Five students in school uniforms are looking down at a desk with papers. They are smiling wide and laughing with excitement. One of the students has his hands up in the air. Five students in school uniforms are looking down at a desk with papers. They are smiling wide and laughing with excitement. One of the students has his hands up in the air.

Outcomes

En español

Overview

Five areas of student growth—wellbeing, connectedness, awareness, agency, and mastery—suggest students are growing as leaders of a better future.  Mastery is not diluted but is enhanced when pursued with other outcomes.

The part of the TACL framework with the overlapping silhouettes of three children jumping playfully is in blue, while the rest is in grayscale. The text in the center on top of the silhouettes says in order from top to bottom: “WELLBEING,” “CONNECTEDNESS,” “AWARENESS,” “AGENCY,” and “MASTERY” in yellow.

Discover

What is student leadership and why does it matter?

In this compilation video, you will hear and see examples of student leadership. What inferences can you make about what these students and their teachers value?

Learn

Five student leadership outcomes

Students and teachers in transformational classrooms around the world value similar areas of growth as indicators of student leadership development. Our crowd-sourced studies are suggesting that rigorous mastery is achieved through, not at the expense of, other key outcomes, including wellbeing, connectedness, awareness, and agency.

WELLBEING

Students feel secure and loved, empowering them to be themselves, try new things, and make mistakes in ways that encourage deeper learning.

CONNECTEDNESS

Students seek and value the perspectives and experiences of others as they work collaboratively toward a common good.

AWARENESS

Students are aware of inequity and celebrate their and others’ unique strengths and identities as assets for navigating challenges in pursuit of their growing sense of purpose.

AGENCY

Students take independent or collective action toward shared goals to cause positive changes in their own life or the lives of others.

MASTERY

Students attain a higher-order command of knowledge and skills as a means to create new opportunities and solutions to challenges.

Learn

Five student leadership outcomes

Students and teachers in transformational classrooms around the world value similar areas of growth as indicators of student leadership development. Our crowd-sourced studies are suggesting that rigorous mastery is achieved through, not at the expense of, other key outcomes, including wellbeing, connectedness, awareness, and agency.

WELLBEING

Students feel secure and loved, empowering them to be themselves, try new things, and make mistakes in ways that encourage deeper learning.

CONNECTEDNESS

Students seek and value the perspectives and experiences of others as they work collaboratively toward a common good.

AWARENESS

Students are aware of inequity and celebrate their and others’ unique strengths and identities as assets for navigating challenges in pursuit of their growing sense of purpose.

AGENCY

Students take independent or collective action toward shared goals to cause positive changes in their own life or the lives of others.

MASTERY

Students attain a higher-order command of knowledge and skills as a means to create new opportunities and solutions to challenges.

“We have to develop that critical authentic hope in young people that tells them that you can make change, and we’re all in this together. And so our curriculum is built around that idea, understanding how society works, how you play that game and change that game, and what skills you need in order to do that.”

— Ann Milne, Former School Principal, Education Consultant, Member of the New Zealand Order of Merit, and Cultural Learning Pioneer

Portrait shot of Ann Milne, a woman with short hair wearing glasses. She is looking at the camera and smiling.

“We have to develop that critical authentic hope in young people that tells them that you can make change, and we’re all in this together. And so our curriculum is built around that idea, understanding how society works, how you play that game and change that game, and what skills you need in order to do that."

— Ann Milne, Former School Principal, Education Consultant, Member of the New Zealand Order of Merit, and Cultural Learning Pioneer

Portrait shot of Ann Milne, a woman with short hair wearing glasses. She is looking at the camera and smiling.

Do

Explore our global library of tools for measuring student outcomes and other recommended resources:

34 resource(s)
TACL
Strength In Unity 1: Co-constructing a learning community of student leaders
Video Outcome Well-Being
TACL
IDEO Report
Case Study Outcome Well-Being
TACL
Teaching and Learning Programmatic Cycle
Teach For All Insight Teacher Coaching Outcome Strategy Facilitate & Challenge Reflect & Grow
TACL
Teaching as Collective Leadership Research Constructs
Report Outcome

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Our Glossary

In our attempt to capture the real spirit of the classrooms we have studied, we have sometimes intentionally used words and phrases in a slightly unusual way. 

We invite you to learn more about our language choices by exploring our Glossary.