We work with students, teachers, leaders and organizational networks to foster culturally-responsive practices that ensure equity and inclusion for all. Culturally-responsive education for diversity, equity and inclusion strives to...

• Ensure educators work from an asset mindset about cultural differences and other elements of identity, seeking to leverage students' skills, identities, values and family histories in positive ways.
• Guarantee inclusion and equity through pedagogies that offer multiple pathways through learning.
• Foster intercultural dialogue and understanding across all circles of community, to ensure a deep sense of belonging and safety for all community members.
• Address inclusion and equity challenges through projects that take on hard topics like racism, stereotyping, and other elements of students' lived experiences.

Project-Based Learning, in complement with strategies from Design Thinking and other constructivist methodologies, fosters students' skills for our times while simultaneously ensuring deep, transferable academic learning. High quality Project-Based Learning strives to...

• Place students as central investigators and protagonists in their education, increasing motivation and engagement.
• Ensure all projects meet academic standards across disciplines, through addressing and solving authentic challenges.
• Use formative evaluation and cycles of critique and revision to ensure every student reach their highest level of success.
• Place student voice at the heart of all school culture, ensuring that school improvement starts from our most important stakeholders.

Global Education focuses on the development of students' global competencies through globally- and locally-relevant projects that address real challenges. High-quality global education includes...

• Global partnerships that allow students to learn from and with students and experts around the world.
• Global projects that allow students to solve real global and local issues in equitable ways.
• The intentional development and use of global competencies, and their application in local intercultural dialogue as well.
• Opportunities to collaborate and co-create with young leaders around the world, building students' networks and ensuring they learn to engage with the world with an asset lens.

To ensure the success of pedagogical and cultural shifts in their communities, school leaders need to plan deeper changes that support those shifts, including the following:

• Ensure that deeper cultural shifts are effective, including developing inspiration, vision and buy-in from all stakeholders (parents, school board, investors, etc.).
• Ensure that leaders have support to develop governance structures and leadership approaches that unite their community in constructive collaboration, addressing division through participant-centered reconciliation and restorative practices.
• Ensure that the physical infrastructure supports student-centered learning, including flexible furniture, collaborative learning spaces, and more.
• Ensure that the physical infrastructure supports global education, including the technological hardware and connectivity required for live partnerships.