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Portrait of a Learner

Staff, Student, and Community Feedback

Staff and Administration

Faculty, staff, and students were organized into specific classrooms, determined by the tags they received upon arrival. Each classroom was assigned a facilitator whose role was to lead the group in discussions centered around building the portrait. The assignments for facilitators and their respective rooms were conveniently posted in the foyer for easy reference. Necessary materials like scripts, poster boards, and markers were thoughtfully provided in each room. Participants were simply required to bring an open mind and a spirit of contribution, making it easy for everyone to actively engage in the collaborative process. This approach ensured a structured and productive environment for the event.


Parents and community members were organized into round tables for the community outreach evening. At each table, a designated facilitator played a crucial role in guiding the groups through discussions centered on constructing the portrait. These facilitators were present to ensure that the conversations remained productive and on course. To support these discussions, essential materials such as scripts, poster boards, and markers were readily available in each room. Participants only needed to bring an open mind and a willingness to contribute, fostering an environment conducive to collaborative work. This setup facilitated an organized and effective exchange of ideas among community members during the event.


Student discussions revolved around the identification of key skills and abilities that our graduates should possess. Participants engaged in conversations regarding the traits and mindsets essential for students to excel in any path they chose to pursue. Furthermore, the dialogue delved into the hopes, aspirations, and dreams that students had for their own experiences pk-12. 

In light of a rapidly changing and complex world, there was a growing awareness of the need for specific skills and mindsets. Participants also explored how to measure the attainment of these skills and what practical implementation would entail. During these discussions, the entire SAU 21 community reflected on the skills and traits they took pride in and wished to impart to their students and children. The resulting body of indicators represent the common sources of data that will be used to measure progress related to these priorities. 

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