CLC Design Principles
- Transformational outcomes determine learning experiences. Curriculum is based on achieving standards and outcomes through powerful real life and active learning experiences within and beyond the walls of the traditional school. Learning experiences are learner-centered, life-centered and brain-based. Assessment is embedded into learning activities, evaluated through competency expectations, and checked against community standards.
- Each learner has a personal learning plan (PLP) to establish goals, guide experiences to reach goals, and record progress toward goals. Each learner has an advisor who meets periodically with the learner and the parent to review the PLP. Learning portfolios showcase student work over time. Students are not only directly involved in the development of their learning plans and portfolios but also in decisions about the CLC itself. Their ideas increase the pool of creative thinking for problem solving and their community service and learning responsibilities lighten the work load for staff.
- Highly qualified teachers work in teams as "facilitators of learning" with support staff, volunteers, and community resources to increase productivity. Teachers agree to three fundamental roles: teaching, advising and participating in continuous personal, professional, and organizational growth. Twenty to 30 days a year are allocated for activities based on individual and organizational development plans. Staff accountability for results occurs through a performance-based compensation program and removal of ineffective members from the program. Support mechanisms that sustain change include board commitment and continuity, appropriate staff selection and support, staff stability, assurance of funding stakeholder engagement, feedback on progress for continuous improvement, and rewards and recognition.
- CLC decision making is democratic. Stakeholders (including students) make key decisions about program, staffing and budget to support the mission and vision of the CLC. Professional educators make curriculum decisions and are accountable for student learning outcomes. Typically, more is spent on instructional materials and equipment, field trips and community based learning than in traditional schools. Decisions are data driven and checked against outcomes and results. CLCs actively engage parents by inviting their participation in their child's education conferences, sharing their skills and experiences, reinforcing learning at home, and through involvement on decision making boards and committees.
- Community Learning Centers as headquarters for learning for the community are open year round and extended hours. Richly stocked collections of learning materials are available on site or electronically for all ages. Parents and preschool children are served through early childhood and other family education programs. Adults are served through community education, training, and academic programs that may be offered on site. Efficient, meaningful collaboration with other education and community service agencies and organizations is an essential characteristic of an effective CLC.
