CCE works with educators to align instructional practices to support all students to graduate prepared for college, career, and civic life in a vibrant democracy and global society that continues to change rapidly. We believe this requires educators to ensure rigor and integrity across academic content areas while also integrating opportunities for students to learn transferable 21st century skills and to cultivate essential habits of mind.
Aligned instruction is an integral component of our Quality Performance Assessment (QPA) framework. Performance assessments and performance assessment systems promote learning experiences that allow for multiple pathways, where students can learn how to apply the knowledge, skills, and dispositions they are mastering in personalized and relevant ways.Through the lens of performance-based assessment, we can align instructional practice to match the rigor, relevance, and engagement that our students need and give meaningful feedback about their growth.
Championing culturally-relevant teaching and learning
Supporting educators to build authentic relationships ensures that student perspectives are recognized, and that each student is engaged in rigorous and relevant learning based on their unique identities. Cultural competency needs to be at the forefront–students’ diverse languages,
cultures, and experiences must be understood and valued in every classroom.
Developing future graduates who are well prepared for a rapidly changing global society
In the era of ESSA, there is a demand for more student-centered instruction and authentic assessments.Our future graduates will be expected to not merely retain facts and formulas, but to think critically, problem-solve collaboratively, and innovate creatively. We need curriculum that is personalized, engaging, and properly prepares for the challenges of today’s world.
Cultivating teacher leaders and creating cultures of teacher-driven change
Empowering teachers to own their students’ education is the critical first step. In order to design and implement learning experiences that recognize the multiple dimensions of the individual student, educators must engage in reflective practice and try new approaches. On-the-ground learning and public reflection and sharing of validated work inspire greater confidence, more effective teaching, and, ultimately, more equitable outcomes in the classroom.