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World Class Targets

The Douglas County School District knows that being a highly effective teacher is often connected to the work done before the school day begins.

There are practices that can help ensure that the lessons provided in the classroom are of the highest quality, including our twelve World-Class Targets, which will help determine whether a teacher will receive an additional bonus.

The 12 World Class Targets are:​​

Backward Design

Provides a World Class Education through a three-stage framework beginning with the “end in mind” (Stage 1: Desired Results) followed by assessing the results (Stage 2: Assessment) and finally providing learning experiences and opportunities for practice and application (Stage 3: Learning Experiences).

DCSD transforms traditional instructional planning through the continuous improvement of Backwards Design units and World Class Outcomes.

21st century skills Integration

Inclusion, application and support of 21st century skills in the learning environment. These are the skills, understandings and expertise students must master to succeed in work and life; it is a blend of content knowledge, specific skills, expertise and literacies.

  • Global Awareness
  • Creativity- Trying new approaches to get things done equals innovation and invention.
  • Financial Literacy Ethics
  • Communication- Sharing thoughts, questions, ideas and solutions
  • Problem Solving
  • Critical Thinking- Looking at problem in a new way, linking learning across subjects and disciplines.
  • Health/Wellness
  • Resiliency/Adaptability
  • Civic Responsibility
  • Systems Thinking
  • Collaboration- Working together to reach a goal – putting talent, expertise and smarts to work.
  • Social Responsibility

Sustainable Learning

Educational opportunities targeting the higher levels of Bloom’s Taxonomy that afford learners the opportunity to develop meaningful products on a global campus. Provides all learners real-world, project-based learning with opportunities to transfer their learning in authentic ways.


Student Engagement

Designs and delivers rigorous and relevant lessons that allow students the opportunity to delve more deeply into the subject and transfer their learning.


Advocacy for ALL Students

Actively create and implement a process to support ALL students ("ALL learners" needs to address differente learning styles based on the individual student's unique abilities and special needs), by establishing relationships, personalizing learning, meeting developmental and cultural needs of diverse learners and integrating life skills into daily practice. The process includes:
  • Become self-aware by directly teaching and practicing self-advocacy skills
  • Student driven learning explores career/professional pathways
  • Advocate with educatoinal support team for all students to feel safe and supported academically, socially, and emotionally
  • Maximize opportunities to explore and achieve their full potential

Restorative Practices

Develop community and relationships through shared learning to manage conflict, repair the harm that was done and restore the community.


Professional Growth and Development

Professional Growth and Development is a personal and collective responsibility to enhance expertise by implementing the most current, highly effective practices in education. These practices support the District’s Strategic Plan, are informed by national and international organizations in education and meet the needs of the workforce.


Authentic Assessment

Authentic assessment is a performance-based assessment in which the task or performance:

a) includes multiple criteria that clearly aligns to expected outcomes
b) emulates meaningful real-world context
c) is cognitively complex
d) requires student-structured demonstration of knowledge and skill
e) produces direct evidence of the degree of student mastery


Teacher leaders shape the culture of their schools, influence practice among their peers and are the instructional pioneers who model world- class teaching. Teacher leaders also take on formal and informal leadership roles at the school and district level.



Demonstration of actions, behaviors, and activities that correspond to the District’s Strategic plan and the building plan.


Student Satisfaction

Demonstrates responsiveness to data from ongoing student surveys regarding specific District outcomes as aligned to CITE standards 1, 2, and 3. Data will be collected at the summation of each unit.


Parent Satisfaction

Demonstrates responsiveness to data from ongoing parent surveys regarding specific District outcomes as aligned to CITE standards 1, 2, and 3. Data will be collected at the summation of each unit.



Douglas County Employees interested in pursuing World Class Targets, follow this link to the general information page. 



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