Students can work collectively with others. They contribute their strengths to group efforts and take responsibility for the work assigned to them. They know how to lead group work and how to give and receive constructive feedback.  

Students master core content areas, understand the interconnections between subjects, and value the learning experience. They also learn to appreciate multiple perspectives on an issue and the impacts of local and global issues on one another.

Students feel connected to local and global issues and do their part to make the world a better place. They are active in their communities, demonstrate respect across difference, and know how to advocate for themselves and for others.

Students develop strong analytical skills. They are able to synthesize information, identify valid source material, and think creatively to solve problems. They also develop the confidence and skill to ask good questions. 

Students are self-directed learners who know how to pursue ideas, find resources, and ask for help. They know how to take calculated risks and possess the resolve and perseverance to follow through on their work and their responsibilities.

Students can express their thoughts clearly both verbally and through writing. They can speak confidently to a variety of audiences and know how to represent themselves. They can also speak and write in more than one language.

Students are organized, know how to manage both their time and their finances, and understand the value of managing their own health as well. They understand workplace etiquette, honor punctuality, and stay current with technology.

Students know how to listen to others, relate to what they are hearing, and check for understanding. They have a healthy sense of self, are self reflective, and know how to manage their own emotional responses to difficult situations.

In an increasingly interconnected world, it is crucial that our students gain a global perspective through exposure to global issues and cultures. Learning about the world and what matters to people in other cultures and countries will be critical to students’ ability to relate to others and to thrive in the workforce, whether they choose to stay in the greater Bay Area or live and work in faraway places. Developing the skills to navigate a global society (bilingualism, technological expertise, etc.) is critical for all students.

Simulations and online gaming platforms provide real-time performance feedback and help build tolerance for “failure.” Students gain not just basic computer literacy but experience with advanced technologies that they might encounter in the workplace. And data analytics provide authentic, adaptive, real-time performance assessments that get integrated into the learning process. Reliable and free internet access for all students and families becomes foundational to the learning experience and a critical equity goal. So does access to cloudsupported and portable devices that enable students to learn outside of school and instruction that help families learn how to navigate and use these tools.

There is flexibility in the design, sequence, and timing of each student’s learning. Every student has their own personalized pathway toward achieving the graduate profile. These pathways include opportunities for students to link their learning to their interests and passions. This individualized learning approach will require a shift away from traditional thinking. It will also require the district to build a portfolio of resources that extends deeply into the community.

Hands-on learning both within and outside the classroom setting infuses the high school experience. Work-based and real-world learning opportunities with local businesses and organizations, in nature and in museums, and through virtual journeys and simulations help students connect what they are learning to the outside world and develop a vision for their own professional future. Community members, mentors, professionals, parents, other caregivers, and alumni become actively engaged in our learning ecosystem.

The traditional school day and traditional school setting shift and expand in dynamic new ways. New common project areas in our schools and our public facilities foster constant teamwork and collaboration. In some places, nature becomes the classroom—or comes into the classroom in ways that link learning with the natural environment. Highly accessible technologies connect learners to educators and facilitators virtually anywhere at any time. Students are exposed to new content and new ideas through teacher-selected online lessons that students review at their own pace and time.

The graduate profile reflects our community’s vision for our students. Mastery of the graduate profile is the universal goal for all PUSD learners – whether they choose to go on to four-year college, community college, move immediately into a career or some other post-secondary option. Helping students achieve this profile will require us to align our educational priorities at all levels.

Today and tomorrow’s world of learning requires access and connection. We must incorporate technology into the learning process, and our community must provide all students with access to highspeed internet that is unlimited, free, fast, available everywhere, all the time. With increased access, students will have the unlimited capacity to further their learning whenever and from wherever they want.

Building on our strong foundation, we will integrate new kinds of learning that are driven by student interest and designed to help each student find and explore their own “sparks”—that is, the ideas and activities that light up their drive to learn. In this way, students’ motivation will be fueled by their own interests— and they will be more engaged in their own learning and development.

A connected system of caring, culturally diverse adults (teachers, parents, business owners, professionals, community members, mentors, and alumni) will all play roles in supporting the learning process. Having more adults involved in facilitating learning will create new opportunities for smallgroup instruction and tailored lessons and programs. Effective coordination and communication among these allies will enable strong, aligned, and equitable partnerships. It will also enable every student to be known by an adult in our network of allies.

The district and community acknowledge the link between valuing and honoring diverse perspectives—especially those of students from diverse cultural backgrounds—and the ability of students to achieve their goals. Providing each student and family access to technology, information, and personalized learning opportunities will help the district create a truly equitable school system. Integrating restorative practices into our district and school cultures will continue to increase trust and strengthen our capacity to reach our vision. 

The skills, knowledge, dispositions, and behaviors identified in the PUSD graduate profile will be flexibly assessed through a system of authentic, adaptive, real-time performance assessments that are integrated into the learning process. Benchmarks will be rigorous and high and used as guides to design personalized instructional pathways.

Shifts in student learning experiences and environments will require parallel shifts in teacher practice—including more collaboration across school and community, greater use of technology, and facilitating more student-driven learning. The district will need to select, train, and support teachers to instruct and guide in these new ways. A district culture that values ongoing learning for ALL people—including the adults in the system—will be critical. Just as student voice is critical for student learning, so too are teachers’ voices valued and integrated into educational design.

District systems, structures, policies, and cultures will need to be adapted and innovated to support the shifts in student learning and in teaching/ leadership practice that will in turn lead to students’ attaining the graduate profile. These shifts will guide decisions and plans for renovation, curriculum and instruction, professional development, programs, and staffing.

PUSD has a culture that sees “failure” as both a temporary setback and an opportunity to learn and grow. Strong continuous improvement practices are in place across the system and modeled by district leaders. For students and adults alike, a strong growth mindset is the “way of being and working” and is embraced as part of the district’s work ethic and as a required part of the learning process. PUSD’s policies and systems reflect this growth mindset, as do the culture, language, and attitude that can be seen, heard, and felt throughout the school system.