In the third episode of the Growth Over Grades podcast, host Jordan Lewis explores the transformative approaches championed by Michael Hale, Co-Founder of Expeditionary Schools. Michael offers insights on fostering community through Expeditionary Learning, aligning Standards-Based Grading with the Portrait of a Graduate (POG), and practical strategies for implementing these concepts. His expertise sheds light on how evolving educational practices and collaborative efforts can effectively prepare students to be future-ready.

Prioritizing People and Education

Michael Hale is the Co-Founder of Expeditionary Schools and currently serves as the Director of Guidance at Casco Bay High School, where he focuses on College, Career, and Citizenship. With a strong background in working with children who have experienced the youth prison system, Michael has received specialized training in supporting students with challenging pasts. As he puts it, "I’ve done a lot of things, but the thread has always been two things—education and people." It’s no surprise then, that Michael now dedicates himself to helping students succeed academically, improve their behavior, and gain valuable life experiences, ensuring they have the tools and support needed to thrive in all aspects of their lives.

Episode Highlights

• 00:00:00 - Introduction
• 00:01:10 - Guest Introduction
• 00:06:47 - Fostering Community and Collaboration through Expeditionary Learning
• 00:16:00 - The Dynamic Role of the Portrait of a Graduate
• 00:21:10 - The Importance of Collaboration and Creativity in Shaping the Portrait of a Graduate
• 00:28:54 - Key Strategies for Introducing the Portrait of a Graduate
• 00:39:17 - Aligning Standard’s Based Grading with the Portrait of a Graduate
• 00:46:43 - Expert Insights for Success

Fostering Community and Collaboration Through Expeditionary Learning

Expeditionary Learning (EL) is a dynamic educational approach inspired by the philosophy of Outward Bound, emphasizing the importance of learning together and fostering a strong sense of community. Michael explains that EL promotes the idea that everyone in the school—students, teachers, and staff—are part of a "crew," not just passengers, much like rowers in a whaleboat, each with a crucial role to play. Michael emphasizes, "It's not just about the students; it's about all of us. We work hard to create a culture where teachers want to work, explore, try new things, and share their passions." He describes this as the Portrait of a School Community, recognizing that a thriving school culture is essential for students and educators to feel passionate, motivated, and engaged. He notes that it's about creating an environment where hands-on learning and the overall school experience are enriched by a culture of excitement, purpose, and collaboration among all stakeholders.

The Dynamic Role of the Portrait of a Graduate in Shaping Student Success

Working in tandem with the Portrait of a School Community is the Portrait of a Graduate. This shared vision and roadmap outlines the skills, competencies, and passions students will develop by graduation. Michael stresses that this must be more than an abstract idea or a poster on the wall; it must be an active, dynamic framework guiding the entire school community toward a common goal. He likens it to the Starship Enterprise, saying, “The teachers are like the crew, helping students learn their roles and skills, understanding the starship, and eventually, they get their own Millennium Falcon. They find their way, go on their mission, and explore.” This approach provides a meaningful context for students as they work toward graduation, ensuring they’re equipped with everything needed to contribute effectively to their communities in the future.

The Importance of Collaboration and Creativity in Shaping the Portrait of a Graduate

Designing a Portrait of a Graduate requires a thoughtful and inclusive process that fosters creativity and big-picture thinking. To start, Michael recommends bringing together a diverse group of stakeholders—parents, students, alumni, teachers, and community members—to ensure a wide range of perspectives are included. He emphasizes that "all good things take time, and if you develop it thoughtfully, you're going to see success." He stresses that taking your time will allow for meaningful conversations that explore the community's aspirations and values, ensuring they are reflected in the vision. To develop a POG that is comprehensive and inspiring, Michael encourages teams to focus on dreaming big and thinking outside the box, rather than being limited by standards or constraints.

Key Strategies for Introducing the Portrait of a Graduate

When transitioning from developing the POG to introducing it to the school community, Michael cautions, “I think the worst mistake you can make is to try to get everything out there at once and then just figure it out.” Instead, he recommends a gradual and deliberate approach, beginning with one or two core elements to avoid overwhelming faculty and students. Michael stresses the importance of careful planning and maintaining clear communication with all stakeholders. He suggests forming committees and subcommittees to manage different aspects in phases, supporting a multi-year integration strategy. Michael notes that this method will ensure the process remains dynamic and evolving, making it easier for everyone to understand and support over time.

Aligning Standards-Based Grading with the Portrait of a Graduate

Standards-Based Grading (SBG) and the Portrait of a Graduate are deeply interconnected, both grounded in the same core principle: focusing on clear visions, standards, competencies, and skills that guide student learning. SBG emphasizes continuous learning and improvement by providing students with multiple opportunities to meet standards through ongoing feedback, rather than relying on a single test or grade. This approach aligns seamlessly with the POG, ensuring that education is personalized to each student’s growth, helping them develop the essential skills and competencies outlined in the vision. As Michael insightfully observes, while these terms might seem new, "it's just another way of saying what we've been doing as educators forever—creating visions and missions, and determining what we want students to know before they leave school to find themselves and go be amazing."

Expert Insights for Success

Michael’s extensive experience offers valuable guidance for implementing the Portrait of a Graduate. He advises leaders to carefully consider the inclusion of stakeholders with challenging schedules, emphasizing that, despite their availability issues, their contributions can be highly significant.

As implementation progresses, Michael suggests allowing the process to evolve naturally, fostering creativity and innovation to keep the POG dynamic. He notes, “The one thing we all know as human beings is that change is the only constant in the universe—you’ve got to live with that and work with it.”

Finally, Michael encourages viewing the POG as a reflection of the entire school community, not just a vision for graduates. He recommends making the process engaging by organizing gatherings with food, which fosters a collaborative atmosphere and keeps the Portrait vibrant and meaningful.

While the core concept of the Portrait of a Graduate isn't entirely new, it marks a significant advancement in educational visioning. This renewed emphasis on innovation highlights our commitment to addressing the evolving needs of our culture and world, with Experiential Learning serving as a key vehicle for achieving our goals. Although similar initiatives may have been known by various names, the term Portrait of a Graduate offers a clear and tangible representation of our objectives. By adopting a fluid and dynamic approach, we ensure that our educational strategies remain adaptable and relevant, continuously evolving to prepare our students to be future-ready.