Self Evaluation Tool
Rate the framework, find your priority domain, then go deeper with reflection questions. Premium PDF export is available behind the purchase gate.
Self Evaluation Tool
Start with the framework rating, then use the reflection questions to look beneath the average.
Framework
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Reflection
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Your YesUCan Culture Profile
Use the dashboard to identify domain scores, strengths, the weakest domain and the priority principle before moving into implementation.
Personal Growth and Responsibility
0.0/3Brain based strategies
0.0/3Belonging and High Expectations
0.0/3Diversity of Thought
0.0/3Priority principle
Rate the framework to reveal a starting point.
Weakest domain
-
Strongest domain
-
Strengths
No embedded strengths yet.
First 7 days plan
First term plan
YesUCan Framework
Rate each principle using the workbook scale. Domain scores are averaged from the three principles in each domain.
0: Currently not a feature of our practice
1: Rarely a feature of our practice
2: Happens often but not embedded
3: Is a central feature of our practice
Personal Growth and Responsibility
0/3 principles rated
Brain based strategies
0/3 principles rated
Belonging and High Expectations
0/3 principles rated
Diversity of Thought
0/3 principles rated
Framework rating
Based on the uploaded workbook.
Personal Growth and Responsibility
Encourage pupils to focus the day-to-day processes and behaviours focus on continuous improvement rather than a fixed outcome. Behaviours and feedback focus on continuous self-improvement rather than a fixed outcome.
Personal Growth and Responsibility
'Yet' keeps expectations open, removes fixed labels, and designs learning as a journey of small, achievable steps. Change the language to remove fixed mindset inner voice.
Personal Growth and Responsibility
All students are encouraged to be active participants in the classroom. Pupils understand their learning comes from their own effort and struggle.
Brain based strategies
Pupils understanding the basic biology of the brain realise why it is important to build from existing knowledge and that making new connections can be hard. Connections are made secure through effort.
Brain based strategies
Establishing and embedding a 'believe to achieve' culture is a process not an event. Achievement happens over time not in time.
Brain based strategies
Establish a culture where pupils understand and expect to be pushed out of their comfort zone as part of learning process. Learners make best progress when they are in the growth zone.
Belonging and High Expectations
Pupils are not defined by labels or targets based on their performance on historic assessments. Teachers sometimes need to suspend their own disbelief and fixed expectations.
Belonging and High Expectations
A vision statement is created by a collaborative process ensuring buy-in from all staff. A culture of 'the standard you walk past is the standard you accept' is embraced and mutual challenge is expected by all.
Belonging and High Expectations
The teacher's personal approach creates the climate in a classroom, and they should not underestimate their power of influence. Teachers continually assess and evaluate the weather in the classroom.
Diversity of Thought
Celebrate making mistakes as a key part of new learning and not being scared to make one. Mistakes are not seen as wrong thinking or a negative experience but a natural stage of development.
Diversity of Thought
Different ways of thinking about a problem are valued and championed. Group think or fixed ways of thinking in the classroom are avoided in order to ensure creativity is not stifled or individuals do not feel isolated.
Diversity of Thought
Habits of Mind are about how you intellectually engage with problems and new learning. Value collaboration by actively listening and providing emotional support through empathy and constructive challenge.
Brain Based Strategies
Do staff talk about the cornfield analogy and the importance of effort?
Brain Based Strategies
Do staff tell every pupil that they believe they can improve?
Are staff encouraged and expect each other to live 'be better today than yesterday'?
Brain Based Strategies
Do pupils give up too easily? Is this an accepted behaviour? Are they given strategies such as book/brain/buddy to combat do nothing.
Profile note: Never is the strongest response here.
Are pupils empowered with strategies to regulate their emotions?
Do staff model 'think aloud' strategies to provide pupils with a model of how an experienced learner approaches challenges and show pupils that they can do this for themselves?
Personal Growth & Responsibility
Is the mantra 'better today than yesterday' lived in the classroom?
Is growth explicitly talked about and valued by all staff and pupils?
Personal Growth & Responsibility
Do staff model and use language to promote growth mindset?
Do pupils recognise that everyone can grow their understanding from where they are and see feedback as criticism or opportunity for improvement?
Do teachers and pupils see 'ability' as fixed?
Profile note: Never is the strongest response here.
Personal Growth & Responsibility
Do pupils understand that learning comes from their own effort, which they can control?
Do pupils plan the use of their time outside of classrooms for their learning?
Do teachers set tasks that encourage active engagement by all pupils?
Belonging & High Expectations
Do all pupils have the same equitable learning opportunities in the classroom?
Do all pupils feel safe to contribute?
Do staff use language (eg Lowers, less able, Highers, gold group, nurture set) that suggest different expectations for some pupils?
Profile note: Never is the strongest response here.
Belonging & High Expectations
Do all staff believe and continually promote the 12 principles or just police compliance?
Would pupils say all staff believe and promote the 12 principles?
Belonging & High Expectations
Do all pupils feel they belong and are safe to say their learning is not secure yet?
Do staff regularly remind pupils of the principles in Brain Based Strategies and Personal Growth and Responsibility domains?
Do staff continuously and explicitly display behaviours from all 12 principles?
Diversity of Thought
Are mistakes made but not discussed or corrected?
Profile note: Never is the strongest response here.
Are classrooms psychologically safe to make and share mistakes?
Are mistakes valued and championed by all as learning opportunities?
Diversity of Thought
Are all pupils happy sharing their thinking in the classroom using language such as 'what I notice ... what I wonder'?
Do pupils feel recognised for being good, flexible thinkers?
Are pupils given opportunities to develop their own agency by convincing and building on each other's ideas?
Diversity of Thought
Are pupils encouraged to reflect on and develop the different ways of behaving intellectually?
Do pupils recognise that a great deal of thinking and grappling which can be hard work is a good thing and should be expected?
Are all pupils safe sharing their thinking in the classroom?