​Look-fors by indicator to be used during a campus visit
Note: These look-fors not meant for classroom observations or feedback. 
​See the BL Coaching Progressions or the PL Coaching + Development Rubric for classroom specific look-fors.

	​Not PL Ready/ PL Ready	Consistent Practice/ Personalized
​Student Agency	Students have limited opportunities to make instructional decisions during the academic block.  Students are engaged in the goal-setting process but often times it’s teacher-driven and students use their goal(s) to identify which task to complete.	Students are trusted to make instructional decisions about what and how they learn or how they share their understanding with others. There are opportunities, structures, processes, or practices in place that support students in voicing their needs, interests, and aspirations, including opportunities to advocate for themselves and their community outside of the classroom.  ​
Authentic Learning ​	Connections to real-world learning are limited and experiences are often disconnected to how students would apply learning in the future. Students produce work for completion and the teacher is often the only one who sees work.	Students have regular opportunities to engage in real-world learning experiences that are multidisciplinary, engage authentic audiences, and incorporate their needs, interests, and aspirations.  Students apply learning and practice skills in situations that emulate future career or life situations.  When necessary, authentic learning experiences are scaffolded so that students are able to engage in real-world learning in a way that is developmentally appropriate. ​
Blended Learning ​	Teachers use blended and personalized learning terms interchangeably when planning or talking about classroom practices.  Teachers use one model of blended learning to meet the needs of students.	Teachers understand the difference between blended and personalized learning and the various models to personalize. Teachers regularly use student data to determine which blended learning model to use in the classroom.
​Flexible Learning Environment	Learning is limited to time in the physical classroom. The environment is not conducive for various models of learning (e.g., furniture does not move to adapt to instructional model).	Students have opportunities to learn outside of the classroom, including other spaces on campus and the larger community. The environment is flexible and can easily accommodate various models of instruction (e.g., furniture is on wheels).

In addition to blended learning, teachers might leverage one or more of the next generation models of learning to personalize. 

	​Not PL Ready/ PL Ready	Consistent Practice/ Personalized
Project Based Learning​	Projects are planned and designed by teachers and shared with students who complete them. Projects opportunities are supplemental to the curriculum and are often limited to the end of a unit.	Projects are differentiated or personalized to individual students that include opportunities for students to design or plan their own project with teacher support.  Formative and summative assessment is authentically built into the project plan so that students receive regular opportunities for feedback, reflection, goal-setting, and monitoring progress towards project completion and mastery.
Design Thinking ​	Opportunities for students to build creative confidence or practice are limited. Design sprints might be applied but they often occur outside of the academic experience. ​	Teachers embed opportunities to use novel engineering, design challenges, or the design thinking process in the curriculum. Teachers and students take a user-centered approach to solve authentic problems.
Competency Based Education​	Mastery is not monitored, instead completion of tasks, or time on task/ in seat, regardless of level of understanding, is used to determine when a student will move on to the next learning objective.	Systems are in place to support student progress based on mastery including a balanced system of performance-based assessment that utilizes formative, summative and diagnostic measures transparently to offer actionable and personalized feedback to learners.