cross-subject curriculum: Students fail to see connections between their work when there’s no emphasis placed on doing so. All classrooms collaborate constantly and schedules are adjusted to have teams of teachers and students guiding work.

experiential learning: (or project-based learning) is hands-on, learning by doing, and reflecting on what one has done. Reflection includes growth from failure and documentation of what’s been learned, including students having voice and choice in what they do, connecting with the community, and projects with real-world value.

promote literacy: Reading is proven to increase a kid’s abilities more than any other factor. The way that schools often teach literacy, with “deep reading” of canonized literature, discourages future reading, and, as a result, people grow up disliking books. Reading for pleasure is encouraged and time is set aside to provide that opportunity.

connect with the community: A school should be open to and aware of the rest of the world. Just as learning doesn’t occur within only four walls — the community must be allowed within. Staff must take every opportunity to invite and structure partnerships that flourish into authentic audiences for student work, experts in the classroom, and community-driven experiences that will drive and transform the school into a greater learning center.

form a path to purpose: Schools must schedule time for students to inquire and put their passions into practice. This must be multifaceted: ample amounts of self-discovery, encouraging teacher passion in the classroom, and allowing for community voices to showcase opportunities. Long-term plans that can be adapted around interests and shaped around career paths occur across the entire experience, not just at the end.

critical pedagogy: To remain neutral on challenging the status quo is to take the side of the dominator (referred to by Freire as the “banking model” of transferring content). When we teach systemic issues and social justice, valuing students’ inherent knowledge, allowing them a true voice, and establishing a learning community, we will provide them with means of empowerment.

inclusivity: Schools need to feel safe. Colorblindness, or suggesting difference should be invisible, contributes instead to oppression. All classrooms need to have a critical and open dialogue of multiple perspectives. The more students see the perspectives of those who are disenfranchised, or of those who have a different voice than their own, the more they will develop an understanding of power, privilege, and equity.

reflective space: Students must be given many chances to reflect on their own learning experiences. Sometimes, students working on hands-on projects are not able to communicate what they’re learning, as they’re just “doing”- not recognizing the value of their work. Therefore, incorporating ample reflection gives time for them to communicate and express growth.

restorative justice: By embracing the practice of restorative justice, one can empathize with the aggressor to talk about, reflect on, and find a solution to their behavior. Kids usually act out due to greater problems that sometimes are occurring outside of school. To understand the root of each problem, schools can embrace a more loving, caring community.

authenticate student voices: Voice is centered on being able to change assessment, content, and philosophy based on the needs and desires of students. Students should feel welcome to ask driving questions that change the pre-built notions of the course, with a teacher who guides and inspires their growth. Beyond the classroom, voice is encouraged and structured into staff meetings and curriculum design. Students need real opportunities to express change.

reduction of homework: School that extends well beyond the school day leaves little room for students to reflect on their lives, play, socialize, and de-stress. Research shows that practice-based ”programs designed to drill content… create little to no gains in a child’s growth.” Homework assignments consist of learning that is done over an extended period of time, with ample amounts of work time given at school to complete it.

redefine testing: Especially for gifted students already out-norming the “norms,” any testing is more about access to future opportunity than an inauthentic measurement of growth. Assessment is qualitative and narrative rather than quantitative in numbers and grades.

eliminate grading: Research showcases how much grading causes students to seek out a reward rather than be intrinsically motivated to learn and is relatively superfluous with gifted students. Great assessment incorporates regular one-on-one feedback and ongoing narrative about growth. Tools, such as a portfolio of learning, allow educators to provide quick, authentic feedback to students.

build strong relationships: Without a strong connection between students, teachers, and administration, learning can not occur organically. Central to progressive education is a constant focus on relationship building — content is secondary. Strong relationships are built on authentic empathy and care. Teachers constantly engage students in conversation, seek out their passions and interests and incorporate them in the classroom, and act as mentors in every step of their lives.

reform food systems: Having the capacity to establish and learn about food sources and sustainability, as well as support small businesses, is important to a deeper relationship with farm to table and food equity intelligence.

buzzword-free: Teachers must understand best practices beyond a step-by-step guide to their implementation — they must understand the why of their use. This takes time and energy, and not all buzzwords are worth exploring. Teachers should be encouraged to seek out, as experts, initiatives in education and share what they learn with the entire staff.

cooperative learning: Our gifted kids are already pushed to be “the best” but implementing those skills can’t occur in a bubble. Building cooperative classrooms takes time, trust, and problem-solving. There will be many moments of trial-and-error of mediating students as they communicate and run into issues. This is paramount to students developing teamwork skills.

integrated grade levels: In middle and high school, learners become increasingly drilled to learn more content, often at the expense of their willingness to learn. College prep programs often siphon the soft skills needed to navigate an ever-changing world, instead opting for test preparation. The experience of progressive education must mirror the elementary style of learning, regardless of age, as the development of a community of learners provides support structures for socioemotional growth critical beyond secondary schoool.

self-direction: Everyone innately wants to learn more about the world — it’s a human trait. Therefore, if a curriculum encourages students to adapt and create their own curriculum, based on their interests, learning will occur. This learning happens outside of electronics as a primary medium.

strong teacher support: The best administrators are those who empower teachers while rigorously promoting the vision of a school. Administrators, just like teachers, are guides of classrooms, provide structural support, and are the chief enforcers of the school’s vision, built by the entire learning community. Schools must support their teachers with effective planning time, rest and recuperation.