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Experiences where curiosity, agency, belonging, and real-world relevance shape how students learn and how adults design learning. ) /E (Purpose Advance the Public Education Promise by supporting districts in making student-centered learning the norm rather than the exception. Experiences where curiosity, agency, belonging, and real-world relevance shape how students learn and how adults design learning. ) /Pg 8 0 R /K [7] >> endobj 60 0 obj << /Type /StructElem /S /H4 /P 48 0 R /T (This toolkit will help district leaders: ) /E (This toolkit will help district leaders: ) /Pg 8 0 R /K [8] >> endobj 61 0 obj << /Type /StructElem /S /H4 /P 225 0 R /T (Understand what student-centered learning looks like in practice, ) /E (Understand what student-centered learning looks like in practice, ) /Pg 8 0 R /K [9] >> endobj 62 0 obj << /Type /StructElem /S /H4 /P 226 0 R /T (Build systems that elevate student voice and agency, and ) /E (Build systems that elevate student voice and agency, and ) /Pg 8 0 R /K [10] >> endobj 63 0 obj << /Type /StructElem /S /H4 /P 227 0 R /T (Provide ready-to-use tools educators can implement tomorrow. ) /E (Provide ready-to-use tools educators can implement tomorrow. ) /Pg 8 0 R /K [11] >> endobj 64 0 obj << /Type /StructElem /S /H4 /P 48 0 R /T (Core Understandings Student-centered learning is rigorous, relational, and future-driven. 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When students are decision-makers, not just participants, engagement and ownership rise dramatically. ) /E (These practices strengthen belonging, accelerate leadership development, and give students authentic power to shape policy, culture, and learning experiences. When students are decision-makers, not just participants, engagement and ownership rise dramatically. ) /Pg 9 0 R /K [13] >> endobj 86 0 obj << /Type /StructElem /S /H2 /P 49 0 R /T (2. Portrait of a Graduate \(or Learner\) Brings Coherence Leaders affirmed that durable skills only become teachable when systems create shared clarity. A Portrait becomes actionable when districts: ) /E (2. Portrait of a Graduate \(or Learner\) Brings Coherence Leaders affirmed that durable skills only become teachable when systems create shared clarity. A Portrait becomes actionable when districts: ) /Pg 9 0 R /K [14] >> endobj 87 0 obj << /Type /StructElem /S /H2 /P 245 0 R /T (Develop rubrics or learning progressions for core competencies. ) /E (Develop rubrics or learning progressions for core competencies. ) /Pg 9 0 R /K [15] >> endobj 88 0 obj << /Type /StructElem /S /H2 /P 246 0 R /T (Use shared planning frameworks to guide learning design. ) /E (Use shared planning frameworks to guide learning design. ) /Pg 9 0 R /K [16] >> endobj 89 0 obj << /Type /StructElem /S /H2 /P 247 0 R /T (Adopt common language across classrooms and community spaces. ) /E (Adopt common language across classrooms and community spaces. ) /Pg 9 0 R /K [17] >> endobj 90 0 obj << /Type /StructElem /S /H2 /P 248 0 R /T (Align teacher evaluation, student evidence, and professional learning. ) /E (Align teacher evaluation, student evidence, and professional learning. ) /Pg 9 0 R /K [18] >> endobj 91 0 obj << /Type /StructElem /S /H2 /P 49 0 R /T (This coherence drives consistency, reduces fragmentation, and moves the Portrait from a visionary poster to a living framework woven into curriculum, culture, and classroom practice. When everyone speaks the same language of learning, students experience transparent expectations and purposeful pathways toward mastery.) /E (This coherence drives consistency, reduces fragmentation, and moves the Portrait from a visionary poster to a living framework woven into curriculum, culture, and classroom practice. When everyone speaks the same language of learning, students experience transparent expectations and purposeful pathways toward mastery.) /Pg 9 0 R /K [19] >> endobj 92 0 obj << /Type /StructElem /S /H2 /P 49 0 R /T (3. Creating a Sense of Belonging in Districts, Schools, and Classrooms is Essential Team members agreed that student-centered learning is only possible when belonging is intentionally cultivated across the system. Students learn best when they feel emotionally and psychologically safe; known deeply, respected fully, and connected to their learning community. ) /E (3. Creating a Sense of Belonging in Districts, Schools, and Classrooms is Essential Team members agreed that student-centered learning is only possible when belonging is intentionally cultivated across the system. Students learn best when they feel emotionally and psychologically safe; known deeply, respected fully, and connected to their learning community. ) /Pg 9 0 R /K [20] >> endobj 93 0 obj << /Type /StructElem /S /H2 /P 49 0 R /T (Research shows that belonging strengthens academic engagement, boosts well-being, and is especially critical for students from historically marginalized groups as well as gifted learners who may experience isolation or masking. ) /E (Research shows that belonging strengthens academic engagement, boosts well-being, and is especially critical for students from historically marginalized groups as well as gifted learners who may experience isolation or masking. ) /Pg 9 0 R /K [21] >> endobj 94 0 obj << /Type /StructElem /S /Figure /P 49 0 R /A [249 0 R 0] /Pg 9 0 R /K [22] >> endobj 95 0 obj << /Type /StructElem /S /P /P 50 0 R /E /Pg 10 0 R /K [0] >> endobj 96 0 obj << /Type /StructElem /S /Figure /P 50 0 R /A [250 0 R 0] /Pg 10 0 R /K [1] >> endobj 97 0 obj << /Type /StructElem /S /Figure /P 50 0 R /A [251 0 R 0] /Pg 10 0 R /K [2] >> endobj 98 0 obj << /Type /StructElem /S /H1 /P 50 0 R /T (Key elements include: ) /E (Key elements include: ) /Pg 10 0 R /K [3] >> endobj 99 0 obj << /Type /StructElem /S /H1 /P 252 0 R /T (Ensuring students and educators feel seen and valued through daily interactions, inclusive practices, and high expectations for all. ) /E (Ensuring students and educators feel seen and valued through daily interactions, inclusive practices, and high expectations for all. ) /Pg 10 0 R /K [4] >> endobj 100 0 obj << /Type /StructElem /S /H1 /P 253 0 R /T <537570706F7274696E67206C6561726E657273902067726F77746820696E207761797320746861742070726F74656374206469676E69747920616E64206964656E746974792C20696E636C7564696E672063756C747572616C6C7920726573706F6E736976652070726163746963657320616E642061666669726D696E6720666565646261636B2E20> /E 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students can take risks, express curiosity, and collaborate without fear of judgment. ) /E (Creating emotionally safe learning environments where students can take risks, express curiosity, and collaborate without fear of judgment. ) /Pg 10 0 R /K [7] >> endobj 103 0 obj << /Type /StructElem /S /H1 /P 256 0 R /T (Building consistent, trusting relationships that anchor engagement, persistence, and long-term well-being. ) /E (Building consistent, trusting relationships that anchor engagement, persistence, and long-term well-being. ) /Pg 10 0 R /K [8] >> endobj 104 0 obj << /Type /StructElem /S /H1 /P 50 0 R /T 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(Civic and government partnerships, \(e.g., Joint projects with Chambers of Commerce, Economic Development Agencies\)) /E (Civic and government partnerships, \(e.g., Joint projects with Chambers of Commerce, Economic Development Agencies\)) /Pg 10 0 R /K [11] >> endobj 107 0 obj << /Type /StructElem /S /H1 /P 258 0 R /T (Partnerships with businesses and nonprofits \(e.g., No Place for Hate, Junior Achievement\) ) /E (Partnerships with businesses and nonprofits \(e.g., No Place for Hate, Junior Achievement\) ) /Pg 10 0 R /K [12] >> endobj 108 0 obj << /Type /StructElem /S /H1 /P 259 0 R /T (Higher Education Partnerships ) /E (Higher Education Partnerships ) /Pg 10 0 R /K [13] >> endobj 109 0 obj << /Type /StructElem /S /H1 /P 260 0 R /T (Cultural and place Based Learning Opportunities \(e.g., Museums, Science Centers\) ) /E (Cultural and place Based Learning Opportunities \(e.g., Museums, Science Centers\) ) /Pg 10 0 R /K [14] >> endobj 110 0 obj << /Type /StructElem /S /H1 /P 261 0 R /T (Service-learning, entrepreneurial experiences, and workforce-connected pathways ) /E (Service-learning, entrepreneurial experiences, and workforce-connected pathways ) /Pg 10 0 R /K [15] >> endobj 111 0 obj << /Type /StructElem /S /H1 /P 50 0 R /T (These partnerships strengthen curriculum, expand access to mentors and experts, and help students map learning to future careers and civic contributions. When community partners are co-creators, not just visitors, students experience learning that is relevant, relational, and real.) /E (These partnerships strengthen curriculum, expand access to mentors and experts, and help students map learning to future careers and civic contributions. When community partners are co-creators, not just visitors, students experience learning that is relevant, relational, and real.) /Pg 10 0 R /K [16] >> endobj 112 0 obj << /Type /StructElem /S /H1 /P 50 0 R /T (5. Student-Centered Learning Requires Parallel Supports for Adults Leaders emphasized that student-centered learning is only sustainable when adults have clarity about expectations, and they experience agency, and belonging, too. Priorities included: ) /E (5. Student-Centered Learning Requires Parallel Supports for Adults Leaders emphasized that student-centered learning is only sustainable when adults have clarity about expectations, and they experience agency, and belonging, too. Priorities included: ) /Pg 10 0 R /K [17] >> endobj 113 0 obj << /Type /StructElem /S /H1 /P 262 0 R /T <48756D616E2D63656E74657265642070726F66657373696F6E616C206C6561726E696E67207468617420686F6E6F72732074656163686572739020737472656E6774687320616E6420696E7465726573747320> /E <48756D616E2D63656E74657265642070726F66657373696F6E616C206C6561726E696E67207468617420686F6E6F72732074656163686572739020737472656E6774687320616E6420696E7465726573747320> /Pg 10 0 R /K [18] >> endobj 114 0 obj << /Type /StructElem /S /H1 /P 263 0 R /T (Structures for creativity, collaboration, and wellness ) /E (Structures for creativity, collaboration, and wellness ) /Pg 10 0 R /K [19] >> endobj 115 0 obj << /Type /StructElem /S /H1 /P 264 0 R /T (Strong induction and mentoring systems ) /E (Strong induction and mentoring systems ) /Pg 10 0 R /K [20] >> endobj 116 0 obj << /Type /StructElem /S /H1 /P 265 0 R /T (Hiring educators with dispositions aligned to student-centered values ) /E (Hiring educators with dispositions aligned to student-centered values ) /Pg 10 0 R /K [21] >> endobj 117 0 obj << /Type /StructElem /S /H1 /P 266 0 R /T (Creating Career Ladders to support ongoing growth for educators ) /E (Creating Career Ladders to support ongoing growth for educators ) /Pg 10 0 R /K [22] >> endobj 118 0 obj << /Type /StructElem /S /H1 /P 50 0 R /T (Districts also noted the importance of tools that reduce complexity and cognitive load: ) /E (Districts also noted the importance of tools that reduce complexity and cognitive load: ) /Pg 10 0 R /K [23] >> endobj 119 0 obj << /Type /StructElem /S /H1 /P 267 0 R /T (Planning templates and generative AI-assisted unit design ) /E (Planning templates and generative AI-assisted unit design ) /Pg 10 0 R /K [24] >> endobj 120 0 obj << /Type /StructElem /S /H1 /P 268 0 R /T (Ready-to-use protocols for curiosity, collaboration, and reflection ) /E (Ready-to-use protocols for curiosity, collaboration, and reflection ) /Pg 10 0 R /K [25] >> endobj 121 0 obj << /Type /StructElem /S /H1 /P 269 0 R /T (Clear measurement tools such as rubrics, self-assessments, and portfolio templates ) /E (Clear measurement tools such as rubrics, self-assessments, and portfolio templates ) /Pg 10 0 R /K [26] >> endobj 122 0 obj << /Type /StructElem /S /H1 /P 50 0 R /T (In a time of educator shortages, supporting the adults who support students is essential for scalability, stability, and transformational impact. ) /E (In a time of educator shortages, supporting the adults who support students is essential for scalability, stability, and transformational impact. ) /Pg 10 0 R /K [27] >> endobj 123 0 obj << /Type /StructElem /S /Figure /P 50 0 R /A [270 0 R 0] /Pg 10 0 R /K [28] >> endobj 124 0 obj << /Type /StructElem /S /P /P 51 0 R /E /Pg 11 0 R /K [0] >> endobj 125 0 obj << /Type /StructElem /S /Figure /P 51 0 R /A [271 0 R 0] /Pg 11 0 R /K [1] >> endobj 126 0 obj << /Type /StructElem /S /Figure /P 51 0 R /A [272 0 R 0] /Pg 11 0 R /K [2] >> endobj 127 0 obj << /Type /StructElem /S /P /P 51 0 R /E (Conclusion ) /Pg 11 0 R /K [3] >> endobj 128 0 obj << /Type /StructElem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g 11 0 R /K [4] >> endobj 129 0 obj << /Type /StructElem /S /P /P 51 0 R /E (This work also requires parallel supports for educators, ensuring they have the clarity, tools, and well-being necessary to bring these practices to life every day. 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