AT THE COLLABORATIVE FOR EDUCATIONAL SERVICES, we understand that inequity and injustice are deeply embedded in our
society’s political, social, educational, and economic structures and ideologies.
These oppressions, based on socioeconomic status, race, ethnicity, education level, gender, gender identity, sexual orientation,
religion, age, and ability, serve to deny us all human dignity, preventing the harmonious integration and inclusion of diverse groups,
blocking the self-determination of those historically targeted by discrimination, and maintaining social and economic disparity.
In light of this understanding, and with an unwavering belief that everyone is a learner, we embrace a personalized, learner-
centered approach to education that embodies the following beliefs:
GUIDING PRINCIPLES
COLLEGE, CAREER, AND
CIVIC READINESS
Youth benet from inquiry-based,
authentic, hands-on, and relevant
learning experiences that enable them
to develop and apply critical thinking
and problem-solving skills, propelling
them to explore and transfer knowledge
to real-world contexts.
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Youth benet from opportunities to
develop 21st-century learning, literacy,
and life skills such as creativity,
collaboration, and communication;
information, media, and technology
literacy; exibility, leadership, initiative,
and productivity.
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Youth benet themselves and their
communities when they attain the
knowledge, strategies, experience, and
public spirit to pursue meaningful civic
engagement.
Youth learn in classrooms where joy,
creativity, and compassion are evident;
their voices are valued and identities
are afrmed; and dignity, safety, and
respect is fostered by all.
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Youth experience programming that
acknowledges and validates their
personal narratives while bringing
possible and previously unimagined
futures (personal, professional, and
social) into their view.
CULTURE AND PURPOSE
Youth have opportunities to contribute
and develop their whole selves with
educators who design validating,
individualized, differentiated, and
personalized educational experiences.
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Youth engage in critical discussions
about power and privilege, facilitated
by educators who consistently seek to
decolonize the educational experience,
cultivating in and with youth the tools
and mindsets to critically consider the
world as it is and act to change it.
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Youth are supported by educators in
becoming changemakers beyond the
classroom walls.
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Youth see themselves reected in
the curriculum and collaborate with
educators to co-create meaningful,
relevant, and self-directed learning
experiences that embrace their
personal, social, and cultural identities.
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Youth have equitable access to quality
education including higher education,
technical skills training, and career
counseling.
SOCIAL JUSTICE AND EQUITY
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