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