| Do I know about my students’ interests and talents? |
| Do I help them form relationships with adults and peers who might serve as models, mentors, and coaches concerning their career interests? |
| Do I help build relationships in the school community and in out-of-school communities for my students? |
| Do I find what I am teaching to be relevant to my students’ interests, including their career interests? |
| Do I help my students to understand how their learning and work contributes to their community and to the world? |
| Do I give my students choices about what, when, and how they will learn and demonstrate their competence? |
| Do I help my students to make good choices about their learning and work? |
| Do my students feel appropriately challenged in their learning and work? |
| Are my students addressing real-world , high, and meaningful standards of excellence? |
| Is the learning and work my students do regarded as significant outside school by their communities of practice and by experts, family members, and employers? |
| Does the community recognize the value of my students’ work? |
| Do my students have opportunities to apply what they learn in real-world settings and contexts? |
| Do my students have opportunities to contribute to solving the problems in their community and the world they are facing? |
| Do my students have opportunities to explore—and to make mistakes and learn from them—without being branded as failures? |
| Do my students have opportunities to tinker, experiment, and speculate? |
| Do my students have opportunities to engage in deep and sustained practice of the skills they need to learn? |
| Do I guide my students in practicing correctly? |
| Do my students have sufficient time to learn at their own pace? |
| Am I allocating sufficient time for my students to learn--to go deep as well as broad? |
| Can my students pursue their learning out of the standard sequence? |
| Do I help my students to determine what is the right time for pursuing a project or taking a course? |
