Skip to content

Profile of a Graduate FAQs

Overall

1. What was the process for development of the graduate profile?

In winter of the 2021-2022 school year, the district invited all parents, staff, and school board members to express interest in joining a task force to develop the district’s graduate profile. To ensure all core district functions were represented, the district also asked each district office department to name one member to the task force. Everyone who expressed interest was invited to join the task force.

Through a combination of surveys and in-person meetings, the district also invited community members, staff, and students to contribute ideas about cognitive, interpersonal, and personal competencies all Ankeny graduates should have.

Over the next several months, the group of approximately 15 individuals met bi-weekly and/or weekly to review input from the community and to develop a draft plan for consideration by the board.

2. How does the graduate profile intersect with the strategic plan?

The graduate profile serves as the “North Star” for what the district hopes will be true for all students upon graduation. The draft strategic plan is designed to ensure that students are on a path to achieve the vision outlined by the graduate profile.
3. How does the graduate profile intersect with Leader in Me?

The key elements of our Graduate Profile are directly aligned with the Leader in Me & the 7 Habits of Highly Effective People/Teens/Children.
4. How will the district be intentional about implementation of concrete, actionable steps - including setting individual goals with students - to achieve the graduate profile?

If the graduate profile is approved, district leaders will immediately begin working to develop an implementation plan that includes metrics and milestones for goals and strategies to drive progress toward them. Information about these items will be available on the district website and regularly communicated to the public.
5. How will the district measure progress toward achievement of the graduate profile for individual students, including after they graduate, and cumulatively across the district?

If the graduate profile is approved, district leaders will immediately begin working to develop an implementation plan that includes metrics and milestones for goals and strategies to drive progress toward them. Information about these items will be available on the district website and regularly communicated to the public.

Componets

1. Why are the competencies not focused more exclusively on academics and instruction?

Input from students, parents, staff, and the community indicated that the graduate profile should include components related to academic knowledge and skills, as well as components focused on interpersonal capabilities and personal characteristics. The draft profile developed by the task force reflects this input.
2. How is the concept of conflict resolution incorporated into the graduate profile?

The graduate profile’s competencies related to understanding and engagement are aligned with the concept of conflict resolution.
3. Are the competencies intended to be lifelong or time-bound? For example, the “Authentic” competency mentions a post-secondary plan that will be in place by graduation; does that mean we expect students to have fully met this competency by graduation?

The district aims for all students to demonstrate the named competencies by the time they graduate (one measure of this might be a post-secondary plan) and acknowledges that students should continue to develop in these areas after graduation.