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Student Agency
Phase 4  

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"Look-Fors" During Observation
Remember: The most helpful part of the observation is not checking off items, but the conversations and reflections that happen after the visit.  
Beginning/ Practicing
  • Students voice their needs, interests, and aspirations only when prompted. 
  • There are not observable opportunities for students to share needs, interests, and aspirations in the classroom.
Developing/ Achieving
  • Students have multiple opportunities to express their needs, interests, and aspirations and do so without needing to be prompted by their teacher. 
  • There are structures, processes, or practices in place that support students in voicing their needs, interests, and aspirations. 
  • There is evidence of how students advocate for themselves outside of the classroom. 
  • Students advocate not only for their personal needs, but for things they care about, believe in or feel are important to others, their greater community, or the world.
Questions to Guide Observation 
  • What do you hear students sharing about their personal needs, interests, and aspirations?
  • What evidence can you see of those things in the classroom - ie: student artifacts that demonstrate these things. 
  • Do you see processes, structures, or practices that support students in self-advocacy: ie: resources are flexibly available for students to access as needed, students are given opportunities to integrate their interests into their learning experiences, students are encouraged and supported in pursuing their aspirations through personal goal setting, internships, etc.
  • As you speak with students are they able to share with you their needs, interests, and aspirations? 
  • How do you see students supporting each other, their community, and/or the world in self-advocacy?
Resources
  • Agency by Design: This powerful video explains how a makerspace can allow students to understand that things in the world around them are designed and that students can be agents of change in those designs.
  • "The Boss of My Brain": This article provides strategies for developing metacognition in students. 
  • The Benefits of Helping Teens Identify Their Purpose in Life: This article talks about the importance of helping teens to identify and have opportunities to explore their passions through education.  
  • In his compelling TEDx Talk, Roberto Rivera shares that young people "...need the opportunity to experience their brilliance and beauty for themselves... They just need someone to journey with them, to help them find that spark, and to fan that spark into a flame - that can not only ignite their education and academic learning, but might even illuminate and revolutionize this world... Young people need someone to know that they have a voice, that they can share their stories creatively, that they can develop their social and emotional competencies doing things that really impact the world. And in so doing not only develop their competencies but transform the world in the process."
  • Relationships Bloom When Students Are Seen and Heard: "Research has shown that students' learning is significantly affected by their relationships with their peers, teachers, administrators, and the larger community. As administrators, what steps should we take to transfer this theory to practice and best meet the needs of all students?" (To access the article, please sign-up for a free subscription to ASCD.)
  • Relationships Through Real Talk: Use Real Talk discussions to forge and strengthen relationships with your students and to introduce curricular units. (To access the article, please sign-up for a free subscription to ASCD.)
  • Make Me!: Understanding and Engaging Student Resistance in School: This book by Eric Toshalis explores student resistance through a variety of perspectives, arguing that oppositional behaviors can be not only instructive but productive.
  • The Influence of Teaching Beyond Standardized Test Scores: Engagement, Mindsets, and Agency: This report concerns the influence of teaching on emotions, motivations, mindsets, and behaviors that we associate with agency. The authors ask, “How do distinct components of teaching influence the development and expression of agency-related factors in sixth to ninth grade classrooms?” ​
Advocacy Beyond Self, Coaching Tool
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Advocacy Beyond self, Coaching Tool
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Dallas ISD
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  • Home
  • About
    • Meet the Team
    • Personalized Learning
    • Meet the Work
    • In the News
    • Impact Report
  • The Rubric
    • Assessment and Data >
      • Data Driven Instruction
      • Student Feedback
      • Authentic Assessment
      • Choice in Assessment
    • Instructional Rigor >
      • Varied Learning Experiences
      • Differentiated Learning Objectives
      • Personalized Learning Pathways
      • Mastery Based Progression
    • Student Agency >
      • Rapport with Students
      • Self- Direction
      • Opportunities for Input
      • Advocacy Beyond Self
    • Classroom Culture >
      • Routines and Procedures
      • Peer Accountability
      • Growth Mindset
      • Sense of Purpose
    • Equity >
      • Self- Awareness
      • Diversity in Design
      • Collaborative Grouping
      • Access to Materials
    • Phases of PL
  • Readiness Continuum
    • 1 Vision + Priorities
    • 2 The PL Graduate
    • 3 Principal/ Leader
    • 4 PL Classroom Practices
    • 5 Curriculum + Instruction
    • 6 Data Driven Instruction
    • 7 Collaborative Design
    • 8 PL Campus Team
    • 9 Personalized PD + Supports
    • 10 Culture of Innovation
    • 11 Social Emotional Learning
    • 12 Sustainability + Access
  • Teacher Fellowship
    • Fellowship Showcase
    • 2018-2019 Fellows
    • 2017-2018 Fellows
    • 2016-2017 Fellows
  • Educator Tours
  • Opportunities
    • PL Cruise
    • Googletude
    • Google Certification
    • University Partnerships- SMU Spring 2020
    • University Partnerships- Texas Tech
  • Blog
  • Sharing the Work
  • The Lighthouse