Introduction

The expectation and model is such that each student’s identity, expertise and opinions are valued, purposefully fostering a climate and culture where all students are authentically engaged. This creates a culture of care, where all students are seen, heard, affirmed, and validated.

Key Components

Build a strong sense of community and relationships.
Create structures that foster belonging and emotional safety.
Establish student-centered practices that promote SEL.

Below are a sample of strategies and processes that teachers can implement, which assist in fostering a climate and culture where all students are authentically engaged:

Descriptor	Research Based Practices
The physical arrangement of the room is conducive to student learning.	Flexible grouping structures and seating arrangements to support student learning needs. Student work exemplars are posted. Students see themselves mirrored in the visual representation of content throughout the room.
Systems and routines facilitate student responsibility, ownership and independence.	Expected academic and social behaviors are taught directly to all students in classrooms and across other campus settings/locations (PBIS). Students initiate responsibility for effective operation of the classroom by participating in development of classroom norms aligned with building norms and upheld by the classroom community. On-task behavior is evident and ensured by students.
Classroom environment ensures that time is maximized for learning.	The teacher and students have collaboratively established and upheld consistent use of routines, procedures and transitions that are effective in maximizing instructional time. Evidence of self-guided students and routines Clear procedures were observed for managing transitions Evidence that classroom expectations were taught Acknowledgement for expected behavior (verbal acknowledgment, tokens, etc.)

Descriptor

Research Based Practices

Classroom discourse and interactions reflect high expectations and beliefs about all students' intellectual capabilities and create a culture of inclusivity, equity and accountability for learning.

Teacher use of engagement and discussion protocols that democratizes student voice and cultures.

Socratic Seminars
Content Circles (content review, reading debriefs, topic discussions, goal setting, current events)
Think-Pair-Share

Classroom fosters community, accountability, and responsibility. As a result of fostering relationships and providing space for building connections, academic performance flourishes.

Teacher strategies for fostering relationships and building classroom community:

Community Building Circles
Affirming language
Learning environment and resource reflect and affirm a variety of cultures
Warm welcoming interactions that honors all cultures

Representation of different languages, cultures, visuals (for students with disabilities)

Connection to Learning Design Process

Learning Conditions is directly aligned to Part 3: Who are my students? In this part of the planning process it is important to consider the following elements:

To facilitate age-appropriate and culturally responsive instruction, adults must understand and appreciate the unique strengths and needs of each student and support students’ identities.
When adults incorporate students’ personal experiences and cultural backgrounds and seek their input, they create an inclusive classroom environment where students are partners in the educational process, elevating their own agency.