The public education system and ecosystem and ecosystem persistently and  continuously shift to treat each and every learner as capable and curious people with multi-dimensional identities who belong to local and global communities, who learn in different ways, and who need to be prepared for a wide range of societal, civic and professional possibilities.



To support new partnerships among local communities, their educators, and the larger systems that govern them as they...

  • Recognize their historical origins

  • Seek to help all actors build relationships across lines of difference

  • Seek to help each learner build academic and essential skill competencies

  • Seek to help each learner build identity as an individual and member of local, connected and global communities

  • Seek to help each learner grow in their agency 



C!E brings people together across roles and across geographic contexts to learn about innovation in service to an equity seeking mission.  C!E surfaces patterns across learning sites and invites partners, researchers and system leaders to help make meaning of those patterns. C!E shares insights with the field and seeks to shape dominant narratives and state and federal policy.



Essential Questions
Our Goals for Young People
  1. What are the key characteristics of equity seeking and inequity preserving systems, leaders, and policies?

  2. What do we individually, locally and nationally see when we envision learning goals for young people? What is our True North?

  3. What conditions will enable that vision? For students? For educators? For policymakers?

  4. How do we help learning communities make the transition from systems of schooling to equity seeking systems for learning?

Learning experiences should integrate thinking, feeling and action in order to build the full suite of academic and essential skills, especially the life skills needed for life-long learning and collaboration with others in a diverse society.



Knowledge of self and how they fit in each of the communities for which they are a part; Common Core State Standards; Career & Technical Education; Other Content Areas & Essential Literacies; 

Local and Global Civic Competence; Applied Knowledge



Self awareness; Self Advocacy; Critical thinking; Problem solving; Working collaboratively; Strategic Communication; Study skills & learning how to learn; Time/goal management; Creativity & innovation



Agency as a learner and self-advocate; Persistent learner when there are challenges, complex concepts, or different points of view, Desire to test and refine theories


Driven by our vision of learners and the
characteristics of equity-seeking systems, the
System Transformation Framework captures
learning from across the communities about how leaders from all parts of the system can shift their practice and redesign policy to lead the education system forward.

Members of each learning community engage with the Framework as a way to share and accelerate their learning about equity-seeking systems practice and policy. C!E fosters the development of learning communities in which members themselves drive the MOVEMENT ofLEARNING within and between communities.

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As a Learning Community, we:

  • Learn about and refine the vision of equity-seeking systems together

  • So that we can each sharpen our individual practice and roles

  • So we can coordinate:

    • Field partnership work, as needed

    • Policy influence

    • Voice to shape national narratives

A group of related place-based learning communities:

  • Performance Assessment Community

  • Other content-specific communities over time

  • Specific sub-community of practice for Statewide Intermediaries

  • Shared learning agenda about equity-seeking systems

  • transformation, captured in the System Transformation Framework

A robust Learning Community:

  • Field innovators and leaders

  • Exploring learner centered assessment practices

  • Producing findings, insights and tools

  • Scaling within their systems and acting as original innovators for

  • peers in different contexts

Future Learning Communities:

  • Seeking a +1 opportunity, where we bring our community launch and facilitation skills to a group that a partner is launching, in an area that aligns with our learning agenda and system's interests.

  • Currently, leading areas of interest include: Essential Skills & Dispositions, SEL, and career pathways. Any topic would be taken on with a concurrent focus on equity-seeking system transformation.

As we look toward the future, we believe that if we put our key skills to good use facilitating learning
within and across these communities that we will continue to identify and raise up insights that help drive
the field forward. Such insights can be used by equity-seeking leaders to change core dispositions of their
system to become responsive and thoughtful partners with learners and local communities. Such insights
can also inform policy-makers at both the state and federal level. We hope that our efforts will support the
shift of the system itself so that educator and leadership practice aligns with an equity-seeking and learner
centered instructional core, and that policy aligns and supports those shifts.