CPS Copy - Cultivate Learning Condition Measures & Items

	A	B	C	D	E
1	Learning Condition with Linked Key CPS Learning Conditions Guides and UChicago's practice guides for additional learning & ideas	Definition	Definition with rationale	Learning Conditions Items	Guiding Principles

2	Supportive Teaching UChicago - Supportive Teaching	Breadth and quality of teacher’s instructional support for learning	Students learn more effectively and are more likely to feel valued when their teachers provide them with the instructional support to be successful.	This class is set up so that all types of learners can succeed.	Plan lessons using what you know about your students
3				This teacher explains things in a different way if we're confused.	Notice and respond to students’ needs
4				This teacher notices if I have trouble learning something.	Have varied and effective instructional strategies that challenge students
5				This teacher stays patient even when students don't understand things.
6				This teacher knows my strengths and weaknesses in this class.	Demonstrate patience
7	Feedback for Growth UChicago - Feedback for Growth	Nature and quality of teacher feedback to improve student work	Students learn more effectively when their teachers set high expectations, recognize progress, and offer respectful, critical feedback to help students improve.	This teacher lets me know they believe I can do well in this class.	Focus on growth over proficiency
8				This teacher emphasizes that it is okay to make mistakes so we can learn from them.	Focus on growth over proficiency
9				I receive feedback on my work that helps me improve.	Give Actionable Critical Feedback Along with Reassurance
10				This teacher recognizes when I have put a lot of effort into something.	Focus on quality over quantity with praise
11				The teacher says it is more important to try in this class than to get things right the first time.	Set High Standards For All Students
12	Meaningful Work UChicago - Meaningful Work	Level of interest and relevance of classroom learning for students	Students are more motivated to learn when the work in class feels interesting and relevant to them.	This teacher gives us meaningful work to do, not busy work.	Help students discover the personal relevance of learning
13				This teacher connects what we're learning in class to real life.	Help students discover the personal relevance of learning
14				This class helps me become a better thinker.	Connect class work to life outside of the classroom
15				In this class we get to learn by working on real-world problems and issues.	Create opportunities for student choice
16				This teacher makes what we're learning really interesting.	Create opportunities for student choice
17	Student Voice UChicago - Student Voice	Opportunities for and responsiveness to student ideas and input	Students take ownership of their learning and are more actively engaged in their schoolwork when they have choices, share their ideas, and feel heard.	I have the opportunity to make choices in this class.	Give students choice
18				In this class, my ideas are taken seriously.	Provide opportunities for student feedback
19				This teacher responds to student suggestions to make our class better.	Respond to student choices and feedback authentically
20	Learning Goals UChicago - Learning Goals	Accessibility and connectedness of instructional goals	Students learn more effectively when it is clear to them what they are supposed to be learning and how it fits into the big ideas of that subject area.	This teacher makes sure we know what we’re supposed to learn each lesson.	Clarify aims and objectives throughout planning and instruction
21				When we're learning something new, this teacher helps me understand how it fits in with what we’ve learned before.	Ensure objectives and work are both appropriate and ambitious
22				This teacher helps me see my progress as I learn more.	Show Students their Progress
23				This teacher makes it clear how each lesson builds towards longer term learning goals.	Show Students their Progress
24	Well-Organized Classroom UChicago - Well-Organized Classroom	Clarity and helpfulness of classroom systems and routines	Students learn more effectively and are more motivated when the teacher develops routines and systems that contribute to the smooth functioning of the classroom.	This teacher does a good job keeping track of and returning our work.	Establish Routines & Systems
25				It's always clear what we're supposed to be doing in this class.	Create Clear Standards for Assignments & Grading
26				This teacher makes sure students get work they miss when they are absent.	Use time productively
27				The way this class is organized helps me do well.	Make Effective Materials Available
28	Classroom Community UChicago - Classroom Community	Sense of community and mutual support among classmates	Students feel safe to engage and succeed in school when the classroom environment encourages a sense of community and fosters mutual support among classmates.	This teacher makes sure this class is a welcoming place for everyone.	Develop Norms that Promote Community
29				In this class, we have lots of opportunities to interact with each other.	Develop Norms that Promote Community
30				This teacher has lots of ways of making sure every student contributes.	Provide Opportunities for Students to Connect to One Another.
31				This teacher makes sure that students get to know each other.
32				This class is a comfortable place for me to share my thoughts and opinions.	Establish equity of student voice
33				Most of my classmates encourage each other in this class	Establish equity of student voice
34	Teacher Caring UChicago - Teacher Caring	Strength and quality of teacher’s one-on-one relationships with students	Students engage more deeply in their work when they feel like their teacher likes and cares about them.	This teacher makes sure we know how much they enjoy working with us.	Get to know your students as people
35				This teacher cares about my life outside of school.	Let Students Know They Matter to You
36				This teacher greets each student by name when we come to class.	Regard Identities as Assets, not Threats.
37				This teacher builds one-on-one relationships with each student in this class.	Regard Identities as Assets, not Threats.
38	Affirming Identities UChicago - Affirming Identities	Recognition and affirmation of student identities	Students feel more connected to and motivated in classes that recognize and affirm their backgrounds and identities.	This teacher accepts me for who I am as a person.	Regard Identities as Assets, not Threats.
39				This teacher makes sure all students are valued and supported, no matter what their backgrounds or identities are.	Demonstrate the Value of Diverse Perspectives.
40				I see positive examples of people like me in the things we learn in this class.	Cultivate a “Leveling Culture.”
41				This teacher uses examples from different races, cultures, and communities to teach this subject.	Cultivate a “Leveling Culture.”
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43				Note: For SY25, UChicago Consortium has reduced the number of survey items.
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