophy of community take special care in implementing
Restorative justice
circles are most
and responsibility. This is not a
standalone activity.
restorative justice circles, and be
aware of the risks the power imbalance
• Role pay a 1:1 conflict resolution session at
a professional development session with staff and
effective in a safe • This will take more time than punitive between students may present to
students speaking up.
reflect on what this would look like in classrooms.
and trusting school punishment. Maximize time by
integrating restorative practices into the
• Nest a restorative justice circle in an advisory session.
community, and they How does the group adhere to its norms (or not) and
school day. what should happen to hold each other accountable?
also help to foster
such a community. • Staff need to believe in the importance • Hold a fish bowl with students inside and teachers
of restorative justice practices, and in outside to start a conversation the current discipline
Researchers their own ability to implement them. system. How do we deal with conflict in our school?
and practitioners Train your team and provide ongoing
recommend: modeling and support. Consider hiring an • Ask a few colleagues to listen to the Cult of Pedagogy
experienced coach to support teachers podcast episode 89 (February 18, 2018): Restorative
in this work. Justice in School: An Overview, an interview between
Jennifer Gonzalez and Victor Small, Jr. Discuss how it
relates to your school.

Co-Designing Schools Toolkit | Equitable Learning Practices P. 57

RESTORATIVE JUSTICE PRACTICES
REAL-SCHOOL INSPIRATION
District-supported restorative Implementing restorative justice practices in
practices the schools
Pittsburgh Public Schools San Francisco Unified School District and
Oakland Unified School District

Pittsburgh Public Schools Pursuing Equitable The RAND corporation conducted a Since 2014, San Francisco Unified School Across the Bay in Oakland, schools have also
Restorative Communities (PERC) program randomized controlled trial study of PERC. District (SFUSD) has implemented programs been leaders in district-wide restorative
is a comprehensive restorative justice The researchers found that PERC achieved to foster restorative justice practices justice. Their three-tiered school-wide
practices program, implemented in 22 schools several positive effects, including an district-wide. These programs are grounded model is structured on Community Building
from Kindergarten through 12th grade. improvement in overall school climates in the understanding that culture change starts (Prevention/Relate); Restorative Processes
PERC is built on the International Institute (as rated by teachers), a reduction in overall with relationships. Goal #1 of this program is (Intervention/Repair); and Supported Re-Entry
for Restorative Practices’ SaferSanerSchools suspension rates, and a reduction in the to make social justice a reality by addressing (Individualized/Re-Integrate).
model, and includes a suite of restorative disparities in suspension rates between the disproportionate suspension of African
practices including: affective statements, African American and white students and American and Latino students for non-ed Explore Oakland Unified’s extensive resource
restorative questions, small impromptu between low- and higher-income students. code violations. bank, including the videos and a Whole School
Restorative Justice Implementation Guide.
conferences, proactive circles, responsive https://www.ousd.org/Page/1054
circles, restorative conferences, fair process, Learn more about the SaferSanerSchools model. Check out SFUSD’s extensive website of resources
https://www.iirp.edu/continuing-education/safer- on restorative practices.
reintegrative management of shame, saner-schools https://www.healthiersf.org/RestorativePractices/ Listen to the NPR report on Oakland’s
implementation of restorative justice practices.
restorative staff community, restorative About/index.php
https://www.npr.org/sections/
approach with families, and fundamental Read the RAND report. ed/2014/12/17/347383068/an-alternative-to-
https://www.rand.org/pubs/research_reports/RR2840. suspension-and-expulsion-circle-up
hypothesis understandings. Read the SFUSD whole-school implementation guide
for restorative practices.
https://www.healthiersf.org/RestorativePractices/
Resources/documents/SFUSD%20Whole%20School%20
Implementation%20Guide%20final.pdf

Co-Designing Schools Toolkit | Equitable Learning Practices P. 58

RESTORATIVE JUSTICE PRACTICES
THE RESEARCH
What does the research say? References

Although the formal research base for The Aspen Institute (2018). “From a nation at risk to a nation
at hope: Recommendations from the National Commission on Social,
Oakland Unified School District. (2019). “Restorative Justice.”
Retrieved from: https://www.ousd.org/restorativejustice.
restorative practices is in its early stages, Emotional, & Academic Development.” Retrieved from:
www.NationAtHope.org.

studies have found that restorative

San Francisco Unified School District, Student, Family,
and Community Support Department. (2019). “Continuum of
Augustine, C. H., Engberg, J., Grimm, G.E., Lee, E., Wang, Restorative Practices.” Retrieved from: https://www.healthiersf.
justice practices can lead to reduction in E.L., Christianson, K., & Joseph, A.A. (2018). Can restorative org/RestorativePractices/WhatIsRP/continuum.php.
practices improve school climate and curb suspensions? An
misbehavior and disciplinary actions, as well evaluation of the impact of restorative practices in a mid-
Schott Foundation, Advancement Project, American Federation of
sized urban school district. Santa Monica, CA: RAND Corporation.
as improved attendance and an improved Retrieved from: https://www.rand.org/pubs/research_reports/
RR2840.html.
Teachers and National Education Association. (2014). “Restorative
practices: fostering healthy relationships & promoting positive
school climate. Additionally, a recent discipline in schools.” Retrieved from: http://schottfoundation.
org/restorative-practices.
randomized controlled trial found that a Fronius, T., Darling-Hammond, S., Persson, H., Guckenburg, S.,
Hurley, N., & Petrosino, A. (2019). “Restorative justice in
comprehensive restorative justice program U.S. schools: An updated research review.” WestEd Justice &
Prevention Research Center. Retrieved from: https://www.wested.
U.S. Department of Education Office for Civil Rights. (2014).
“Civil Rights Data Collection: Data Snapshot (School Discipline).”

in Pittsburgh Public Schools led to improved org/resources/restorative-justice-in-u-s-schools-an-updated-

research-review/.
Retrieved from: https://ocrdata.ed.gov/Downloads/CRDC-School-
Discipline-Snapshot.pdf.

school climates, reduced suspension

Gonzalez, Jennifer. (2018). “Restorative justice in school: Wachtel, T. (2016). “Defining restorative.” International
rates (including reduced disparities in An overview.” Cult of Pedagogy Podcast. Retrieved from: Institute for Restorative Practices. Retrieved from:
https://www.cultofpedagogy.com/restorative-justice-overview/. https://www.iirp.edu/restorative-practices/defining-restorative/.
suspension rates between African American
and white students, and low- and higher- McClure, L. (2016). “Bringing restorative practices to your
school.” Edutopia. Retrieved from: https://www.edutopia.org/
Zehr, H. & Gohar, A. (2003). “The little book of restorative
justice.” Retrieved from: https://www.unicef.org/tdad/
income students). There is mixed evidence,
article/bringing-restorative-practices-to-your-school-laura- littlebookrjpakaf.pdf.
mcclure.

however on the impact of restorative justice

practices on academic outcomes.

Co-Designing Schools Toolkit | Equitable Learning Practices P. 59

STUDENT PORTFOLIOS
A SPACE FOR STUDENTS TO Portfolios provide a space for students to
demonstrate progress and learning in ways that
WHAT MIGHT IT LOOK LIKE?
REFLECT ON AND SHARE EVIDENCE OF are authentic to the standards they are learning. Feedback, reflection, Storytelling:
WHAT THEY’VE LEARNED They allow students from a variety of learning and revision: Students craft compelling
styles to show what they know. They encourage Students take stock of what statements that describe
they are learning throughout their intellectual and personal
students to create, revise, and summarize work the year, why it’s important, growth which reinforce
Graphic designers and architects don’t rely on
they feel proud to display. Ultimately, portfolios and how it fits into their overall learning and bring ideas to life.
test scores to land projects. They compile and work toward mastery. For inspiration, look to
give students the opportunity to reflect on their
present portfolios that capture their final work, artist’s statements that
work, take more ownership of what they learn, accompany artwork in
document their process, and authentically show Intention:
and share it with others. museums and galleries.
they have the skills to do the job. What if student Students and teachers create
portfolios for a purpose,
learning were gauged using an authentic, holistic not just as a place to hold Point of view:
method, just like designers and architects? student work. Students focus on their
passion areas. Portfolios can
be spaces for self-expression
and experimentation, even
while serving as an authentic
assessment of mastery of
content standards.

HOW DOES IT WORK?

Providing a Inspires Supports
meaningful students to a personal,
way to exhibit synthesize enriched view
mastery & reflect on of academic
learning content

Co-Designing Schools Toolkit | Equitable Learning Practices P. 60

STUDENT PORTFOLIOS
THE DETAILS HOW CAN YOU HACK TOWARDS IT?
Changes in • Students and adults having clarity and • Adults creating flexible, authentic • Invite an architect or designer to display their portfolio
transparency on what mastery looks like. assessments that welcome different of work and discuss why it’s important.
student & adult
behavior might • Students curating, reflecting on, and proofs of learning.
• Ask students to choose three pieces of work from
include evaluating work that represents their • Students using visual media to tell one class, and create a narrative of their learning.
learning process. their stories.
• Start a teacher or leader portfolio of some of your work
• Students crafting narratives of their • Students defining and redefining what’s and share with a colleague.
progress in their learning journey. important to them.
• Create a media assignment where students use
• Adults looking at student work across storytelling tools (e.g., video, collage, blogging)
disciplines and grade levels, and starting to capture a period of learning.
conversations about standards, quality,
and equity.
• Create a “Photo Booth of Learning”— Take a daily photo
of each student with something they’re learning that
excites them. Use these insights to craft projects that
incorporate two student passions.

Advice from the field • Ground portfolio projects in standards— • Provide adequate class time and
select artifacts to demonstrate a specific instruction for students to engage in the
Because portfolios learning target. rich mental work required (e.g., curation,
can be used for • Get started by viewing other portfolios reflection, synthesis).
several purposes (e.g., and co-create with students the • Use rubrics or other tools for
learning, assessment, standards for quality for their class or consistent evaluation of student
school’s portfolio. knowledge and skills within and
reflection, presentation),
it’s important for • Explore how portfolios could be used across assessment moments.
for regular, ongoing reflection, self-
educators to establish assessment, and analysis—not just a place
the intended purpose to collect work.
and communicate it to
students. Researchers
and practitioners
recommend:

Co-Designing Schools Toolkit | Equitable Learning Practices P. 61

STUDENT PORTFOLIOS
REAL-SCHOOL INSPIRATION
Student portfolios
High Tech High

Students at High Tech High create digital Check out these teacher portfolios:

portfolios, updated every semester, that

provide “a comprehensive look at their work, Chris Wakefield, math and physics.
https://sites.google.com/a/hightechhigh.org/9th-
learning, projects, and intersession.” Project grade-math-physics-projects-hthma/
from these portfolios are available to view
publicly: Margaret Egller, humanities.
http://margareteglerdp.weebly.com/
Browse student projects at High Tech High.
https://www.hightechhigh.org/student-work/ Margaret Noble, media arts.
student-projects/
https://nobleeducator.com/

Teachers create portfolios, too. After designing Sarah Strong, math.

class projects, getting feedback, running them http://sarahgracestrong.weebly.com/
with students, and refining them, teachers
share this work online.
Co-Designing Schools Toolkit | Equitable Learning Practices P. 62
STUDENT PORTFOLIOS
THE RESEARCH
What does the research say? References

Evidence indicates that portfolios are Baeten, M., Dochy, F., & Struyven, K. (2008). “Students’
approaches to learning and assessment preferences in a
Lenz, B., Wells, J., & Kingston, S. (2015). Transforming
schools: Using performance-based learning, performance
associated with positive student outcomes, portfolio-based learning environment.” Instructional Science,
36(5-6), 359-374.
assessment, and Common Core Standards. San Francisco, CA:
Jossey-Bass.

such as self-reflection and self-assessment.

Belgrad, S., Burke, K., & Fogarty, R. J. (2008). The portfolio National Academies of Sciences, Engineering, and Medicine.
They are an effective learning strategy that connection: Student work linked to standards. Thousand Oaks, (2018). How people learn II: Learners, contexts, and cultures.
CA: Corwin Press. Washington, D.C.: The National Academies Press.
provides a space for students to synthesize
what they’ve learned and think about how Berger, R., Rugen, L., Woodfin, L., & Learning, E. (2014).
Leaders of their own learning: Transforming schools through
Pecheone, R., Pigg, M., Chung, R., & Souviney, R. (2005).
“Performance assessment and electronic portfolios: Their effect
best to present it to others. Importantly, student-engaged assessment. San Francisco, CA: John Wiley &
Sons.
on teacher learning and education.” The Clearing House, 78(4),
164-176.
portfolios also provide feedback to teachers
about student learning. Some researchers Buckley, S., Coleman, J., Davison, I., Khan, K. S., Zamora, J.,
Malick, S., & Sayers, J. (2009). “The educational effects of
Rhodes, T., Chen, H. L., Watson, C. E., & Garrison, W. (2014).
“Editorial: A call for more rigorous ePortfolio research.”

have questioned whether it is fair to use portfolios on undergraduate student learning.” Medical Teacher,
31(4), 282-298.
International Journal of ePortfolio, 4(1), 1-5.

classwork, where students may have received Wolf, D. P. (1989). “Portfolio assessment: Sampling student
Herman, J. L., & Winters, L. (1994). “Portfolio research: work.” In A.L. Costa (Ed.) Developing minds: A resource book
assistance from teachers or other students, A slim collection.” Educational Leadership, 52(2), 48-55. for teaching thinking, (351-355). Alexandria, VA: Association
for Supervision and Curriculum Development.
to make inferences about individual student Hewitt, G. (2001). “The writing portfolio: Assessment starts
learning, especially when comparing students with A.” The Clearing House, 74(4), 187-190.

across classrooms or schools. Additionally, Juniewicz, K. (2003). “Student portfolios with a purpose.”
some experts have expressed concerns about The Clearing House, 77(2), 73-77.

implementation challenges, including lack of Lassack, M., & Maxwell, V., (2008). “An experiment in using
portfolios in the middle school classroom.” Mathematics
student support for assessments, that may be Teaching in the Middle School. 13(7), 404-409.

perceived as more difficult than traditional

teacher-created tests. For portfolios to be
done well, school leaders need to build teacher
capacity, communicate with stakeholders
about the process, and provide logistical
support in the form of schedule and supplies.

Co-Designing Schools Toolkit | Equitable Learning Practices P. 63

STUDENT-LED PARENT-TEACHER CONFERENCES
LET STUDENTS DRIVE REFLECTIONS Students select and reflect on work that
represents their learning journey. They share
WHAT MIGHT IT LOOK LIKE?
ON THEIR LEARNING their learning with parents, as teachers support Students lead: Dialogue:
the process. Rather than teachers and Parents can ask questions
parents conferring about along the way, and teachers
When students have voice, a sense of agency students without any student and students can answer them.
and responsibility for their learning, and input, students plan for and
develop the skills to monitor their progress lead the regularly-scheduled
Range of models:
conferences with teachers
toward learning goals, they are more likely to and parents.
Some schools simply have
be engaged and motivated to learn. students join the parent-
teacher conference. Others
Often, students aren’t present for parent- Thoughtful preparation: use a “station” model, where
teacher conferences where their own Providing structure and student-parent pairs rotate
learning is discussed. What if they led them? support, including plenty to different stations around
of practice, will help students the room, while the teacher
reflect and prepare for the monitors the room or meets
conference. with students and parents at
one of the stations.

HOW DOES IT WORK?

Students taking Taking control Higher
the lead in of learning and engagement,
parent-teacher reflection academic
conferences achievement,
& parent
participation

Co-Designing Schools Toolkit | Equitable Learning Practices P. 64

STUDENT-LED PARENT-TEACHER CONFERENCES
THE DETAILS HOW CAN YOU HACK TOWARDS IT?
Changes in • Students recognizing the power and • Students, teachers, and parents or • After an assignment or unit, ask students to use a
voice they have to shape and lead their guardians talking together as members protocol of guiding questions or “thought starters”
student & adult learning path. of a learning partnership. to reflect on their learning and the skills they are
behavior might
include • All students, especially those who are • Students setting goals and taking learning developing in the class (e.g., How does this artifact
reflect what you learned about collaboration?).
struggling, discussing their learning goals risks that move them toward those goals.
and progress with teachers and parents
• Students feeling proud and celebrated • Host a student work pop-up with reflective
or guardians, and asking for the help prompts to get students engaged in talking about
by trusted adults.
they need. each other’s work (e.g., “What surprised you most
• Students demonstrating the know-how • Students building their academic in this project?” “What was the most challenging
confidence and feeling supported part?”).
to organize and lead a presentation.
• Parents and guardians who haven’t
by their adult allies.
• Before the next parent or guardian conference,
previously attended a conference
• Teachers’ increasing their knowledge ask each student to choose one piece of work that
of what students can do and what they they are proud of, one that represents a struggle,
coming and getting involved.
need to do. and/or one that illustrates their growth. Use these
• Students, parents or guardians, and • Teachers’ increasing their expectations as examples during the conference.
teachers holding each other mutually
accountable for the students’ success.
and support of students. • Stage a peer presentation—Have students present
a project to each other and give constructive
feedback.
• Review the Share Your Learning Student-Led
Advice from the field • Clearly communicate grade-appropriate • Schedule conference times so that Conferences Tool Kit for resources on how to get
started (https://www.shareyourlearning.org/slc/).
learning targets to students and parents family members can attend, keeping in
Student-led in advance, and integrate them into mind work schedules and transportation • Try a “teacher-led principal-teacher conference”
conferences work instruction. challenges. where the teacher takes the lead in reflecting on
best when students • Guide students to reflect on learning, • Prepare for any language interpretation their annual goals.
are well prepared not just the finished products. needs to ensure that family members
and have meaningful • Provide in-class time for students to feel welcome and can fully participate
in the conference.
work to discuss. prepare and receive feedback from
Researchers peers on how and what they will share • If there are issues preventing the student
during the conference. from creating their best work or getting
and practitioners
recommend: • Consider whether your conference in the way of their learning, don’t wait for
this conference to reach out to parents
should be mid-term or end-of-term.
or guardians—address those as quickly as
possible to ensure that the conference is
an opportunity for tuning and celebration.
Co-Designing Schools Toolkit | Equitable Learning Practices P. 65
STUDENT-LED PARENT-TEACHER CONFERENCES
REAL-SCHOOL INSPIRATION
Student-led conferences Student-led conferences
EL Education Envision Schools — Impact Academy

Twice a year, students at EL Education schools Watch an overview of student-led conferences Parent conferences happen in a group setting “We reflect on what we have done so far,
at WHEELS in New York.
engage their parents and teachers in a formal https://eleducation.org/resources/schoolwide- at Impact Academy: one advisor and several and what our plan is to move forward. We get
conversation about their work. Students share structures-for-student-led-conferences sets of parents and kids. Students lead our parents to know the plans so that they can
successes and struggles mid-trimester, and View examples of student-led conferences in: the conferences, while the advisor circulates support us.”
together with their parents set goals for the Kindergarten. around to support and weigh in. —Mahdari, Student
coming months. At the beginning of the year, https://eleducation.org/resources/kindergarten-
student-led-conference
the expectation is made clear to parents that
As preparation, students work with their
attendance at conferences is mandatory, Middle school.
https://eleducation.org/resources/middle-school- advisors and subject teachers. Students write
so everyone can prioritize this event. student-led-conference
down their grades in each subject, and their
High school. plan to bring up or maintain grades.
https://eleducation.org/resources/high-school-
student-led-conference

Explore station-based student-led conferences.

https://eleducation.org/resources/station-based-
student-led-conferences-in-kindergarten

Co-Designing Schools Toolkit | Equitable Learning Practices P. 66

STUDENT-LED PARENT-TEACHER CONFERENCES
THE RESEARCH
What does the research say? References

Case studies and practitioners’ guides show Berger, R., Rugen, L., Woodfin, L., & Learning, E. (2014).
Leaders of their own learning: Transforming schools through
Little, A. N., & Allan, J. (1989). “Student-led parent-teacher
conferences.” Elementary School Guidance & Counseling, 23(3),
that letting students lead parent-teacher student-engaged assessment. San Francisco, CA: John Wiley & Sons 210-218.

conferences can contribute to increases in Borba, J. A., & Olvera, C. M. (2001). “Student-led parent-teacher National Academies of Sciences, Engineering, and Medicine.
conferences.” The Clearing House, 74(6), 333-336. (2018). How people learn II: Learners, contexts, and cultures.
student ownership of learning, goal setting, Washington, DC: The National Academies Press.

achievement, reflection, and accountability, Hattie, J. (2009). Visible learning: A synthesis of over 800
meta-analyses relating to achievement. London, UK: Routledge. O’Fee, C. (2012). “Trialling student-led conferences in a
all of which can contribute to student New Zealand secondary school.” Kairaranga, 13(1), 3-6.

motivation to learn. Student-led conferences Gay, C. W. (2011). “Exploring student ownership and
responsibility through student-led conferences: A case study “Share Your Learning.” (2019). www.shareyourlearning.org.
have also been shown to increase parental of one elementary school” (doctoral dissertation). Retrieved
from: Auburn University at https://etd.auburn.edu/bitstream/
engagement in conferences. Parent involvement handle/10415/2778/Dissertation-FINAL-C.W.%20Gay%20%28AUETD%20
REVISED%29.pdf?sequence=2.
TNTP. (2018). “The Opportunity Myth: What students can show
us about how school is letting them down—and how to fix it.”

in school is a strong factor in student

Retrieved from: opportunitymyth.tntp.org.

Guyton, J.M., and Fielstein, L.L. (1989). “Student-led parent

achievement. Practitioners warn that these conferences: A model for teaching responsibility.” van der Eem, M. and Haelermans, C. (2014). “The effect of
Elementary School Guidance & Counseling, 24(2), 169-172. student-led conferences on academic achievement: An experiment in
benefits hinge on clear learning targets that Dutch secondary education.” Tier Working Paper Series. Retrieved
from: http://www.tierweb.nl/tier/assets/files/UM/Working%20papers/
are both communicated in advance Hackmann, D. G. (1996). “Student-led conferences at the
middle level: Promoting student responsibility.” NASSP Bulletin,
TIER%20WP%2014-06.pdf.

and integral to instruction and discussion. 80(578), 31-36.

Juniewicz, K. (2003). “Student portfolios with a purpose.”

The Clearing House, 77(2), 73-77.

Co-Designing Schools Toolkit | Equitable Learning Practices P. 67

STUDENTS AS CONSULTANTS
LISTEN TO STUDENT VOICE AND CREATE and nurturing their voice and sense of agency.
How might we help those who are most
WHAT MIGHT IT LOOK LIKE?
A SENSE OF BELONGING impacted by the decisions made in schools Earning trust: Students on committees:
to have a role in informing and making Teachers and leaders can Students can have a seat
those decisions? earn students’ trust by taking at the table to co-design
“We live in a country where those who know time, telling students about and influence decisions on
the most about education have the least say, themselves, using scaffolded curriculum, hiring, rules and
and those who know the least have the most questions describing what policies, and other issues that
Invite students—especially those who are they want to learn and impact them.
say.” —Pedro Noguera. In schools, the stakes are struggling or who seem to be on the margins of why, and talking to them in
high. Students need to know they are welcome, your school—to consult with you about what a relaxed environment
Student-led inquiry:
that their identity is valued, and that they have a you’re working on. You learn what your students Students come up with their
degree of autonomy in order to be focused and really need. They learn the skill of self advocacy More voices: own ideas and questions,
motivated to learn. Consulting with students is Students who may feel on the and report their findings to
and have a chance to be heard. That supports a margins of school are listened teachers and school leaders.
about sharing power, better understanding the more equitable and democratic school culture. to and valued by adults.
needs and desires of your students, Rotating roles can ensure that
all voices are heard.

HOW DOES IT WORK?

Giving students Shows that Builds agency &
a voice in school student self-advocacy
matters perspective & skills & fosters
contribution are positive school
valued culture

Co-Designing Schools Toolkit | Equitable Learning Practices P. 68

STUDENTS AS CONSULTANTS
THE DETAILS HOW CAN YOU HACK TOWARDS IT?
Changes in • Students having frequent positive • Adults taking action based on input • Set up a suggestion box or idea wall in a well-
interactions with teachers and/or from students. traveled place.
student & adult
behavior might
administrators.
• Students taking ownership in the • Have lunch with a few students and share what
include • Students sharing ideas and constructive school’s success. you’re working on and any questions you have.
criticisms.
• Students feeling like they belong • Try a live poll: Stand in the hallway with
• Adults listening to students who at school. a whiteboard or chart paper with a compelling
previously felt and/or were marginalized. prompt on it (e.g., “If my school really knew
• Adults learning about students’ me…” or “What was the most important thing you
learned today?”) and invite responses. Then, have
outside-of-school interests.
your students help you analyze the responses.
• Invite a student to sit in on a staff meeting and
provide you with feedback afterwards.
• Invite a few students to a co-generative dialogue
(“cogen”) (Emdin, 2016), to co-design a student-
centered lesson or teacher feedback tool.

Advice from • Be flexible with traditional school • Consider the different potential levels • Seek opportunities to integrate school issues
structures, practices, beliefs, and values. of consultation you might seek from with academic curriculum. This could be a
the field
Researchers and • Really listen to and learn from students, students—feedback, input, observation,
co-design, co-creation— and how
math teacher using attendance rates to teach
percentages or a social studies teacher having
keeping an open mind to answers that students examine school policies alongside
practitioners might shift your thinking. This isn’t just
much power you’re willing to share
with students. state laws.
recommend: about ticking a box.
• Cultivate respectful disagreement • Be intentional about what you ask • Involve students in the hiring of new teachers.
students to work on with you. Link Start by letting them develop their own interview
amongst students and adults. questions.
it to opportunities to develop student
• Structure equity of voice and leadership skills.
representation—prioritize the voices
of those most impacted by changes to
share their perspective.

Co-Designing Schools Toolkit | Equitable Learning Practices P. 69

STUDENTS AS CONSULTANTS
REAL-SCHOOL INSPIRATION
The Student Bill of Rights Students hiring teachers
Student Voice High Tech High

Student Voice is dedicated to empowering Diversity & Inclusivity: All students have Ben Daley takes kids’ ideas seriously. “After being a school leader and supporting
students to take ownership of their education the right to learn in an environment that The first time he involved a student in the hiring school leaders, I know that the most important
and take action to make changes to improve doesn’t discriminate against them and reflects process, it was almost accidental—he had thing a school leader can do to develop a great
their schools and community. Centered in the variety of backgrounds in the student body. been meeting with a student and invited him school is to assemble a great team of teachers.
a commitment to address systemic inequity along to an interview to see what he thought. Schools need to design hiring processes that
in schools, Student Voice has created the The experience was transformative. Not only help them recruit outstanding teachers who
Due Process: All students have the right to
Student Bill of Rights: was the student’s feedback helpful in the will work well within their school communities.”
understand existing rules in their school and
moment, but the student felt a great sense —Ben Daley, Provost
the opportunity to address unfair treatment.
Access & Affordability: All students of importance and responsibility in his role.
have the right to an affordable and Ben describes the student feeling an extreme
equitable education. Free Expression: All students have sense of ownership in the success of the
the right to express themselves within an teacher who was hired.
educational context.
Civic Participation: All students have
the right to engage with their community and Now there’s a student at every interview
expect their schools to treat them with the Modern Technology: All students have at High Tech High. After it’s complete, students
rights of citizens. the right to access modern technology to fill out an “exit ticket” with a number of
use for their education. questions, ending with, “Would you hire
this teacher?”
Influence Decisions: All students have
the right to shape decisions and institutions Positive School Climate: All students have
that will affect their future. the right to feel mentally, physically, and
emotionally safe in school.
Deeper Learning: All students have the right
to an education tailored to their individual Read more about the Student Bill of Rights.
https://www.stuvoice.org/student-bill-of-rights
needs and that prepares them for life beyond
high school.
Co-Designing Schools Toolkit | Equitable Learning Practices P. 70
STUDENTS AS CONSULTANTS
THE RESEARCH
What does the research say? References

Listening to students is central to culturally Cushman , K. (2006). “Help us care enough to learn.” Educational
Leadership, 63(5), 34–37
Mitra, D. (2004). “The significance of students: Can increasing
‘student voice’ in schools lead to gains in youth development?”
responsive teaching. While there is little direct The Teachers College Record, 106(4), 651-688.

evidence for academic outcomes related

Emdin, C. (2016). “Seven Cs for effective teaching.”
Educational Leadership, 74 (1). Retrieved from: http://www.ascd. National Academies of Sciences, Engineering, and Medicine.
org/publications/educational-leadership/sept16/vol74/num01/Seven- (2018). How people learn II: Learners, contexts, and cultures.
to student consultants specifically, recent Cs-for-Effective-Teaching.aspx. Washington, DC: The National Academies Press.

reports from the science of learning and the Hammond, Z. (2015). Culturally responsive teaching and the brain. Noguera, P. (2012). “Are we failing our students?” Retrieved
brain conclude that student voice and agency Thousand Oaks, CA: Corwin. from: https://www.youtube.com/watch?v=uSehZPz2NoY.

in school can contribute to interest and Istance, D., & Dumont, H. (2010). “Future directions for learning Simmons, C., Graham, A., & Thomas, N. (2014). “Imagining an ideal
engagement, and feeling a sense of safety and environments in the 21st century.” In D. Istance, H. Dumont,
& F. Benavides (Eds.) The nature of learning, (317-336). Paris,
school for wellbeing: Locating student voice.” Journal
of Educational Change, 16(2), 129-144.
belonging in a learning community, which are France: OECD Publishing.

central to motivation to learn. Other benefits

Toshalis, E., & Nakkula, M. (2013). “Prioritizing motivation
Joseph, R. (2006).” The excluded stakeholder: In search of and engagement.” In A. Steinberg, N. Hoffman, & R. Wolfe (Eds.),
student voice in the systemic change process.” Educational Anytime, anywhere: Student-centered learning for schools and
include feeling heard, personal development technology: The magazine for managers of change in education, teachers, (171-202). Cambridge, MA: Harvard Education Press.
(2), 34-38.
and transformation, leadership skills, and a sense
of responsibility. Having leadership roles also Levine, P., & Kawashima-Ginsberg, K. (2015). “Civic education
and deeper learning.” Deeper Learning Research Series. Boston,
builds other important skills such as convening MA: Jobs for the Future. Retrieved from: http://www.jff.org/
publications/civic-education-and-deeper-learning.
meetings, directing actions, writing proposals,
designing websites, and recruiting peers.

Co-Designing Schools Toolkit | Equitable Learning Practices P. 71

STUDENTS AS TEACHERS
STUDENTS TEACH TO LEARN When students act as teachers, it’s an
opportunity for students to structure and
WHAT MIGHT IT LOOK LIKE?
explain content in new ways, which supports Students take on Student-centered learning
All students have unique gifts, passions, their own learning, as well as the students a teaching role: partnerships:
and talents. Creating opportunities for students they are teaching. It’s an opportunity for Students facilitate activities, Use intentional and fluid
lead discussions (preparing grouping to support each
to teach one another—to share with their peers teachers to observe and learn from the ways in advance with discussion students’ strengths, learning
and give and receive feedback—helps students students engage other students and the ways questions), assign homework styles, and learning goals in
see each other as equally capable, valued they relate and build trust. In short, it’s an (identifying areas where an engaging, supportive
their peers need practice), learning environment.
members of the school community. Students opportunity to foster a learning community. and grade work using a
can make connections to out-of- school peer-review rubric
Set norms for critique:
learning, and their interests and passions in For example, norms at High
ways that can be appreciated and support Every student has Tech High are, “Be kind.
school learning. something to teach: Be specific. Be helpful.”
Harness the unique strengths, The Stanford d.school uses,
learning styles, and learning “I like... I wish.. I wonder....”
goals of each student.
This is a great opportunity
to learn something new
about students’ interests and
expertise outside of school.

HOW DOES IT WORK?

Students Deepens Develops
teaching & own learning community where
tutoring one & capacity students take
another to facilitate ownership
others’ learning of learning

Co-Designing Schools Toolkit | Equitable Learning Practices P. 72

STUDENTS AS TEACHERS
THE DETAILS HOW CAN YOU HACK TOWARDS IT?
Changes in • Students taking charge of learning. • Students getting to know one another • Tech help is an easy first step. Ask a student
student & adult • Student teachers and learners across grades and learning differences. to teach a digital skill.

behavior might understanding the content in new ways. • Students boosting their confidence in • Have a volunteer “lunch and learn” session led
include • Students engaging and are motivated their capacity to learn by seeing their by students on topics that interest them.
to learn because they are accountable
intellectual and academic skills in action.
• Try a “jigsaw” activity to have students
to other students. • Adults learning by watching students collaboratively teach new information.
• Students feeling connected to and guide each other.
• Ask a struggling student to tutor or be a reading
empathy for teachers and their peers. buddy with a younger student.
• Students building leadership and • Take a cue from the “Apple Genius Bar” and open
collaboration skills. a peer tutoring bar.

Advice from the • Teach students peer feedback • Pair emergent multilingual students
techniques, or work with students to with students who are fluent in English
field
create agreements about feedback to support language acquisition.
Letting students act that will foster a culture of learning.
• Pair students of different ages for
as teachers can take • Clarify learning targets. peer tutoring, when possible.
the form of peer
tutoring or reciprocal
• Allow students the autonomy to own the
process, but provide the structure and
teaching, both of guidelines for high-quality collaboration
which require that in a student-centered, culturally
responsive activity.
students receive
guidance in peer • Check in to make sure this practice
is working for all students, to ensure
teaching strategies. they are getting the teacher support
Researchers and they need.
practitioners
recommend:

Co-Designing Schools Toolkit | Equitable Learning Practices P. 73

STUDENTS AS TEACHERS
REAL-SCHOOL INSPIRATION
Peer critique Peer-to-peer tutoring
EL Education Internationals Network

Ron Berger believes in the power of peer the structure for the 2nd graders to do it. In Internationals Network encourages and Watch peer-to-peer tutoring at Internationals
Network. Video from the Teaching Channel.
critique and revision. “Imagine if you were writing, Ron often starts with a group critique supports students to be responsible for https://www.teachingchannel.org/videos/ell-peer-
always graded on your first draft,” he says. of student work. Together, the class looks at an each other’s learning. Students are learning tutoring-inps

This is the experience most people have exemplary piece of work—the first chapter of content and language simultaneously in
in school. They complete an assignment, get a a mystery or a novel—and teases out the a multilingual environment. Some students
grade, and that’s it—there aren’t opportunities criteria for good storytelling. Once they’ve may have deep content knowledge in their
to revise and create something truly great, defined what good looks like, students are native language while others may be learning
learning in the process. As a long-time teacher equipped to create and critique their work. it for the first time in English. Given their varied
and chief academic officer of Expeditionary His process: strengths, students work collaboratively
Learning, Ron has collected many great 1. Start by looking at examples of work, strong to master content. Students used their varied
examples of how to structure learning and weak. strengths to support peers in all classes—
experiences so students can review each and in the process there are great
2. Unpack together what good is.
other’s work to make it stronger. opportunities for language development,
3. Give students an opportunity to revise. content learning, and honing collaborative
skills needed as adults.
In a 2nd grade “slithering snake” project,
Watch as Ron leads a group critique of student
each student created scientifically accurate work. Video from EL Education.
illustrations and an audio story, complete with https://vimeo.com/44053703

sound effects—remarkable end products.

They didn’t get to that result right away, though. Watch 5th grade students collaborating in groups
as facilitators of learning.
This was a long process where students https://eleducation.org/resources/implementing-
the-k-5-additional-language-and-literacy-all-
created drafts, critiqued each other’s work, block
and revised. The teacher didn’t need to
participate in critique; she simply provided
Co-Designing Schools Toolkit | Equitable Learning Practices P. 74
STUDENTS AS TEACHERS
THE RESEARCH
What does the research say? References

Peer tutoring and reciprocal teaching are two Barron, B., & Darling-Hammond, L. (2008). “Teaching for
meaningful learning: A review of research on inquiry-based
Mayfield, K. H., & Vollmer, T. R. (2007). “Teaching math skills
to at-risk students using home-based peer tutoring.” Journal of
specific strategies related to engaging students and cooperative learning.” In L. Darling-Hammond, B. Barron,
P.D. Pearson, A.H. Schoenfeld, E.K. Stage, T.D. Zimmerman,
Applied Behavior Analysis, 40(2), 223-237.

as teachers. Multiple systematic reviews of G.N. Cervetti, & J.L. Tilson, Powerful learning: What we know
about teaching for understanding, (11-70). San Francisco, CA: National Academies of Sciences, Engineering, and Medicine.
(2018). How people learn II: Learners, contexts, and cultures.
research have indicated that these practices
John Wiley & Sons. Retrieved from: http://www.edutopia.org/pdfs/
edutopia-teaching-for-meaningful-learning.pdf. Washington, DC: The National Academies Press.

can contribute to positive outcomes for Slavin, R. (2010). “Co-operative learning: What makes group-work
Berger, R., Rugen, L., Woodfin, L., & Learning, E. (2014).
students. More generally, the literature shows Leaders of their own learning: Transforming schools through
student-engaged assessment. San Francisco, CA: John Wiley & Sons.
work?” In D. Istance, H. Dumont, & F. Benavides (Eds.),
The nature of learning, (161-178). Paris, France: OECD
increases in student engagement in collaborative Publishing. Retrieved from: http://www.successforall.org/wp-
content/uploads/2016/02/CL-What-Makes-Groupwork-work.pdf.
work, discussions of learning, and feedback for Brannagan, K. B., Dellinger, A., Thomas, J., Mitchell, D.,
Lewis-Trabeaux, S., & Dupre, S. (2013). “Impact of peer teaching
purposes of formative assessment. A recent on nursing students: Perceptions of learning environment,
self-efficacy, and knowledge.” Nurse Education Today, 33(11),
Surr, W., Zeiser, K., Briggs, O., & Kendziora, K. (2018).
“Learning with others: A study exploring the relationship between

AIR study found that students associated 1440-1447. collaboration, personalization, and equity: Final report.”
American Institutes for Research & Student-Centered Learning

personalized learning with collaboration and

Research Collaborative. Retrieved from: https://www.air.org/
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). resource/learning-others-study-exploring-relationship-between-
(1999). How people learn: Brain, mind, experience, and school. collaboration-personalization-and.
learning from and with peers, which they valued Washington DC: National Academy Press.

and benefited from. Importantly, the study also Hattie, J. (2009). Visible learning: A synthesis of over 800
Topping, K. J., Thurston, A., McGavock, K., & Conlin, N. (2012).
“Outcomes and process in reading tutoring.” Educational Research,
found that Black students in the study group had meta-analyses relating to achievement. London, UK: Routledge 54(3), 239-258.

different experiences of collaboration in the Istance, D., & Dumont, H. (2010). “Future directions for learning
classroom than non-Black students, including at environments in the 21st century.” In D. Istance, H. Dumont,
& F. Benavides (Eds.) The nature of learning, (317-336). Paris,
times feeling excluded, unsupported by teachers, France: OECD Publishing.

and that the work was not relevant to their lives.

The authors recommended that teachers take
the time to get feedback directly from Black
students to ensure their learning needs are being
met. Additionally, one study of nursing students
found that students reported anxiety about
their own performance and the quality of tutor
response vs. teacher response, which may
be alleviated with better tutor preparation.
Co-Designing Schools Toolkit | Equitable Learning Practices P. 75
TEACHER-TO-TEACHER FEEDBACK
TEACHERS LEARN FROM EACH OTHER Teachers innovate daily and are filled with
craft knowledge about how to adapt lessons
WHAT MIGHT IT LOOK LIKE?
to their unique students’ needs. Think of all the Behavior agreements: Active, intentional learning:
The learning culture of a school can not be knowledge this unlocks and the collaborative Leaders work with faculty to Teachers are active in setting
limited to the students. When teachers and spirit it promotes. But it doesn’t happen on its define behavioral agreements learning and practice goals
and goals. It’s essential for and seeking out feedback to
school leaders have the time, training, and own. Teachers need facilitated opportunities help them monitor progress
feedback and coaching to be
support to give and receive informal and formal to build trust and a sense of community with an optimistic process, focused toward those goals.
feedback, or to coach one another, they form each other so they can give and receive on fostering the safe and
supportive environment in
a learning partnership, take ownership of their feedback. Start a dialogue and create channels which learning can happen.
learning, learn from expert practitioners and structures to keep the conversation going.
(each other), and model a community of learners Feedback structure:
for students. As schools work toward creating The most effective feedback
greater equity, students depend on teachers and peer coaching meetings
follow protocols and
to support each other and master their crafts structures to keep the
across all classrooms, so that every student conversation focused and
has access to a high quality teacher. productive. For example:
(1) Define the feedback you’re
looking for; (2) Share the work;
(3) Open up to feedback;
and (4) Reflect.

HOW DOES IT WORK?

Structures that Fosters a safe Better teaching
ensure teachers & innovative & modeling of
have time, space, learning effective learning
& compensation environment practices
to learn with for teachers
peers

Co-Designing Schools Toolkit | Equitable Learning Practices P. 76

TEACHER-TO-TEACHER FEEDBACK
THE DETAILS HOW CAN YOU HACK TOWARDS IT?
Changes in • Teachers inviting feedback and advice • Teachers feeling a sense of trust and • Provide the coffee and encouragement for teachers
from colleagues and receiving it belonging among colleagues. to have a few one-on-one conversations.
student & adult
behavior might
constructively.
• Teachers modeling vulnerability, • Try a protocol from the School Reform Initiative,
include • Teachers refining teaching practices. collaboration, and democratic behavior such as “Peeling the Onion” or “Consultancy” to give
• Teachers trying on different roles, for students. and receive feedback with another educator,
or to explore the process of feedback (https://
including formal and informal coaching
www.schoolreforminitiative.org/protocols/).
roles.
• Invite teachers to participate in instructional rounds
that seek to highlight the best practices they see
within each other’s classrooms.
• Use the first ten minutes of a staff meeting to
encourage teachers to share one of their best
practices or tricks of their craft (e.g., how to form
groups, how to ensure you hear all voices, how to
connect with parents).

• Give teachers a block of time to meet. • Identify issues to focus the work (content, • Pose an equity challenge that teachers have named.
Advice from the field Gather feedback on what is and is not working.
The goal is to eventually create regularly student experience, assessment).
Teacher-to-teacher Share at a faculty meeting and brainstorm what-ifs.
feedback can take
occurring meetings.
• Link teachers with one another to
the form of teacher
• Make it safe—this should contribute facilitate communication and knowledge
to teachers’ feeling of belonging and exchanges.
collaboration to address autonomy.
student learning, or peer- • Make it clear—this should be about
• Share results early and often.
to-peer coaching. Both shared learning, not teacher performance
evaluation.
practices work best
when school leaders • Develop and foster community through
joint work on instruction.
provide strong support.
Quality training and
implementation are key
to the success of this
practice. Researchers and
practitioners recommend:
Co-Designing Schools Toolkit | Equitable Learning Practices P. 77
TEACHER-TO-TEACHER FEEDBACK
REAL-SCHOOL INSPIRATION
Project tuning protocol Critical Friends
High Tech High New Tech Network

Ben Daley, provost, and his colleagues at the 1. Hard on the content, soft on the people New Tech Network uses “Critical Friends” Learn about Critical Friends. Video from the
Teaching Channel.
High Tech High Graduate School of Education 2. Be kind, helpful, and specific feedback protocols. In collaborative sessions, https://www.teachingchannel.org/videos/reflection-
believe that culture change for students starts a group of teachers evaluates student work, on-student-work-ntn
3. Share the air (or “step up, step back”)
with adults—and collaboration is an important reflects on the design of the project,
part of that. One of the most important Then it provides the structure for a 30-min and makes suggestions for improvement.
ways that teachers collaborate is to provide feedback session.
feedback on the projects that they plan to run
in their classes. Try out High Tech High’s project tuning protocol.
https://docs.google.com/document/d/1ChY49zUhtR6zg
4N_7NYw41ShMrNuW6CZELzeMKTwUHU/edit

Adapting a protocol from Kaner’s, The

Facilitator’s Guide to Participatory Decision
Making, High Tech High has created the
project tuning protocol that makes each
feedback discussion a fruitful one. It starts
with norms for behavior:
Co-Designing Schools Toolkit | Equitable Learning Practices P. 78
TEACHER-TO-TEACHER FEEDBACK
THE RESEARCH
What does the research say? References

Studies and expert opinion have found that The Aspen Institute (2018). “From a nation at risk to a nation
at hope: Recommendations from the National Commission on Social,
Foltos, L. (2013). Peer coaching: Unlocking the power of
collaboration. Thousand Oaks, CA: Corwin Press.
teacher collaboration contributes to more Emotional, & Academic Development.” Retrieved from:
www.NationAtHope.org.

teachers using new practices, willingness

Garmston, R.J. (1987). “How administrators support peer
coaching.” Educational Leadership, 44(5), 18-26.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.).
to share practices, and opportunities for (1999). How people learn: Brain, mind, experience, and school.
Washington DC: National Academy Press. Hord, S. M., & Sommers, W. A. (Eds.). (2008). Leading
teachers to learn. It has also been shown to professional learning communities: Voices from research and
practice. Thousand Oaks, CA: Corwin Press.
narrow achievement gaps and raise student Costa, A. L., Garmston, R. J., & Zimmerman, D. P. (2013).
Cognitive capital: Investing in teacher quality. New York, NY:
achievement. Further, an adult learning Teachers College Press. McLaughlin, M.W., & Talbert, J.E. (2006). Building school-based
teacher learning communities: Professional strategies to improve
culture where teachers feel safe to give Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N.,
student achievement. New York, NY: Teachers College Press.
Showers, B., & Joyce, B. (1996). “The evolution of peer
and receive feedback models for students & Orphanos, S. (2009). Professional learning in the learning
profession: A status report on teacher development in the
coaching.” Educational Leadership, 53(6), 12-16.

practices that support life-long learning. United States and abroad. Dallas, TX: National Staff
Development Council.

We found less evidence for peer coaching

specifically, though researchers have found
it to be promising. One source suggests
that feedback may be more effective when
teachers avoid technical critiques, as it
can make peer coaching sessions overly
evaluative. Consider your context when
implementing a coaching model.

Co-Designing Schools Toolkit | Equitable Learning Practices P. 79

UNWALL YOUR OFFICE
SEE AND BE SEEN—IMMERSE YOURSELF IN Why not take some time to get out from behind
your desk and into the halls of your school?
WHAT MIGHT IT LOOK LIKE?
SCHOOL CULTURE Remove the barriers and invite students into Exposure: Using your equity lens:
your world by visiting theirs. Notice. Listen. Let students know you are Be aware of which students
Principals are notoriously busy—everywhere Learn students’ names. Connect with them and available to them and invested might need some extra
in their success. support. Who’s out of class
at once and often behind closed doors and in help build the sense of belonging your students a lot? Who doesn’t seem to be
meetings managing the school from behind need to fully engage in their learning. Being out connecting with anyone else?
Ambient observation:
the scenes, when what they really want is and about is an opportunity to model the kind Reach out and ask about how
Become attuned to the buzz
they’re experiencing school
to be front and center, mixing it up with the of values, mindsets, and behaviors the school of what’s happening by being
school community. in the hub of activity.
stands for, and can give you the insight you need Actively seeking feedback:
to create the climate and conditions teachers Ask lots of questions. Involve
Modeling:
and students need to do their best. Publicly model the values,
students as collaborators to
understand their needs.
behaviors, and mindsets the
school stands for.

HOW DOES IT WORK?

School leader Unexpected Develops a
is accessible conversations culture of trust
& models & better
important understanding
mindsets & of school
behaviors culture

Co-Designing Schools Toolkit | Equitable Learning Practices P. 80

UNWALL YOUR OFFICE
THE DETAILS HOW CAN YOU HACK TOWARDS IT?
Changes in • Students feeling empowered to reach • School leaders getting to know students • Stand at the school entrance and greet students as the
out to authority figures knowing that their more personally, and can empathize day begins.
student & adult
behavior might
voices are heard. with students’ experience in and out of
• Retro-fit a small table with wheels and work where
include • Students and teachers developing a school.
you’ll connect with students. Try a different location—
relationship with administrators and • School leaders considering the voices even for an hour—each day for week.
believing they’re on the same team. and experiences of diverse students
• Eat lunch in the cafeteria with students for a week.
• Fewer disciplinary incidents. when making decisions.
• Humanize the principal—have students see you in
multiple roles in the school: answering the office phone,
monitoring lunch, teaching a class, putting a bandage on
a kindergartener.
• Put an “out-of-office” response on your email that says,
“I’m working with teachers and students and will check
email after the school day ends.”

Advice from the field • Be present at key times of day, such as • Set aside time, preferably outside of the
when students arrive, have lunch, or leave school day, for email and paperwork.
To know how to best school.
serve, you need to know • Visit classrooms for at least some time
and be accountable as often as possible (even if it means
for what the school multitasking there).
community needs.
This practice makes
the principal and
the principal’s work
more visible and
transparent to the school
community. Researchers
and practitioners
recommend:

Co-Designing Schools Toolkit | Equitable Learning Practices P. 81

UNWALL YOUR OFFICE
REAL-SCHOOL INSPIRATION
Charlie Plant’s atrium office Daily greetings to build school culture
Big Picture Learning — MetWest Oakland Visitacion Valley Middle School

When Metwest Oakland moved into its new Charlie believes that students should have Principal Joe Truss of San Francisco Unified “If you are a culturally responsive leader,
building, Principal Charlie Plant put his desk “as many quality adult interactions as possible” School District and Culturally Responsive you need to have strong relationships with your
in the middle of the central atrium, by the at school. He maintains this philosophy Leadership (and a School Retool fellow) sees staff and students. This is the foundation of all
front door. It was the perfect place to greet today in his new role as Big Picture Learning’s great value in greeting students at the school learning and any deep equity work.”
students as they come in and out and cycle director of the Harbor Freight Fellows Initiative door each day. For Joe, it’s more than a nicety. —Joe Truss, Principal
between classes and, in general, to be part of (HFFI) (https://www.harborfreightfellows. Greeting students every day shows them the
every aspect of the school culture. On his desk, org/). HFFI, much like Charlie’s atrium desk value he places on them, and they come to Read more about Joe Truss and his work.
http://culturallyresponsiveleadership.com/door/
Charlie placed a microscope equipped with space, is designed to facilitate deep and expect him there. It also builds relationships—
a “slide of the day,” such as butterfly wings, sustaining relationships between adults and with students and teachers—and contributes
which invited students to stop by his space youth through a culture in which building to building a positive school culture where
on a regular basis. The room which would communities of practice are not the exception, students know that an adult cares about them.
have traditionally been the principal’s office, but the norm.
located (some might say “hidden”) behind the
copy room, became instead a useful storage
space full of books and supplies.
Co-Designing Schools Toolkit | Equitable Learning Practices P. 82
UNWALL YOUR OFFICE
REAL-SCHOOL INSPIRATION
Analogous inspiration: Open offices
Tech Startups

Jack Dorsey—CEO of tech companies Twitter The trend has swept the tech industry.
and Square—goes nuts for open office plans. Facebook hired Frank Gehry to design the
He speaks frequently about his space design largest open plan office in the world, with
philosophy: “open sight lines” that allow 435,000 square feet and capacity for 10,000
people to see from one corner of the office employees.
to another, flexible workspaces where people
can set down their laptops. Most importantly, Check out Facebook’s plans on Architect Daily
http://www.archdaily.com/489171/new-images-of-
he does not have an office, nor does anybody the-frank-gehry-facebook-campus-released
at the company. Working in the open helps him
tune in to the daily pulse of the company. And IDEO has long been a fan of open offices
when he holds his meetings in the open space and flexible space. The San Francisco office
(or in glass-walled conference rooms) he feels (pictured above) has desks in the center for
that it brings a sense of transparency to his role people working across many different projects.
as CEO. Project spaces along the edge of the space
allow teams to focus on project work, and
Read more on Slate.com: “The Boss with No Office.”
http://www.slate.com/articles/business/ display their work for the design community.
psychology_of_management/2014/05/open_plan_
offices_the_new_trend_in_workplace_design.html

Co-Designing Schools Toolkit | Equitable Learning Practices P. 83

UNWALL YOUR OFFICE
THE RESEARCH
What does the research say? References

Most of the literature supporting this practice Boardman, R. M. (2004). “Behavior management by walking
around.” Reclaiming Children and Youth, 13(1), 48-50.
relates to principal visibility in general. Expert
commentary in articles by former principals
Bonilla, A. (2006). “10 dont’s of successful school
leadership.” Principal Leadership, 6(7), 40-43.

describe benefits that can include building

Davis, M. C., Leach, D. J., & Clegg, C. W. (2011). “The
trust and respect of staff and students, physical environment of the office: Contemporary and emerging
issues.” International Review of Industrial and Organizational
improved behavior management, and ability Psychology, 26(1), 193-237.

to gather information on instructional practices Parkes, S. E., & Ross Thomas, A. (2007). “Values in action:
that can be useful in coaching staff. Literature Observations of effective principals at work.” Journal of
Educational Administration, 45(2), 204-228.
about open plan offices in non-educational
settings shows mixed results, with benefits to
Whitaker, B. (1997). “Instructional leadership and principal
visibility.” The Clearing House, 70(3), 155-156.

collaboration, communication, and visibility,

and risks of distraction and noise.

Co-Designing Schools Toolkit | Equitable Learning Practices P. 84