The District developed a Profile of a Clayton Graduate that includes the desired competencies for every Clayton graduate. PROFILE OF THE CLAYTON GRADUATE 8 The Clayton Graduate is… Self-Actualized  engages in healthy practices and relationships to promote overall mental and physical well-being  demonstrates belief in self and engages in self-improvement, advocacy and resilience  lives life with authenticity, purpose and happiness Intellectually Curious  sees risks and mistakes as opportunities to fail forward  asks questions that lead to effective problem-solving  makes learning a constant Culturally Competent  embraces diversity of opinion and is aware of one’s own world view  demonstrates positive attitude and interactions toward cultural differences  challenges prejudices, discovers commonalities and values differences Empathetic  demonstrates compassion and understanding of others  demonstrates kindness and respect of others A Creative Thinker  designs and implements solutions to complex problems  explores multiple possibilities and challenges the status quo  expresses thoughts, ideas and emotions in varied ways – design, arts, writing and speaking A Collaborator  respects divergent thinking to engage others in meaningful discussion  uses active listening strategies to advance understanding and values the contributions of others  works to be an agent of change through strong communication skills During the 2019-2020 school year, we engaged the community to establish the direction of the District’s new strategic plan, using the Profile as the foundation of our work. We envision a plan that will influence our approach to learning and challenge the mental models of what our schools look like for our students. We have established goal statements to guide our work:  We will ensure each learner feels safe and valued.  We will commit to the educational growth of our learners through an equitable, personalized and individualized learning experience.  We will be dedicated to the personal growth of our learners in their social, emotional and physical well-being. While our District’s new strategic plan will serve as a guide for where we are going over the next three to five years, we will also be purposeful about being reflective and make adjustments along the way. We are taking an evergreen approach to our strategic plan. This means we will evaluate it more often and make changes as needed based on evidence we gather. We will have action steps that are aspirational, attainable, and aligned to our resources. 9