ually bucalso havea core of character and Gy iach, fal intellect ting to a better world.” in re cont - Ns . oe aes nt nema NA (Ge a complex Ee Aaa aa F petione hy noe i. ice that @ ally a ding Ieads to very few opportunities in schon ot Fo ‘ of ee of me rs misundersane’ Me means for teachers to document wae 8p i cies time, spaces 20° ir practice in a systematic, collabse. "Vie A oP oe dU mately PO oan Stigler observed that “eg aborative ya "My 08 ee whe | ag, Ie, UCLA professor Jim Stigler observed that “teaching ig go Fraga Wh yo dit gest SCOP 4 Fe cone omen a8 ae pap of es BP gel in smermine whether «ching is of high quali. Ey pg np ois oe conex, rphasies the idea tat “learning is collaborate” aq in, Fa way © seit in which “school leaders, teachers, students, and fanily a on is video § ous expectations for quality work achievement, and behaving Tua fh Fir SCHOO responsibil, and joy in learning permeate the school cult °F p08 gs Th vates a national network of practitioners and goes to extraordin j i. ik 0 a high vo document quality student work, to begin to codify efcineeaet® so! pa oie school practice, and 0 iterate on chese documented activities ocnigay foe mult improve. or) produc aa Inaddition, another challenge is that in the United Stats, educatoning cer feed on ued primarily as a private, individual good, rather than a public goo, Fy. pat 42° demonstr thermore, the mechanism for how teaching and learning work is asin to be a the individual level, so the policy and practice foci are grants anced to weigh on mechanisms that increase individual student achivemen, rather than on the multiple and multidimensional factors at the ora tional or cultural level that contribute to not just individual but community and organizational flourishing. Indeed, the cultivation of interpersonal ant intrapersonal competencies at the organizational and cultural levels is view Inother words, in a ¢ logs and to persist in ¢ produce high-quality ‘tunever, the teachers 0 uhhave, be, and belon ally ignored. “Scompetencies ultim However, scholars like Anthony Bryk and Barbara Schneider have ~ Yad and work that sey ye Whee HB chal how critical such factors as “relational trust” are in creating, cult lenge, ness someti : ee ‘metimes, [saying to other teachers,] ‘oh, this is my is » Tn contrast ott i‘ learning and improving practice are part of working and being a2 _ EL Education teacher Mallory Haar commented that inher ey many schools, “Irs very easy for teachers to feel some shame and pre < By OES EL EDu ching 1m 408 Neng . Ng EL Educat lin my classroom]. You wouldn't necessarily understand.it isan Ie rigor. respect, Te cul lengths is virtu- , show? ONTED Stes gp ion explicitly pays atten on, EL sara the soil in whi re ae ele they had grow yen aske ity of teacher respondents s impor che major ch their growth took place, which they specified as a pan et in whit we that the model EL Education schools provide. * ind of ee the key challenges that EL. Education is solving around peseare som vant to the twenty-first century, In addition, in i gempaenci reran can often solely focus onthe prodars in the fee eee Ee focuses equally on ways o bean 1 eadent ie teaching that can produce works of high quality epee of ating le, EL Education staf members often tefer wean ie ~ — ae they are trying to do in all of at evco that desribes the proces of how fine grade aajoab cis avi hools drew a beautiful buccerfy after six dns, wich erp one oftheir ia oma an example to show that the ia fm pers” feereae ar development of cog- srs of producing hig I Setipeenee sua ial uaa persevere visi and emotion le drafts; eflecively and empathetclly give and box producing ep URN produce works of quality. Remark- sae er fedback; and co that when guided by knowledgeable teacher, he video conn Sea ca ineeeaiy agile “iimes pro podee enelne wor, ical chal ae nea hen the abilities to take on dificult dl hater words in a eit bie ihc be collaborating with other sdhva pasha i tied ble to society are more important oo fa neem “Bove, the teachers of EL Education explic i Perhaps twenty-fis-cen- “Sa be, and belong with others in the wo, Pog seer (ree “Teompetencies ultimately are not discrete skills bu hat the particular ask “and work that serve students well, no matter w1 lage, 10M to cy S008 Positive cu). ch students ay nd teachers can che aS teachers i in EL Educa —— POke about th sn sori Yay, x, EL eDUcaTION por te hools? EL i ity in teachers and sc es, {L Education do to develop capacity in tea Rael 8 the Competencies pertinent to the twenty-eDUCATE WHOLE STUDENTS 0 As 1 eae react cpaRING ys oe hr EL Put reverent that ERCOMPASES Chee capa poor Et Put notion of ach Cre (2) character, defined as gy pret ‘ wet catio? oe ! ‘kill and iy work and craftsmanship, As such, a pi BAe Uniced | and (3) high a domains outlined in a 2012 Nationa pi 708 I sous ign withthe FM “erpersonal, and intrapersonal te i eas pnd Oe eework © pore Cogn sdents cultivate the ability and the i” "ne of 2 chooks 30 on, 8 Pein em spon Lede ough challenging tasks, iterating rulipe fo other as suc Pe end feedback from others until their 9 ors conversa rion . - re ie he ability and disposition to relat welt [8% cenion ree They cut i be high quis: jad ace onot only work with others, but als sey tna 1232" ost @ _ rs at thy ae the ability 0 selF-regulate and pracce "ey ici aT deaders sand them. te are also able to understand and apply thei, lean? iy et carticuls pro! efecto. Studens OT ibute co cheit communities Mey Pi choos ve action : tke pot Education handbook, Expeditionary Learning Cope a ee Foe vowing Schoks, bas an explicitly “differene approach tog! ow Does E Man Fervor EL Education, “learning is ative, cha fs pda bs ig and ae vd collaborative.” Te states that the practice Se ined ind earity im the F |, public and collabora Face school environinents that promote deep engagement leg J oyganization oe is suport students achieve a high levels (guning] skis cia’ PS raues, and its ib life success—literacy, numeracy, problem-sohing «2 ‘sion, and value lege readiness and cd ni thinking, collaboration, creativity, persistence toward excel citizenship, as well as mastery of knowledge,”"® To this end, EL Education partners with individual schools and assigns: “school designer" or coach tothe school, who then visits and works vith, school leaders and key teachers to Set the overall strategy, determine afer Priorities on which to focus their work for the year, and also as professional development priorities and activities that outlined. In tandem with lence, and an saan Academy in L of the ten design f tions: “We are cre and effort to make ticed. For example sist in plnnig J cation school prin align with the gus the work of the school designer, the school mg also involve instructional coaches and send its staff to EL Ed and national conferences and workshops. EL Education hy mentor schools that operate as model: the Atlantic region a three-day leader Gomez both took discusions, and er cation eon as also identified and resources to other scookinis [iyo the value of peut A teu and systematic asessment chat benchmarks te xh! J ssureye — along thirty-eight Core practices in five domains (instruction, cut EL Education mee culture and character, student-engaged assesment "oni, < ae Throughout the program, teacher and student vis * tchools. Man i, | and prioritized, Painted on the; y cit w