Design Principles that Characterize New Systems of Learning




1. Anytime, Anywhere Learning

  • Learning beyond the school walls is valued and credentialed
  • All learners and educators have access to learning and productivity technologies
  • All learners have broadband access
  • Online learning and blended learning are a part of everyone’s educational experience
  • Time and place constraints are eliminated
  • Technology will be supported by new funding models and resource allocation strategies
  • Learners have technology-based access to teaching specialists, subject-matter specialists, learning resources and learning tools
  • Educators insure online safety, appropriate behavior, alignment of tools and techniques

2. Comprehensive Supports

  • Competencies must be explicit, observable, measurable and transferable
  • Instruction is organized around standards progressions
  • Learning is credentialed based on demonstration against expectations
  • Students who do not demonstrate mastery are provided time and support
  • Students who demonstrate mastery move forward
  • Evidence is gathered from multiple measures

3. Competency-Based Learning

  • All students have a a sense of hope and confidence about their future
  • Learners have sustained caring and positive relationships with at least one adult
  • Educators and partners do what they do best to maximize support
  • Open and aggressive communication and shared responsibility with parents and guardians.
  • Tiered support for struggling to thriving learners.
  • All families have access to high-quality early childhood programs

4. Customized Pathways

  • Every learner has a Personal Learning Plan owned and managed by learner, over time, to support the development of aspirations and help students customize pathways to success
  • Every learner has a Learner Profile that holds evidence of learning from numerous sources, over time, to inform decisions
  • Learners experience an unbound continuum of learning (not bound by grade, age, traditionally packed course sequences, stratified credit structure )
  • Teaching is adaptive to the learner
  • Learners have increasing choice
  • Learning is informed by neuroscience and developmental psychology

5. Student Agency

  • Students grow to take responsibility for and manage their learning – to develop postsecondary goals, advocate for their needs, reflect on their progress, gradually assume responsibility for their own learning, and develop identity as a life-long learner
  • Discourse between learners and adults is reciprocal, authentic, and honest
  • Strong, collaborative relationships among parents/caretakers, educators and community resources support development of individual agency
  • A systematic, ongoing approach for engaging and using student voice to shape learning and educational experiences is an essential, non-negotiable component of the learning community

6. Clear High Expectations

  • Strong and robust readiness
  • Foundation for and alignment with college, career and citizenship
  • Integrates essential knowledge, skills and dispositions