OWL Maturity Model for Student Success
Owner: Director of Orgazational Strategy & Learning (DOSL) – with input from all Directors Audience: All OWL staff, partners, and stakeholders
Background and Purpose
The OWL Maturity Model for Student Success is a flexible tool that has been developed and refined over years of collaborative work with schools and districts that are transforming their learning environments into places of deep learning and innovation.
Like all OWL tools, it is grounded in an open-source mindset: schools are encouraged to adapt and remix the model to fit their local needs, goals, and assets while staying rooted in research-aligned practices that consistently help students thrive.
Open Way Learning maintains that for students to truly flourish, schools must establish three essential conditions, reinforced by strong leadership and the collective efficacy of teachers and support staff:
An Environment of Safety and Belonging – Students experience a welcoming, inclusive space where they feel valued, respected, and academically safe. Physical, social, and emotional needs are addressed so that all learners are ready to engage, learn, and succeed.
Deep Learning Activities – Learning is meaningful, relevant to what students care about, and explicitly connected to clear learning targets and real-world contexts through experiential, learner-centered strategies.
High-Quality Facilitation – Teachers guide students through a “messy but productive” learning process that prioritizes engagement, agency, and autonomy, using structures and routines that help students tackle complex ideas and build independence.
These three conditions are sustained and amplified by two additional domains: Collective Teacher Efficacy and School Leadership’s Role in Creating Conditions for Student Success. Together, they describe the day-to-day classroom experience students need in order to thrive, and the adult practices required to make that experience durable.
The intent of this model is not to rank or label classrooms, teachers, or schools. Instead, it gives teams a shared way to ask better questions, see their current reality more clearly, and design smarter, locally relevant pathways to improvement - rather than chasing one-off programs or quick fixes.
Model Formats and How They Work Together
The OWL Maturity Model for Student Success is available in two complementary formats. Each serves a distinct purpose in the journey toward stronger student experiences and outcomes:
This is the core, single-point rubric version of the model. For each element within the essential conditions, it provides:
A concise description of what strong practice can look like
Measurable or observable indicators
Space for teams to document current evidence, status, and next steps
Rather than scoring yourself on a long scale, you compare your current reality against a clear description of strong practice and then define concrete steps to close the gap. The rubric is especially useful for:
Structured self-assessment at the classroom, grade, or department level
Prioritizing focus areas for improvement
Tracking growth and refinement over time
The rubric aligns directly with the sections in this narrative guide, so teams can move back and forth between high-level descriptions and more detailed planning.
2. Master Document (this guide)
This written version provides the narrative backbone of the model. It offers deeper detail for each essential condition:
Descriptions of what strong practice looks like
Measurable indicators and sample data sources
Actionable steps that schools can adapt and test
It is especially useful for instructional leaders, design teams, and facilitators who need shared language to anchor coaching, professional learning, and improvement planning - and to connect the model directly to tools such as Aim Statements, Driver Diagrams, and PDSA cycles.
Schools and districts can use either format on its own or combine them. Some teams start by reading and annotating this guide to build shared understanding, then use the rubric to conduct a more formal self-assessment. Others begin with rubric discussions in PLCs and return to this document when they need examples and language for deeper design work. In all cases, the goal is the same: choose the format(s) that help your community see student experience more clearly, imagine what’s possible, and design a practical pathway toward stronger conditions for success.
Connection to the OWL Maturity Model for Learner-Centered Innovation
The Maturity Model for Student Success focuses on what students directly experience:
A felt sense of safety and belonging
Opportunities to engage in deep, meaningful learning
High-quality facilitation that builds agency, independence, and durable skills
It also describes the roles of teacher collaboration and leadership in making those experiences consistent.
The OWL Maturity Model for Learner-Centered Innovation sits one level “upstream.” It focuses on the culture-level systems and conditions - innovation ethos, open source sharing, radical collaboration, collective leadership, and a living mission & vision - that make student-level practices possible and sustainable across an entire school or district.
Used together, the two models help a school or district align:
Culture and systems – via the Maturity Model for Learner-Centered Innovation
Classroom practice and student experience – via the Maturity Model for Student Success
Teams might start with the culture-level model to understand readiness and systems, then use this Student Success model to zoom in on day-to-day practices in specific grade levels or departments. Or they may begin here, using concrete classroom examples to surface the culture shifts that then show up in the Learner-Centered Innovation model. Over time, cross-walking between the two models can help the community see how changes in one area support (or undermine) the others.
Note: Many of the practices named in this model will feel familiar to educators exploring Dr. Peter Liljedahl’s Building Thinking Classrooms work, especially in mathematics. This version grew out of long-standing learner-centered practice at Tri-County Early College and in other partner schools years before BTC was formally codified. The overlap reflects a shared commitment to belonging, rich thinking tasks, collaborative problem solving, and equitable grading—not a rebranding exercise.
The Maturity Model surfaces those underlying principles so they can travel across subjects, initiatives, and grade bands, with BTC as one powerful, math-specific expression of the same deeper ideas. Refer to the companion crosswalk document for a more explicit bridge between OWL’s traditional approach and BTC.
How to Use This Model - Design Thinking + Improvement Science
This guide and the accompanying rubric are designed to be used within a Design Thinking and Improvement Science approach to change, not as a one-time checklist.
Below is a suggested flow you can adapt for your context. The same cycle can be used at the classroom, team, school, or even district level.
Step 1 – Empathize with Students and Clarify the Challenge
Start with student experience: empathy interviews, shadow-a-student, student work samples, climate surveys, and informal stories.
Ask questions like: Where do students currently feel most safe and engaged? Where do they feel unseen or disconnected? When do they experience deep learning and authentic challenge? When does learning feel like busywork?
Identify 1–2 priority challenges you want to understand more deeply (e.g., “Students report feeling welcome socially, but not academically confident in math classrooms”).
Step 2 – Explore the Model and Create a Shared Picture of “What’s Possible”
Using this document and the rubric:
Read the descriptions for the relevant essential conditions (e.g., Safety and Belonging, Deep Learning Activities, High-Quality Facilitation).
Use the “what it looks like,” indicators, and actionable steps as images of possibility. Ask: If this were fully true here, what would students notice? What would teachers, families, and community partners see and feel?
Capture those images on sticky notes or in a shared doc as a way to define success in your local context.
Step 3 – Self-Assess the Current State (Single-Point Rubric)
For each relevant element, compare your current reality to the strong-practice descriptions in the rubric.
Agree on a simple status such as: Just starting → Emerging → Established → Exemplary (or a similar scale that fits your context).
Record specific evidence: student work, schedules, observation notes, PLC artifacts, survey data, and student/family feedback. This anchors the conversation in real experiences rather than perceptions alone.
Note: If your team is implementing a Thinking Classroom / Building Thinking Classrooms model (especially in math), use the companion crosswalk referenced above to notice where your BTC practices already live inside this model (e.g. vertical workspaces, randomized groups, thinking tasks, consolidation routines) and where you may still have gaps in culture, grading, or student voice.
Step 4 – Define a Focus and Write a Clear Aim Statement
Choose 1–3 high-leverage elements to focus on (for example, advisory structures, student agency in projects, or facilitation practices in a particular subject or grade band).
Draft a SMART Aim Statement that names your student-centered “north star,” such as: “By June of this year, at least 90% of students in grades 6–8 will report that they feel safe participating in class and taking academic risks, as measured by our quarterly student voice survey and advisory reflections.”
Step 5 – Map Drivers and Change Ideas
Use an Improvement Science driver diagram to identify the primary and secondary drivers of your aim (e.g., classroom norms, feedback practices, SEL/advisory structures, family communication).
For each driver, brainstorm change ideas using the indicators and actionable steps in this guide and rubric as prompts.
Step 6 – Run Small PDSA Cycles
Turn those change ideas into small tests using Plan–Do–Study–Act (PDSA) cycles. Start with one class, one grade, or one team before scaling.
Collect light but meaningful data: short student surveys, focus groups, work samples, observation notes, and teacher reflections.
Study what happened and decide what to adopt, adapt, or abandon before the next cycle.
Step 7 – Document, Share, and Scale
Capture bright spots and proof points: student stories, artifacts, videos, and short case studies that show how the essential conditions are beginning to live in classrooms.
Share learning with colleagues through PLCs, staff meetings, and cross-school networks, modeling the open-source, collaborative mindset described in the Learner-Centered Innovation model.
As changes stabilize, adjust schedules, policies, PD plans, and coaching structures so the new practices become part of your school’s operating system, not just a one-time initiative.
An Environment of Safety and Belonging
Core idea: Students need a welcoming, inclusive space where they feel valued, respected, and academically safe. By addressing the physical, social, and emotional needs of every learner, schools foster confidence and a sense of belonging, ensuring students are ready to engage, learn, and succeed.
Note: For math teams using Thinking Classroom or Building Thinking Classrooms approaches, this culture of belonging and psychological safety is the foundation that makes vertical work, public sharing of unfinished thinking, and visible mistakes feel safe rather than punitive.
Inclusive and Culturally Responsive Learning Spaces
What it looks like when this is strong
Classrooms use materials, examples, and activities that reflect a wide range of cultural identities and lived experiences.
Students routinely “see themselves and others” positively represented in texts, visuals, projects, and discussions.
Diverse perspectives are normalized, not treated as “special topics.”
Possible indicators
Regular audits of curriculum, classroom libraries, and visuals for cultural relevance and representation.
Student surveys show high levels of feeling “seen” and respected (e.g., 85%+ positive responses).
Sample next steps
Provide PD on unconscious bias, cultural competence, and inclusive teaching strategies.
Build a review cycle for curriculum and classroom materials to strengthen representation and cultural responsiveness.
Use peer observations or learning walks focused specifically on inclusive materials and practices.
Psychological Safety and Risk-Taking in Learning
What it looks like when this is strong
Students feel safe making mistakes, asking questions, and taking academic risks.
Growth mindset language and practices are visible and consistent across classrooms.
Student voice is built into regular routines: class meetings, debates, restorative circles, feedback conversations.
Possible indicators
90%+ of students report feeling comfortable participating and taking academic risks.
Observation data shows broad participation, including from students who typically hesitate to engage.
Sample next steps
Co-create clear classroom norms around respect, active listening, and constructive feedback.
Use restorative circles and structured dialogue protocols to handle conflict and build trust.
Embed growth mindset language into routines (feedback, grading comments, advisory) and model it as adults.
Empathy-Driven Environments that Promote Equity
What it looks like when this is strong
Empathy, respect, and equity are explicitly taught, modeled, and reinforced.
Teachers actively surface and address their own biases and adjust practice to support marginalized students.
Classroom discussions and activities routinely explore multiple perspectives and social realities.
Possible indicators
Decreases in bullying, exclusion, and incidents of bias, tracked and analyzed by demographic group.
Improved perceptions of inclusivity and emotional safety among historically marginalized students in survey/focus group data.
Sample next steps
Provide ongoing equity-focused PD that emphasizes emotional safety for marginalized students.
Integrate empathy-building activities (e.g., identity work, perspective-taking routines) into advisory and core classes.
Regularly gather and act on feedback from students, families, and staff about inclusion and emotional safety.
Holistic Support and SEL
What it looks like when this is strong
Students have regular access to social-emotional learning (SEL) experiences (e.g., advisory, SEL lessons, counseling, mental health resources).
SEL is woven into daily instruction and relationships, not just “add-on” programming.
Every student can identify at least one trusted adult in the building.
Possible indicators
Participation and attendance rates in advisory/SEL structures are high.
Student and staff surveys show high satisfaction (e.g., 85%+ positive ratings) with SEL supports and access to a trusted adult.
Sample next steps
Ensure each student is explicitly connected to a trusted adult (e.g., advisory rosters, check-in systems).
Provide SEL-focused PD so teachers can integrate SEL skills into core content.
Use quick feedback tools (surveys, exit tickets) to track SEL effectiveness and adjust supports.
Embedded Structures for Safety and Belonging
What it looks like when this is strong
Structures like advisory, homeroom, mentoring, and small learning communities create consistent, supportive relationships.
Classroom and common spaces are intentionally designed to support collaboration, reflection, and connection (e.g., flexible seating, breakout spaces).
Possible indicators
High student and teacher satisfaction with advisory or similar structures (e.g., 90%+ positive feedback).
Observation data shows frequent, purposeful use of flexible and collaborative spaces.
Sample next steps
Audit schedules to ensure sufficient time for advisory, SEL, and relationship-building.
Review room layouts and shared spaces for alignment with collaborative and student-centered use.
Adjust advisory curricula and structures based on student/family feedback.
Flexible Scheduling and Use of Time
What it looks like when this is strong
Time is treated as a flexible resource to support deeper learning and relationships, not just coverage.
Block periods or flexible windows allow for project-based, inquiry-driven, and community-connected learning.
Students have scheduled opportunities for extended projects and experiential learning.
Possible indicators
High engagement and completion rates in projects and inquiry units (e.g., 85%+ participation).
Evidence that deeper engagement correlates with improved academic and SEL outcomes.
Sample next steps
Pilot schedule adjustments (e.g., block days, flex periods) to create longer learning blocks.
Collect student and teacher feedback on schedule changes and iterate accordingly.
Intentionally schedule time for community-based or interdisciplinary projects.
Student Confidence and Engagement
What it looks like when this is strong
Students see themselves as capable learners and active contributors in class.
They regularly reflect on their learning, set goals, and track progress.
Student agency is visible in choices about tasks, roles, and learning pathways.
Possible indicators
80%+ of students report increased academic confidence over the school year.
High participation in both academic and extracurricular opportunities (e.g., 90%+ engagement).
Sample next steps
Use regular self-reflection tools (journals, surveys, goal sheets) to help students track growth.
Integrate student choice into assignments, group roles, and assessment formats.
Offer workshops or advisory lessons on growth mindset, academic resilience, and self-advocacy.
Support for Special Needs and Struggling Students
What it looks like when this is strong
Students with IEPs, 504s, and other documented needs receive aligned, high-quality supports in inclusive settings.
Differentiation and accommodations are the norm, not the exception.
Teachers are prepared and supported to serve diverse learners, including multilingual learners and historically underserved groups.
Possible indicators
Progress monitoring shows growth for students with identified needs toward personalized goals.
Increased engagement, attendance, and participation for special needs and historically underserved students.
Observations and plans show consistent use of differentiated instruction.
Sample next steps
Ensure dedicated resources, staffing, and technology for special education and intervention services.
Provide ongoing PD on differentiation, UDL, and inclusive practices.
Use a strengths-based approach in data meetings and family conferences for students receiving services.
Physical Environment Adaptation
What it looks like when this is strong
Classrooms and common spaces are physically comfortable, flexible, and supportive of different ways of learning.
Layouts support both collaboration and quiet focus (flexible furniture, clear pathways, calm zones).
Clutter and sensory distractions are minimized.
Possible indicators
Student feedback shows that most students find classrooms comfortable and conducive to learning.
Reduced disruptive behaviors or anxiety incidents tied to environmental stressors.
Walkthroughs show consistent use of flexible, student-friendly layouts.
Sample next steps
Conduct a space audit with students and staff to identify quick wins and longer-term redesign needs.
Invest in flexible furniture and simple environmental tweaks (lighting, acoustics, visual organization).
Involve students in designing or rearranging spaces to increase ownership and comfort.
Technology Infrastructure for Inclusion and Safety
What it looks like when this is strong
All students have reliable access to the devices, connectivity, and tools they need to learn.
Assistive technologies and accessibility features are fully integrated into daily instruction.
Digital tools support collaboration, connection, and inclusion, not just content delivery.
Possible indicators
Equitable access rates to devices, connectivity, and assistive tools for students with disabilities and those with limited resources.
Student feedback indicates that digital tools are usable, accessible, and supportive of collaboration and belonging.
Regular audits confirm accessibility and equity in the tech ecosystem.
Sample next steps
Ensure that students who need assistive tech have it (and know how to use it) in all relevant classes.
Train staff on accessibility features and inclusive tech integration.
Establish a regular review of tech tools and platforms through an equity and accessibility lens.
Attention to Students Who Have Historically Struggled
What it looks like when this is strong
The school proactively identifies students who have been historically “othered” or marginalized (e.g., students of color, LGBTQ+ students, students from low-income backgrounds).
These students experience targeted support, mentoring, and community-building opportunities.
Policies and practices are intentionally redesigned to remove barriers and inequities.
Possible indicators
Improved academic, behavioral, and SEL outcomes for historically underserved students.
Reductions in discipline disparities, absenteeism, and disengagement among these groups.
Student feedback from marginalized groups shows increased safety, belonging, and confidence.
Sample next steps
Create mentoring/advisory programs specifically designed to support marginalized students.
Engage staff in equity PD that centers anti-bias practices and systemic barriers.
Review discipline, grading, and placement policies for inequitable patterns and adjust accordingly.
Joy and Wonder in Learning
What it looks like when this is strong
Curiosity, creativity, and joy are visible in day-to-day classroom life.
Students regularly engage in inquiry, creativity, and passion-driven work beyond bare-minimum requirements.
Learning feels meaningful, not just compliant.
Possible indicators
90%+ of students report experiencing joy or excitement in their learning at least weekly.
Strong participation in enrichment, electives, and optional learning opportunities.
Sample next steps
Increase opportunities for student choice (e.g., passion projects, elective pathways, “genius hour”).
Provide PD on designing lessons that center curiosity, play, and wonder without sacrificing rigor.
Ask students directly where learning feels joyful right now—and build from those bright spots.
Deep Learning Activities
Core Idea: Learning must be meaningful, relevant to what students care about, and explicitly connected to real-world contexts and clear learning targets. Through experiential, learner-centered strategies, students develop the critical thinking, problem-solving, and adaptive skills they need for future success.
Authentic, Experiential Learning Models
What it looks like when this is strong
Project-based, place-based, problem-based, and phenomenon-based learning are routine, not rare events.
Students engage in real-world tasks, fieldwork, and projects tightly connected to standards.
Possible indicators
50–75% of units include at least one authentic experiential learning model.
Students report seeing clear connections between what they do in class and the real world.
Sample next steps
Offer PD and co-planning time focused on designing high-quality experiential units.
Develop simple rubrics for judging the quality and depth of experiential tasks.
Capture and share exemplar projects to guide future planning.
Sustained Student Engagement
What it looks like when this is strong
Students remain engaged over time, not just at the beginning of a unit.
Inquiry, investigation, and reflection are built into activities so interest is renewed as learning deepens.
Possible indicators
80%+ of students report sustained interest in major tasks or projects.
Completion rates for student-led inquiries and long-term tasks are high.
Sample next steps
Embed regular reflection and feedback cycles where students assess how engaging and meaningful tasks are.
Provide PD on designing inquiry-based tasks that keep cognitive demand high without overwhelming students.
Collaboration and Public Sharing of Knowledge
What it looks like when this is strong
Students routinely collaborate and co-construct knowledge with peers.
They share their work with authentic audiences inside and beyond the school.
Possible indicators
Each student participates in at least two public sharing opportunities per year (exhibitions, presentations, showcases, digital portfolios).
Student reflections show growth in collaboration skills and in comfort presenting to others.
Sample next steps
Build school-wide exhibitions or showcase routines into the calendar.
Use peer-assessment and reflection tools to deepen learning from collaboration and public sharing.
Connection to Local and Global Issues
What it looks like when this is strong
Units and projects connect academic content to local community issues and global challenges.
Students see their learning as relevant to real problems they care about.
Possible indicators
80%+ of students report that “what we learn connects to issues I care about.”
Curriculum maps show regular integration of local and/or global contexts.
Sample next steps
Create a shared bank of local and global issues aligned to standards.
Encourage interdisciplinary projects that connect content to authentic community or global challenges.
Durable Success Skills (Aligned to Portrait of a Graduate)
What it looks like when this is strong
Skills such as collaboration, critical thinking, creativity, communication, and problem-solving are explicitly named, taught, and assessed.
The Portrait of a Graduate is more than a poster; it’s a design anchor for tasks and assessments.
Possible indicators
Rubrics or competency checklists show student growth in success skills across the year (e.g., 90%+ show progress).
Student self-assessments and reflections reference these skills.
Sample next steps
Align units and performance tasks with Portrait of a Graduate competencies.
Provide PD on embedding success skills into daily instruction and assessment.
Learner-Centered Pedagogies
What it looks like when this is strong
Students co-create learning goals, pathways, and products where appropriate.
Instruction is differentiated and scaffolded so all students can access complex work.
Possible indicators
Students participate in student-led conferences or goal-setting routines.
100% of students have at least one co-created learning goal or plan each term.
Sample next steps
Build regular student–teacher conferencing into schedules.
Use flexible grouping and differentiated materials to personalize pathways while keeping expectations high.
Transparent and Personalized Evidence of Learning
What it looks like when this is strong
Assessment systems (including competency-based approaches) make expectations and progress transparent.
Students and families can clearly see what has been mastered and what’s next.
Grading and feedback emphasize mastery and growth rather than point accumulation, with practices such as retakes/redos, clear criteria, and feedback that guides next steps - consistent with BTC’s emphasis on equitable grading and homework as a tool for learning rather than compliance.
Possible indicators
90%+ of students demonstrate proficiency in core competencies by term’s end.
Students report understanding where they are on key learning goals.
Sample next steps
Use digital portfolios or dashboards to visualize progress.
Provide PD on designing and communicating transparent, criteria-based assessments.
Review homework and grading policies to ensure they align with this philosophy: homework, when used, primarily functions as low-stakes “check your understanding,” and grades focus on demonstrated learning rather than missing work or compliance.
Empowering Students as Agents of Their Own Learning
What it looks like when this is strong
Students regularly set goals, monitor their progress, and self-assess.
Student voice shapes topics, methods, and, at times, criteria for success.
Possible indicators
100% of students engage in goal-setting and reflection cycles each term.
Student work and reflections show increasing ownership of their learning.
Sample next steps
Establish regular goal-setting and reflection routines in advisory and core classes.
Support teachers in balancing autonomy with clear expectations and supports.
Continuous Improvement Mindset
What it looks like when this is strong
Both students and teachers treat learning as iterative.
Feedback and revision cycles are built into major tasks.
Possible indicators
90%+ of students revise at least one major piece of work per term.
Teachers regularly adjust instruction based on formative data.
Sample next steps
Normalize multiple drafts and revisions for key assignments.
Provide PD on effective feedback and formative assessment strategies.
Culture of Collaboration
What it looks like when this is strong
Students routinely collaborate in diverse groups and share responsibility for learning.
Teachers intentionally design roles, norms, and structures for equitable participation.
Possible indicators
Observations show frequent use of collaborative structures and routines.
Student reflections highlight what they learn from peers.
Sample next steps
Incorporate collaborative strategies (e.g., jigsaw, peer teaching, group problem-solving) into most units.
Teach and model collaboration skills explicitly (roles, feedback, conflict resolution).
Public Sharing of Work and Knowledge
What it looks like when this is strong
Students regularly present and explain their learning to authentic audiences.
Public products reflect growth, mastery, and reflection.
Possible indicators
Documented exhibitions, showcases, and digital portfolios across grade levels.
Family and community feedback on student presentations.
Sample next steps
Develop a simple exhibition/portfolio structure that each grade can adapt.
Provide scaffolds for presenting to authentic audiences (checklists, rehearsal routines).
Intellectual Challenge and Curiosity
What it looks like when this is strong
Students pursue big questions, investigate deeply, and wrestle with complexity.
Tasks demand reasoning, creativity, and sustained inquiry.
Tasks often take the form of rich “thinking tasks”: non-routine, low-floor/high-ceiling problems that invite students to conjecture, test ideas, compare strategies, and connect concepts rather than simply follow worked examples.
Possible indicators
Student work shows evidence of deep questioning and extended inquiry.
Formative assessments capture students’ own questions and evolving theories.
Sample next steps
Make inquiry questions a staple of unit design.
Support teachers with PD on designing rigorous, curiosity-driven tasks.
Audit current tasks (especially in math and science) to replace some scripted, example-heavy activities with thinking tasks that emphasize problem solving, multiple solution paths, and productive struggle.
Design Thinking Frameworks
What it looks like when this is strong
Students use Design Thinking and Improvement Science (or similar iterative frameworks) as a way to tackle real problems.
Prototyping, feedback, and revision cycles are visible in projects.
Possible indicators
Regular projects that explicitly follow a Design Thinking / PDSA cycle.
Students demonstrate resilience and adaptability through iteration.
Sample next steps
Embed Design Thinking into a subset of projects, then expand.
Provide tools, templates, and PD to help teachers facilitate Design Thinking well.
High-Quality Facilitation
Core Idea: Teachers guide students through a “messy but productive” learning process that prioritizes engagement, agency, and autonomy. Structures, routines, and tools help students navigate complex ideas and build independence. Many of these moves mirror what some call “thinking classroom” practices - randomized groups, de-fronted rooms, visible group work, and student-led consolidation - but they also reflect learner-centered routines that have been refined across subjects and grade bands over many years.
Teacher as a Guide
What it looks like when this is strong
Teachers act as facilitators and coaches rather than sole sources of knowledge.
Students lead discussions, investigations, and problem-solving efforts; teachers lean heavily on questioning.
Align questioning norms with Thinking Classroom principles (e.g., answering questions with questions, prioritizing “thinking questions”) so students experience a consistent, inquiry-first stance across classes.
Possible indicators
75–80% of instructional time is student-led discourse or problem-solving.
Observations show high levels of teacher questioning and low levels of direct telling.
Sample next steps
Provide PD on facilitation and questioning strategies.
Use peer observations and reflection tools to track shifts from directing to guiding.
In math classes using BTC, make it explicit that direct answers are rare by design: students expect to use peers, prior work, and visible thinking on the walls as their first sources of help.
Randomized Grouping and Collaboration
What it looks like when this is strong
Students regularly work in varied, often randomized groups.
Responsibility for leadership and sense-making is shared among students.
Note: These patterns closely align with Thinking Classroom / BTC practices around random groups and collaborative learning, while also supporting similar goals in science, humanities, and cross-disciplinary projects.
Possible indicators
Random grouping structures appear in the majority of observed lessons (e.g., 60%+).
85%+ of students report positive collaborative experiences.
Sample next steps
Adopt simple randomization methods (cards, apps, protocols) for group formation.
Provide norms and roles to support equitable participation in groups.
For math teams using Building Thinking Classrooms, start by randomizing groups at least once per week, then gradually increase frequency as students normalize this as “just how we work here.”
Multidimensional Instruction
What it looks like when this is strong
Lessons consistently include multiple modalities (visual, auditory, kinesthetic, verbal).
Instruction is designed to support diverse strengths and needs.
Possible indicators
100% of observed lessons incorporate at least two different modalities.
Student feedback indicates improved understanding due to varied approaches.
Sample next steps
Offer PD on multimodal lesson design.
Use planning templates that prompt teachers to intentionally vary modes.
Minimization of Direct Answers
What it looks like when this is strong
Teachers resist answering “stop-thinking” questions with direct solutions.
Students are routinely pushed to use resources, peers, and reasoning to work things out.
Possible indicators
Observations show that most student questions are answered with prompts and scaffolds, not solutions.
Students become more persistent and resourceful in problem-solving.
Sample next steps
Train teachers to use probing questions and scaffolds instead of direct answers.
Develop quick reference tools (question stems, “ask three before me”) to support this shift.
Use of Vertical Workspaces
What it looks like when this is strong
Students regularly use whiteboards, chart paper, or walls to make thinking visible.
Students regularly use whiteboards, chart paper, or walls to make thinking visible, often on vertical, non-permanent surfaces (VNPS).
Collaborative problem solving happens at vertical surfaces, with groups working in proximity so they can see, compare, and build on one another’s ideas.
Possible indicators
50–60% of observed lessons include students working at vertical spaces.
Students report that these tools help them see and refine their thinking.
Sample next steps
Ensure every classroom has accessible vertical work surfaces.
Provide PD on using vertical work for group problem-solving and visible thinking.
In classrooms implementing BTC, treat this element as your VNPS anchor: start with one period where every student works at vertical space every day, then adapt and spread the practice across additional classes and subjects.
Peer Teaching and Questioning
What it looks like when this is strong
Students frequently explain concepts to each other and pose questions to deepen understanding.
Peer-to-peer discourse is a primary engine of learning.
Possible indicators
Peer teaching features in at least 40% of lessons.
Student reflections show that peers play a significant role in their learning.
Sample next steps
Introduce peer instruction protocols (e.g., think-pair-share with explanation, jigsaw, reciprocal teaching).
Use peer-feedback tools to strengthen explanation quality.
Active Engagement and Mobility of Ideas
What it looks like when this is strong
Students move between stations, groups, and workspaces as ideas evolve.
Thinking routines and protocols help ideas circulate and build.
Possible indicators
At least half of observed lessons include movement and dynamic grouping.
Students report that movement helps them stay engaged and think more clearly.
Sample next steps
Design lessons with stations, gallery walks, and other movement-based structures.
Provide PD on structuring movement so it enhances, rather than distracts from, learning.
Inquiry-Driven Learning and Sustained Independence
What it looks like when this is strong
Students sustain inquiry on complex problems over time, individually and in groups.
Teachers provide scaffolds but allow students to drive the work.
Possible indicators
80%+ of students engage in at least one major inquiry project per term.
Evidence of student planning, monitoring, and adjusting over time.
Sample next steps
Build regular check-ins into long-term projects to support student self-management.
Share tools (project planners, checklists, reflection prompts) that promote independence.
Transferable and Adaptable Knowledge
What it looks like when this is strong
Students apply learning across contexts and disciplines.
Instruction emphasizes conceptual understanding and transfer over rote procedures.
Possible indicators
Cross-curricular projects and assessment tasks that require application in new contexts.
Student explanations show they can connect concepts across units and subjects.
Sample next steps
Design at least one cross-disciplinary product or task per term.
Provide PD on planning for transfer and designing rich performance tasks.
Real-World Problem Solving with Thinking Routines and Protocols
What it looks like when this is strong
Students tackle authentic, messy problems with clear structures for collaboration.
Thinking routines and protocols provide scaffolds so complexity is manageable, not overwhelming.
Possible indicators
80%+ of interdisciplinary or project-based activities use intentional routines and protocols.
Student reflections show growth in collaboration, critical thinking, and synthesis skills.
Sample next steps
Offer PD on applying thinking routines and norms in project-based and real-world tasks.
Curate a small “core set” of protocols the whole school uses across grades and subjects.
Collective Teacher Efficacy
Core Idea: Collective Teacher Efficacy (CTE) is the shared belief among a group of educators that their collective efforts can positively impact student outcomes. John Hattie's research identifies CTE as the most significant predictor of student success, showing that when teachers work together, believe in their ability to affect change, and continuously collaborate, student achievement flourishes.
Shared Decision-Making and Teacher Leadership
What it looks like when this is strong
Teachers play meaningful roles in decisions about curriculum, instruction, and school improvement.
Peer-led initiatives and teacher leadership roles are clearly defined and active.
Possible indicators
High participation in leadership roles and decision-making committees.
Survey data shows strong teacher ownership and autonomy.
Sample next steps
Create a decision-making framework that includes teacher reps on key committees.
Establish peer-led PD, design teams, and mentoring roles tied to improvement priorities.
Protected Collaboration Time
What it looks like when this is strong
Teachers have dedicated, protected time for PLCs and collaborative planning.
Teams co-create lessons, analyze student work, and align strategies.
Possible indicators
Collaboration time appears clearly in schedules and is used as intended.
PLC artifacts show shared lesson development and consistent instructional practices across classrooms.
Sample next steps
Build protected collaboration blocks into the master schedule.
Provide facilitation support and clear agendas focused on planning, data, and student work.
Professional Development and Capacity Building
What it looks like when this is strong
PD is ongoing, job-embedded, and tied to innovative instructional practices (experiential learning, blended, differentiated instruction, etc.).
Coaching, observations, and feedback loops support implementation.
Possible indicators
High teacher participation in PD and follow-up activities.
Walkthroughs show increasing use of the targeted practices.
Teachers report increased confidence and skill.
Sample next steps
Align PD with school-wide goals and individual growth needs.
Create coaching cycles with clear goals and feedback structures.
Use observation and teacher reflection data to refine PD topics.
Learner-Centered Classroom Management
What it looks like when this is strong
Classroom management supports agency, collaboration, and inquiry, not just compliance.
Norms, routines, and structures enable students to take ownership of behavior and learning.
Possible indicators
Observations show use of thinking routines, randomized grouping, and student-led structures.
Student engagement and collaboration metrics are strong.
Sample next steps
Incorporate learner-centered management into PD and coaching.
Use observation rubrics that focus on student agency and collaboration.
Leverage peer observations focused specifically on facilitation and management.
Collaborative Culture of Problem-Solving
What it looks like when this is strong
Teachers treat instructional challenges as shared problems, not individual failures.
Regular reflection and data-driven discussions drive adjustments.
Possible indicators
Surveys show strong collaboration and a problem-solving mindset.
Student achievement gains can be linked to collaborative planning and interventions.
Sample next steps
Integrate structured reflection and problem-solving routines into staff meetings and PLCs.
Use common data protocols to guide collaborative adjustments.
Celebrate team-level successes and learn from missteps together.
School Leadership’s Role in Ensuring Conditions for Student Success
Core Idea: School leadership is critical in embedding the practices of deep learning, academic safety, and high-quality facilitation into the school’s culture. Leadership must actively create the conditions that support this environment, vehicle also aligning with school and district goals - all in a way that ensures transparency, fosters collaboration, and emphasizes continuous improvement. Leaders enable success by setting clear direction and priorities, supporting teachers as they make essential shifts in practice, and ensuring systemic and fair accountability practices are in place.
Vision Setting and Goal Alignment
What it looks like when this is strong
Leaders co-create and clearly communicate student-centered goals aligned with district priorities.
Goals focus on deep learning, academic safety, and facilitation best practices.
Possible indicators
Strategic plans and PD agendas reflect clear, aligned goals.
Staff can articulate the vision and see it in daily work.
Sample next steps
Facilitate staff-wide goal-setting at the start of the year and revisit regularly.
Tie coaching, PD, and evaluation processes to these shared goals.
Provide transparent updates on progress and invite mid-course corrections.
Creating a Transparent and Trusting Environment
What it looks like when this is strong
Leaders model openness, vulnerability, and willingness to learn.
Experimentation and sharing of practice are encouraged and protected.
Possible indicators
High participation in peer observation, PLCs, and collaborative structures.
Staff surveys show strong trust and psychological safety.
Sample next steps
Use staff meetings to spotlight both successes and honest challenges.
Establish non-evaluative peer observation cycles.
Model thinking routines and reflection protocols in leadership meetings.
Promoting Collaboration and Peer Learning
What it looks like when this is strong
Leaders prioritize and resource PLCs and cross-role collaboration.
PLCs have clear purposes, norms, and structures for deep professional learning.
Possible indicators
Regular, well-attended PLC meetings with documented collaborative work.
Evidence of shared lesson designs, common assessments, and analysis of student work.
Sample next steps
Create a PLC calendar with focused agendas and outcomes.
Train PLC facilitators in effective norms and protocols.
Build in classroom visits connected to PLC goals.
Continuous Improvement and Targeted Coaching
What it looks like when this is strong
Leaders use Improvement Science mindsets and tools to guide adult learning.
Coaching and feedback are ongoing, targeted, and embedded in the school day.
Possible indicators
Coaching logs and PD participation data show regular engagement.
Teacher evaluations and self-assessments show growth in targeted areas.
Student data trends reflect effective instructional improvement.
Sample next steps
Implement a coaching model with regular cycles and clear focus areas.
Schedule consistent one-on-one check-ins for reflection and goal-setting.
Connect PD sessions to follow-up observations and feedback.
Creating a Culture of Shared Accountability
What it looks like when this is strong
Responsibility for student outcomes is collective, not isolated to individuals.
Frameworks like Design Thinking and Improvement Science (PDSA, driver diagrams) are used to examine and improve practices.
Possible indicators
Increased use of structured frameworks to tackle school-wide challenges.
Staff report shared ownership of both successes and challenges.
Student performance and climate data show steady improvement over time.
Sample next steps
Embed regular data-informed reflection sessions into staff meetings.
Use shared frameworks to analyze progress and adjust strategies.
Make improvement goals team-based, not just individual.
Modeling and Celebrating Success
What it looks like when this is strong
Leaders publicly recognize staff and student efforts that exemplify deep learning, collaboration, and academic safety.
Leaders also model the practices they promote: facilitation, inquiry, collaboration, and vulnerability.
Possible indicators
Regular recognition of innovations and bright spots in meetings, newsletters, and events.
Teacher morale, engagement, and retention trends improve.
Student work and achievement in priority areas show growth.
Sample next steps
Establish a recognition system for staff and students aligned to the essential conditions.
Host exhibitions and showcases of student work as a regular part of the school rhythm.
Invite teacher leaders to share practices at PD days and faculty meetings.
Closing Notes: Using the Model as an Evergreen Guide to Continuous Improvement
As you continue to return to this model - during planning cycles, PLCs, coaching conversations, and data reviews - add your own stories, artifacts, and refinements. Over time, it should feel less like a generic OWL tool and more like your community’s shared playbook for student success.
Used this way, the Student Success Maturity Model does more than organize an annual improvement plan. It helps normalize inquiry, empathy, experimentation, and reflection as part of everyday practice in classrooms. In the process, it supports your school or district in becoming a true learning organization - one where educators continually learn together, adapt practice, and redesign the system in service of students.
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