- are well versed in school goals, culture, and operations. Students use school goals to guide their behavior, both academically and socially.
- work well with a variety of educational staffs that serve as mentors, advisors, teachers, and coaches.
- help to build the professional learning community by participating in experiential and academic exercise that stretch their thinking, inquiry, and insight.
- understand and gain insight into how personality type plays into their differentiated learning styles and their roles as thinkers, learners, and leaders.
- participate in a learning community that builds relationships, teaches tolerance, and instills equity, allowing them to take learning risks.
- organize, synthesize, generalize, and reflect throughout the project process in both linguistic and nonlinguistic forms.
- work to build a school culture by analyzing and problem solving in a democratic environment.
- build rigor and relevance into project planning that allows them to defend, prove, justify, and communicate their learning to diverse audiences.
- find purpose in the work they do for without purpose there is little point.
- complete academic tasks that are worthwhile in advancing them to their next levels of growth and achievement.
- strive to make a difference in their own lives, the school culture and climate, and in the community with which they serve.
Relevant assessment in a project-based environment must take many forms which include qualitative and quantitative evidence from academic and nonacademic areas. Decision-making shall never be made solely on one evidential structure.