“Graduate Portrait” committee meets to help better prepare students for the world after graduation

By GEORGE CUSTER/Editor  —  Friday’s inaugural meeting of the Graduate Portrait volunteer committee spent much of its time in reflection. “What are the real skills necessary to enter, not only the work force of today and beyond, but how can we help them be the type of person who can cope and adjust to today’s society?”

A cross section of Oakridge citizens

The gathering, held at the Oakridge School District conference room, was by invitation. The intent was to get a sampling of people from the community who are concerned with our young people’s ability to have the personal tools they will need to enter the workforce. Though several students were invited to attend, they all graciously declined. After all, the meeting was to be held on a Friday (a no-school day!). Parents will also be invited to participate in future discussion cohorts.

The discussion facilitators, Theron Cosgrove and Michelle Swanson, have conducted similar sessions with several school districts across the state with an emphasis on smaller districts similar to Oakridge.

Principal Kevitt saw value in the Graduate Portrait program for the Oakridge School District

The idea to enlist the two-person team of facilitators comes from the Oakridge High School Principal Kyle Kivett.

When asked about how the Graduate Portrait idea was able to come to Oakridge, he said, “I’ve been attending monthly Curriculum Leaders meetings at Lane ESD (Educational Services District) in Eugene, and this idea was discussed at the October meeting as a service that the ESD is providing at no charge to member districts. I immediately saw the value this kind of project could provide our school and asked for more information.

Cassadie Ross at the ESD connected me with Theron Cosgrave and Michelle Swanson, who have been working with me for the last few months in preparation for our [first] meeting on Friday as well as the ones still ahead of us…”.

Program has been initiated at several Oregon schools

Cosgrove and Swanson came prepared with results from other collaborations, each of which indicated similar needs to be integrated into school curricula. Some of the examples were complex, while others kept to basic premises. All, though, seemed to focus on a few basic needs: that our students need to be communicative, be critical thinkers, and are able to work with others. Words such as initiative, character, adaptability, leadership, and creativity were identified as strong attributes.

Program is designed to not be an extra burden on teachers

The point was made clear that the integration of these “skills” teachings will not add an additional burden onto our educators. it was stressed that life skills should be a part of what teachers are already doing. These goals, once determined by the volunteer committee, will be developed into a plan to be implemented by the school district.

It was also stressed that our students should be introduced to life skills training throughout their K-12 experience.

Principal Kevitt will be reaching out to the committee members who attended and to others to coordinate a date for the next work session.