There is a growing research base indicating that the development of a set of skills and dispositions, such as perseverance, grit, and self-control, are key to academic success. These non-cognitive skills and dispositions can be developed intentionally in and out of school.
For the last two years, Schools That Lead, in partnership with the Carnegie Foundation for the Advancement of Teaching, has worked with partner schools to create school cultures of agency. As a member of the Student Agency Improvement Network, Schools That Lead is one of six organizations in the country who are working together to test ideas and grow practices to support adult and student agency.
Collaborating with the leading researchers and practitioners in the nation, enables Schools That Lead to provide unparalleled expertise in growing contextually relevant practices in our partner schools and scaling these practices to new schools.
Teachers learning together with a shared language and set of tools and practices can be powerful and can help build a learning culture – where trust, curiosity, courage and community are valued and practiced.
In a Student Learning Reflection Cycle, peers:
- use a protocol to help each other identify key questions about their students' learning,
- design ways to collect data about those questions,
- reflect on what they learn and determine appropriate next steps in their classrooms.
This practice supports teachers as they test changes to advance powerful student learning.