PROFILE OF A RUTHERFORD GRADUATE
THE CONCEPT
When people talk about Rutherford, they often highlight the excellent schools. What specifically contributes to that assessment and how does this translate into the achievements of our students?
A group of teachers and district leaders set out to answer those questions through an intensive and interactive process. This advisory board gathered feedback from teachers and staff in each school. They heard from parents during PTA meetings and met regularly to process what they learned.
A year of research helped produce the Profile of a Rutherford Graduate, made up of six traits and skills. We call these our competencies.
Watch this website for updates to see how our students grow into the Profile of a Rutherford Graduate.
THE CONVERSATION
The members of the Profile of a Rutherford Graduate Advisory Board were eager to share how each competency comes to life through classroom lessons, student interactions and, ultimately, the impressive individuals who come through our schools.
Watch the video to hear from the Advisory Board:
Jack Hurley, Superintendent of Schools
Jessica Saxon, Washington School Principal, Co-Chair
Paul Scutti, Rutherford High School Guidance Counselor, Member
Vanessa Ratta, Lincoln School Teacher, Member
Charles Ryan, Supervisor of Planning and Research, Co-Chair
Sarah Rylick, Washington School Teacher, Member
Tom Potor, Community Liaison, Member
Megan Collins, Union School Teacher, Member
Caitlin Jeffas, Pierrepont Teacher, Member
THE COMPETENCIES
Use oral and written communication to articulate thoughts and ideas in a variety of forms and contexts to diverse purposes and audiences
Demonstrate proper etiquette and proficient listening skills to foster positive interactions.
Effectively advocate for oneself and others by understanding and communicating one’s thoughts, needs, feelings, values, beliefs, and actions.
Analyze, evaluate, and prioritize solutions to complex challenges.
Intellectual risk-taking through perseverance by failing forward.
Use curiosity and an open mind to seek knowledge and embrace new learning and perspectives.
Consistently hold themselves accountable for their actions and decisions.
Demonstrate unwavering integrity, ensuring honesty, empathy and ethical behavior even in challenging situations.
Cultivate a strong sense of personal responsibility, independence, and work ethic, and overall wellness.
Demonstrate originality, imagination, and innovative ways of thinking.
Take risks and know how to develop, organize, and manage new initiatives and/or ventures.
Cultivate individual voice and vision to foster inventive solutions to complex problems.
Be capable of working interdependently with a group by shouldering responsibility, demonstrating respect, and trusting others with a shared sense of purpose.
Construct and destruct arguments to develop and appreciate inclusive and diverse perspectives.
Seek, contribute, and respond to feedback to accomplish a unified objective and/or resolve conflicts.
Actively seek opportunities to serve and lead others.
Seek to address local, global, and community challenges through collective action and a shared sense of equity and responsibility.
Demonstrate integrity, respect, trust, empathy, and responsibility through informed decision-making and participation within a community.
ELEVATING OUR PROFILE
The Profile of a Rutherford Graduate helped define the work that’s already happening in our schools.
We’re creating visible reminders with signs and flags outside our schools.
Inside our schools, we are incorporating Profile of a Rutherford Graduate in multiple ways:
Aligning the curriculum with our newly defined competencies.
Emphasizing the skills and traits through extracurricular activities, internships, capstone projects and community engagement.
Establishing milestones with Profile of a Graduate projects each time a student transitions to a new school in the district.
Offering seniors the opportunity to pursue an individualized project based on their passions and skills.
