NEW ENGLAND ASSOCIATION OF SCHOOLS AND COLLEGES, INC.

COMMISSION ON INTERNATIONAL EDUCATION

ACE LEARNING ECOSYSTEM

STANDARDS AND PRINCIPLES

©NEASC/CIE 2017
CONTENTS

ACE Learning Eco-System 1

ACE Foundation Standards 2

ACE Learning in the 21st Century 3

ACE Learning Principles Structure 4

ACE Learning Principles 5

ACE Learning Principle 1 – Learning Goals 6-7

ACE Learning Principle 2 – Dimensions of Learning 8-9

ACE Learning Principle 3 – Assessment for, of, and as Learning 10 - 11

ACE Learning Principle 4 – Learning Perspectives 12 - 13

ACE Learning Principle 5 – Learner Engagement & Autonomy 14 - 15

ACE Learning Principle 6 – Research and Reflection on Learning 16 - 17

ACE Learning Principle 7 – Inclusiveness of Learning 18 - 19

ACE Learning Principle 8 – Governance and Leadership 20 - 22

ACE Learning Principle 9 – Learning Space & Time

23 - 24

ACE Learning Principle 10 – Learning Community 25 - 26

ACE Learning Community Reflections 27

ACE LEARNING ECO-SYSTEM
The ACE Learning Eco-System represents the interdependent and organic
relationship among the three pillars of ACE Learning: Architecture, Culture,
and Ecology.
The pillars describe the conditions, premises, norms, and values that enable
effective learning to occur.

Architecture of Learning

defines what learners learn, why they learn it, how they learn it, how learning is
assessed and communicated, to what extent learners are able to choose their own
learning, and how the learning community knows that it has achieved the desired
impact on the learner. In an environment characterized by a shared understanding and
language of learning, learners demonstrate qualities of mind and heart that allow them
to become responsible and successful citizens. An effective learning community fosters
creative and critical thinking, performance, action, and entrepreneurship. In such a
community learning and creating, thinking, doing, and ‘making’ are valued equally.

Culture of Learning

defines the learning community’s beliefs about the conditions that underpin effective
learning, the norms and core values to which it adheres, and the impact leadership,
governance, and staff have on the learning community’s sustainability and evolution.
Learning culture represents the statutory as well as unspoken agreements woven into a
fabric that creates community, sustains purpose and defines direction.
Transformational learning communities have designed mechanisms that support
intentional and systemic reflection, research, and future-oriented thinking.

Ecology of Learning

defines the physical and social/emotional ‘space’ in which learning occurs. It

encompasses the nature of relationships, interactions, and communication within the
learning community that sustain its values and norms. An effective learning ecology
supports and is aligned with the architecture and culture of learning. Its principles are
indispensable to the achievement of the purpose for which the learning community
exists. Such communities also recognize that effective learning is not necessarily a
function of fixed spaces, times, or forms.

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ACE FOUNDATION STANDARDS
Schools must substantially meet the five ACE Foundation Standards
before they will be authorized to advance to the Candidacy Phase of ACE
Accreditation. As such, the Foundation Standards serve as “gatekeepers”
of accreditation; they represent the compliance-oriented aspect of
ACE Accreditation.

LEARNING The school has in place clear statements that express

STRUCTURE a definition of learning and a set of learning principles
and objectives that shape and drive its programs and practices.
A curriculum articulating learning outcomes, expected teaching
practices, and principles of assessment exists.

ORGANIZATIONAL The school has in place a clear governance and leadership structure
STRUCTURE with defined roles and responsibilities, and a faculty and staff
qualified for the roles to which they are assigned. Expectations
defined in policy are carried out and observed in practice.
Mechanisms for assessing the effectiveness and functionality of the
school’s organizational structures have been developed.

HEALTH, SAFETY & The learning environment is safe, healthy, and secure for all members
SECURITY of the school community. Effective and well-established policies and
procedures exist and are acted upon to protect children and adults
alike.

FINANCE, The school has in place policies, practices, and procedures that
FACILITIES & ensure financial health and economic sustainability. The principles
RESOURCES governing financial management are designed to provide the
resources (in personnel, equipment, and facilities) required to
support the school’s learning concept and objectives. The school
facilities are fit for purpose.

ETHICAL PRACTICE The school has well-established, transparent policies and practices in
place to ensure that employees, learners, and parents are treated
fairly, equitably, and ethically.

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ACE LEARNING IN THE 21ST CENTURY
Learning is the capacity to consciously modify understandings and beliefs in the
presence of knowledge and experience over time. (R. Elmore)

Learning is the lifelong process of transforming information and experience into

knowledge, skills, behaviors, and attitudes. (J. Cobb)

Our brains are built to learn the best when we’re operating
at the edge of our abilities, outside of our comfort zones, and when we make a lot
of mistakes. (S. Godin)

Students reveal their understanding most effectively when they are provided with
complex, authentic opportunities to explain, interpret, apply, shift perspective,
empathize, and self-assess. When applied to complex tasks, these "six facets"
provide a conceptual lens through which teachers can better assess student
understanding. (G. Wiggins & J. McTighe)

We define…learning capacity in three ways: conceptual learning, competency

learning and character learning, interacting as a triple helix… (K. Bartlett)

Now is the time to challenge current assumptions and approaches in learning to

empower all students and all teachers to flourish. Teachers’ roles are changing
from instructors to mentors and activators. Their work increasingly focuses on
designing learning experiences that are mapped to students’ learning strengths
and needs, that create new knowledge full of real-life, relevant problem solving and
that helps students identify their talents and find purpose and passion in what they
do. (M. Fullan)

Kids who learn to avoid the discomfort of unfamiliar ideas, who do not welcome the
instructive complications of error, who think learning is a boring necessity because
it is basically about preparing for tests, who are reliant on parents and teachers to
tell them what to do, or to do it for them, who expect university degrees to be
passports to employability and financial security – such kids are now in real
trouble. (E. McWilliam & P. Taylor)

At its best, recombinant education will discover diverse organizational forms and
learning formats that find many ways to integrate talent, community assets, and
global resources in support of student-centered learning. New ways of
reassembling what seem like disparate pieces – and of incorporating new kinds of
inputs – have the potential to usher in a world of learning that provides rich
personalization for every learner throughout a lifetime. (Knowledge Works)

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ACE LEARNING PRINCIPLES STRUCTURE
Each of the ten Learning Principles follows the same structure:
• The Learning Principle is stated.

• The desired Learning Impacts are defined. The learning community may add
additional Impacts.

• Guiding Questions are intended to serve as conversation starters and discussion

catalysts, and may also be used to help structure workshops. The learning
community may propose additional guiding questions.

• Rubrics describe what each Learning Principle “looks like” at different stages of a
learning community’s development. The rubrics help the learning community
identify its own strengths as well as less advanced areas. The rubrics represent the
ACE Transformational Learning Continuum.

The Learning Principles represent the heart of ACE Accreditation;

their focus is to guide learning communities towards transformation.

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ACE LEARNING PRINCIPLES
1. LEARNING GOALS Learners demonstrate understandings, competencies,
knowledge, dispositions, and values that will allow them to
become responsible and successful citizens.

2. DIMENSIONS OF Learning encompasses creative, moral, social, experiential

and entrepreneurial dimensions.
LEARNING

3. ASSESSMENT FOR, OF, Assessment measures the effect of learning

on the learner. Assessment for, of and as learning includes
AND AS LEARNING
qualitative as well as quantitative criteria.

4. LEARNING Meaningful learning is extended when learners explore

the unfamiliar, consider a range of perspectives, and take
PERSPECTIVES
informed risks. Mistakes are seen as opportunities
for learning.

5. LEARNER ENGAGEMENT Learners are engaged with and inspired by their learning.
They have autonomy over their learning and make informed
AND AUTONOMY
choices, supported by teachers acting as coaches and
mentors.

6. RESEARCH AND Research, reflection, and future design-oriented thinking

are valued and acted upon by the community of learners.
REFLECTION ON
LEARNING

7. INCLUSIVENESS OF The learning community embraces a culture of

inclusiveness.
LEARNING

8. GOVERNANCE AND Governance, leadership, and management support,

embody, and promote the organization’s intended Learning
LEADERSHIP FOR
Impacts, norms and values.
LEARNING

9. LEARNING SPACE The design of learning spaces and the structuring of

learning time are driven and shaped by the learning
AND TIME
community’s intended Learning Impacts.

10. LEARNING COMMUNITY Respectful, healthy, ethical relationships and interactions

create a true sense of community. Communication is
honest and transparent. Community values are clearly
stated, actively lived, and define a distinct, sustained
identity.

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Learning Principle 1 Learning Goals
Learners demonstrate understandings, competencies, knowledge,
dispositions, and values that will allow them to become responsible and
successful citizens.
Impact(s)
• Learners will transfer their learning across disciplines to solve problems within real
world contexts.
• Learners will make decisions, propose solutions, and act with an ethical
understanding of the Impacts on others and the planet.
• Learners will demonstrate an understanding of connections across disciplines and
systems in a variety of contexts.

Optional Impact(s) Proposed by the Learning Community

Guiding Questions
• What does it mean to “transfer” one’s learning?
• What discipline-specific skills are needed for learners to move beyond the acquisition
of content knowledge and skills and apply and transfer their understandings,
competencies, dispositions, and values to real world settings?
• What common transdisciplinary skills help learners transfer their learning in
authentic ways with attention to ethical considerations across systems?
• How do we develop ethical thinking if we cannot simply “teach” it?
• How do we recognize and “capture” learners’ demonstration of transfer skills and
ethical understanding so that we can comment on their performance and growth
over time?
• What degree of independence and learner autonomy is appropriate at different
developmental stages?
• What learning experiences are best suited to promote transfer and real world
problem solving authentically?
• How do we bring traditional academic goals and goals related to these Impacts
together in a cohesive vision of learning and success?
• To what extent does this Principle drive our teaching practice?

Optional Guiding Question(s) Proposed by the Learning Community

What It Looks Like When…

It is not yet The learning community has not yet begun to reflect on this Core
evident… Principle. The institution maintains traditional programs, structures,
practices, and conceptual understandings. It is committed to improving
“what is”, and may claim to embrace 21st century learning and teaching
principles, but has not yet recognized or articulated the implications of
this claim on all aspects of its operations. Systems and programs are
not intentionally aligned to support learning Impact; when they do lead
to intended learning Impacts it is by chance rather than by design.

Learning The application and transfer of knowledge and essential

Communities transdisciplinary skills is considered equally important to traditional
are Thinking content acquisition, and ways are being investigated to adapt the
about it… curriculum to this shift. Real world contexts, authentic dilemmas and
ethical issues are identified as opportunities for learners to propose
solutions, consider alternative approaches and reflect on potential
(Exploring; consequences. The learning community plans to define the

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establishing the competencies, understandings, and skills needed for learners to become
‘why’ and ‘what’) successful citizens. Implications for teaching and the assessment of
learner performance are being explored.

Learning A continuum identifying age-appropriate demonstrations of important

Communities transfer skills in both disciplinary and transdisciplinary contexts is being
are Working developed. Assessment systems are being revised to consider those
on it… transfer skills, competencies, values, and dispositions identified by the
learning community as essential for success. Curriculum is adapted to
(Building;
allow learners to propose solutions to real world problems and
establishing
dilemmas. Instructional methodology is explicitly aligned with the
the ‘how’)
desired Impacts. New approaches to communicating student learning
and evidence of desired Impacts are being developed and tested with
various stakeholders.

Learning Structures exist that allow learners to demonstrate the skills and
Communities attributes related to the desired Impacts. Learners have regular
are Living it… opportunities to apply and transfer their learning through deep and
relevant connections with real world issues in ethical contexts.
(Implementing;
Assessment and self-assessment of performance and growth in
defining ‘metrics’
disciplinary and transdisciplinary transfer skills and dispositions are
of success)
common. A learner’s performance and growth in desired Impact areas is
aligned with the learning community’s definition of success. Learning,
alongside the acquisition of traditional content knowledge, is defined as
participating in and proposing solutions to relevant and interconnected
real world issues.

Learning Having come this far, what if we…?

Communities
These practices are innovative, unique, and constitute a shift in defining
are Innovating
the purpose, practice, and Impact of education. Learning communities
and asking
with this level of understanding, clarity of purpose, ability to redefine
“What if…?”
their aspirations and determination to reinvent themselves, produce
(Transforming; learners and leaders who are well prepared to shape the future and ‘see
shifting the things that are not yet on the page’.
paradigm)

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Learning Principle 2 Dimensions of Learning
Learning encompasses creative, moral, social, experiential, and
entrepreneurial dimensions.
Impact(s)
• Learners will develop and use higher order skills that cross disciplines.
• Learners demonstrate growth and appropriate levels of balance across cognitive,
dispositional and social-emotional domains.
• Learners will actively inquire into and document their development based on
a profile and definition of success that includes many facets of growth and types of
learning.

Optional Impact(s) Proposed by the Learning Community

Guiding Questions
• What does “higher order” mean?
• How might these skills be the same or differ across disciplines?
• What role does learning across these dimensions play in learner academic
achievement?
• To what degree are learning in academic areas and learning across multiple
dimensions interdependent?
• How do we integrate higher order learning with the need for learners to demonstrate
content mastery?
• What sorts of learning experiences support the development of skills related
to these Impacts?
• How might assessment language differ between academic goals and goals
related to these Impacts?
• How do we assess performance and growth in dispositions and social-emotional
learning
• How could reporting help us to link all of these areas as essential elements of
success for learners?
• What are this Principle’s implications for the curriculum we currently offer
to learners?
• To what extent does this Principle drive our teaching practice?

Optional Guiding Question(s) Proposed by the Learning Community

What It Looks Like When…

It is not yet The learning community has not yet begun to reflect on this Core Principle.
evident… The institution maintains traditional programs, structures, practices, and
conceptual understandings. It is committed to improving “what is”, and may
claim to embrace 21st century learning and teaching principles, but has not
yet recognized or articulated the implications of this claim on all aspects of
its operations. Systems and programs are not intentionally aligned to
support learning Impact; when they do lead to intended learning Impacts it
is by chance rather than by design.

Learning The learning community has acknowledged that, while necessary, the
Communities acquisition of content knowledge and skills does not sufficiently prepare
are Thinking learners to contribute to the future of society or develop into mature
about it… citizens of the world. The learning community recognizes that effective
learning goals should span cognitive, creative, moral, entrepreneurial,
(Exploring;
experiential and social dimensions and that these should shape curriculum

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establishing development, define assessment practices, and support cross-disciplinary
the ‘why’ and approaches.
‘what’)

Learning The learning community is designing a model to organize and articulate the
Communities cognitive, creative, dispositional, entrepreneurial, experiential and social-
are Working emotional dimensions of learning, align them with desired Impacts and
on it… define specific learner performance. The goal is to create a system-wide
continuum of age-appropriate and demonstrable learning goals. Traditional
(Building;
academic achievement goals and assessment practices are being adapted
establishing
as are instructional approaches in order for learners to gain the skills
the ‘how’)
necessary to demonstrate the desired Impacts. This is also changing the
manner in which attainment and progress are communicated.

Learning The learning community’s multi-dimensional learning model, firmly aligned

Communities with desired Impacts, is well established, understood and embraced. There
are Living it… is a common language when community members speak about learning,
success, performance and growth. Learners regularly reflect on their
(Implementing;
learning across academic areas and dimensions of learning; they benefit
defining
from regular opportunities to develop desired dispositions, and are able to
‘metrics’ of
demonstrate both their proficiency and growth. Assessments include higher
success)
order cognitive and creative elements and support learners in acquiring a
broad range of the skills and dispositional qualities. Learning experiences
and instructional approaches reinforce the importance of complementing
content area learning goals with the development of creative, moral, social,
and emotional qualities and dispositions.

Learning Having come this far, what if we…?

Communities
These practices are innovative, unique, and constitute a shift in defining the
are Innovating
purpose, practice, and Impact of education. Learning communities with this
and asking
level of understanding, clarity of purpose, ability to redefine their
“What if…?”
aspirations and determination to reinvent themselves, produce learners and
(Transforming; leaders who are well prepared to shape the future and ‘see things that are
shifting the not yet on the page’.
paradigm)

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Learning Principle 3 Assessment for, of, and as Learning
Assessment measures the effect of learning on the learner. Assessment for, of,
and as learning includes qualitative as well as quantitative criteria.
Impact(s)
• Learners achieve a diversity of desired goals and Impacts as demonstrated through
appropriate assessments.
• Learners demonstrate development and growth as a central goal of learning,
supported by appropriate assessments.
• Learners understand the current state and progress of their learning.

Optional Impact(s) Proposed by the Learning Community

Guiding Questions
• What is the difference between assessing for, of and as learning?
• How does a ‘growth mindset for learning’ differ from what we currently do?
• Why is it important?
• How should different types of learning and the ways in which it is demonstrated
affect the way in which we “grade” and provide feedback to learners?
• How do we engage learners and parents in the idea that growth is a central goal of
learning?
• What does this mean for the way we talk about performance and learning?
• How do we engage learners in charting a path toward constant growth?
• What should we begin doing, continue doing, or stop doing with regard to our
assessment practices?
• To what extent does this Principle drive our teaching practice?

Optional Guiding Question(s) Proposed by the Learning Community

What It Looks Like When…

It is not yet The learning community has not yet begun to reflect on this Core Principle.
evident… The institution maintains traditional programs, structures, practices, and
conceptual understandings. It is committed to improving “what is”, and may
claim to embrace 21st century learning and teaching principles, but has not
yet recognized or articulated the implications of this claim on all aspects of
its operations. Systems and programs are not intentionally aligned to
support learning Impact; when they do lead to intended learning Impacts it
is by chance rather than by design.

Learning The learning community has recognized the need to review and revise its
Communities definition of and approach to assessment, particularly with respect to
are Thinking diverse ways in which learners could demonstrate the achievement of
about it… learning goals. The role of formative feedback in improving learner
performance and individual growth is being discussed, and alternatives to
(Exploring;
traditional ‘grading’ practices and assessments that do not support a
establishing growth-oriented model of learning are being explored. The learning
the ‘why’ and community understands the difference between (and complementary nature
‘what’) of) assessment for, of, and as learning.

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Learning The design of a rich, diverse and comprehensive model for learning and
Communities growth is being implemented. Assessment focuses on assessments of, for
are Working and as learning. Moving to a focus on on-going growth rather than periodic
on it… assessments of performance drives the design. Improvements and changes
(Building; designed to support a growth mentality through instructional design,
establishing assessment, grading and reporting form a large part of the learning
the ‘how’) community’s strategic and action planning. Various opportunities to
engage learners in their own growth are being explored.

Learning The community understands and has embraced the shift from an
Communities achievement-oriented to a growth-oriented learning model and its
are Living it… connection to developing lifelong learners. Conversations about learning
(Implementing; center on growth rather than simplistic measures of performance.
defining Ongoing, incremental, formative feedback is common and engages
‘metrics’ of teachers and learners in a common and purposeful dialogue. Assessment
success) for, of and as learning has become the accepted norm. Reporting
frameworks offer a rich and dynamic view of the current performance of the
learner and place it in the context of long-term growth

Learning Having come this far, what if we…?

Communities
These practices are innovative, unique, and constitute a shift in defining the
are Innovating
and asking purpose, practice, and Impact of education. Learning communities with this
“What if…?” level of understanding, clarity of purpose, ability to redefine their
aspirations and determination to reinvent themselves, produce learners and
(Transforming;
leaders who are well prepared to shape the future and ‘see things that are
shifting the
paradigm) not yet on the page’.

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Learning Principle 4 Learning Perspectives
Meaningful learning is extended when learners explore the unfamiliar,
consider a range of perspectives, and take informed risks. Mistakes are seen
as opportunities for learning.
Impact(s)
• Learners demonstrate informed perspective and empathy for the experiences
of others.
• Learners demonstrate appropriate risk-taking in the pursuit of learning.
• Learners demonstrate insights gained through mistakes.
• Learners adjust learning strategies and processes through on-going reflection and
feedback.

Optional Impact(s) Proposed by the Learning Community

Guiding Questions
• How is an appreciation for perspective (“that others may also be right”) built into the
fabric of our learning community?
• What opportunities exist for learners to explore the complexities and
interdependence of contemporary issues from multiple perspectives?
• How do we deal with “opinion”, “truth”, “fact”? Do learners understand the difference?
• What systems or practices do we have in place to support students as they extend
their learning into new territory?
• How do we develop the adaptability of learners to unfamiliar perspectives and
alternative world views?
• To what extent does this Principle drive our teaching practice?

Optional Guiding Question(s) Proposed by the Learning Community

What It Looks Like When…

It is not yet The learning community has not yet begun to reflect on this Core Principle.
evident… The institution maintains traditional programs, structures, practices, and
conceptual understandings. It is committed to improving “what is”, and may
claim to embrace 21st century learning and teaching principles, but has not
yet recognized or articulated the implications of this claim on all aspects of
its operations. Systems and programs are not intentionally aligned to
support learning Impact; when they do lead to intended learning Impacts it
is by chance rather than by design.

Learning The learning community is considering ways in which learning

Communities environments promote appropriate risk-taking, open-ended thinking and
are Thinking questioning, and expressing as well as accepting multiple perspectives. The
about it… need to motivate learners to explore issues, dilemmas, and challenges
through multiple lenses and with empathy drives dialogue about change
and improvement. Learning structures that encourage inquiry into
(Exploring;
establishing contemporary complexities and stretch learning beyond current levels of
the ‘why’ and comfort are being considered. Discussions about errors and mistakes as an
‘what’) indispensable condition of learning and the implications for ‘grading’
practices are occurring.

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Learning Learners are becoming responsible for documenting their learning journey
Communities to develop self-awareness, especially when faced with unfamiliar tasks or
are Working dilemmas. Learning experiences include challenging learners to explore
on it… new learning “terrain” and multiple perspectives. The learning environment
(Building; is being developed to include avenues for safe risk taking; the idea that
establishing mistakes are opportunities for growth and discovery rather than symptoms
the ‘how’) of failure is understood and embraced. ‘Empathy’ is recognized as an
important element in thoughtful action and learning.

Learning The learning community has articulated consistent expectations for

Communities learners to share their learning and understanding with others in complex,
are Living it… real world scenarios. Learners are regularly afforded the opportunity to
(Implementing; engage with complex dilemmas and the intended or unintended
defining consequences of actions or solutions. The learning environment supports
‘metrics’ of informed risk-taking and autonomous pathways in the pursuit of important
success) learning goals. Learners regularly demonstrate the skills and dispositions
related to desired Impacts, and this evidence is cited in communication
about performance and growth. There is a culture in which learners are not
penalized for mistakes but are encouraged to learn from them.

Learning Having come this far, what if we…?

Communities
These practices are innovative, unique, and constitute a shift in defining the
are Innovating
and asking purpose, practice, and Impact of education. Learning communities with this
level of understanding, clarity of purpose, ability to redefine their
“What if…?” aspirations and determination to reinvent themselves, produce learners and
(Transforming; leaders who are well prepared to shape the future and ‘see things that are
shifting the not yet on the page’.
paradigm)

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Learning Principle 5 Learner Engagement and Autonomy
Learners are engaged with and inspired by their learning. They have
autonomy over their learning and make informed choices, supported by
teachers acting as coaches and mentors.

Impact(s)
• Learners demonstrate the skills and dispositions of self-directed learners.
• Learners engage with their strengths, challenges, interests, and passions in
personalized ways.
• Learners exercise voice and choice in what they learn, how they learn it and how
they demonstrate what they have learned.

Optional Impact(s) Proposed by the Learning Community

Guiding Questions
• How do we balance learner choice with a level of consistent expectations for all
learners?
• What are the skills learners need to develop in order to become reflective and
self-directed throughout their lives?
• What does “inspiration” look like in our context?
• What level of self-direction is appropriate for different age groups?
• What are the implications of a move towards greater self-direction for existing
structures and processes?
• What is our desired goal for self-directed learning, what does it look like, and how
will we know whether we have achieved it?
• How do we support learners, teachers and parents in this shift (e.g. learning as
developing understandings, knowledge, dispositions and skills)?
• What opportunities do students have to choose what they learn, how they learn it
and how they demonstrate their learning?
• How do we bring ‘relevance’ to the learner’s experience?
• To what extent does this Principle drive our teaching practice?

Optional Guiding Question(s) Proposed by the Learning Community

What It Looks Like When…

It is not yet The learning community has not yet begun to reflect on this Core
evident… Principle. The institution maintains traditional programs, structures,
practices, and conceptual understandings. It is committed to improving
“what is”, and may claim to embrace 21st century learning and teaching
principles, but has not yet recognized or articulated the implications of
this claim on all aspects of its operations. Systems and programs are
not intentionally aligned to support learning Impact; when they do lead
to intended learning Impacts it is by chance rather than by design.

Learning The learning community recognizes the importance of developing self-

Communities directed learners for the future. The learning community has initiated
are Thinking discussions to clarify what self-directed learning (SDL) means and works
about it… to arrive at a shared understanding of SDL. The learning community
focuses on what it should mean for learners to direct their learning
(Exploring; journey. On the basis of such shared definitions and understandings the

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establishing the learning community is able to identify areas in need of further
‘why’ and ‘what’) development.

Learning The learning community has created effective plans and structures to
Communities support learner self-improvement and self-direction. These plans
are Working include developing a clear set of goals and principles for SDL, defining
on it… indicators of learner performance and reviewing implications for
(Building; curriculum, assessment, learning spaces and schedules. Revising goal
establishing setting processes and creating personal learning plans is also under
the ‘how’) consideration. Staff is being supported in developing an understanding
of this initiative and in shifting practice to support greater learner
autonomy. The plans to promote this goal are being communicated to
all stakeholders.

Learning The plans for meeting the goals of SDL are being implemented.
Communities Structural shifts to enable greater SDL have occurred. Supporting
are Living it… processes (e.g. goal setting, levels of learner choice, learner-led
(Implementing; conferences, on-going portfolios, personalized learning plans, etc.) are
defining ‘metrics’ in place, and the impact of SDL on curriculum design and assessment of
of success) learner performance is becoming evident. Systems to evaluate the
success in meeting desired learner Impacts exist, and there is evidence
that the learner experience has been markedly and demonstrably
enhanced.

Learning Having come this far, what if we…?

Communities
These practices are innovative, unique, and constitute a shift in defining
are Innovating
and asking the purpose, practice, and Impact of education. Learning communities
“What if…?” with this level of understanding, clarity of purpose, ability to redefine
their aspirations and determination to reinvent themselves, produce
(Transforming;
learners and leaders who are well prepared to shape the future and ‘see
shifting the
things that are not yet on the page’.
paradigm)

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Learning Principle 6 Research & Reflection on Learning
Research, reflection, and future design-oriented thinking are valued and
acted upon by the community of learners.
Impact(s)
• Learners adapt their approaches and strategies based on insights gained through
self-reflection before, during and after learning experiences.
• The learning community develops and communicates relevant ideas and conclusions
supported by insights gained from current research, collaboration and observation.
• The learning community engages with complex issues by developing its own inquiry
and applying design-oriented approaches to addressing complex questions and
opportunities.
• The learning community explores the future to better understand approaches and
actions to propose in the present.
• The learning community regularly tests ideas and solutions in order to assess their
suitability and usefulness and refines them based on understandings developed
through the process.

Optional Impact(s) Proposed by the Learning Community

Guiding Questions
• How does our learning community engage in self-reflection? How is this embedded
in our actions and processes?
• How does our learning community remain connected to ideas, research and
innovations in education?
• When and how is collaboration embedded in our improvement process?
• How are contemporary practices, such as future-oriented design thinking, reflected
in our curriculum, instruction, assessment, and reporting?
• How do reflection, research, or ‘out-of-the-box’ thinking result in tangible action
owned by all learners rather than remaining token ‘events’?
• How does our learning community assess the potential of innovations in achieving
Impacts and plan for the adoption of promising innovations?
• To what extent does this Principle drive our teaching practice?

Optional Guiding Question(s) Proposed by the Learning Community

What It Looks Like When…

It is not yet The learning community has not yet begun to reflect on this Core Principle.
evident… The institution maintains traditional programs, structures, practices, and
conceptual understandings. It is committed to improving “what is”, and may
claim to embrace 21st century learning and teaching principles, but has not
yet recognized or articulated the implications of this claim on all aspects of
its operations. Systems and programs are not intentionally aligned to
support learning Impact; when they do lead to intended learning Impacts it
is by chance rather than by design.

Learning The learning community has recognized the importance of research,

Communities reflection and future-oriented design thinking and engages the community
are Thinking in exploring trends in education and modern approaches to effective
about it… learning. The learning community is aware of the need to create structures
and processes that lead to innovation in promoting desired learning
Impacts. Processes for implementing, testing, and evaluating innovations

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(Exploring; for success and embedding them in practice are being explored (e.g.
establishing ongoing research and self reflection, collecting data, updating assessment
the ‘why’ and policies and practices, reviewing strategic plans to ensure they support
‘what’) Impacts for learning).

Learning Processes for future-oriented strategic thinking and defining key learning
Communities goals and Impacts are being articulated and implemented. Structures for
are Working identifying, prototyping and evaluating innovations for effectiveness are
on it… being created. Reflective practices, focused on looking at evidence of
(Building; achieving desired Impacts through the processes and products of student
establishing learning, are being adopted. A culture, in which change is validated through
the ‘how’) thoughtful reflection and research rather than happenstance or opinion, is
being embedded in the learning community.

Learning • The learning community is regularly exploring the effect changing realities
Communities and emerging trends have on the future of learning. An environment of
are Living it… thoughtful inquiry into effective strategies, structures, approaches and
(Implementing; innovations has become the norm. Desired learning Impacts are agreed
defining upon and systems (e.g. curriculum, assessment, grading, reporting,
professional learning, resources, facilities, leadership, governance, etc.) are
‘metrics’ of
aligned with achieving these. A structure for moving innovations through
success) the design-prototype-evaluation-implementation stages is in place. The
learning community acts on evidence of achieving Impacts and adjusts its
practices and goals based on such evidence.

Learning Having come this far, what if we…?

Communities
These practices are innovative, unique, and constitute a shift in defining the
are Innovating
and asking purpose, practice, and Impact of education. Learning communities with this
“What if…?” level of understanding, clarity of purpose, ability to redefine their
aspirations and determination to reinvent themselves, produce learners and
(Transforming; leaders who are well prepared to shape the future and ‘see things that are
shifting the not yet on the page’.
paradigm)

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Learning Principle 7 Inclusiveness of Learning
The learning community embraces a culture of inclusiveness.
Impact(s)
• Access to learning is equitable.
• The learning community actively supports the value and integrity of each of its
members.
• Individual success is supported through a variety of structures and processes.

Optional Impact(s) Proposed by the Learning Community

Guiding Questions
• How do we define inclusion in our context? Does it reflect our values?
• How do we benefit from and support diversity within our community?
• How do we identify elements of success for individual learners and support them
in achieving these?
• In what ways do we communicate the success of individual learners?
• In terms of inclusion, to what extent are the community’s mission, admissions
policies and educational practices aligned?
• To what extent does this Principle drive our teaching practice?

Optional Guiding Question(s) Proposed by the Learning Community

What It Looks Like When…

It is not yet The learning community has not yet begun to reflect on this Core Principle.
evident… The institution maintains traditional programs, structures, practices, and
conceptual understandings. It is committed to improving “what is”, and may
claim to embrace 21st century learning and teaching principles, but has not
yet recognized or articulated the implications of this claim on all aspects of
its operations. Systems and programs are not intentionally aligned to
support learning Impact; when they do lead to intended learning Impacts it
is by chance rather than by design.

Learning The learning community embraces diversity and inclusiveness and has
Communities initiated a dialogue on how these qualities should be defined and reflected
are Thinking within the community and to what extent they currently are evident and
about it… practiced. The learning community recognizes that consistent and systemic
(Exploring; strategies and actions are needed to create and sustain an inclusive and
establishing diverse learning environment that provides equitable access to learning for
the ‘why’ and all learners in the community’s care.
‘what’)

Learning The learning community has created a shared definition and vision of
Communities inclusiveness and diversity. The ramifications of this vision for all systems –
are Working from policies to instructional practice – are being explored. Approaches to
on it… meeting the needs of all learners within the learning community are being
identified. Supporting structures and frameworks for inclusion and
(Building;
diversity are being developed. Ways to strengthen the learning
establishing
community’s culture in support of inclusion and diversity are being
the ‘how’)
explored and acted upon.

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Learning There is demonstrable evidence that inclusion and diversity have improved
Communities the entire learning community. Policies embrace inclusion and diversity
are Living it… explicitly, and school communications emphasize the intention to build an
inclusive community of learners. Programs and personnel are in place to
(Implementing;
support learners representing a broad spectrum of characteristics. All
defining
learners are known and valued as unique individuals, and learning
‘metrics’ of
pathways are developed to help each learner grow and achieve success. All
success)
systems have been aligned to support the vision of inclusion and diversity.
Teacher expectations and appraisal systems take into account the learning
community’s vision of inclusiveness and diversity.

Learning Having come this far, what if we…?

Communities
These practices are innovative, unique, and constitute a shift in defining the
are Innovating
purpose, practice, and Impact of education. Learning communities with this
and asking
level of understanding, clarity of purpose, ability to redefine their
“What if…?”
aspirations and determination to reinvent themselves, produce learners and
(Transforming; leaders who are well prepared to shape the future and ‘see things that are
shifting the not yet on the page’.
paradigm)

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Learning Principle 8 Governance & Leadership for Learning
Governance, leadership, and management support, embody, and promote
the organization’s intended learning Impacts, norms and values.
Impact(s)
• Governance, leadership and management structures are aligned with, or guided by
desired Impacts.
• The learning community systematically utilizes evidence of Impact to direct future
plans and actions.
• Progress towards learning Impacts is regularly monitored, communicated and used
in on-going planning and implementation.
• Governance, leadership and management demonstrate a generative mindset, a focus
on the future and a strategic outlook when envisioning how to best support learners.
• Governance, leadership and management regularly collaborate to explore the future,
articulate desired Impacts and design appropriate approaches and innovations to
achieve a common vision.

Optional Impact(s) Proposed by the Learning Community

Guiding Questions
• To what extent are our learning community’s primary learning Impacts well
articulated, understood and acted upon?
• Do our governing body and leadership have clear and well-communicated plans for
attaining learning Impacts?
• To what extent are our systems for ensuring coherent curriculum, high-quality
teaching, and effective assessment aligned with our desired Impacts?
• Do our governing body and leadership provide sufficient resources to attain desired
learning Impacts?
• Do we have a shared definition of leadership for learning that shapes the practice
of leaders?
• To what extent do we have systems and a culture that support leadership for
learning? How do we distribute leadership and develop the potential of
emergent leaders?

Optional Guiding Question(s) Proposed by the Learning Community

What It Looks Like When…

It is not yet The learning community has not yet begun to reflect on this Core Principle.
evident… The institution maintains traditional programs, structures, practices, and
conceptual understandings. It is committed to improving “what is”, and may
claim to embrace 21st century learning and teaching principles, but has not
yet recognized or articulated the implications of this claim on all aspects of
its operations. Systems and programs are not intentionally aligned to
support learning Impact; when they do lead to intended learning Impacts it
is by chance rather than by design.

Learning Governance: The Governing Body demonstrates awareness of its

Communities responsibility to support and promote the learning community’s norms and
are Thinking values and intended learning Impacts. Members participate in professional
about it… learning and are willing to consider and adopt new approaches to
governance work. The Governing Body recognizes the need to obtain,
understand and act on relevant data to inform its decision-making.
(Exploring;

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establishing Leadership: The Leadership recognizes the need to initiate a process of
the ‘why’ and defining leadership that is aligned with the learning community’s norms
‘what’) and values. Conversations have begun about how to focus the time, energy
and skills of leaders and teachers on achieving desired learning Impacts.
The potential power of ‘middle level leaders’ driving change is being
recognized, and questions are being asked about how to mobilize this
resource.
Management: The need to align all resources with intended learning
Impacts and to deploy them through ‘backwards’ planning has been
recognized. Discussions acknowledge that the learning community will
benefit from a systemic approach to the use of time and energy in support
of learning. In terms of material/financial resources, new approaches to
planning, budgeting and data analysis are under consideration.

Learning Governance: The Governing Body is engaged in developing sustained ways

Communities to check for learning community performance aligned with stated norms
are Working and values. It is developing mechanisms to focus goal-setting and strategic
on it… thinking on learning Impacts and to ensure that innovation and creative
thinking become the norm. The Governing Body is identifying ways to
(Building;
gather, analyze and act on data and evidence of Impact.
establishing
Leadership: Leadership aims to reach community-wide agreement on who,
the ‘how’)
in the system, ‘decides what’. The learning community has recognized the
need to treat Middle Level Leaders as leaders for learning and is offering
specific training and tools in support of this learning–focused leadership
role. The leadership is designing tools and structures to concentrate the
time and energy of leaders and teachers on creating optimal learning
Impact.
Management: Management develops and tests new systems to better
utilize people, time and energy in support of learning Impacts. Systems are
being developed to deploy material resources in support of these priorities
and data management systems designed to evaluate success in achieving
desired learning Impacts are being created.

Learning Governance: The Governing Body exercises stewardship to promote the

Communities learning community’s educational and operational health. It engages in
are Living it… sustained planning, focuses on Impacts and evaluates progress. The
Governing Body collaborates with the leadership on innovation, investing
resources into research and development to improve student learning.
(Implementing;
Decision-making is informed by smart uses of evidence and data. The
defining
Governing Body and Leadership/Management collaborate in flexible and
‘metrics’ of
constructive ways, committed to shared understandings of and support for
success)
the learning community’s intended learning Impacts, norms, and values.
Leadership: The decisions of leaders at all levels are driven by the shared
purpose of achieving common learning Impacts for all learners. Well-trained
and learning-focused Senior and Middle Level Leaders collaborate in
sustained ways to plan and execute change, with shared and communicated
understandings on respective decision-making scope. Time, training, and
tools support leaders to enable them to effectively lead learning. Plans for
improving learning and achieving desired Impacts are systematically
developed, implemented, communicated, and reviewed.
Management: There is an efficient alignment of people, time, space,
energy, materials, and finances with intended learning Impacts. Tools for
the efficient use of resources have been developed and are being used
routinely. The learning community has identified, gathered, and analyzed
key data and evidence of learner Impact and is effectively communicating
insights and interpretations of data to appropriate stakeholders.

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Learning Having come this far, what if we…?
Communities
These practices are innovative, unique, and constitute a shift in defining the
are Innovating
purpose, practice, and Impact of education. Learning communities with this
and asking
level of understanding, clarity of purpose, ability to redefine their
“What if…?”
aspirations and determination to reinvent themselves, produce learners and
(Transforming; leaders who are well prepared to shape the future and ‘see things that are
shifting the not yet on the page’.
paradigm)

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Learning Principle 9 Learning Space & Time
The design of learning spaces and the structuring of learning time are driven
and shaped by the learning community’s intended learning Impacts.
Impact(s)
• There are structured systems for mapping desired Impacts, learning definitions,
principles and purposes into the design of learning spaces.
• Learning space and the structure of learning time contribute to the achievement of
Impacts for learners.

Optional Impact(s) Proposed by the Learning Community

Guiding Questions
• To what degree do decisions about desired Impacts, learning definitions, purposes
and principles determine our design and use of learning spaces and time?
• How do our calendars and schedules align with our desired learning Impacts?
• How might we know that our designs for space and time are helping learners achieve
the desired Impacts?
• To what extent does this Principle drive our teaching practice?

Optional Guiding Question(s) Proposed by the Learning Community

What It Looks Like When…

It is not yet The learning community has not yet begun to reflect on this Core Principle.
evident… The institution is addressing and maintaining traditional program needs,
structures, practices, and conceptual understandings. It may be committed
to improving “what is”, and may claim to embrace 21st century learning and
teaching principles, but has not yet recognized or articulated the
implications such a claim has on all aspects of its operations. Structures
and systems are not conceptually or intentionally aligned to support
learning Impact; when they do lead to intended learning Impacts it is by
chance rather than by design.

Learning The learning community realizes that the design of learning spaces and
Communities learning time should support the achievement of desired learning Impacts.
are Thinking Discussions to identify key elements in the structure of learning space and
about it… time that support individual growth and desired learning Impacts have been
initiated. Concepts such as flexibility, visibility, community, collaboration,
(Exploring;
project-orientation, and sustainability guide these discussions, and existing
establishing
norms with respect to learning space and time are being challenged.
the ‘why’ and
‘what’)

Learning The learning community is in design mode, and a clear sense of the
Communities interdependent relationship between effective, future-oriented learning and
are Working the design of learning space and time is emerging. Design principles are
on it… being articulated and purposeful discussions are taking place with learners,
teachers and other stakeholders to build robust, sustainable solutions that
(Building;
support desired shifts in learning approaches. New designs are being
establishing
explored and carefully planned, and managed prototypes are tested in
the ‘how’)
preparation for more comprehensive later adoptions.

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Learning Learning principles are driving the design and structure of the learning
Communities environment. Time, space and furniture have been reconfigured so that
are Living it… learning can occur anytime and anywhere. There is broad support across
the learning community for these increasingly flexible ways of making
(Implementing;
learning happen. Intended learning Impacts and the learning environment
defining
are recognized as complementary elements in a comprehensive vision for
‘metrics’ of
learning. The learning environment mirrors approaches to achieve desired
success)
learning Impacts. Evidence is regularly captured to explore and confirm the
correlation between progress in achieving intended Impacts and the
configuration of learning space and time.

Learning Having come this far, what if we…?

Communities
These practices are innovative, unique, and constitute a shift in defining the
are Innovating
purpose, practice, and Impact of education. Learning communities with this
and asking
level of understanding, clarity of purpose, ability to redefine their
“What if…?” aspirations and determination to reinvent themselves, produce learners and
leaders who are well prepared to shape the future and ‘see things that are
(Transforming;
not yet on the page’.
shifting the
paradigm)

24 NEASC COMMISSION ON INTERNATIONAL EDUCATION (V3.0)

Learning Principle 10 Learning Community
Respectful, healthy, ethical relationships and interactions create a true
sense of community. Communication is honest and transparent. Community
values are clearly stated, actively lived and define a distinct, sustained
identity.
Impact(s)
• Members of the learning community express satisfaction with the ways in which they
are treated and included as members of that community.
• Members of the learning community express satisfaction with the learning
community’s goals and desired Impacts.
• Decision-making is grounded in the learning community’s core values, agreements
and desired Impacts for learners.
• The learning community is engaged, informed, and supportive of the goals and
desired learning Impacts.

Optional Impact(s) Proposed by the Learning Community

Guiding Questions
• How were our core values developed? What are they?
• How do we ensure that our community understands our identity, values, and desired
Impacts and actively supports them?
• How is feedback from stakeholders gathered and analyzed? How is it used?
• What opportunities exist for stakeholders to contribute to the life and improvement
of the learning community in organized ways?
• When people describe our learning community, what do we hope they say?
• How do we support the building of community with past, present and prospective
members?
• Why and how do families select our school/learning community?

Optional Guiding Question(s) Proposed by the Learning Community

What It Looks Like When…

It is not yet The learning community has not yet begun to reflect on this Core
evident… Principle. The institution maintains traditional programs, structures,
practices, and conceptual understandings. It is committed to improving
“what is”, and may claim to embrace 21st century learning and teaching
principles, but has not yet recognized or articulated the implications of
this claim on all aspects of its operations. Systems and programs are not
intentionally aligned to support learning Impact; when they do lead to
intended learning Impacts it is by chance rather than by design.

Learning The learning community has begun to explore the concept of

Communities ‘community’: what are its values, how does it live them, who belongs to
are Thinking it, what do members need from it, what can they bring to it? There is a
about it… growing understanding that individuals and groups move from first
attraction, through engagement, to a long-term connection as alumni and
(Exploring;
parents of alumni. This has led to thinking about concepts important in
establishing the
building community, and ideas like diversity, transparency, sustainability,
‘why’ and ‘what’)
communication and collaboration are emerging as key drivers.

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Learning Community core values, agreements and commitments are being
Communities are developed. These are creating a strong sense of identity and loyalty
Working towards the learning community. Communication systems are reviewed
on it… for effectiveness and efficiency; new opportunities and platforms for
stakeholder groups to provide feedback and suggestions in response to
(Building;
the learning community’s goals are being created. New approaches to
establishing
engaging the community are being introduced and tested.
the ‘how’)

Learning The values of the learning community are known to and supported by all
Communities are stakeholders, resulting in a values-based identity, a ‘cycle of engagement’
Living it… and clearly communicated expectations. When there are substantive
breaches of these values, appropriate action is taken. Major decisions and
(Implementing;
directions are communicated in accurate, transparent ways. The time,
defining
talent, connections and economic capacity of community members are
‘metrics’ of
mobilized in support of the community’s goals. Stakeholders feel
success)
welcomed and included, and are proud to be part of a vibrant, open,
healthy learning community. Evidence of desired Impacts is regularly
evaluated.

Learning Having come this far, what if we…?

Communities are
These practices are innovative, unique, and constitute a shift in defining
Innovating and
the purpose, practice, and Impact of education. Learning communities
asking “What
with this level of understanding, clarity of purpose, ability to redefine
if…?”
their aspirations and determination to reinvent themselves, produce
(Transforming; learners and leaders who are well prepared to shape the future and ‘see
shifting the things that are not yet on the page’.
paradigm)

26 NEASC COMMISSION ON INTERNATIONAL EDUCATION (V3.0)

ACE LEARNING COMMUNITY REFLECTIONS
For each of the Learning Principles, the learning community, during the
Internal Reflection Phase, will engage in three “reflections” (see templates
below), which lead to an articulation of where the learning community wants
to be, where it is currently, and how the gap between current reality and
future aspiration will be closed.

Learner Community Reflection – Future Design

Where do we want to Desired Evidence of Impact(s) on Learning and Learners
be? We will have in
place…. What will we be looking for? What will we be looking at?
What Learners will be doing… What types and sources of
evidence?

Learner Community Reflection – The Current Reality

Where are we now? We Evidence of Impact(s) on Learning and Learners
currently have in place….

Learner Community Reflection – The Learning Plans

How will we close the gap? What will be our major actions?

27 NEASC COMMISSION ON INTERNATIONAL EDUCATION (V3.0)