The most important piece that [the Portrait of a Graduate] needs to impact is classroom practice…If we don’t turn the Portrait of a Graduate into changes in the way we teach…then it’s…really just a poster on the wall…It’s important that districts that undertake this understand that what they’re really doing is creating the north star for the way they want teaching to transform in their district. And teaching practices and pedagogy that emphasize critical thinking, problem-solving, communication, and collaboration look a lot different than desks and rows and stand and deliver teachers and that’s the change that the portrait of a graduate can really instigate.”
"Portrait of a Graduate with Ken Kay," Reimagine Schools Podcast
Today's Workshop
Over the course of the year, we've spent time exploring next steps we can take at the classroom, school, and district level related to the Portrait of a Learner. A look back at the Lead Learner Workshop website from earlier this month highlights some of the themes that have come up about the PoL and some potential actions we can take in the future.
During today's workshop, we'll view the Portrait of a Learner through the lens of an incoming freshman and design a potential 4-year plan of PoL learning, growth, and reflection for that student. |
Adopting a Persona
One of the defining aspects of our district is our recognition that each student is an individual with unique interests, curiosities, and abilities. With that in mind, as we plan for the implementation of the Portrait of a Learner, we want to be sure that we are avoiding a "one size fits all approach" and instead create a flexible process that works for each person.
As you take on the perspective of your student, consider the following?
When you are done, decide upon one more key detail about your student. Select a Portrait of a Learner area that they "major" in and one that they "minor" in. Majoring and minoring in specific areas suggests that the student has an interest in those skills and would choose learning experiences that align with those areas.
As you take on the perspective of your student, consider the following?
- What's their first name?
- Do they have any interests or hobbies?
- What are their feelings about school?
- What - besides friends - do they look forward to at school?
- Are there any classes/topics that they are particularly interested in?
When you are done, decide upon one more key detail about your student. Select a Portrait of a Learner area that they "major" in and one that they "minor" in. Majoring and minoring in specific areas suggests that the student has an interest in those skills and would choose learning experiences that align with those areas.
The Four-Year Plan
Now that we have a student in mind, let's take a moment to design a four-year plan to explore, practice, and reflect on growth with the Portrait of a Learner. Included on the images and resources below are a wide-range of opportunities that allow students to explore the Portrait of a Learner. Included in the resources are extracurricular opportunities, career exploration, Inspired Learning Days, and - of course - learning experiences found in the curriculum.
As a group, keep your student in mind and select a range of learning experiences that allow for the exploration of the Portrait of a Learner. While it's true that nearly all learning experiences relate to the PoL, we also recognize that we want to be intentional and selective about when to focus on the Portrait of a Learner. With that in mind, write down the learning experiences that would be most meaningful for your student on separate sticky notes. Include a minimum of 12 learning experiences that you student will have during their time at Nipmuc. At least 6 of those experiences should take place as part of the curriculum.
After writing the experiences on sticky notes, place them on the chart to show when these experiences take place during your student's four years at Nipmuc.
What's Next?
Now that you’ve created your student’s four-year plan for exploring the Portrait of a Learner, take some time as a group to answer the following questions. The answers you provide here will be extremely helpful in turning our ideas into action.
Write your answers on large sticky notes and be ready to discuss as a group.
- What process should students go through to reflect on their growth?
- How will we keep track of students’ four years of reflection on their growth with the PoL?
- What role could current tools available to MURSD support this work? (Consider Google tools, Thrively, Panorama, Mastery Transcript, Naviance, etc.)
- How and when will students receive feedback from their teachers on their growth with the PoL?
- How will students share their reflection, growth, and narrative related to the Portrait of a Learner prior to graduation?
Write your answers on large sticky notes and be ready to discuss as a group.
Check out the Lead Learners in Action.
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