21st Century Learner
The district will use three sets of guidelines to make Vision 2027 a reality:
• PUSD’s Graduate Profile—a set of skills and traits that every student graduating from PUSD will have developed through their school experience
• Reimagining Learning— descriptions of the kinds of new learning experiences that will enable students to meet the Graduate Profile
• Nine Design Principles— basic rules that will guide how the district community works together to make the vision a reality
Bringing Vision 2027 to life—and aligning our systems, programs, and resources around this vision—will require us to “reimagine” the learning experience for our students. Here are some illustrative examples of what that experience might look and feel like, generated by our community during the visioning process.
Learning takes place “everywhere and anytime”
The traditional school day and traditional school setting shift and expand in dynamic new ways. New common project areas in our schools and our public facilities foster constant teamwork and collaboration. In some places, nature becomes the classroom—or comes into the classroom in ways that link learning with the natural environment. Highly accessible technologies connect learners to educators and facilitators virtually anywhere at any time. Students are exposed to new content and new ideas through teacher-selected online lessons that students review at their own pace and time.
Learning is experiential, immersive, and connected to community.
Hands-on learning both within and outside the classroom setting infuses the high school experience. Work-based and real-world learning opportunities with local businesses and organizations, in nature and in museums, and through virtual journeys and simulations help students connect what they are learning to the outside world and develop a vision for their own professional future. Community members, mentors, professionals, parents, other caregivers, and alumni become actively engaged in our learning ecosystem.
Learning is highly personalized, and shaped by student voice, choice, and need.
There is flexibility in the design, sequence, and timing of each student’s learning. Every student has their own personalized pathway toward achieving the graduate profile. These pathways include opportunities for students to link their learning to their interests and passions. This individualized learning approach will require a shift away from traditional thinking. It will also require the district to build a portfolio of resources that extends deeply into the community.
Technology is integrated into the learning experience.
Simulations and online gaming platforms provide real-time performance feedback and help build tolerance for “failure.” Students gain not just basic computer literacy but experience with advanced technologies that they might encounter in the workplace. And data analytics provide authentic, adaptive, real-time performance assessments that get integrated into the learning process. Reliable and free internet access for all students and families becomes foundational to the learning experience and a critical equity goal. So does access to cloudsupported and portable devices that enable students to learn outside of school and instruction that help families learn how to navigate and use these tools.
Learning is not just local—it’s global.
In an increasingly interconnected world, it is crucial that our students gain a global perspective through exposure to global issues and cultures. Learning about the world and what matters to people in other cultures and countries will be critical to students’ ability to relate to others and to thrive in the workforce, whether they choose to stay in the greater Bay Area or live and work in faraway places. Developing the skills to navigate a global society (bilingualism, technological expertise, etc.) is critical for all students.