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    • 11 Culture of Innovation
    • 12 Sustainability + Access
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      • DLP | Establish a Learning Management System (LMS)
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​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 goal 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 by 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 solving problems across the campus. ​
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.
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  • Home
  • About
    • Personalized Learning
    • Meet the Team
    • In the News
    • Impact Report
    • Sharing the Work
    • Blog
    • Flip the Switch
    • Resources for Families >
      • Personalized Learning for Families
      • Hybrid Learning for Families
  • 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 The PL Classroom
    • 2 Curriculum + Assessment
    • 3 Data Driven Instruction
    • 4 Social Emotional Learning
    • 5 The PL Graduate
    • 6 Principal/Leader
    • 7 Collaborative Design
    • 8 PL Campus Team
    • 9 Vision + Priorities
    • 10 Personalized PD + Supports
    • 11 Culture of Innovation
    • 12 Sustainability + Access
  • Progressions
    • Lab Rotation
    • Station Rotation
    • Individual Rotation
    • Flex Model
    • Flipped Classroom
    • Enriched Virtual
    • Distance Learning >
      • DLP | Establish a Learning Management System (LMS)
      • DLP | Engagement in Guided Learning
      • DLP | Engagement in Independent Learning
      • DLP | Feedback for Learning
    • Glossary
  • Fellowships
    • Innovation Showcase
    • Innovation in Teaching Fellowship
    • School Retool
    • iDesign Central
  • At-Home Learning Webinars
  • Opportunities
    • Educator Tours
    • Winter Design Excursion Exhibition
    • Self-Paced Google Certification Courses
    • Google Certification
    • University Partnerships- Texas Tech
    • Edcamp
    • PL Homecoming 2022
  • The Lighthouse