Last week, I wrote about how important it is to start with the adults when doing portrait of a graduate work. We can’t give to others that which we do not have for ourselves. Often in the spirit of “best for kids”, we run past or around the very adults who play a significant role in the lives and learning of our students. Not around the adults. With and through the adults.
The portrait of a graduate work is important. When done well, portraits serve as our North Star, our higher purpose, if you will, and a reminder of what we are truly trying to build, brick by brick, on a daily basis. When portraits are defined, they often live in pretty posters that hang in our classrooms and on our websites. Sadly, if we aren’t intentional, they live there forever.
Now, I also believe that sometimes, we create too much of a good thing too. As we work to operationalize our portraits, beware of the temptation to create more portraits in service of the portrait of a graduate. I’ve seen portraits of an educator, portraits of a leader, portraits of a system, portraits into practice. I could go on, but I think you get the point.
I’m a pretty simple person. I’m not sure that I’m smart enough to keep track of so many portraits. People are busy, and the world is coming at us fast, it may be difficult for the average person to keep track of so many things.
If your portrait matters for your students, then it matters for the adults. Instead of creating more portraits, consider the portrait as a lens for all of the work you do across roles and departments.
A great way to signal to your community that your portrait matters is to simple use it as a frame for the work you’re leading to the extent possible.
Even if your portrait has been in place for some time now, or even if you just received a state-adopted portrait, this is a great way to get your community more acclimated conceptually. Take a moment to look at your calendar over the next week. If I had to guess, you might see meetings you’re planning, weekly communications you need to send out, or perhaps some type of student or staff celebration.
Look at your portrait of a graduate if you have one, reflect upon your portrait as a lens for the work you’ll be doing, and frame or organize that work accordingly.
Portraits bring immense possibilities for the student learning experience. That work is important, can feel daunting, and is sometimes slow.
As you work to bring your portrait to life, no move is too small. The more we sensibly signal that we care about the portrait and that it’s our work and communication, the more others see that the portrait of a graduate is truly a North Star and not a flavor of the month initiative.
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