The Portrait of a Graduate is a district-wide initiative that defines the key skills, mindsets, and attributes students should develop by the time they graduate. It goes beyond academic achievement, focusing on qualities like critical thinking, collaboration, communication, adaptability, and lifelong learning. This shared vision helps align curriculum, instruction, and assessment practices to ensure students are prepared for success in college, careers, and life.

Portrait of a Graduate

District Coordinator, Winchendon
September 2020 - June 2023

Link to the Working Team Folder. The administrator who applied for the grant left us, and my then-Superintendent decided to end the program. These files are artifacts of our work.

Rough Draft of North Central Mass Portrait. Click here for a full image

The Portrait of a Graduate process typically begins with gathering input from a wide range of stakeholders—students, educators, families, community members, and business leaders—to identify the key skills and traits graduates need to thrive in the modern world. Through surveys, focus groups, and collaborative workshops, the district builds a shared vision rooted in local values and future-ready goals.

Once the core competencies are defined (such as communication, collaboration, critical thinking, creativity, and citizenship), the portrait is visually designed and formally adopted. From there, districts work to align instructional practices, assessments, and professional development with this vision, ensuring that the Portrait of a Graduate becomes a living framework that guides teaching and learning at every grade level.

As a District Coordinator, I lead the implementation of instructional initiatives that align with district-wide goals, such as the Portrait of a Graduate project. My role involved building strong connections across schools and departments to ensure a shared vision is not only defined but also embedded into everyday practice.

I coordinated stakeholder engagement by organizing focus groups, collecting input from students, educators, families, and community members, and translating that feedback into actionable next steps. I managed timelines, oversaw deliverables, and supported educators with the tools and professional learning they need to bring the work to life in their classrooms. I also tracked progress, gathered impact data, and communicated regularly with district leadership to ensure transparency, alignment, and continuous improvement. Above all, I took pride in turning ideas into action and helping learning communities grow through collaboration, clarity, and purpose.

My collaborative leadership with district administration on learner-centered initiatives and instructional innovation led to an invitation to co-present as a keynote speaker at ASHOKA’s virtual conference, New Leadership for a New World. Recognized for fostering strong partnerships, driving equity-focused practices, and elevating student voice, I was honored to join my administrator in sharing our district’s journey toward transformational change with a global audience of educators and thought leaders.