# data[].attributes.body
Play

Show the tie between the PBL cycle, student competencies and standards

Shift

Teachers need to believe they have the capacity to develop authentic assessments

Action

Use current projects to show the how some assessments are already built into PBL

# data[].attributes.body
Play

Create a way to demonstrate the progress of teaching and learning

Shift

Teachers need to understand learning is a process

Action

Create better tools for teachers to measure student progress

# data[].attributes.body
Play

Increase coaching time and provide more examples

Shift

We need to understand teachers must consistently experience PBL’s impacts on core academics

Action

Develop a tighter coaching and feedback process

# data[].attributes.body
Play

Create a way for teachers to get everything in one place, and include more frequent feedback opportunities

Shift

Recognize that teacher need a single source of information to help them see how every element integrates

Action

Create a PBL Hub that’s easy to navigate and is used for feedback

# data[].attributes.body
Play

Recognize how current stakeholders can play a role.

Shift

Willing to explore how current stakeholders are used.

Action

Develop a report on how stakeholders were used in current projects.

# data[].attributes.body
Play

Provide system supports to make it easier for teachers to perform their PBL role.

Shift

Believe that once teachers reach a level of comfort, they expand the learning community on their own.

Action

Develop a process that enables teachers to strategically expand the learning community.

# data[].attributes.body
Play

Get everyone to participate regardless of their role.

Shift

Willing to dispense of the hierarchical behaviors.

Action

Create method to strategically decide who engages stakeholders and how.

# data[].attributes.body
Play

Codevelop a system to sustain work with stakeholders

Shift

Believe it can be done and dedicate the time towards it

Action

Develop a stakeholder engagement handbook

# data[].attributes.body
Play

Create opportunities for learning what each leader faces & believes

Shift

Getting information is an easy first step to eventually design a way to show how PBL works

Action

Get district and school leaders’ understanding of PBL.

# data[].attributes.body
Play

District and school leaders deeply understand and let school leaders prove and use best models for students.

Shift

District leaders need to stop sending teachers mixed signals when school leaders support the work.

Action

Create workshop for district and school leaders, and teachers.

# data[].attributes.body
Teachers see PBL as extra instead of a pedagogy that is equitable, brings relevance to learning core subject, and prepares students socioemotionally.

Most Impacted

Students

Teachers

Community

# data[].attributes.body
Exhaustion from constant change of curriculum and approaches

Reliance on "proven" curriculum

"This too shall pass" attitude

Lack of time and desire to explore the benefits of PBL as a pedagogy

Too many district initiatives leads to no focus on innovation

Unwillingness to invest in professional development

Too much focus on standardized test results and fear of trying something different not meeting test score goals.

Fear of losing federal funds

Too bought into test scores as only measure of success

# data[].attributes.body
Better way to address pedagogical conflicts between district and school

Students receive authentic assessments of learning

Better ways to offer professional development with the time we have

Teachers working more effectively towards being PBL practitioners