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Maine EastMaine WestMaine South
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Building Learner Ownership

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COMPETENCIES

The Building Learner Ownership pathway includes adult learning competencies that focus on developing learner agency.

This pathway focuses on learning how to empower students to ask questions, set goals and collaborate with others in order to drive their own learning process.

I can use my understanding of the difference between compliance and engagement to implement evidence-based pedagogical strategies to inspire curiosity, ownership and reflection in learners.

See Alignments Below

I can utilize routines and strategies to empower learners to set and monitor progress toward personal and academic goals; develop abilities to self-reflect and self-regulate; cultivate growth mindsets; and influence perceptions of self-efficacy and purpose.

See Alignments Below

I can create opportunities for learners to ask questions, collaborate, and cultivate curiosity through curricular, career, and civic exploration.

See Alignments Below

I can promote high expectations that requires students to collaborate with others and take intellectual risks.

See Alignments Below

I can provide each learner with specific feedback that results in student-driven growth

See Alignments Below

ALIGNMENTS

Vision

Curious

Learner inquires about and questions content at a deep and personal level.

Personal

Learning progressions are based on student interest and are adapted to meet individual student needs.

Reflective

Learners can articulate their personal learning journey using routine reflective practices

Relevant

Foundational learning outcomes have broad application across multiple disciplines and are clearly connected to essential skills required for success in life.

Nurturing

The school culture acknowledges the wants, needs, and goals of individuals and systemically supports their pursuit.

Flexible

The school culture supports the belief that learning occurs in a multitude of settings and through a multitude of modalities that are centered around the preferences of students.

Resilient

Failure is accepted as a necessary part of the learning process.

Collaborative

Learning is a social activity.

Welcoming

The school culture fosters a sense of belonging and acceptance.

Areas of Focus

Competency Based Education

High Impact Instruction

Equity

Integrated Career Services

Social Emotional Learning and Behavior

Framework for Professional Practice

1B

Demonstrating Knowledge of Students

1C

Setting goals and outcomes

1E

Designing Coherent Instruction/Services

2B

Establishing a Culture and Climate for Learning

3A

Communicating with Students

3C

Engaging Students

1A

Demonstrating Knowledge of Content and Pedagogy

1D

Demonstrating Knowledge of Resources

1F

Designing Assessments

3D

Using Assessment in Instruction/Practice

3E

Demonstrating Flexibility and Responsiveness

3B

Using Questioning and Discussion Techniques

2C

Managing routines, procedures and physical space

4B

Maintaining Accurate Records to Support communication with families

2A

Creating an Environment of Respect and Rapport

2D

Managing Student Behavior

4A

Reflecting on Teaching and Practice

4C

Participating in the Professional Community

4D

Growing and Developing Professionally

4E

Showing Professionalism

Vision

Curious

Learner inquires about and questions content at a deep and personal level.

Personal

Learning progressions are based on student interest and are adapted to meet individual student needs.

Reflective

Learners can articulate their personal learning journey using routine reflective practices

Relevant

Foundational learning outcomes have broad application across multiple disciplines and are clearly connected to essential skills required for success in life.

Nurturing

The school culture acknowledges the wants, needs, and goals of individuals and systemically supports their pursuit.

Flexible

The school culture supports the belief that learning occurs in a multitude of settings and through a multitude of modalities that are centered around the preferences of students.

Resilient

Failure is accepted as a necessary part of the learning process.

Collaborative

Learning is a social activity.

Welcoming

The school culture fosters a sense of belonging and acceptance.

Areas of Focus

Competency Based Education

High Impact Instruction

Equity

Integrated Career Services

Social Emotional Learning and Behavior

Framework for Professional Practice

1B

Demonstrating Knowledge of Students

1C

Setting goals and outcomes

1E

Designing Coherent Instruction/Services

2B

Establishing a Culture and Climate for Learning

3A

Communicating with Students

3C

Engaging Students

1A

Demonstrating Knowledge of Content and Pedagogy

1D

Demonstrating Knowledge of Resources

1F

Designing Assessments

3D

Using Assessment in Instruction/Practice

3E

Demonstrating Flexibility and Responsiveness

3B

Using Questioning and Discussion Techniques

2C

Managing routines, procedures and physical space

4B

Maintaining Accurate Records to Support communication with families

2A

Creating an Environment of Respect and Rapport

2D

Managing Student Behavior

4A

Reflecting on Teaching and Practice

4C

Participating in the Professional Community

4D

Growing and Developing Professionally

4E

Showing Professionalism

Vision

Curious

Learner inquires about and questions content at a deep and personal level.

Personal

Learning progressions are based on student interest and are adapted to meet individual student needs.

Reflective

Learners can articulate their personal learning journey using routine reflective practices

Relevant

Foundational learning outcomes have broad application across multiple disciplines and are clearly connected to essential skills required for success in life.

Nurturing

The school culture acknowledges the wants, needs, and goals of individuals and systemically supports their pursuit.

Flexible

The school culture supports the belief that learning occurs in a multitude of settings and through a multitude of modalities that are centered around the preferences of students.

Resilient

Failure is accepted as a necessary part of the learning process.

Collaborative

Learning is a social activity.

Welcoming

The school culture fosters a sense of belonging and acceptance.

Areas of Focus

Competency Based Education

High Impact Instruction

Equity

Integrated Career Services

Social Emotional Learning and Behavior

Framework for Professional Practice

1B

Demonstrating Knowledge of Students

1C

Setting goals and outcomes

1E

Designing Coherent Instruction/Services

2B

Establishing a Culture and Climate for Learning

3A

Communicating with Students

3C

Engaging Students

1A

Demonstrating Knowledge of Content and Pedagogy

1D

Demonstrating Knowledge of Resources

1F

Designing Assessments

3D

Using Assessment in Instruction/Practice

3E

Demonstrating Flexibility and Responsiveness

3B

Using Questioning and Discussion Techniques

2C

Managing routines, procedures and physical space

4B

Maintaining Accurate Records to Support communication with families

2A

Creating an Environment of Respect and Rapport

2D

Managing Student Behavior

4A

Reflecting on Teaching and Practice

4C

Participating in the Professional Community

4D

Growing and Developing Professionally

4E

Showing Professionalism

Vision

Curious

Learner inquires about and questions content at a deep and personal level.

Personal

Learning progressions are based on student interest and are adapted to meet individual student needs.

Reflective

Learners can articulate their personal learning journey using routine reflective practices

Relevant

Foundational learning outcomes have broad application across multiple disciplines and are clearly connected to essential skills required for success in life.

Nurturing

The school culture acknowledges the wants, needs, and goals of individuals and systemically supports their pursuit.

Flexible

The school culture supports the belief that learning occurs in a multitude of settings and through a multitude of modalities that are centered around the preferences of students.

Resilient

Failure is accepted as a necessary part of the learning process.

Collaborative

Learning is a social activity.

Welcoming

The school culture fosters a sense of belonging and acceptance.

Areas of Focus

Competency Based Education

High Impact Instruction

Equity

Integrated Career Services

Social Emotional Learning and Behavior

Framework for Professional Practice

1B

Demonstrating Knowledge of Students

1C

Setting goals and outcomes

1E

Designing Coherent Instruction/Services

2B

Establishing a Culture and Climate for Learning

3A

Communicating with Students

3C

Engaging Students

1A

Demonstrating Knowledge of Content and Pedagogy

1D

Demonstrating Knowledge of Resources

1F

Designing Assessments

3D

Using Assessment in Instruction/Practice

3E

Demonstrating Flexibility and Responsiveness

3B

Using Questioning and Discussion Techniques

2C

Managing routines, procedures and physical space

4B

Maintaining Accurate Records to Support communication with families

2A

Creating an Environment of Respect and Rapport

2D

Managing Student Behavior

4A

Reflecting on Teaching and Practice

4C

Participating in the Professional Community

4D

Growing and Developing Professionally

4E

Showing Professionalism

Vision

Curious

Learner inquires about and questions content at a deep and personal level.

Personal

Learning progressions are based on student interest and are adapted to meet individual student needs.

Reflective

Learners can articulate their personal learning journey using routine reflective practices

Relevant

Foundational learning outcomes have broad application across multiple disciplines and are clearly connected to essential skills required for success in life.

Nurturing

The school culture acknowledges the wants, needs, and goals of individuals and systemically supports their pursuit.

Flexible

The school culture supports the belief that learning occurs in a multitude of settings and through a multitude of modalities that are centered around the preferences of students.

Resilient

Failure is accepted as a necessary part of the learning process.

Collaborative

Learning is a social activity.

Welcoming

The school culture fosters a sense of belonging and acceptance.

Areas of Focus

Competency Based Education

High Impact Instruction

Equity

Integrated Career Services

Social Emotional Learning and Behavior

Framework for Professional Practice

1B

Demonstrating Knowledge of Students

1C

Setting goals and outcomes

1E

Designing Coherent Instruction/Services

2B

Establishing a Culture and Climate for Learning

3A

Communicating with Students

3C

Engaging Students

1A

Demonstrating Knowledge of Content and Pedagogy

1D

Demonstrating Knowledge of Resources

1F

Designing Assessments

3D

Using Assessment in Instruction/Practice

3E

Demonstrating Flexibility and Responsiveness

3B

Using Questioning and Discussion Techniques

2C

Managing routines, procedures and physical space

4B

Maintaining Accurate Records to Support communication with families

2A

Creating an Environment of Respect and Rapport

2D

Managing Student Behavior

4A

Reflecting on Teaching and Practice

4C

Participating in the Professional Community

4D

Growing and Developing Professionally

4E

Showing Professionalism