The context

A K–12 school has identified authentic, real-world learning as a central strategic priority connected to its commitments to student agency, deep thinking, and meaningful application of knowledge. Across divisions and programs, the school has invested in projects, inquiry-based experiences, and student-centered instructional approaches.

While leadership can point to many strong examples, they are seeking a clearer, evidence-informed understanding of how students actually experience these opportunities across the school. In particular, they want to know where students experience the greatest agency, engagement, and deep learning—and where those experiences are less consistent.

Rather than evaluating individual teachers or programs, the school is looking for insight that can inform instructional alignment, professional learning, and future program design.

Sample questions guiding this work include:

• How do students describe their opportunities for agency, choice, and deep learning across classes and programs?

• What skills, dispositions, or capacities do students believe they are developing through these experiences?

• Where do students experience the most meaningful learning, and what distinguishes those environments?

• How do teachers design and facilitate these kinds of learning opportunities?

• How coherent are students’ experiences across divisions and subject areas?

How we support schools

In situations like this, Wasatch Education Group works with schools to examine both student and teacher experiences of a strategic priority using a targeted mixed-methods approach. The goal is to understand not only the types and quality of learning experiences across the school, but also how students and educators perceive their impact.

A typical engagement includes:

• Brief student and teacher surveys to identify patterns in perceptions of agency, instructional practice, learning experiences, and their impact on student growth

• Student interviews or focus groups to surface concrete examples of meaningful learning, how those experiences feel, and what students believe they are gaining from them

• Teacher interviews or focus groups to understand how these experiences are designed and facilitated, and how educators perceive their effects on student engagement, skills, and dispositions

• Review of curricular materials or program artifacts to examine alignment between intended goals and enacted practice

• Targeted, non-evaluative classroom observations (if helpful) to see how key elements of the strategic priority appear in practice

The focus is on identifying patterns across classrooms, programs, and divisions rather than evaluating individuals. Findings are synthesized to help leadership understand the types and quality of experiences students encounter, how those experiences are perceived to influence outcomes, and where greater coherence or support may be needed.

What schools gain from this work

Through this type of inquiry, schools gain:

• A clearer understanding of how students actually experience a strategic priority in daily learning

• Insight into where agency, engagement, and deep learning are most consistently present

• Evidence about how instructional practices support or constrain student experiences

• Shared language for discussing strengths, variation, and opportunities for alignment

• Data to inform professional learning, instructional planning, and future program design

Typical deliverables

• A concise executive summary highlighting key themes and strategic implications

• A comprehensive findings report

• A facilitated findings conversation with leadership to support reflection and next-step decision-making

• A slide deck communicating major findings and recommendations

Why this work matters

Schools often invest significant energy in strategic priorities, but without examining student experience, it can be difficult to know how consistently those priorities are being enacted across classrooms and divisions.

This kind of work helps schools move beyond isolated examples toward a clearer understanding of patterns, strengths, and areas for growth. By centering both student and teacher perspectives, leaders are better positioned to support alignment, professional learning, and more coherent learning experiences over time.