Moving along a student-powered improvement journey

To process your assessment results as a team:

1. Set the tone. Ensure agreements are in place for an open, honest conversation.
2. Individually review results. Take a few minutes to review and reflect on the team’s responses.
3. Report results. Each person shows or visually reports their results to one another: At the start, Early on, Moving along, Well along.
4. Describe results. Without moving to explanation or discussion, describe what you see across responses: What is the same and what is different?
5. Interpret results. Suggested prompts include:
   1. What perspectives and identities did we each bring to this assessment? For example: role, race, gender, experience?
   2. How did our perspectives and identities shape how we answered questions?
   3. Why do we think we got these results?
   4. Are we surprised by the results? Do we agree with the results?
   5. If we took the assessment again in a year, what results would we hope to see?
6. Keep going. Move to the next step.

To process your assessment results as an individual, consider:

1. What perspectives and identities did I bring to this assessment? (For example: role, race, gender, experience?)
2. How did my perspectives and identities shape how I answered questions?
3. Am I surprised by the results? Do I agree with the results?
4. Are there other adults and students who could take this assessment to compare results among people with different perspectives and identities?

Read the overview of the six Guiding Principles of student-powered improvement. 

Then, complete the self-guiding learning courses for two of the guiding principles: 

• Care, Truth, and Hope
• Reimagine Power and Privilege

The content of each course includes opportunities to learn, reflect, and try different strategies.

• How will you develop and maintain care, truth, and hope?
• What will you try first to co-create authentic care alongside students?
• How will you attend to personal and historical truths?
• What ways are you disrupting and reimagining power and privilege?
• Where is adultism showing up and how might you disrupt these power dynamics?

Review these case studies as a group, or “jigsaw” the case studies by dividing into three groups to read and report out on the main ideas. 

Case study: Student Fellowship

Case study: Youth Participatory Research Action Committee 

Case study: Design Collaborative  

Case study: Design Camp 

After reading the case studies, discuss: 

• From each case study, what did we like? Learn? Wonder? 
• What are we inspired to try? 

If you have time, explore even more of the case studies in the collection.