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The present study is aimed at developing a multi-level framework for assessing circularity in agri-food industries by providing the user with a step-by-step approach and selecting a customized set of indicators capable of accurately assessing the circular economy (CE) level.

The framework is composed of four stages. In the first stage, a CE theoretical model based on operations, product and services, culture, organization and ecosystem criteria has been implemented and adapted to the agri-food sector. In the second stage, users are required to collect a set of indicators capable of measuring each criterion. In the third stage, a weight is assigned to each indicator using analytical hierarchy process (AHP). Lastly, a geometric multi-criteria decision-making (MCDM) model, called axial distance-based aggregated measurement (ADAM) model, is used to normalize, assess and aggregate the results and produce final scores for the different alternatives to be ranked based on their final circularity scores.

The model can be a useful tool to support corporate decisions in the CE, making entrepreneurs aware of their starting level. It indicates the extent to which companies are implementing circular business models across different dimensions and, thus, where they are still lacking.

Beyond the attempts to measure the circularity of corporate performance from a purely environmental perspective, the study adopts a holistic view, considering the complexity and disruption of all the principles of the CE.

This paper shares findings from a multi-year literacy professional development partnership between a school district and university (2014–2019). We share this case of a Literacy Cohort initiative as an example of cross-institutional professional development situated within several of NAPDS’ nine essentials, including professional learning and leading, boundary-spanning roles and reflection and innovation (NAPDS, 2021).

We asked, “In what ways did the Cohort initiative create conditions for community and collaboration in the service of meaningful literacy reforms?” Drawing on social design methodology (Gutiérrez & Vossoughi, 2010), we sought to generate and examine the educational change associated with this multi-year initiative. Our data set included programmatic data, interviews (N = 30) and artifacts of literacy teaching, learning and leading.

Our findings reflect the emphasis areas that are important to educators in the partnership: diversity by design, building relationships through collaboration and rooting literacy reforms in teacher leadership. Our discussion explores threads of reciprocity, simultaneous renewal and boundary-spanning leadership and their role in sustaining partnerships over time.

This paper contributes to our understanding of building and sustaining a cohort model of multi-year professional development through the voices, perspectives and experiences of teachers, faculty and district administrators.