What is a Graduate Profile?

A graduate profile:

• articulates the knowledge, skills, and attitu

  des that the local community identifies as important for graduates to have when they exit high school. 

• values and engages with local wisdom

• often includes competencies beyond traditional academics, including employability skills, social-emotional skills, and students’ cultural and linguistic identities and sense of belonging.

• serves as a North star for system transformation, providing strategic direction for the redesign of the overall educational experience for students and reinvigorating and re-engaging students, educators and community stakeholders.

Why is a Graduate Profile important?

A graduate profile is a living document of our Hopes and Dreams for students. It becomes a tool for plan learning outcomes, visible to the community, as it becomes our promise in providing the opportunities for students to develop the knowledge, skills and attributes transferable beyond pre-k -12.

As defined by Future Focus

Complete our Dulce Independent School Graduate Profile Survey here...

Once developed, our graduate profile will be reviewed every five years to ensure the learning competencies identified are the skills, knowledge and attributes that describe the complex cognitive skills our learners demonstrate, and not values and characteristics a person should posses.

In addition, our noted skills, knowledge and attributes are to affirm and deepen students' cultural and linguistic identities, and help establish and deepen learners' sense of place and belonging.

Striving to ensure skills, knowledge and attributes students gain are transferable beyond Pre-K to 12th grade, we will provide opportunities to equip them with essential skill sets for postsecondary success as a contributing community member.

As our guiding light, our student profile sets clear expectations for students, allowing for success in some areas and have opportunities to grow in others.

Our graduate profile will be used to define success in ways that are equitable, culturally relevant, and attainable for all students, especially for those who have been historically and currently marginalized in the education system.