Essential Skills and Dispositions 1

ESSENTIAL SKILLS
AND DISPOSITIONS
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COLLABORATION
An individuals capacity to work with other people in a process that requires

interdependence to solve a problem, achieve a goal, or complete a task
COLLABORATION
Collaboration is a critical skill that requires the ability to balance mutual interdependence with
personal ambitions. Developing this skill prepares students for the demands of many post-secondary pursuits.
This skill framework emerges from recent research and the increasing need to balance development of
content knowledge with the development of skills and dispositions critical to applying knowledge effectively.
Collaboration incorporates the ability to work across cultural and language differences as well as the ability to
navigate ever-changing virtual spaces that provide continuous opportunities for innovation and adaptation.
Schools are laboratories for innovative collaboration. A shared understanding of what this skill fully entails will
help enrich collaborative learning and access individual growth over time.
COLLABORATION
Purpose of the Framework
This framework presents a theoretical model of collaboration skill development to bridge the gap
between existing theories and research and educators in the field who seek to build students
skillsets. It serves as a call for innovative educators to consider the complexity of skills, such as
collaboration, and to help build a research base on cultivating students collaborative behaviors from
preschool to adulthood. Consumers of the framework will need to identify specific factors in the
local teaching and learning context that impact the growth and demonstration of collaborative skills.
By doing so, consumers can interpret and apply this framework to unique domains, contexts, and
learning objectives.
From Beginner to Emerging Expert

At every age level from preschool to adulthood, an individual may fall along different stages of the
developmental continuum for various dimensions of collaborative skill. To approach the expert level,
collaboration, like other skills, requires extensive experience to advance most aspects of the skill to a
level of raw intuition.
BEGINNERS show respect for different perspectives with some support and modeling, care about
how others feel, and defer to the group for decision-making and task assignment.
ADVANCED BEGINNERS remain open to competing ideas from others, avoid conflict,
cooperate to keep group work moving forward, and take turns with tasks to be fair.
STRATEGIC LEARNERS value all group members perspectives, initiate compromise to move
work forward, and build consensus to define roles and tasks that match group members strengths.
EMERGING EXPERTS synthesize a groups best thinking, voice and address power imbalances in
a groups dynamic, and anticipate conflicts in order to strengthen group cohesion.
EMERGING
EXPERTS
STRATEGIC
LEARNERS
ADVANCED
BEGINNERS
BEGINNERS
5 Components of Collaboration
Drawing on existing research and theory, this framework defines collaboration in terms of five
components that can map onto a variety of learning contexts and settings. Beyond process
aspects of collaboration, this frameworks highlights self-awareness, and monitoring and adapting
behaviors as components that guide an individuals contributions to group dynamics and
outcomes. The components listed on the following page are illustrated in terms of how individuals
demonstrate collaboration through intrapersonal thinking processes, like reflection, as well as
interpersonal engagement with others. Through deeper understanding of the multiple dimensions
of the skill, individuals can focus in on the essential parts that make up the skill as a whole.

SELF-AWARENESS
Thinking through tasks, applying prior experience, understanding how

own strengths fit into group dynamic and taking personal responsibility
COMMUNICATING
Speaking purposefully, listening actively, and contributing

to group dialogue and encouraging participation of others
NEGOTIATING & DECISION-MAKING

Understanding and valuing multiple perspectives, managing conflict
and own emotional response, and advocating for group fairness
CONTRIBUTING & SUPPORTING

Owning task assignments and work quality, sharing ideas,
and providing feedback on the work and ideas of others
MONITORING & ADAPTING
Reflecting on progress, overcoming obstacles, adjusting emotional reaction,

supporting others through challenges, and modifying approach to benefit the group
COLLABORATION
5 Components in Action
Collaboration is the synergy between the growth of the individual and the success of
the whole, where each person brings strengths that compensate for the gaps in skills
and knowledge of others. In a collaborative task, such as a classroom newsletter, a
student at the strategic learner stage of self-awareness asks the following questions:
What experience do I have to draw on? What are my applicable skills? How can I use
this project to grow? Where can I contribute? As the newsletter evolves, the strategic
learner communicates across multiple modes, by email, in person, or by phone, as the
task and context demand. She includes all team members in the dialogue and supports
her own opinions with evidence. To develop a class newsletter effectively, the individual
clarifies their own ideas and those of others to build consensus and define the common
purpose that the newsletter must serve. Comfortable with conflict and compromise, the
strategic learner initiates negotiation. When the blog feature of the newsletter requires
more time and moderation than a single student can manage, the strategic learner
helps to redefine the roles to manage the workload through collective effort.
Throughout the development of the newsletter project, the strategic learner models
high quality planning and execution for other members to work towards. She supports
the growth of her team members skills and contributions with thoughtful feedback.
She contributes new ideas for content and circulation, confidently. She consistently
produces high quality work. From the beginning to the end of the groups work, the
strategic learner demonstrates her collaborative skills by sharing responsibility for
continuous improvement. When faced with obstacles or failure she nimbly adapts her
own strategy and the overall course of the groups work. When the group completes
the first issue of the newsletter, she acknowledges the milestone and ensures that
all members take pride in their contributions. This example introduces the five
components of collaboration detailed within this framework and illustrates how each
component allows for attribution at the individual level as well as observation of the
overall synergy of the group as a whole.
BEGINNER
Tries to connect personal
experience to approach tasks.
Understands strategies,
norms and roles, with
explanation and guidance.
Keeps a positive attitude
and stays attentive to group
process.
Thinks of personal strengths
and limitations and how they
relate to group work, when
guided.
Controls impulses with some
support.
ADVANCED BEGINNER
Draws on relevant personal
experience to contribute to
group work, meaningfully.
Grasps group strategies,
norms and roles, when
modeled by others.
Acts conscientiously and
is aware of place in group
process.
Arrives to task prepared.
Stays open to feedback.
Knows how to contribute
effectively and takes
responsibility to meet
expectations.
SELF-AWARENESS
Thinking through tasks, applying prior experience,
understanding how own strengths fit into group
dynamic and taking personal responsibility.
COLLABORATION
STRATEGIC LEARNER
Applies personal experiences to
collaborative task from multiple
related and unrelated domains.
Understands and analyzes group
processes to improve strategies,
norms and roles.
Demonstrates tolerance and
appreciation for contrary or diverse
experiences.
Pursues active role that draws
on personal strengths and also
challenges areas in need of growth.
Assumes responsibility for behavior,
work quality, and role in the group
process.
EMERGING EXPERT
Transfers prior knowledge from
different experiences and domains
across complexities of task.
Combines analysis and intuition to
activate thinking.
Anticipates challenges and
opportunities and formulates
strategies, norms and roles to
maximize group potential.
Models heightened awareness
of power dynamics in group and
takes responsibility to enhance
fairness within group dynamics.
Imparts personal strengths and
defines personal learning goals
within the context of group work.
BEGINNER
Takes turns to speak and
listen.
Listens to the input of all
group members.
Gives clear verbal and written
directions to others with
support.
Follows accepted group
discussion norms with
support.
Shares personal perspective
and responds to requests to
clarify and justify point, when
prompted.
ADVANCED BEGINNER
Shows interest in speaker
when listening and takes in
new perspectives.
Understands and follows
accepted communication
norms across most modes
of virtual and in-person
communication and helps
others do the same.
Pursues clarification from
others and clarifies own points.
Tries to include other
participants in discussions.
Asks for and provides helpful
feedback, when prompted.
COMMUNICATING
Speaking purposefully, listening actively,
and contributing to group dialogue and
encouraging participation of others.
COLLABORATION
STRATEGIC LEARNER
Follows norms and sets example
for others.
Chooses best mode of
communication for task.
Emphasizes inclusion of all
members in group dialogue.
Encourages participation of
others.
Poses clarifying questions to
others and garners elaboration on
ideas and perspectives.
Asks for specific feedback and
evaluates own position with new
information. Justifies opinions
with evidence, confidently.
EMERGING EXPERT
Listens actively with affective body
language.
Monitors and modifies group
communication norms across different
modes to optimize dynamic of group.
Contributes clearly with wellsupported ideas.
Models constructive feedback
through positive reinforcement and
clear suggestions.
Acknowledges and validates team
members contributions.
Encourages participation of others.
Facilitates discussion with direct
follow-up questions.
BEGINNER
Understands commonalities
and differences among
perspectives, when guided.
Shows respect for different
perspectives, when guided
and modeled by others.
Restates personal position
and defers to others to resolve
issues and make decisions.
Accepts role designated
by group.
Recognizes how others
feel and tries to work out
differences with guidance.
ADVANCED BEGINNER
Uses understanding to develop
awareness of other members.
Remains open to competing ideas
and tries out the ideas of others.
Aligns position with others who
share perspective and avoids
conflict or redirects to common
ground.
Cooperates to keep work moving
along.
Respects group consensus, with
guidance.
Advocates for own desired
role and task assignments and
contributes to planning.
Takes turns to be fair with tasks.
NEGOTIATING &
DECISION-MAKING
Understanding and valuing multiple perspectives,

managing conflict and own emotional response,
and advocating for group fairness.
10
COLLABORATION
STRATEGIC LEARNER
Identifies and clarifies
commonalities and differences of
group members unique definition
of problem or task and proposed
ideas for solution and approach.
Values group members perspectives
and communicates this appreciation
clearly.
Initiates compromise to resolve
conflict.
Strategizes towards shared goals
and plan.
Ensures fairness so all members
have voice
Builds consensus to define roles
clearly and designate roles that
match strengths of members.
EMERGING EXPERT
Draws out and restates different
viewpoints for the benefit of all
group members.
Articulates merits and tradeoffs
of others ideas to advance group
work and honor contributions of
group members.
Synthesizes groups best thinking,
intuitively.
Facilitates group goal-setting.
Anticipates and addresses
decision-making conflicts to
strengthen group cohesion and
effectiveness.
Voices and addresses power
imbalances.
Advocates for the interests of each
member in task assignment.
11
BEGINNER
Gives effort to complete tasks,
with support.
Understands expected quality
and effort of work, when defined
by others.
ADVANCED BEGINNER
Meets quality expectations and

timeline when provided support.
Adds to pooled knowledge

and skills.
Shares own ideas, when prompted.
Manages work to meet

expected timeline.
Responds to the ideas of others

with personal opinion and
informational questions.
Follows the example set

by others to meet quality
standards.
Gives and receives feedback
based on expected
standards.
Owns ideas and contributes
to overall direction of group
work.
Affirms the effort and ideas
of others.
CONTRIBUTING & SUPPORTING

Owning task assignments and work quality,
sharing ideas, and providing feedback
on the work and ideas of others
12
COLLABORATION
STRATEGIC LEARNER
Looks for and accepts task
assignments that optimize
personal growth.
Models effective task planning
and execution.
Produces strong results,
consistently.
Models constructive and
supportive feedback to group
members.
Contributes and justifies ideas,
aware of how the ideas address
the specific task or group needs.
Praises others for contributions
and gives constructive feedback,
recognizing specific strengths and
growth areas of group members.
EMERGING EXPERT
Accepts and excels at task
assignments that meet group
needs and strategizes to make task
assignments a valuable learning
experience.
Sets exemplar standard for work
quality, timeliness, effort, and
personal ownership.
Sets and sustains pace and
organizational structure to meet
personal and group goals and
to build momentum towards
completion.
Provides task-specific feedback that
promotes group enthusiasm and
quality of work.
Applies innovative approaches and
ideas to advance group work.
13
BEGINNER
Uses guidance to monitor own
progress and adapt approach
to reach personal goals.
Relies on feedback to adapt to
changing norms.
Follows changes to groups
approach.
Encourages and helps others
when comfortable with the
task.
Reacts to disappointment
appropriately and identifies
the source of frustration, with
support.
ADVANCED BEGINNER
Works hard and monitors progress
of own tasks and contributions.
Shares responsibility with others.
Follows through on commitments
to group, with support.
Reacts to barriers and finds shortterm solutions with group support.
Tries to remain calm when
struggling.
Reassures others after they make
mistakes or struggle in task.
Contributes ideas to group course
correction.
Builds on feedback of others to
adjust group norms, strategies,
and plan.

Reflecting on progress, overcoming
obstacles, adjusting emotional reaction,
supporting others through challenges, and
modifying approach to benefit the group
14
COLLABORATION
STRATEGIC LEARNER
Owns responsibility for both
individual and group products.
Seeks out feedback and resources
specific to self-identified needs.
Facilitates group reflection
throughout group work.
Identifies when group course
correction is needed and
troubleshoots to evaluate the
problem, seek out solutions, and
delegate responsibility.
Strategizes ways to adapt
individual task assignments to fit
personal goals.
Accepts and builds off of failure.
Personal contributions develop
trust among group members.
EMERGING EXPERT
Anticipates the need to adapt own
approach and strategies and adjusts
plans accordingly.
Evaluates and applies feedback to
individual and group work, critically.
Identifies gaps in pooled knowledge
and skills and finds necessary resources.
Adapts group norms, roles, and
strategies to fit needs of group
dynamic.
Optimizes group members
contributions to maximize collective
effort.
Maintains safe and supportive
environment for all involved.
Transforms mistakes into opportunities.
Celebrates milestones, regularly,
to reinforce group effort and make
work enjoyable.
15
Collaboration Indicators
The progressions describe markers along a 10,000 hour

journey through uncharted waters. Along the way, learners try out new forms of interpersonal actions,
mediating differing viewpoints. They engage in intrapersonal thoughts and behaviors, accepting personal
responsibility for group decisions. Navigating one challenge after another, learners grow to balance
personal contributions with group success. They gain expertise by addressing similar types of problems
across different scenarios, noticing exceptions to anticipated outcomes.
Many important milestones surround the four levels described here. Educators can draw on their expertise
to consider markers of development within a single year or long-term project. A sample of verbs below
reflects a range of complexity whether over 10 years or 10 weeks of engagement. When interpreted
into developmental milestones, the intra- and interpersonal aspects of collaboration could foster student
contributions to group success at any milestone along their journey.
How has collaboration helped in your career?

Which components of collaboration or precursor skills do you see in your students?
What opportunities could help your students continue to grow?
.
follows
responds to
restates
asks questions
listens
16
clarifies
cooperates
pursues
redirects
gives and receives
aligns to
initiates
owns
applies
models
justifies
compromises
strategizes
transfers
formulates
adapts
synthesizes
anticipates
facilitates
confronts
optimizes
validates
COLLABORATION
INTRAPERSONAL
Thinking through tasks, reflecting on
own strengths and limitations, applying
prior knowledge and identifying skills
that fit the group work at hand.
Analyzing messages for implicit

and explicit meaning, considering
context and mode of communication.
Noticing own expressive tendencies
including body language, as signals of
engagement and intent.
Modifying own position given new

information from others. Compromising
individual interest for the shared goals
of the group. Accepting responsibility for
group decisions and outcomes.
Exhibiting a high standard for work

quality. Demonstrating ownership of
role and task completion. Considering
feedback openly. Managing time on task
and progress toward completion.
Tracking progress of individual tasks

and success towards milestones.
Addressing obstacles when they arise.
Using challenges as opportunities to
improve performance. Seeking out and
using feedback effectively.
INTERPERSONAL
SELF-AWARENESS
Understanding personal responsibility

to the groups success. Considering
familiar ways to optimize group
strategies, norms, and processes to
reach task goals.
COMMUNICATING
Sharing own view of task, work

in progress, and results found.
Recognizing and verifying perspectives
of others, finding commonalities and
discrepancies. Facilitating shared
understanding.
NEGOTIATING &
DECISION-MAKING
CONTRIBUTING
& SUPPORTING
MONITORING
& ADAPTING
Helping steer a course for group work,

building consensus or acting alone.
Mediating different viewpoints, noting
the value of others ideas. Cooperating
to define and assign roles equitably.
Establishing group approach to the

problem. Determining and distributing
tasks. Providing feedback and
innovative ideas to advance work.
Modeling work quality, task planning,
and execution.
Ongoing evaluation of task distribution,

available resources, and group
progress; modifying goals accordingly.
Troubleshooting group strategy.
Engaging group reflection on overall
success.
17
COMMUNICATION
19
An individuals ability to leverage venue, mode, and audience to effectively

convey meaning, discern and interpret messages, and signify understanding
COMMUNICATION
Communication has never been more complex and critical across sectors. Ongoing
technological advances require adapting to new modes of communication in schools, work, and the rest of
life. As these new advances continue, face-to-face communication becomes less relevant to task completion
but no less critical to successful citizenship. The ability to communicate effectively relates to every discipline
and content area in education; the skill is critical across college and career pathways. Meaningful engagement
in a community, both within a classroom and outside of school, depends on strong communication through
development of each element of the skill over time. To commit attention to the growth of this skill for students,
we must recognize how the attributes are demonstrated and how each attribute maps onto the continually
evolving methods of sharing and processing ideas effectively.
20
COMMUNICATION
This framework presents a theoretical model of communication skill development to bridge the
gap between existing theories and research and educators who seek to build students skillsets. It
serves as a call for innovative educators to consider the complexity of skills, such as communication,
and to help build a research base on cultivating students effective communication from preschool
to adulthood. Consumers of the framework can identify specific factors in the local teaching and
learning context that impact growth and demonstration of communication. By doing so, consumers
can interpret and apply this framework to unique domains and contexts, developing and testing a
variety of learning materials.

A wide range of skill development exists between the basic ability to construct and comprehend
everyday messages and the capacity to anticipate and shape an audiences reaction and discern
implicit meaning. Development toward expertise is shaped by the depth of experience a learner
gains within a given context, acquiring vocabulary, understanding norms, and interpreting cultural
undertones.
BEGINNERS explore various modes of communication, attend to messages, understand and

convey explicit meaning, imitate observed conventions, and try different approaches with support.
ADVANCED BEGINNERS distinguish between formal and informal contexts, are aware of own
body language, comprehend implicit meaning with support, and monitor their engagement.
STRATEGIC LEARNERS are aware of their tendencies, reflect on unintended impact on others,
use context specific language fluidly, evaluate how they interpret messages, nurture a personal style,
and regulate and adjust their approach.
EMERGING EXPERTS leverage experience to refine goals and approach, develop an interpretive
lens to infer meaning given the context, tailor content, format, and delivery to audience, and optimize
own emotions to elicit intended response.
EMERGING
EXPERTS
STRATEGIC
LEARNERS
ADVANCED
BEGINNERS
BEGINNERS
21
5 Components of Communication
Drawing on existing research and theory, this framework describes communication as a set of
components. In addition to commonly perceived aspects of communication, this framework
emphasizes context as the filter for communication choices and highlights metacognitive skills
such as self-awareness and monitoring and adapting behavior. The components listed on the
following page are illustrated in terms of how individuals demonstrate communication skills
through interpersonal thinking processes, like reflection, as well as interpersonal engagement.

SELF-AWARENESS
Reflecting on strengths and challenges conveying and interpreting meaning.

Understanding how communication choices affect others.
CONTEXT & MESSAGE
Analyzing context as the basis for interpreting and planning messages, content,
and framing. Code-switching to enhance clarity and impact in various contexts
ESTABLISHING MEANING
Evaluating sources, using compelling examples, choosing effective formats to

establish credibility. Receiving information and perspectives, drawing on own
experience and knowledge to interpret effectively
DELIVERY & EXPRESSION

Choosing best mode for purpose, speaking and writing clearly,
and impacting audience through style. Using and interpreting body
language, tone, and volume as means for expression.

Initiating and maintaining engagement, regulating emotional response,
and adjusting approach or perspective to enhance understanding
22
COMMUNICATION
Communication combines self-awareness, delivery, precision of meaning and
evidence, and ongoing adaptation. Within tasks that demand adept communication,
such as a family tree school project, a student at the strategic learner stage of selfawareness asks the following questions: How will my interviews be conducted
differently for different family members? Will my questions need to be more formal
for my great-grandmother? What presentation type suits the task best and builds off
of my strengths? How will I practice my presentation to speak slowly and avoid saying
um... during every pause? Knowing that he gets nervous presenting in person, the
strategic learner knows he will need to take time to learn how to make a voice over
slide presentation. Out of respect, he prepares a different set of more formal questions
to interview his grandmother about his familys traditions and values. To engage his
sisters and cousins and elicit heartfelt responses about the topic, the strategic learner
uses more informal conversation.
When he plans the delivery of the presentation, the strategic learner organizes the
central message around a roots metaphor to express the connections his family
maintains to the traditions of their homeland as well as to their local community. He
incorporates imagery, pictures, and memorabilia to reinforce the double meaning of
his metaphor and clarify the values and beliefs passed on through the generations
of his family. The strategic learner uses quotations from his interviews that provide
clear evidence of close ties to the local community as well as connection to traditions
from his familys native homeland. Based on feedback from peers who viewed the
first draft of his presentation online, the strategic learner adjusts certain slides and
records new voiceovers where he spoke too quickly. During the review of his final
draft, he makes small adjustments of word choice and tone to ensure that the double
meaning of roots is reinforced consistently. Detailed at four stages of development
in the following pages, the components listed below provide foundational attributes
required to develop strong communication across grade levels and learning contexts.

23
BEGINNER
Explores strengths and
limitations in different modes
of communication, with
support.
Follows patterns in own
communication, unaware.
Recognizes when body
language, tone, and delivery
impact audiences differently,
when modeled and identified
by others.
Considers past experiences
when messages from others
were impactful, when
prompted.
ADVANCED BEGINNER
Identifies own strengths and
limitations.
Reflects on prior experiences
to plan and prepare
across different modes of
communication.
Understands personal
tendencies in communication
when acknowledged by
others.
Grasps the importance of
context, audience, formality,
and cultural differences
in communication, with
guidance from others.
SELF-AWARENESS
Reflecting on strengths and challenges conveying
and interpreting meaning. Understanding how
communication choices affect others.
24
COMMUNICATION
STRATEGIC LEARNER
Considers how own strengths and
limitations relate to purpose, goal,
and choice of mode.
Identifies personal needs for
different levels of planning
and preparation depending on
familiarity with content, context,
and mode of presentation.
Is aware of own speaking, listening,
and writing tendencies.
Reflects on unintended impact
of prior communication choices
given specific audience, venue, and
mode and considers alternative
approaches.
EMERGING EXPERT
Perceives what communication
mode best complements personal
preferences and strengths.
Breaks up own communication
patterns with practice and transfers
awareness to new tasks.
Draws on patterns in past
experiences to anticipate unintended
consequences of choices.
Leverages experience across venues,
modes, and audience to refine
personal communication goals and
plan tasks toward more effective
results.
25
BEGINNER
Observes communication across
various modes modeled by others.
Plays with different modes of
communication to explore possibilities.
Identifies the difference between
informal and formal contexts with
support.
Listens or reads for a message,
connecting to personal experience,
with guidance.
Plans and prepares for communication
tasks, with support.
Attempts to use some terminology to
convey messages, following examples
set by others.
ADVANCED BEGINNER
Distinguishes between
formal and informal contexts,
enhancing preparation and
seeking feedback when
constructing formal messages.
Notices similarities and
differences in language
choices, framing, and
conventions used by others for
different venues or modes.
Mimics observed patterns
when constructing own
messages.
Understands and incorporates
some domain-specific
language effectively.
CONTEXT & MESSAGE

Analyzing context as the basis for interpreting
and planning messages, content, and framing.
Code-switching to enhance clarity and
impact in various contexts
26
COMMUNICATION
STRATEGIC LEARNER
Reflects on personal experience
and analyzes mode, venue, and
source of communication to
interpret word choice and content
within messages from others.
Considers purpose, formality of
context and audience, and distinct
cultural norms when planning
content, mode, delivery, and
expression.
Establishes and recognizes goals
of communication.
Illustrates message through
intentional word choice,
demonstrating familiarity with
domain-specific and technical
terms.
EMERGING EXPERT
Builds and integrates experience
and knowledge, developing
interpretive lenses for messages,
given specific context.
Synthesizes purpose with
understanding of cultural norms,
context, and audience to optimize
decisions on communication
mode, delivery, and expression.
Composes fluid messages tailored
to audience, incorporating
domain specific or technical
terms, when appropriate.
Combines intuition with
understanding to execute
communication tasks effectively.
27
BEGINNER
Understands and conveys
explicit meaning of the
message.
Recognizes gaps in
understanding and knowledge,
when identified by others.
Asks questions for clarification.
Describes personally
meaningful experiences to
support meaning within own
messages.
Restates evidence without
considering the intended effect.
ADVANCED BEGINNER
Comprehends implicit
meaning within word choice
and message, with support.
Identifies where meaning
is supported in received
messages.
Explores ways to convey
meaning through information
and language choices.
Draws on relevant and
familiar sources of
information and personal
experiences to support
meaning.
ESTABLISHING MEANING
Evaluating sources, using compelling examples,
choosing effective formats to establish credibility. Receiving information and perspectives, drawing on own
experience and knowledge to interpret effectively
28
COMMUNICATION
STRATEGIC LEARNER
Analyzes messages from others for
implicit and explicit meaning.
Evaluates own interpretation.
Seeks resources to enhance
understanding accordingly.
Chooses effective format to
establish meaning.
Evaluates quality of information
sources and effectiveness of
examples for the specific audience,
venue, and purpose, justifies use.
Reinforces meaning by repeating
relevant and accurate information.
Incorporates related sources that
express the nuances of meaning
to make the message memorable
to a diverse audience.
EMERGING EXPERT
Infers both intended and
unintended meaning by diagnosing
word choice and phrasing within
received messages.
Tailors a variety of examples,
formats and/or media to enhance
presentation of own ideas, engage
different audience members,
respond to cultural norms, and
clarify message effectively.
Discerns between credible and
relevant sources and identifies the
limitations of current knowledge in
a domain.
Synthesizes supporting evidence in
coherent and logical organization
that optimizes message and evokes
desired response from audience.
29
BEGINNER
Notices overt body language,
tone, and expression of others.
Follows expectations and
attempts to convey purpose
using basic conventions.
Imitates how others present
ideas.
Relies on observations and
feedback from others to adjust
body language, eye contact,
pace and volume of speech,
and technique in writing.
Tinkers with new forms of
expression and techniques.
ADVANCED BEGINNER
Understands how different
modes of communication
require different skills and
are appropriate for different
occasions.
Grasps appropriate use of
different communication modes
and domain-specific language
conventions with guidance.
Aware of own body language,
eye contact, and vocal control
and recognizes effect on others.
Develops patterns in own
expression.
Considers meaning within the
expressions of others.
DELIVERY & EXPRESSION

Choosing best mode for purpose, speaking and
writing clearly, and impacting audience through
style. Using and interpreting body language, tone,
and volume as means for expression.
30
COMMUNICATION
STRATEGIC LEARNER
Organizes presentation of ideas to engage
others.
Chooses effective mode of presentation, use
of genre, and formal and informal language
conventions to convey idea or purpose.
Intentionally attends to body language, tone,
and style of others for added meaning, and to
inform own approach.
Nurtures style and technique to convey ideas.
Considers and attempts to control eye contact
and posture to enhance presentation.
Speaks, writes, responds, and performs
expressively with clear and effective style.
Chooses tone and figurative language and
techniques to persuade audience.
EMERGING EXPERT
Perceives tendencies in style of
familiar speakers, influencing own
interpretation.
Optimizes format and presentation
of ideas stylistically to capture and
maintain audiences attention.
Applies understanding of
conventions and techniques across
modes and domains to express
purpose.
Adapts style and technique to
capitalize on genres and presentation
format.
Emphasizes message and confidence
through purposeful eye contact,
posture, and vocal pace and volume.
Expresses fluidly through chosen
mode of communication, word
choice, and language conventions.
31
BEGINNER
Reflects on engagement,
understanding, and own emotional
response, with feedback.
Notices changes in speakers tone,
with support.
Recognizes own level of engagement
and emotional response, when
identified by others.
Shares personal perspective and
connects to the views of others.
Tries different approach when delivery
is ineffective, with support from others.
Responds to feedback to attempt
improvements in technique.
ADVANCED BEGINNER
Monitors engagement and
considers ways to increase
involvement.
Develops control over own
emotional response, with
guidance.
Follows example set by others to
improve effectiveness.
Recognizes different viewpoints
of others.
Notices changes in the
demeanor of others.
Tries new approach when
audience appears disengaged or
misses meaning and message.

Initiating and maintaining engagement,
regulating emotional response, and adjusting
approach or perspective to enhance understanding
32
COMMUNICATION
STRATEGIC LEARNER
Evaluates and adjusts own level of
active engagement and degree of
participation.
Initiates engagement with others
to enhance clarity of message and
overall interaction.
Monitors own understanding for
gaps, identifies and acts on
appropriate course of action given
context.
Regulates own emotional response
to situation.
Seeks feedback, revises approach,
and practices techniques to learn
and use new conventions.
Analyzes information and adjusts
perspective.
Identifies and responds
to non-verbal cues of others.
EMERGING EXPERT
Enhances own engagement and
engagement of others across
different modes of communication.
Adapts style and technique and
optimizes format and presentation
of ideas stylistically to capture and
maintain attention of audience.
Optimizes own emotional response
to persuade audience or elicit a
desired response, in the moment.
Refines, edits, or adjusts approach
to enhance presentation and
suit task, purpose, and audience
optimally.
Synthesizes alternative
perspectives.
Anticipates others emotional
responses and makes adjustments
in presentation.
33
Communication Indicators
The progressions describe markers along a 10,000

hour journey through uncharted waters. Along the way, learners try out new forms of interpersonal actions,
engaging different audiences across new contexts. They draw on in intrapersonal thoughts and behaviors,
interpreting meaning from the context of a message. Navigating one challenge after another, learners
enhance their contextual awareness as a filter for communication. They gain expertise by addressing
similar types of problems across different scenarios, noticing exceptions to anticipated outcomes.
reflects a range of complexity whether over 10 years or 10 weeks of engagement. When interpreted into
developmental milestones, the intra- and interpersonal aspects of communication could foster students
interactions with the world around them at any milestone along their journey.
What forms of communication do you engage in as part of your career?

What are the primary challenges students face in terms of appropriate and effective communication?
What opportunities could help support students address these challenges?
.
responds to
imitates
describes
shares
attempts
listens for
recognizes
34
grasps
comprehends
monitors
considers
identifies
develops
regulates
nurtures
evaluates
justifies
incorporates
revises
draws on
initiates
illustrates
synthesizes
discerns
tailors
enhances
refines
anticipates
optimizes
perceives
infers
leverages
composes
COMMUNICATION
INTRAPERSONAL
INTERPERSONAL
Reflecting on past experience to

recognize own communication strengths
and growth areas within distinct modes,
venues, and audiences.
Understanding inadvertent and

intentional impact on others as a
result of own communication choices
including: content, body language, tone,
delivery, and mode.
Interpreting messages within context,

considering source, word choice,
venue, and mode of communication.
Understanding domain- and/or
context- specific terminology.
Analyzing received messages for

implicit and explicit meaning. Evaluating
the quality of support used to convey
meaning. Assessing accuracy of own
interpretation given the context.
Considering speakers body

language, tone, volume when
interpreting messages. Nurturing
personal style and technique.
Taking risks to convey perspective
with ownership and courage.
Evaluating own active engagement,

participation, and understanding.
Regulating emotional response.
Revising and refining approach and
practicing techniques to learn and use
new conventions.
SELF-AWARENESS
CONTEXT
& MESSAGE
ESTABLISHING
MEANING
DELIVERY &
EXPRESSION
MONITORING
& ADAPTING
Tailoring own messages to the

audience, venue, and mode of
communication. Approaching word
choice intentionally and code-switching
to enhance clarity and impact.
Drawing on compelling examples,

anecdotes, analogies, or other forms
of support to clarify meaning, strengthen
message, and evoke intended
responses, specific to audience
and context.
Organizing format and ideas to

engage others effectively. Expressing
own clear and effective style.
Consciously using words, volume,
tone, and body language to convey
and enhance meaning.
Identifying and responding to nonverbal

cues and the emotional response of
others. Seeking feedback and adjusting
perspective. Initiating engagement with
others to enhance interaction.
35
CREATIVITY
37
An individuals ability to personally interpret experiences, discover new possibilities,

and create solutions that are novel, useful, and valued by the world around them
CREATIVITY
Creativity is prized across disciplines. Creative insights are the seeds of many innovations, whether in
school, work, or everyday life. Though the arts have long been viewed as the venue for transforming creative
possibilities into creative acts, individuals regularly find innovative solutions to their own everyday problems.
Employers want innovative problem-solvers. They seek out candidates who can contribute ideas, both novel
and useful, and apply them in functional ways. Now more than ever, research suggests that creativity is a
learnable skill. With effort and feedback, individuals make unique connections and meaningful insights,
experiment with possibilities, reflect on the learning process, and grow more confident to take risks. This
growth requires awareness of strengths and experience. The ability to apply knowledge and experience to
challenges and capitalize on insights is a defining feature of creativity development. When detailed as a set of
components, creativity can be more clearly understood and carefully nurtured.
38
CREATIVITY
This framework presents a theoretical model of creativity skill development to bridge the gap between
existing theories and research and educators in the field who seek to build students skillsets. It
serves as a call for innovative educators to consider the complexity of skills, such as creativity, and to
help build a research base on cultivating students creative behaviors from preschool to adulthood.
Consumers of the framework will need to identify specific factors in the local teaching and learning
context that impact the growth and demonstration of creativity skills. By doing so, consumers can
interpret and apply this framework to unique domains, contexts, and learning objectives.

Between everyday insights and significant contributions in the world, a wide developmental range
exists in creativity. To approach the expert level, creativity, like other skills, requires the dedication
of thousands of hours to a discipline or domain, advancing insights and innovation to a level of
raw intuition.
BEGINNERS work within rules rather than from intuition, persist through unfamiliar experiences
with support, identify unique interpretations, begin to develop confidence to take risks, and use
feedback to understand when ideas are impractical or irrelevant.
ADVANCED BEGINNERS notice opportunities for small changes to accepted norms, try to
persist when ideas are unpopular or unusual, tolerate less structure in their learning, and consider
new perspectives shared by others.
STRATEGIC LEARNERS tolerate ambiguity in their learning, evaluate the context and
boundaries, and navigate between what is personally meaningful and valued by others.
EMERGING EXPERTS develop intuition in a domain, construct new, open-ended challenges,

question accepted approaches, and carry ideas in risky and radical new directions.
EMERGING
EXPERTS
STRATEGIC
LEARNERS
ADVANCED
BEGINNERS
BEGINNERS
39
5 Components of Creativity
Drawing on existing research and theory, this framework defines creativity in terms of five
components that can map onto a variety of learning contexts and modes of exploration and
expression. Among elements of creativity, this framework highlights self-awareness as well
as monitoring and adapting behaviors to clarify the interconnectedness between creative
thinking and doing. The components listed on the following page are illustrated in terms
of how individuals demonstrate creativity through intrapersonal thinking processes, like
reflection, as well as interpersonal engagement with others.
SELF-AWARENESS
Thinking about personal interests, strengths, inhibitions, and past experiences

throughout the creative process. Using prior understanding and knowledge to
formulate and prepare meaningful problems or challenges.
CULTIVATING & EVALUATING IDEAS
Seizing personally meaningful insights and connections to imagine new possibilities, evaluating ideas for both novelty and effectiveness, testing boundaries, and identifying constraints.
TOLERATING RISK & AMBIGUITY
Dealing with uncertainty, taking risks, and balancing novel possibilities with limitations and
norms throughout the creative process
EXPERIMENTING & VALIDATING
Creating and producing to test and analyze the relevance and effectiveness of an idea.
Overcoming setbacks, innovating through an iterative cycle, and communicating idea
to understand the perspective of others.
REFLECTING & ADAPTING
Recognizing patterns and growth in own work and ideas, integrating feedback and
ideas of others, continuing to seek out new experiences, and developing a driving
purpose and a deeper understanding of context.
40
CREATIVITY
Creativity is the combination of skill, knowledge, intuition, insightful interpretation
of observations in the world, and self-confidence to take risks and pursue new
possibilities. In creative endeavors, such as the use of solar power to make a model car
drive, a student at the strategic learner stage of self-awareness might ask herself some
of the following questions: How does this challenge relate to others I have worked
through? What are the current approaches and their limitations? How can I formulate a
unique, personally meaningful problem from this challenge? Who will give me feedback
to help shape the problem and possible ideas? What am I not seeing and what is
stopping me from seeing it? At the idea generation stage of the project, the strategic
learner redefines the problem in meaningful terms that relate the engineering design
task to the environmental concerns of pollution and the impact of global warming.
The strategic learner imagines many possible design ideas that range from outlandish
and impractical to those that imitate the sample designs that her teacher provided.
Throughout the creative process, the strategic learner plays with possibilities to learn
about both the limitations of the materials and context and the unique innovations that
emerge from her idea.
When the time comes to produce results and validate her ideas through the feedback
of others, the strategic learner plays with all of the different possible combinations for
the positioning of the battery pack and solar panel to minimize windage and maximize
stability. Though her first few attempts fail, the mistakes motivate her to find another
path. She commits the time needed and prepares a realistic plan to create an effective
prototype. Throughout the creative process she accepts suggestions from the visiting
electrical engineer and adapts her approach. She reflects on her values and aims for
a solution that balances aesthetics with utility. Upon completing the prototype she
recognizes her newfound confidence and deeper knowledge and already sees a new
design for the solar panels. Detailed at four stages of development in the following
pages, the components listed below provide the foundational attributes of creativity,
flexible across many contexts.
41
BEGINNER
Responds to opportunities to make
personally meaningful connections.
Identifies interests and strengths with
guidance.
ADVANCED BEGINNER
Overcomes self-doubt with support.
Values personally meaningful insights

in learning and pursues interests.
Chooses a problem or challenge of

interest.
Recognizes where self-doubt limits

the creative process.
Explores own interpretation through

imitation or reproduction of familiar
ideas or others work.
Identifies and interprets a problem

independently.
Gathers information related to

problem or challenge and considers
how new information relates to own
understanding.
Takes advantage of opportunities for

creative expression within tasks.
Draws on the work of others and own
experience to find new possibilities.
Recognizes how imitation helps to
discover opportunities to innovate.
Works towards familiarity within a
domain.
Sorts and retrieves information with
guidance.
SELF-AWARENESS
Thinking about personal interests, strengths, inhibitions,
and past experiences throughout the creative process.
Using prior understanding and knowledge to formulate
and prepare meaningful problems or challenges.
42
CREATIVITY
STRATEGIC LEARNER
Recognizes the different ways that people
are creative, expressing their unique
interpretations of experiences in the world.
Nurtures confidence and acts upon
opportunities to apply personally meaningful
insights.
Embraces interests and recognizes different
degrees of interest, knowledge, and skills in
different domains.
Constructs a problem of personal value to
generate new ideas.
Surmounts personal inhibitions to creative
growth.
Draws on opportunities in the environment
for original ideas.
Looks for ways to apply new approaches
and ideas in different contexts.
EMERGING EXPERT
Draws on personally meaningful
ideas, interpreting across contexts and
disciplines.
Evaluates contexts to identify norms,
limitations, and cultural boundaries,
assessing opportunities to apply
personal insights.
Perceives where interests and
strengths complement each other
best and capitalizes on these
opportunities.
Understands own preferences and
features in environments that are
personally conducive to interpreting
insights.
Acts on personal responsibility to
impact others with ideas and work.
Applies knowledge and strategies
from one domain to another.
43
BEGINNER
Restates problem provided
by others and thinks about
the challenge in different
ways with guidance.
Imagines new ideas and
interprets them in unique
ways with support.
Recognizes what makes ideas
or perspectives contradictory
with support from others.
ADVANCED BEGINNER
Understands parameters of
problem or challenge clearly.
Plays with possibilities, defers
judgment on ideas, and keeps
an open mind with guidance.
Chooses and presents idea

that expresses interests.
Identifies multiple possible

directions and considers
alternatives with guidance.
Produces work that is new

and original to them with
encouragement from others.
Eliminates ideas that are not

appropriate for context or task.
Examines possible combinations
of different concepts, with
support.
Identifies personally meaningful
and appropriate choice to pursue.
Presents idea independently.
CULTIVATING &
EVALUATING IDEAS
Seizing personally meaningful insights and

connections to imagine new possibilities,
evaluating ideas for both novelty and effectiveness,
testing boundaries, and identifying constraints
44
CREATIVITY
STRATEGIC LEARNER
Interprets the problem or challenge by
relating to personal experiences and
familiar contexts.
Questions assumptions to shift perspective,
making room for personally novel ideas.
Takes time to consider how alternative ideas
can help find a new way forward.
Considers ideas of others, incorporating
some that challenge own.
Evaluates novelty and effectiveness of ideas
against constraints and possibilities within
the context.
Refines and elaborates most innovative and
impactful choice.
Gains acceptance of idea through effective
persuasion.
EMERGING EXPERT
Redefines problem and situates it
within a social context.
Applies a range of strategies to
generate new insights.
Looks for inspiration across domains
and synthesizes contrasting pieces of
information to evolve ideas.
Incorporates viewpoint of others.
Breaks boundaries by choosing
untested ideas that fits into, but
also challenges, social conventions,
constraints of medium, and relevant
work of others.
Adopts and markets idea to targeted
audiences.
Tailors approach to effectively convey
personal insights and interpretations
in different contexts.
45
BEGINNER
Persists through unfamiliar
challenges with encouragement.
Takes risks with support.
Tries to keep an open mind and
deal with uncertainty during the
learning process.
Refers to own experiences and
knowledge when considering
possibilities.
Incorporates others input with
support.
Understands the limited
practicality and relevance of
some ideas with appropriate
feedback.
ADVANCED BEGINNER
Notices opportunities for small
changes to accepted norms and
practices.
Tolerates less structure and
delayed gratification in the
learning process.
Tries to persist when ideas are
unpopular or meet an obstacle.
Moves on to a new idea, when
appropriate.
Understands the need to balance
imaginative possibilities with
real-world constraints.
Considers new information and
perspectives throughout learning
process.
TOLERATING RISK
& AMBIGUITY
Dealing with uncertainty, taking risks, and

balancing novel possibilities with limitations
and norms throughout the creative process
46
CREATIVITY
STRATEGIC LEARNER
Tolerates ambiguity and uncertainty at
different stages of the learning process.
Takes advantage of untested possibilities.
Tolerates and learns from mistakes and
unintended consequences of ideas and
creations.
Evaluates context and boundaries to
pursue sensible level of risk.
Navigates between what is personally
meaningful versus valued by others.
Negotiates between originality of ideas
and limitations of skill and constraints of
medium and context.
Contributes to a climate where risktaking and innovation thrives for others.
EMERGING EXPERT
Seeks out open-ended challenges without
easy or obvious solutions.
Questions accepted approaches to test
alternatives.
Innovates from failure and bridges
learning across domains.
Takes risks to capitalize on strengths and
untested ideas.
Allows ideas and work to go in radical
directions.
Integrates competing values and
contradictory perspectives from their
own experiences and the experiences of
others.
Applies this synthesis of perspectives
to challenge cultural, social, and artistic
norms.
Draws on opportunities to use constraints
of skill or medium to test new directions.
47
BEGINNER
Considers how existing resources,
skills, and familiar techniques apply
to tasks.
Follows timeline established by
others.
Follows steps to experiment with
ideas and communicate idea
effectively with guidance.
Tries to reproduce an exemplar
modeled by others and learns from
trying new possibilities.
Finds personal satisfaction in work.
Uses feedback from others to make
improvements.
ADVANCED BEGINNER
Discovers new resources, skills, and
techniques needed to experiment
with and communicate idea.
Commits time and effort to bring
work towards completion.
Remains engaged after failed
attempts.
Describes process for the
development of an idea or solution.
Adapts an exemplar modeled by
others with own ideas.
Develops confidence and intention
through practice in work.
Evaluates fit and relevance of idea
with guidance.
EXPERIMENTING
& VALIDATING
Creating and producing to test and analyze the

relevance and effectiveness of an idea. Overcoming
setbacks, innovating through an iterative cycle, and communicating idea to understand the perspective of others.
48
CREATIVITY
STRATEGIC LEARNER
Makes idea tangible by taking sufficient
time to produce a prototype or draft.
Tests out prototype with a planned
process for getting feedback.
Becomes motivated by both successes
and setbacks of experimenting.
Values how failed attempts are key to
creative learning process.
Selects settings that foster curiosity,
conceptualization, and solution-finding.
Plans out approach and illustrates findings
to represent the evolution of ideas.
Experiments, creates, and reflects on how
to expand idea further.
Demonstrates originality and personal
style in work.
EMERGING EXPERT
Capitalizes on the iterative cycle of
experimenting with ideas, aware of
what kind of information and feedback
will be most useful.
Recognizes new opportunities for
innovation in failure.
Shapes or seeks environment most
conducive to creative process and
product development.
Intuitively applies strategies to minimize
distractions and inhibitions.
Achieves innovation and high standard
of quality in work and products.
Balances precision with surprise in
communicating idea.
Elaborates idea fully to foster rich
feedback from others.
Blends personal style and technical
knowledge and skills to establish a
unique, meaningful narrative in work.
49
BEGINNER
Listens to feedback from others and
considers how to apply it to learning
process, when guided.
Adapts and develops ideas when
struggling, using encouragement from
others.
Reflects on aha connections
throughout process with guidance.
Takes pride in final product. Identifies
personal growth and limitations with
guidance.
Develops new skills and knowledge to
foster future ideas.
Acknowledges when experimenting
with new approaches helps or hinders
the process.
ADVANCED BEGINNER
Seeks out and uses the feedback
of others to think about next
stage of learning process.
Monitors progress towards
personal goals and reacts to and
pursues new opportunities.
Develops personal purpose
throughout the stages of the
work.
Considers how ideas and
solutions impact others.
Grasps that thinking
innovatively is not optimal in
some contexts and at some
stages of the learning process.
REFLECTING & ADAPTING

Recognizing patterns and growth in own work and ideas,
integrating feedback and ideas of others, continuing
to seek out new experiences, and developing a driving
purpose and a deeper understanding of context.
50
CREATIVITY
STRATEGIC LEARNER
Looks for specific feedback to help
work through issues in cultivating and
applying personal insights.
Collaborates with others to integrate
new ideas in work.
Prioritizes choices during creative
process based on personal goals and
criteria for success.
Demonstrates intrinsic motivation that
drives work.
Analyzes own work to find meaning and
refine and improve ideas and solutions.
Evaluates growth of personal
expression.
Perceives how own ideas and work
impacts the progress for self and others.
Understands when taking a new
approach is appropriate.
EMERGING EXPERT
Accesses resources, knowledge, or skills
of others to compensate for gaps.
Synthesizes new knowledge with old
ideas to invent new possible directions.
Shifts approach to changing parameters
and remains alert to new opportunities.
Personalizes processes and owns final
products.
Situates patterns in own work both
within and beyond the specific domain,
intuitively.
Adopts and adapts themes and style
through ideas and work.
Anticipates and acts on the impact that
ideas and work have on others.
Anticipates when pursuing innovative
ideas will be beneficial and when it will
be detrimental.
51
Creativity Indicators
The progressions describe markers along a 10,000 hour journey

through uncharted waters. Along the way, learners try out new forms of interpersonal actions, testing
existing norms. They engage in intrapersonal thoughts and behaviors, recognizing the potential of ah ha!
moments. Navigating one challenge after another, learners interpret, apply, and experiment with personally
novel ideas. They gain expertise by addressing similar types of problems across different scenarios,
noticing exceptions to anticipated outcomes.
reflects a range of complexity whether over 10 years or 10 weeks of engagement. When interpreted
into developmental milestones, the intra- and interpersonal aspects of creativity could foster students
application of insights at any milestone along their journey.
How have you applied personally meaningful connections or insights within your career?
In what context have you witnessed a students ah ha! moment, their personally meaningful
connection or interpretation?
What types of opportunities to apply these insights would your students
benefit from? .
imagines
imitates
explores
takes pride
listens to
52
commits
discovers
recognizes
describes
considers
plays with
develops
embraces
justifies
tolerates
nurtures
evaluates
surmounts
questions
interprets
combines
redefines
analyzes
innovates
breaks boundaries
anticipates
challenges
applies
CREATIVITY
INTRAPERSONAL
Recognizing and valuing personally
meaningful interpretations and insights.
Discovering and developing interests.
Noticing sources of motivation and
strategies that nurture insights.
Drawing on experience to interpret

a problem or challenge. Playing with
possibilities, deferring judgment.
Evaluating novelty and effectiveness
of ideas, elaborating and refining best
choice.
Dealing with uncertainty and pursuing

sensible level of risk. Learning from
mistakes. Negotiating between originality
of ideas, limitations of personal skill, and
the constraints of the medium.
Creating a prototype of the idea. Testing

effectiveness and refining solution.
Committing time and effort towards
completion. Developing confidence and
originality through practice.
Surmounting inhibitions, learning and

persisting through mistakes. Analyzing
own work, finding meaning, and
refining ideas. Remaining alert to new
opportunities. Evaluating personal
growth.
INTERPERSONAL
SELF-AWARENESS
Noticing opportunities for original ideas

in the environment or work of others.
Considering own responsibility in
impacting others. Identifying assets and
limitations within network of support.
CULTIVATING &
EVALUATING IDEAS
Questioning assumptions and

norms. Strategically incorporating
ideas different from own. Breaking
boundaries, gaining acceptance for
untested possibilities through effective
persuasion.
TOLERATING RISK
& AMBIGUITY
Navigating between personal meaning

and the values of others. Evaluating
context, determining boundaries to
push. Knowing when to persist or
change approach when challenged by
social norms.
EXPERIMENTING
& VALIDATING
REFLECTING
& ADAPTING
Selecting environments that foster

experimentation. Discovering resources
to test and validate idea. Seeking
specific feedback to enhance approach.
Illustrating results and evolution of
ideas.
Shifting work patterns to changing

parameters. Reflecting on contextual
constraints. Considering the impact
of ideas and work on self and others.
Collaborating to consider future
possibilities.
53
SELF-DIRECTION
55
An individuals ability to self-regulate, find value in structured and self-initiated tasks, and capitalize
on failure; evaluating and collaboratively steering learning toward long-term goals and aspirations
SELF-DIRECTION
Self-Direction in learning is a growing expectation of day-to-day life and a necessary skill
sought by employers as a result of ongoing advancements in information technology. The Internet provides
quick access to interactive research, video tutorials, online courses, and real-time communication with fellow
learners or experts across the globe. Yet, information is only as useful as it is thoughtfully considered and
applied. Formal education, once the primary venue for disseminating information, increasingly serves to build
student capacity in purposefully and successfully navigating the modern information age. Recognizing the
components of self-direction in action opens the door to fostering students independent evaluation and
application of information.
Self-direction incorporates task management, emotional self-regulation, and strategic selection and direction
of learning pursuits. Over time, skillful self-direction steadily deepens interests and develops personal goals.
56
SELF-DIRECTION
This framework presents a theoretical model of self-direction skill development to bridge the gap
between existing theories and research and educators who seek to build students skillsets. It serves
as a call for innovative educators to consider the complexity of skills, such as self-directed learning,
and to help build a research base on cultivating students effective self-direction from pre-school
to adulthood. Consumers of the framework can identify specific factors in the local teaching and
learning context that impact growth and demonstration of self-direction. By doing so, consumers can
interpret and apply this framework to unique domains and contexts, developing and testing a variety
of learning materials.

The spectrum of development between beginner and emerging expert reflects both degrees in
ability to regulate and oversee a learning task, as well as a range in initiative and self-awareness that
allows pursuit of learning in purposeful and personally meaningful ways.
BEGINNERS respond to opportunities to identify and distinguish learning goals from performance
goals, establish a plan, and monitor their progress. Beginners express and explore interests, imitate
strategies used by others, and are extrinsically motivated unless the learning opportunity aligns with
existing interests.
ADVANCED BEGINNERS seek opportunities aligned with interests. They develop projectspecific learning goals, plan, and regulate with help, seeking support when needed.
STRATEGIC LEARNERS draw on their learning strategies to plan, monitor, and adjust the
learning process, while looking for ways to meet personally meaningful goals. They attribute success
and failure to effort, effectiveness, or motivation rather than ability.
EMERGING EXPERTS reflect on past experience, strengths, long-term goals and aspirations to
analyze learning opportunities for ways to optimize the process, outcome, and their development.
They pursue collaborative opportunities with purpose to enhance their learning and growth.
EMERGING
EXPERTS
STRATEGIC
LEARNERS
ADVANCED
BEGINNERS
BEGINNERS
57
5 Components of Self-Direction
Drawing on existing research and theory, this framework describes self-direction as a
set of components. In addition to initiative, planning, and goal-setting, this framework
emphasizes critical metacognitive skills. Self-awareness and the ability to monitor and
adapt serve as pivotal pieces that give behavior purpose and the potential for success.
The components listed on the following page are illustrated in terms of how individuals
demonstrate self-directed learning skills through intrapersonal thinking processes, like
reflection, as well as interpersonal engagement.
SELF-AWARENESS
Reflecting on past experiences to evaluate own strengths, limitations,

motivation, interests, and aspirations within different learning contexts.
INITIATIVE & OWNERSHIP
Taking responsibility for learning, finding purposeful driving questions, shaping

opportunities to fit personal interests and learning style, and seeking input from others.
GOAL-SETTING & PLANNING
Developing meaningful learning targets and long-term goals, identifying effective strategies,
and planning out steps.
ENGAGING & MANAGING
Seeking out relevant resources and information to support learning goals, refining strategies,
and maintaining effective pace, reaching short-term benchmarks and long-term goals.
Evaluating progress, adapting strategies, seizing failure, building from mistakes,

and attributing success to effort and motivation.
58
SELF-DIRECTION
A strategic, self-directed learner knows his or her strengths, interests, and aspirations
throughout the learning process and recognizes new directions that their learning
can take. Tasked with researching and writing about a historic event that has
impacted todays world, a self-directed learner begins by looking for ways to relate the
assignment to his own life, culture, and interests. He asks himself: What strategies can I
use to interpret and manage this assignment? How can I make it personally meaningful
to help stay motivated? What do I know and what dont I know? What do I hope to
get out of this assignment and how will I know if I have met my own expectations? As
he approaches the assignment, he pursues a driving question or challenge to create
a meaningful starting point. He takes initiative to seek out new experiences and
competing perspectives to help ground his own.
Before he starts, he measures what resources he has available to him against what he
thinks he may need to be successful. After choosing the Million Man March in 1995 as
his event, he thinks of any relatives he could interview that may have witnessed it. He
sets short-term goals for completing the research and long-term goals for a complete
first draft. He makes a plan and compares what he is thinking with a classmates plan. As
he starts researching, he has trouble finding a book but finds a website with important
excerpts that he can draw on. He learns more about the website to find out if he can
trust it as a resource. When his teacher bumps up the due date for peer review of a first
draft, he adjusts his plan and puts in a few long evenings at home to build momentum
in his writing. Reflecting on his past work, he knows his first drafts are pretty rough
around the edges so he sets aside a time cushion to get some early feedback from
someone. From the beginning of the learning task to the end, he monitors his work
quality and pace. He figures out what strategies were not as effective as he thought and
puts effort into adapting his own learning patterns in order to redirect. The strategic,
self-directed learner sees and acknowledges the outcomes of his hard work and effort
and carries this motivation to the next task.
59
BEGINNER
Describes previous learning
experiences, when prompted.
Identifies preferences, given
choices of tasks.
Aware of strengths and
areas for growth identified
by others.
Expresses degree of
motivation in terms of interest
or disinterest in learning tasks.
Understands constraints,
available resources, and
expectations of others,
with support.
ADVANCED BEGINNER
Discovers how new
experiences relate to prior
experience and strategies.
Recognizes growing areas
of personal interest.
Understands strengths
and potential for growth,
with guidance.
Notices when motivated by
own interests or expectations
set by others.
Recognizes limitations,
familiar resources, and
externally set expectations.
SELF-AWARENESS
Reflecting on past experiences to evaluate own
strengths, limitations, motivation, interests, and
aspirations within different learning contexts.
60
SELF-DIRECTION
STRATEGIC LEARNER
Notices patterns in interests,
considers various aspirations.
Evaluates internal and external
sources of motivation.
Understands how to apply strategies
differently depending on setting.
Analyzes own expectations for
learning and fits these expectations
into context, appropriately.
Reflects on prior experiences
to identify successful learning
strategies.
Recognizes influence of others,
external expectations, environment,
resources, and norms.
EMERGING EXPERT
Hones aspirations, aware of key
personal learning targets and timeline.
Optimizes motivation by identifying
value within or outside of own
interests and long-term goals.
Evaluates degree of autonomy
provided by learning context and
environment.
Examines barriers and considers
additional venues to expand learning
opportunities.
Evaluates and transfers relevant prior
knowledge and learning strategies
both within and outside of specific
learning domains.
Situates learning opportunity and
goals within past experiences and
unexplored interests.
61
BEGINNER
Willing to engage in new
experiences.
Explores personal interests
through the learning
opportunities provided.
Shares observations and
discoveries with others.
Responds to opportunities to
ask relevant questions.
Takes pride in personally
meaningful realizations and
progress noted by others.
ADVANCED BEGINNER
Seizes opportunities that
engage interests, willing to
learn from other experiences.
Recognizes own role in
learning opportunities and
outcomes.
Finds problems of interest
with support and insights
from others.
Follows own curiosity to drive
learning with little guidance.
Seeks help proactively and
asks questions when needed.
INITIATIVE & OWNERSHIP

Taking responsibility for learning, finding
purposeful driving questions, shaping opportunities
to fit personal interests and learning style,
and seeking input from others.
62
SELF-DIRECTION
STRATEGIC LEARNER
Purposefully pursues opportunities
aligned to interests, exploring
aspirations.
Finds value in learning opportunities
different from own interests and goals.
Takes responsibility for own learning
objectives.
EMERGING EXPERT
Establishes and pursues driving

questions to guide development
and growth.
Owns pursuit of learning,

independently.
Draws on experience and

observations to steer learning in
new directions.
Engages others to create

opportunities aligned with own
goals and aspirations.
Cooperates with others to share

control of learning directions
when appropriate.
Redefines challenges to propel

development forward in personally
meaningful directions.
Analyzes context and content of
learning and applies own experience
and curiosity to drive own growth.
Challenges constraints and
pushes boundaries to enhance
learning opportunities.
Validates collaborative approach
to learning through own efforts,
outreach, and motivation.
63
BEGINNER
Identifies task-specific learning
goals and distinguishes
from performance goals,
with guidance.
Describes intended actions
for activities of personal
interest, when given choice.
Restates objectives and
follows approach established
by others for multi-step tasks.
Completes several planned
steps towards short-term
goals with support.
ADVANCED BEGINNER
Develops project-specific
learning goals with little
support from others.
Asks questions to clarify
long-term objectives.
Establishes short-term
objectives and approaches
to learning based on readily
available resources.
Considers use of familiar
strategies. Aims at long-term
goals by meeting planned
steps with little guidance.
GOAL-SETTING & PLANNING

Developing meaningful learning targets
and long-term goals, identifying effective
strategies, and planning out steps.
64
SELF-DIRECTION
STRATEGIC LEARNER
Embraces opportunity to
identify personally meaningful
learning goals.
Analyzes project to define
specific and challenging shortand long-term objectives.
Assesses needs and resources.
Identifies effective learning
strategies relevant to learning
opportunity.
Formulates plans that work toward
outcome expectations, identifying
key incremental steps.
Confirms value of goals and plans
by observing and getting feedback
from others.
EMERGING EXPERT
Optimizes approach toward
long-term learning goals that
enhances personal development.
Challenges norms to make
objectives meaningful.
Diagnoses specific limitations
and sets learning targets
accordingly.
Anticipates challenges and
considers alternative directions
at different stages of plan.
Shapes expectations and
environment to fit own planning
and goal-setting.
Models successful goal-setting
and planning to emphasize value
of methods and steps for others.
65
BEGINNER
Observes and attempts self-directed

behaviors modeled by others.
Imitates and explores observed
learning strategies.
Responds to time management and
strategy suggestions.
Restates information acquired and
comprehends information with
support.
Uses provided resources.
Addresses frustration with guidance.
Attempts to meet goals and
externally identified quality
expectations.
ADVANCED BEGINNER
Recognizes and develops
strategies for self-direction.
Plays with and develops learning
strategies to achieve learning
outcome expectations.
Seeks feedback on meeting
progress markers and
outcome success.
Attempts to manage time
and regulate emotions to
stay on course, asking for help
as needed.
Demonstrates new learning
and summarizes growth and
development.
ENGAGING & MANAGING

Seeking out relevant resources and information to
support learning goals, refining strategies,
and maintaining effective pace, reaching
short-term benchmarks and long-term goals.
66
SELF-DIRECTION
STRATEGIC LEARNER
Seeks out resources and information
to answer driving questions.
Analyzes and applies new information.
Incorporates and refines relevant
strategies.
Sets and maintains an appropriate
pace to hit self-imposed and externally
set learning targets.
Manages time effectively to avoid
procrastination.
EMERGING EXPERT
Perseveres through set backs,

embracing challenges.
Synthesizes and evaluates

experiences and information
across sources to establish new
pathways in learning.
Pursues assistance from adults and

peers strategically when problems
arise.
Transfers learning strategies from

different domains and experiences to
innovate approaches to learning.
Meets own work quality expectations.
Optimizes learning process, pace,

and plan to improve efficiency and
maintain focus on outcome success.
Judges time management approach
based on context and cognitive
challenge, intuitively.
Enhances own learning experience
through the involvement and
insights of others.
Sets high standard of work quality
and timeliness for others to follow.
67
BEGINNER
Uses external benchmarks
and guidance to monitor
progress.
Checks for understanding,
supported by feedback
from others.
Responds to prompts
and suggestions to adjust
pace, work quality, and/or
approach.
Remains engaged with
encouragement.
Recognizes growth
identified by others.
ADVANCED BEGINNER
Monitors time, effort, needs, and
progress with little support.
Identifies when approach is not
successful and adjusts
with support.
Finds personal satisfaction in
meeting learning objectives.
Uses benchmarks to help focus
on plan and learning targets.
Recognizes gaps in
understanding and asks
questions to clarify.
Reflects on approach, identifying
helpful strategies with support.

Evaluating progress, adapting strategies,
seizing failure, building from mistakes, and
attributing success to effort and motivation.
68
SELF-DIRECTION
STRATEGIC LEARNER
Monitors time, effort,
needs, and progress with
little support.
Identifies when approach is
not successful and adjusts
with support.
Finds personal satisfaction in
meeting learning objectives.
Uses benchmarks to help focus
on plan and learning targets.
Recognizes gaps in
understanding and asks
questions to clarify.
Reflects on approach,
identifying helpful strategies
with support.
EMERGING EXPERT
Invents new methods and
strategies based on personal
intuition and insights.
Monitors success in meeting
objectives, learning goals, and
expected personal advancement
and development.
Transforms mistakes and failures
into learning opportunities.
Adjusts strategies to enhance
personal motivation and interest in
the learning context and content.
Reflects on progress towards
personal development.
Adapts approach regularly based
on personal observation and
feedback from others.
69
Self-Direction Indicators
The progressions describe markers along a 10,000 hour

journey through uncharted waters. Along the way, learners try out new forms of interpersonal interactions
with different people and in different contexts. They engage in intrapersonal reflection, analysis, and
interpretation of their experiences. Learners build a personal tool kit of knowledge and strategies by
navigating one challenging problem after another, within a discipline. They gain expertise by addressing
similar types of problems across different scenarios, noticing exceptions to anticipated outcomes.
Many important milestones surround the four levels described here. Educators can draw on their
expertise to consider markers of development within a single year or long-term project. A sample of verbs
below reflect increased complexity whether over 10 years or 10 weeks of engagement. The intra- and
interpersonal aspects of self-direction could also be interpreted into developmental milestones, fostering
student goal setting at any point along their journey.
How have you pursued learning within and beyond your career?
What opportunities and support do your students have to discover their interests,
strengths, and aspirations?
Where could opportunities for student choice and oversight be embedded
within some existing projects and tasks? .
explores
restates
completes
checks
takes pride
imitates
observes
70
notices
understands
monitors
establishes
discovers
plays with
aims
seek
sets
adapts
pursues
evaluates
reflects
formulates
embraces
analyzes
perseveres
draws on
transfers
diagnoses
monitors
transforms
owns
anticipates
shapes
optimizes
challenges
synthesizes
SELF-DIRECTION
INTRAPERSONAL
Considering own experience, strengths,
learning strategies, areas for growth,
interests, aspirations, and sources
of motivation.
Owning learning objectives. Drawing

on experience and observation to direct
learning in new directions, and pursue
driving questions to focus understanding.
Embracing opportunities for personally

meaningful learning goals. Identifying
challenging short- and long-term
objectives, relevant strategies, and
alternate steps to outcome expectations.
Analyzing and applying new

information, managing time avoiding
frustration and procrastination, and
adjusting pace to meet learning targets
and quality standards.
Evaluating progress to goals. Assessing

and adapting strategies to enhance
effects. Attributing success and failure
to approach and motivation, not innate
ability or talent.
INTERPERSONAL
SELF-AWARENESS
Evaluating own learning expectations

and optimal application of strategies,
given contextual norms, resources, and
the roles and expectations of others.
INITIATIVE &
OWNERSHIP
Valuing learning opportunities that

differ from own interests and goals.
Cooperating with others to share
oversight of learning direction, when
appropriate.
GOAL-SETTING
& PLANNING
Assessing needs to determine and

select available and appropriate
resources. Confirming value of goals
and plans through feedback and
observation of others.
ENGAGING
& MANAGING
MONITORING
& ADAPTING
Seeking appropriate high quality

resources to pursue driving questions,
solve problems, validate conclusions,
and investigate new opportunities.
Pursuing help when needed.
Strategically applying suggestions

from others, improving effectiveness of
approach. Seeking feedback to validate
milestones and learning outcomes.
71
EPIC Eugene
1700 Millrace Drive
Eugene, OR 97403
EPIC Portland
111 SW Fifth Avenue, Suite 2100
Portland, OR 97204
Toll Free (877) 766-2279
Phone (541) 246-2600
1648 McGrathiana Parkway

Suite 350
Lexington, KY 40511
Phone 859.425.1121

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Essential Skills and Dispositions 1

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ESSENTIAL SKILLS

1648 McGrathiana Parkway

An individuals capacity to work with other people in a process that requires

From Beginner to Emerging Expert

Thinking through tasks, applying prior experience, understanding how

Speaking purposefully, listening actively, and contributing

NEGOTIATING & DECISION-MAKING

CONTRIBUTING & SUPPORTING

MONITORING & ADAPTING

Reflecting on progress, overcoming obstacles, adjusting emotional reaction,

Understanding and valuing multiple perspectives,

Meets quality expectations and

Adds to pooled knowledge

Shares own ideas, when prompted.

Manages work to meet

Responds to the ideas of others

Follows the example set

CONTRIBUTING & SUPPORTING

MONITORING & ADAPTING

The progressions describe markers along a 10,000 hour

How has collaboration helped in your career?

Analyzing messages for implicit

Modifying own position given new

Exhibiting a high standard for work

Tracking progress of individual tasks

Understanding personal responsibility

Sharing own view of task, work

Helping steer a course for group work,

Establishing group approach to the

Ongoing evaluation of task distribution,

An individuals ability to leverage venue, mode, and audience to effectively

From Beginner to Emerging Expert

BEGINNERS explore various modes of communication, attend to messages, understand and

Reflecting on strengths and challenges conveying and interpreting meaning.

CONTEXT & MESSAGE

Evaluating sources, using compelling examples, choosing effective formats to

DELIVERY & EXPRESSION

MONITORING & ADAPTING

CONTEXT & MESSAGE

DELIVERY & EXPRESSION

MONITORING & ADAPTING

The progressions describe markers along a 10,000

What forms of communication do you engage in as part of your career?

Reflecting on past experience to

Understanding inadvertent and

Interpreting messages within context,

Analyzing received messages for

Considering speakers body

Evaluating own active engagement,

Tailoring own messages to the

Drawing on compelling examples,

Organizing format and ideas to

Identifying and responding to nonverbal

An individuals ability to personally interpret experiences, discover new possibilities,

From Beginner to Emerging Expert

EMERGING EXPERTS develop intuition in a domain, construct new, open-ended challenges,

Thinking about personal interests, strengths, inhibitions, and past experiences

CULTIVATING & EVALUATING IDEAS

TOLERATING RISK & AMBIGUITY

EXPERIMENTING & VALIDATING

REFLECTING & ADAPTING

Overcomes self-doubt with support.

Values personally meaningful insights