Resource Library

Displaying 1 - 131 of 131

1: Positive Developmental Relationships

A Bell Schedule Without Bells: Redesigning the High School Infrastructure (KnowledgeWorks)

In this article, the author considers two alternatives to a factory-model schedule—Flex Mod Schedule and Asynchronous Schedule—that guide adults to build relationships with learners.

Article

How Being Part of a ‘House’ Within a School Helps Students Gain a Sense of Belonging (KQED’s MindShift)

Based on interviews with students and staff at California middle schools and high schools, this article explains how being part of a “house” increases belonging.

Article

Reimagining the School Day (Center for American Progress)

This article compiles five promising models to change typical school schedules, including schedules that have already been implemented across the country and teachers’ ideas for alternatives to the traditional school day model.

Article

School Relationships (Greater Good in Education)

This web page compiles information on practices for fostering positive peer relationships, teacher–student relationships, staff relationships, and family and community relationships.

Web page

XQ Design Principle: Caring, Trusting Relationships (XQ)

This web page provides multiple examples for how to design high schools for caring, trusting relationships and features school profiles.

Web page

Classroom Looping: What It Is and Why Schools Should Consider It (Mimio Educator)

This blog post discusses the benefits of looping, a practice in which students stay with the same teacher for multiple years.

Blog post

Looping (University of Minnesota)

This short article summarizes research on looping and provides an annotated bibliography of studies.

Article

Are Advisory Groups ‘Essential’? What They Do, How They Work (Coalition of Essential Schools)

This article describes the powerful role that advisory groups can play in personalizing students’ educational experiences and improving the tone of a school. It also offers suggestions on organizing advisory groups.

Article

Community Matters: A Facing History & Ourselves Approach to Advisory (Facing History & Ourselves)

Built on a foundation of social and emotional learning, this advisory curriculum for grades 8–10 provides a school year’s worth of activities, materials, and best practices for establishing an inclusive community where students can engage in honest discussion and build their voices. The appendix offers tips for designing an advisory program.

Curriculum

Conflict Resolution in the High School (Educators for Social Responsibility)

This book includes curriculum to be used in advisory that addresses conflict resolution, problem-solving, diversity and intergroup relations, social and emotional development, and building community in secondary schools.

Curriculum

Creating Advisories: A Few Notes From the Field (Coalition of Essential Schools)

This article examines six potential pitfalls to be aware of and avoid when designing an advisory program.

Article

East Palo Alto Academy’s Advisory Handbook: A Guide to School-Wide Vertical and Horizontal Alignment (East Palo Alto Academy)

This advisory handbook provides an example of a comprehensive advisory program and curriculum at a small high school in East Palo Alto, CA.

Handbook
Curriculum

Five Tips for Teaching Advisory Classes at Your School (Greater Good Magazine)

This 2017 article discusses the importance of advisory periods for relationship building as well as how to structure them into meaningful learning opportunities.

Article

Planning to Implement the Townhall and Mind & Body Components (Center for Whole-Child Education)

This toolkit outlines how a school might leverage a structure like class meetings or advisories to build developmental relationships and to cultivate students’ emotional awareness.

Toolkit

The Advisory Guide: Designing and Implementing Effective Advisory Programs in Secondary Schools (Engaging Schools)

This resource provides guidance and lesson plans to help secondary educators create advisory programs that support community building and develop social and emotional awareness and skills.

Curriculum

2: Safe, Inclusive School Climate

10 Powerful Community-Building Ideas (Edutopia)

This article compiles activities and includes illustrative videos for community building for elementary, middle, and high school.

Article
Activity

Climate Connection Toolkit (California Department of Education and WestEd)

This toolkit includes activities that school leaders can use to encourage school community members to define, examine, and build norms that nourish a sense of belonging and stronger relationships.

Toolkit
Activity

Developing Community Agreements (National Equity Project)

This web page provides tips for developing community agreements and an accompanying resource that walks through a suggested approach to engaging students and staff in the process.

Web page

Getting Classroom Management Right: Guided Discipline and Personalized Support in Secondary Schools (Educators for Social Responsibility)

This book provides resources designed for educators to organize and manage their classrooms and work with adolescents to create learning environments that foster fairness, mutual respect, accountability, and self-discipline.

Book

Turnaround for Children Toolbox (Center for Whole-Child Education)

This interactive toolkit was designed for teachers, school and district leaders, support staff, and others to reflect on and assess how to put into place whole child redesign, including cocreating norms and expectations and putting into place consistent routines.

Toolkit

Building Trauma-Sensitive Schools (National Center on Safe Supportive Learning Environments)

This web page provides resources and modules for building a trauma-informed school, and it recommends that these resources be used as part of a group-based training.

Web page

Making Classrooms and Schools Trauma-Informed and Healing-Centered (Greater Good in Education)

This web page offers strategies to support teacher and student well-being, such as how trauma- and resiliency-informed schools can recognize triggers at school and be aware of signs or symptoms of distress.

Web page

Trauma-Informed Lesson Plans and Resources (American Federation of Teachers)

This web page links to trauma-informed resources for teachers, with a particular emphasis on mental health resources and how to navigate traumatic current events.

Web page
Activity

Trauma-Informed SEL Toolkit (Transforming Education)

This toolkit provides information about how trauma impacts students and educators and outlines strategies that can be used in schools to support student and teacher well-being. The toolkit also provides prompts to facilitate educator learning and engagement with the material.

Toolkit

Implementing Restorative Practices (Minnesota Department of Education)

Minnesota has developed a suite of resources to support school districts, administrators, and educators in integrating restorative practices. Resources include those that outline key principles of restorative practices as well as those that provide implementation guidance.

Web page

Resources on Positive School Discipline (American Federation of Teachers and Partners)

This web page compiles resources from the American Federation of Teachers and its partners to help school leaders and educators implement positive discipline strategies.

Web page

Restorative Justice and Practices (International Institute for Restorative Practices)

This short reading provides an overview of restorative practices and includes the restorative questions used by the International Institute for Restorative Practices.

Article

Restorative Justice Implementation Guide: A Whole School Approach (Oakland Unified School District)

This guide was designed to support someone facilitating restorative practices in their school to create an implementation plan for introducing restorative practices to the school community.

Guide

Restorative Justice: Resources for Schools (Edutopia)

This is a compilation of resources and case studies for bringing restorative justice into schools and classrooms.

Web page

Restorative Practices: Fostering Healthy Relationships & Promoting Positive Discipline in Schools (Advancement Project, American Federation of Teachers, Schott Foundation, and National Education Association)

This guide provides examples of restorative practices, implementation tips and strategies, and examples from school districts.

Guide

Student-Led Peer Mediation (Conflict Resolution Center of St. Louis)

This website offers detailed guides and scripts for high school and middle school peer mediation services.

Website

3: Culturally Responsive and Sustaining Teaching

Identity Safe Classrooms (Dorothy M. Steele and Becki Cohn-Vargas)

This website includes activities, practices, and resources for creating identity-safe classrooms.

Website

Identity Safe Classrooms and Schools (Learning for Justice)

This blog post is part of a three-part series that links implicit bias, stereotype threat, and identity safety and describes practices educators can draw upon to build identity-safe classrooms and schools.

Blog post

Not in Our School (Not in Our Town)

This website includes lesson plans, professional development guides, and other resources to support the creation of safe, accepting, and inclusive school communities.

Website

Culturally Responsive Education Hub (Education Justice Research and Organizing Collaborative, NYC Metro Center)

This website provides practitioners resources to implement culturally responsive education and ethnic studies. Resources include research studies and briefs, tools for culturally responsive education during remote learning, and a video series that illustrates the impact of culturally responsive education.

Website

Culturally Responsive Teaching (Edutopia)

This web page provides practitioners with links to articles, resources, and videos that support culturally responsive teaching. The resources cover a range of topics, including how to facilitate discussions on equity and anti-racism in classrooms at different grade levels and how to institute discrete culturally responsive practices.

Web page

Culturally Responsive Teaching and the Brain (Zaretta Hammond)

This website for the book Culturally Responsive Teaching and the Brain also has links to blog posts and videos about designing and implementing culturally responsive instruction consistent with research on brain development and neuroscience.

Website

Portrait of a Culturally Responsive School (The Leadership Academy)

This guide describes eight action areas of culturally responsive leadership to support school leaders and practitioners in enabling learning and well-being for all members of their school communities.

Guide

The Warm Demander: An Equity Approach (Edutopia)

This blog post describes the "warm demander" framework developed at June Jordan School for Equity.

Blog post

Warm Demander (New Teacher Center)

This short video shares the voices of four teachers talking about what being a “warm demander” means to them.

Video

4: Deeper Learning Curriculum

Center for Inquiry in Teaching and Learning (New York Performance Standards Consortium)

The Center provides professional development by offering mentorship, training, and resources to school systems and groups interested in inquiry-based teaching and performance assessment.

Network
Professional development

PBLWorks (Buck Institute for Education)

This website provides K–12 educators with resources to design and facilitate high-quality project-based learning. Resources for practitioners to download include project ideas and sample planning forms, rubrics, student handouts, and more.

Website

Project-Based Learning series (Edutopia)

This web page contains articles and videos that provide an overview of the key features of project-based learning, the skills and mindsets it nurtures and requires, and the ways it fits in with many curricular areas.

Web page

Resources and Downloads to Facilitate Inquiry-Based Learning (Edutopia)

This web page helps educators find information, strategies, and tools to promote engagement in inquiry-based learning. It includes downloadable resources used by practitioners at schools with successful inquiry-based practices.

Web page

Share My Lesson (American Federation of Teachers)

This web page contains project-based learning lessons developed by American Federation of Teachers (AFT) members in collaboration with AFT staff. Resources for practitioners to download include many ideas for project-based learning across subject areas.

Web page
Activity

Youcubed (Stanford Graduate School of Education)

This website provides educators with resources to teach math in creative and inquiry-based ways that make it powerful and accessible for all learners. Resources include tasks by grade and topic, a list of key research, and online courses for educators and students.

Website

All Learners All the Time: Project-Based Learning and Equity in the Internationals Network (Internationals Network for Public Schools)

This learning brief provides examples of project-based learning through the Internationals Network as well as information about how project-based learning can be effective for multilingual learners.

Article

Big Picture Learning

Big Picture Learning works with districts and school leaders to design schools that immerse students in interest-based learning experiences. Students engage in personalized courses of study and workplace learning opportunities that are supported with advisories and other structures that enable differentiation and relationship building.

Network

High Tech High

High Tech High is a charter school network that immerses students in project-based learning and supports students through structures that foster trusting and caring relationships. High Tech High also has an affiliated Teacher Credentialing Program and Graduate School of Education, offering professional development opportunities serving national and international educators.

Network
Professional development

Linked Learning Alliance

The Linked Learning Alliance partners with education systems that are seeking to implement pathway structures in secondary schools. It supports educators, staff, and communities in engaging youth and establishing learning experiences that lead to meaningful credentials and careers. Their website also includes a resource library.

Network
Professional development

New Tech Network

New Tech Network partners with school districts to enable comprehensive school change centered on the implementation of interdisciplinary, project-based learning. To do this, the network engages district officials and practitioners in ongoing professional development and helps them consider how to spread high-quality project-based learning approaches.

Network

5: Student-Centered Pedagogy

Internationals Network for Public Schools: A Deeper Learning Approach to Supporting English Learners (Learning Policy Institute)

This report is a case study of the Internationals Network for Public Schools, which develops and supports schools for recently arrived immigrants and refugees. The report describes its pedagogical model, which integrates language development across content areas while engaging students in deeper learning approaches that allow students to learn in personalized and inquiry-based ways.

Report

Teaching for Powerful Learning: Lessons From Gateway Public Schools (Learning Policy Institute)

This case study provides an in-depth look into Gateway Public Schools and the ways it has used its founding ideals to guide its approach for effectively supporting students of all backgrounds.

Report

Teaching the Way Students Learn Best: Lessons From Bronxdale High School (Learning Policy Institute)

This case study of Bronxdale High School in New York City provides an in-depth look at how a successful school serving diverse learners organizes its structures and practices consistent with knowledge rooted in the science of learning and development.

Report

About Universal Design for Learning (CAST)

This website includes resources and videos that explain the Universal Design for Learning framework and how educators can use it to create instructional goals, assessments, methods, and materials that meet student needs.

Website

Lesson Planning With Universal Design for Learning (UDL) (Understood)

This step-by-step guide is designed to help educators create lessons that meet the needs of all students. It offers guidance on how to proactively reflect on, design, and implement lessons.

Guide

Planning Differentiated, Multicultural Instruction for Secondary Inclusive Classrooms (TEACHING Exceptional Children)

This article provides an overview of key principles and examples of differentiated instruction, Universal Design for Learning, and multicultural education, as well as a unit planner template to help educators put these components into action.

Article

What Is Assistive Technology? (Understood)

This web resource explains how assistive technology can help youth overcome learning challenges. It also provides examples of the various tools that can be used in different content areas and with different age groups.

Web page

Resources From the Center for Research on Learning (Center for Research on Learning, University of Kansas)

This web page includes tools, curricula, and guides that support the implementation of student-focused interventions that can scaffold and bolster learning.

Web page

Scaffolding in Education (Education Corner)

This resource provides educators with an overview of the benefits of scaffolding and possible implementation challenges. It also describes various scaffolding techniques and tools that practitioners can use to support teaching and learning.

Article

Six Scaffolding Strategies to Use With Your Students (Edutopia)

This resource describes six scaffolding strategies that practitioners can use to support student learning: (1) show and tell; (2) tap into prior knowledge; (3) provide time to talk; (4) pre-teach vocabulary; (5) use visual aids; and (6) pause, ask questions, pause, review.

Article

6: Authentic Assessment

Assessing Learning in the Classroom (National Education Association)

This book describes common principles for effective assessment that educators can use to ensure that assessments inform teaching and improve learning. The authors look at the strengths and limitations of various assessment approaches and share vignettes of effective classroom assessments in action.

Book

Assessing Student Learning by Design: Principles and Practices for Teachers and School Leaders (Teachers College Press)

This book provides educators with guidance on how to use assessments to gather relevant data and promote learning. Through its Assessment Planning Framework, it helps educators match assessments to purpose, goals, and content and provides insights on how assessments can promote student growth and instructional improvement.

Book

Performance Assessment Resource Bank

The Performance Assessment Resource Bank is an online collection of performance tasks and resources—collected from educators and organizations across the United States and reviewed by experts in the field—to support the use of performance assessment for meaningful learning.

Website

Quality Criteria for Systems of Performance Assessment for School, District, and Network Leaders (Learning Policy Institute)

This resource is designed to guide school, district, and network leaders in identifying high-leverage opportunities to advance performance assessment systems and outlining next steps that fit their specific contexts.

Guide

Quality Performance Assessment: A Guide for Schools and Districts (Center for Collaborative Education)

This guide describes the process of creating high-quality performance assessments supported by professional development. It also offers tools that can assist educators during this process.

Guide

Are Graduate Profiles a Fad? Or a Real Fix? (Future Focused Education)

This blog post highlights some of the pitfalls within current efforts to establish graduate profiles and explains how graduate profiles can be transformative tools if they are viewed as promises to young people rather than projections by adults.

Blog post

Deeper Learning and the Graduate Profile (San Francisco Unified School District)

This web page describes San Francisco Unified School District’s Graduate Profile and how it is organized around principles of deeper learning.

Web page

Remodeling Our System of Assessments in New Mexico (Future Focused Education)

This white paper provides a clear overview of why state assessment systems should shift toward performance assessment and what an assessment system for deeper learning could look like. The appendix includes the Central New Mexico Graduate Profile, which is organized around deeper learning competencies.

Report

Why Graduate Profiles (Scaling Student Success)

This website provides examples of graduate profiles from districts across California.

Website

California Performance Assessment Collaborative (CPAC) (Learning Policy Institute)

This web page provides information, videos, and lessons captured from the students, educators, policymakers, and researchers in CPAC who are working to study and advance the use of authentic approaches to assessment that require students to demonstrate applied knowledge of content and use of 21st-century skills.

Network

New York Performance Standards Consortium

The consortium is a network of schools that has successfully put performance assessments into practice. It has also helped build systems that enable authentic assessments to be used as alternatives to standardized testing to gauge student progress and competency. Their website offers tasks and rubrics used for portfolio construction and scoring, as well as examples of student work.

Network

The Power of Performance Assessments: Oakland Unified’s Graduate Capstone Project (Learning Policy Institute)

In this video, seniors from the Oakland Unified School District say they’ll be reaping the benefits and keeping alive the passions that came with their yearlong Graduation Capstone Project as they move on to college and work.

Video

Using Performance Assessments to Support Student Learning: How District Initiatives Can Make a Difference (Learning Policy Institute)

This research series examines the conditions needed to support the implementation of high-quality performance assessments at the district, school, and classroom levels.

Report

7: Well-Prepared and Well-Supported Teachers

EdPrepLab (Learning Policy Institute and Bank Street Graduate School of Education)

This collaborative aims to strengthen educator preparation in the United States by building the collaborative capacity of preparation programs, school districts, and state policymakers.

Network

Effective Teacher Professional Development (Learning Policy Institute)

This report reviews studies that have demonstrated a positive link between teacher professional development, teaching practices, and student outcomes. It identifies features of these approaches and offers descriptions of these models to inform those seeking to understand how to foster successful strategies.

Report

Lead by Learning (Mills College at Northeastern University)

Lead by Learning provides resources and support for adult learning and collaboration. Their signature practice, “Public Learning,” enables teachers to improve instruction by collaboratively exploring dilemmas of practice—in contrast to the more typical professional development approach of highlighting and displaying an educator’s most successful teaching practices as a model.

Website

Learning Forward

Learning Forward is the only professional association devoted exclusively to educator professional learning. This website offers multiple resources for designing and guiding effective job-embedded professional learning.

Network

Preparing Teachers for Deeper Learning (Linda Darling-Hammond and Jeannie Oakes)

This book describes programs in which teacher candidates learn to create personalized, inquiry-based learning opportunities for all children. The authors describe the curriculum, practices, and institutional structures that make teacher preparation for deeper learning possible.

Book

reDesign

This website offers resources for educators, districts, and state leaders to foster learner-centered communities. The organization also offers consulting services for school and system redesign.

Website

Teaching Profession Playbook (Partnership for the Future of Learning)

This report provides examples of educator preparation programs, including teacher residencies and Grow Your Own programs embedded in school districts. It also highlights other strategies and examples for recruitment and retention of effective educators.

Report

Toolkit: Connected Professional Learning for Teachers (ERS)

This toolkit covers strategic practices, how to organize resources, and where to get started to shift school systems to engage teachers in effective connected professional learning.

Toolkit

Transcend

Transcend provides design and implementation support to schools and districts as they seek to transform their school models. The organization provides coaching, research-driven tools, and other professional supports that guide practitioners through a research and development process to design and sustain innovation and effective implementation.

Network
Professional development

Finding Time for Collaboration (ASCD)

This resource compiles 15 examples of creative ways that schools throughout the country have made or found time for shared reflection and collaboration among teachers.

Article

Finding Time for Collaborative Planning (ERS)

This resource highlights six strategies for finding sufficient time for collaboration.

Article

It’s About Time: Organizing Schools for Teacher Collaboration and Learning (Stanford Center for Opportunity Policy in Education)

This report details the benefits and challenges of creating time and capacity for teacher collaboration and shared learning. It also describes how Hillsdale High School redesigned its master schedule to support collaboration and relationships.

Report

Rethinking the Allocation of Teaching Resources (CPRE Research Reports)

This report describes case studies of five high-performing public schools that have organized professional resources in innovative ways.

Report

8: Authentic Family Engagement

3 Ways for Schools to Engage Families of Older Students (Edutopia)

This web page provides links to videos and resources that can help practitioners develop strategies that better engage families of older students.

Web page

4 Ways to Improve Communications With Families (Edutopia)

This article describes tips and resources that can support educators in building strong communication with students’ families.

Article

Making Families Feel Welcome (Greater Good in Education)

This activity guides school staff in reflecting on the ways they can make students’ families feel valued and respected.

Guide

SEL With Families & Caregivers (Collaborative for Academic, Social, and Emotional Learning (CASEL))

This web page explores partnership opportunities and two-way communication that invites families to participate in planning processes and support social and emotional learning.

Web page

The Dual Capacity-Building Framework for Family–School Partnerships (Karen L. Mapp and Eyal Bergman)

This framework was designed to help districts and schools chart a path toward effective family engagement efforts.

Framework
Guide

Parent Teacher Home Visits

This website compiles resources for educators, families, and communities to help implement home visit programs, including tools for getting started, training, and outreach.

Website

9: Community Connections and Integrated Student Supports

A School Year Like No Other Demands a New Learning Day: A Blueprint for How Afterschool Programs & Community Partners Can Help (Afterschool Alliance)

This blueprint offers building blocks for school–community partnerships to address equity and co-construct the learning day in the context of the COVID-19 pandemic.

Framework
Guide

Building Community Schools: A Guide for Action (National Center for Community Schools)

This guide provides information on several topics related to implementing and sustaining community schools, including key elements of community schools, models of community schools across the country, and case studies.

Guide

Coalition for Community Schools

This alliance of national, state, and local organizations offers a range of resources that can help educational leaders to build and sustain community school models and initiatives in their area. These include opportunities to connect with technical assistance providers that can help communities improve their planning and management.

Network
Professional development

Community Schools Playbook (Partnership for the Future of Learning)

This playbook provides model legislation, real-world examples, and many additional resources for state and local leaders who want to support community schools.

Toolkit

Community Schools Toolkit (Partnership for the Future of Learning)

This resource provides tools, curricula, and step-by-step guides for practitioners, community members, students, and families to use and adapt to co-create community schools in their unique settings.

Toolkit

Financing Community Schools: A Framework for Growth and Sustainability (Partnership for the Future of Learning)

This finance brief discusses community schools funding in depth. It provides a framework for financing community schools and examples of how community schools at varying stages of development can identify and implement financing strategies.

Article

Getting to Work on Summer Learning: Recommended Practices for Success, 2nd Edition (RAND Corporation)

Based on thousands of hours of observations, interviews, and surveys, this report provides guidance for district leaders and their partners for launching, improving, and sustaining effective summer learning programs.

Report

Leading With Purpose and Passion: A Guide for Community School Directors (National Center for Community Schools)

This printed guide provides practical advice and concrete resources for community school directors, with an emphasis on their leadership role in schools.

Guide

Rural Health Information Hub (Federal Office of Rural Health Policy)

The website contains a database of resources that can support practitioners who work in rural schools, including resources that help local actors integrate site-based services in ways that acknowledge and address rural schools' distinct assets and needs.

Website

Scale a Community School: A System-Wide Strategy (Coalition for Community Schools)

This interactive guide is intended to support communities in planning, implementing, and sustaining a community schools strategy.

Guide

SEL in Communities (Collaborative for Academic, Social, and Emotional Learning (CASEL))

This web page provides a list of resources for starting, supporting, and strengthening community–school partnerships, from accessible blogs and videos to interviews with veteran researchers.

Web page

Start a Community School (Coalition for Community Schools)

This toolkit provides information on how to design and implement a community school. It focuses on topics such as strategic planning, leadership development, needs and capacity assessments, budgeting, and research and evaluation.

Toolkit

The Community Schools Revolution (Collaborative Communications Group)

This free online book outlines the case for community schools, profiles six community schools and districts, and offers key lessons for community school efforts.

Book

What Are Community Schools? (Partnership for the Future of Learning)

This video describes the four key features of community schools, the importance of community school coordinators, and strategies for funding community schools.

Video

What Is a Healthy School? (Healthy Schools Campaign)

The Healthy Schools Campaign (HSC) supports schools in providing students with healthy environments, nutritious food, health services, and physical activity. HSC’s resource center provides tools to engage in this work, including advocacy guides and resources to incorporate health and wellness into schools.

Website

10: Shared Decision-Making and Leadership

3 Ways Administrators Can Include Teachers in Decision-Making (Edutopia)

This article describes approaches and structures that schools can incorporate to enable educators to participate in decisions that concern them most.

Article

Educating for What? The Struggle for Democracy in Education (Deborah Meier)

This article describes the purpose of education in a democracy and explains how practices such as Habits of Mind and Heart can help educate young people to be full participants in a democracy.

Article

LAUSD Pilot Schools (Los Angeles Unified School District)

The Los Angeles Pilot Schools are a network of public schools that have autonomy over budget, staffing, governance, curriculum and assessment, and the school calendar. These autonomies also allow them to establish systems for shared leadership and decision-making.

Network

Social Justice Humanitas Academy: A Community School Approach to Whole Child Education (Learning Policy Institute)

This report looks at Social Justice Humanitas Academy, a community school in the Greater Los Angeles area that supports learning and development among its high school students. Driven by teacher and community leadership, the school maintains an inclusive learning environment, engages students in social and emotional development and student-centered pedagogies, and integrates systems of supports.

Report

Start With Diverse Shared Decision-Making Teams (California Partnership for the Future of Learning)

This toolkit showcases how select schools have developed and maintained shared decision-making processes that incorporate the voices and perspectives of diverse actors to drive equity and change.

Toolkit

Striving for Relationship-Centered Schools: Insights From a Community-Based Transformation Campaign (Learning Policy Institute)

This report illustrates how select California districts and schools have sought to transform secondary schools by engaging youth as partners in driving change. Its findings on the processes implemented in the Long Beach Unified School District especially demonstrate how students can be meaningfully engaged in shared learning and strategic planning.

Report

The Transformative Power of Listening (Shane Safir)

This excerpt from Shane Safir’s book The Listening Leader provides a framework for how school principals can effectively lead school change through shared governance.

Article

System Design To Support School Transformation

Building Equitable Learning Environments Network

Building Equitable Learning Environments (BELE) Network works with educators, policymakers, support organizations, and other actors to create equitable learning environments grounded in the science of learning and development. Guided by its transformation framework, BELE creates resources that support practitioners and decision-makers in transformation efforts and convenes partners to share learnings from equity-oriented change processes.

Network
Professional development

Center for Whole-Child Education

Center for Whole-Child Education (previously Turnaround for Children) supports practitioners in implementing whole child educational practices. The Center produces research-based tools for educators and works with schools, districts, and networks across the country to help create healthy learning environments that catalyze success and well-being.

Network
Professional development

Coalition for Community Schools

Network
Professional development

Coalition of Essential Schools

Coalition of Essential Schools offers resources to support student-centered, equity-driven learning and accompanying school transformation. It also provides technical assistance to schools that have embraced the Common Principles.

Network
Professional development

EL Education

EL Education (EL) supports academic and social and emotional learning in its network of over 150 schools. Through its work, EL has created free resources (e.g., curricula, videos, student work models) that can help educators create inquiry-based learning opportunities and build students' knowledge, skills, habits, and mindsets.

Network

Envision Learning Partners

Envision Learning Partners (ELP) works with educators, school leaders, and district officials to codesign and integrate high-quality performance assessment systems into schools to engage youth in rich and meaningful learning.

Network
Professional development

Internationals Network for Public Schools

Internationals Network for Public Schools develops schools and programs for recently arrived immigrants and refugees. Its schools integrate language development across content areas while engaging students in deeper learning approaches that allow students to learn in personalized and inquiry-based ways. The Internationals Network also offers practitioners experiential learning opportunities that simulate the effective practices Internationals schools use to support multilingual learners and to share best practices.

Network

National Center for Community Schools

National Center for Community Schools seeks to transform education by partnering with schools, districts, community partners, government agencies, and other stakeholders to create and sustain community schools.

Network
Professional development

Sample Budget and Staffing Models (Learning Policy Institute)

This resource compares the typical budgets and staffing models used in a large, comprehensive high school to those used in a high school with the same number of students that has redesigned itself into small learning communities. The contrasts between the two illustrate how the redesigned school has reallocated resources to provide smaller classes and lower pupil loads for teachers, as well as significant time for teacher collaborative planning and professional development.

Guide

Sample Schedules (Learning Policy Institute)

This resource contains sample schedules that high schools may adopt in designing a small learning community. It includes a traditional high school schedule and two sample schedules for redesigned schools to illustrate the opportunities and trade-offs that emerge in redesigning a master schedule.

Guide

XQ produces tools to empower educators, communities, and decision-makers to redesign high schools so that they better prepare youth to succeed in college, career, and life. These resources include step-by-step guides to engage practitioners in design thinking to spur innovative school transformation that is equitable and responsive to each school community.

Network
Professional development

Transcend

Network
Professional development

Big Picture Learning

Network

High Tech High

Network
Professional development

Linked Learning Alliance

Network
Professional development

New Tech Network

Network

End Notes

1 . Quoted in Foner, P. S. (Ed.). (1970). W.E.B. Du Bois speaks. Pathfinder. (pp. 230–231).

2 . See, for example, Darling-Hammond, L., Ancess, J., & Ort, S. W. (2002). Reinventing high school: Outcomes of the coalition campus schools project. American Educational Research Journal, 39(3), 639–673. https://doi.org/10.3102/00028312039003639 ; Felner, R. D., Seitsinger, A. M., Brand, S., Burns, A., & Bolton, N. (2007). Creating small learning communities: Lessons from the project on high-performing learning communities about “what works” in creating productive, developmentally enhancing, learning contexts. Educational Psychologist, 42(4), 209–221. https://doi.org/10.1080/00461520701621061 ; Hernández, L. E., Darling-Hammond, L., Adams, J., & Bradley, K. (with Duncan Grand, D., Roc, M., & Ross, P.). (2019). Deeper learning networks: Taking student-centered learning and equity to scale. Learning Policy Institute.

3 . Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2018). Malleability, plasticity, and individuality: How children learn and develop in context. Applied Developmental Science, 23(4), 307–337. https://doi.org/10.1080/10888691.2017.1398649 ; Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B. J., & Osher, D. (2019). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791 ; Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2018). Drivers of human development: How relationships and context shape learning and development. Applied Developmental Science, 24(1), 6–36. https://doi.org/10.1080/10888691.2017.1398650

4 . See, for example, Oakes, J., & Maier, A. (2020, July 7). In the fallout of the pandemic, community schools show a way forward for education [Blog post]. Learning Policy Institute. https://learningpolicyinstitute.org/blog/covid-community-schools-show-way-forward-education ; Stanton, A. (2023, September 8). Thriving, learning, and leading: What adolescents are teaching us post-pandemic and why we should listen [Blog post]. Learning Policy Institute. https://learningpolicyinstitute.org/blog/transforming-schools-thriving-learning-leading-post-pandemic

5 . Hughes, L. (1946). Freedom’s plow. Musette Publishers Inc.

6 . Darling-Hammond, L., Ancess, J, & Wichterle Ort, S. (2002). Reinventing high school: Outcomes of the Coalition Campus Schools Project. American Educational Research Journal, 39(3), 654. https://www.jstor.org/stable/3202481

7 . Rose, T. (2016). The end of average: How we succeed in a world that values sameness. HarperOne.

8 . Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2016). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87(2), 425–469. https://doi.org/10.3102/0034654316669821 ; Wang, M-T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315–352. https://doi.org/10.1007/s10648-015-9319-1

9 . Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432.

10 . Quoted in Poplin, M., & Weeres, J. (1992). Voices from the inside: A report on schooling from inside the classroom. Claremont Graduate School, Institute for Education in Transformation. (p. 11).

11 . Darling-Hammond, L., Ross, P., & Milliken, M. (2006). High school size, organization, and content: What matters for student success? Brookings Papers on Education Policy, 9, 163–203. https://doi.org/10.1353/pep.2007.0001

12 . National Center for Education Statistics. Staff employed in public elementary and secondary school systems, by type of assignment: Selected years, 1949–50 through fall 2019 [Data set]. https://nces.ed.gov/programs/digest/d21/tables/dt21_213.10.asp

13 . Organisation for Economic Cooperation and Development. (2023). Students per teaching staff (indicator) [Data set]. https://stats.oecd.org/BrandedView.aspx?oecd_bv_id=edu-data-en&doi=c26709ce-en

14 . National Center for Education Statistics. Public and private elementary and secondary teachers, enrollment, pupil/teacher ratios, and new teacher hires: Selected years, fall 1955 through fall 2029 [Data set]. https://nces.ed.gov/programs/digest/d20/tables/dt20_208.20.asp

15 . Murray, G., & Moyer-Packenham, P. (2017). Relationships between classroom schedule types and performance on the Algebra I criterion-referenced test. Journal of Education, 194(2), 35–43. https://doi.org/10.1177/002205741419400205

16 . Felner, R. D., Seitsinger, A. M., Brand, S., Burns, A., & Bolton, N. (2007). Creating small learning communities: Lessons from the project on high-performing learning communities about “what works” in creating productive, developmentally enhancing, learning contexts. Educational Psychologist, 42(4), 209–221. https://doi.org/10.1080/00461520701621061

17 . Cistone, P. J., & Shneyderman, A. (2004). Looping: An empirical evaluation. International Journal of Educational Policy, 5(1, Spring), 47–61. https://files.eric.ed.gov/fulltext/EJ795197.pdf ; Franz, D. P., Thompson, N. L., Fuller, B., Hare, R. D., Miller, N. C., & Walker, J. (2010). Evaluating mathematics achievement of middle school students in a looping environment. School Science and Mathematics, 110(6), 298–308; Hill, A. J., & Jones, D. B. (2018). A teacher who knows me: The academic benefits of repeat student–teacher matches. Economics of Education Review, 64, 1–12. https://doi.org/10.1016/j.econedurev.2018.03.004

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21 . Darling-Hammond, L., Ross, P., & Milliken, M. (2006). High school size, organization, and content: What matters for student success? Brookings Papers on Education Policy, 9, 163–203. https://doi.org/10.1353/pep.2007.0001 ; Felner, R. D., Seitsinger, A. M., Brand, S., Burns, A., & Bolton, N. (2007). Creating small learning communities: Lessons from the project on high-performing learning communities about “what works” in creating productive, developmentally enhancing, learning contexts. Educational Psychologist, 42(4), 209–221. https://doi.org/10.1080/00461520701621061

22 . Darling-Hammond, L., Ancess, J., & Wichterle Ort, S. (2002). Reinventing high school: Outcomes of the Coalition Campus Schools Project. American Educational Research Journal, 39(3), 654. https://www.jstor.org/stable/3202481

23 . Darling-Hammond, S. (2023). Fostering belonging, transforming schools: The impact of restorative practices. Learning Policy Institute. https://doi.org/10.54300/169.703

24 . Bremner, J. D. (2006). Traumatic stress: Effects on the brain. Dialogues in Clinical Neuroscience, 8(4), 445–461. https://doi.org/10.31887/DCNS.2006.8.4/jbremner

25 . Steele, D. M., & Cohn-Vargas, B. (2013). Identity Safe Classrooms: Places to Belong and Learn. Corwin Press.

26 . Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2016). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87(2), 425–469, p. 459. https://doi.org/10.3102/0034654316669821

27 . For an overview, see Darling-Hammond, L., & Cook-Harvey, C. M. (2018). Educating the whole child: Improving school climate to support student success. Learning Policy Institute. https://doi.org/10.54300/145.655

28 . Klevan, S. (2023, May 19). Restorative justice at Fremont High School: Transforming relationships and school culture [Blog post]. Learning Policy Institute. https://learningpolicyinstitute.org/blog/restorative-justice-fremont-high-school-transforming-relationships-and-school-culture

29 . Greenberg, M. T. (2023). Evidence for social and emotional learning in schools. Learning Policy Institute. https://doi.org/10.54300/928.269

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35 . Darling-Hammond, S. (2023). Fostering belonging, transforming schools: The impact of restorative practices. Learning Policy Institute. https://doi.org/10.54300/169.703

36 . Schott Foundation, Advancement Project, American Federation of Teachers, & National Education Association. (2014). Restorative practices: Fostering healthy relationships and promoting positive discipline in schools: A guide for educators. http://schottfoundation.org/sites/default/files/restorative-practices-guide.pdf

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