Hopkins presents Scholar Traits, pilot classroom work to tie competencies to teaching from pre‑K to high school

Hopkins School District staff and teachers on March 25 outlined a multi‑year effort to define and put into practice a set of graduate‑level competencies called the Scholar Traits, and described classroom work tying those competencies to instruction, assessment and portfolios across pre‑K–12.

Superintendent Mary Pirie Reid and the district’s innovation and learning team described the Scholar Traits as a set of attributes drawn from a 2018 community visioning process and subsequent stakeholder interviews. The terms — which include critical thinking, empathy, confidence and voice — were then translated into concrete continuums and classroom practices the district is piloting.

Why it matters: Board members said the work helps the district capture and communicate broader student outcomes that matter beyond test scores. Staff described a three‑year development path: (1) community visioning and task forces (2018–2019), (2) interviews and Scholar Success Metrics (2021–2022), and (3) teacher micro‑credentialing and continuum development (2023–2024). This school year the district asked kindergarten teachers to begin receiving and using scholar‑trait notes from early‑childhood teachers so learning about competencies can follow students year to year.

Classroom examples

- Elementary physical education: Julie Ellingson, an elementary PE teacher who recently became the district’s adapted PE teacher, said she intentionally teaches empathy in PE lessons — for example, framing how a tag game should be played so all children feel safe to try new skills. “Teaching them what empathy will look like in this game… helps students feel safe that they can try something new and not get laughed at,” Ellingson said.

- Middle years (IB): Angela Wilcox, IB coordinator at North Middle School, described aligning the IB learner profile with the Hopkins Scholar Traits and using a daily learner‑profile focus in class agendas and advisory. She said staff ask students to collect portfolio evidence across grade bands tied to traits such as being an inquirer or communicator.

- High‑school project learning: Eric Turner, program coordinator for “Hopkins Creates,” gave examples of project‑based learning where students design independent projects tied to scholar traits — projects ranged from historical artifact curation to a student finishing a novel to a student working on sleep‑hygiene improvements before college. Turner said every project ends with a reflection that asks students how the work helped them develop at least one Scholar Trait.

Pilot and assessment approach

District staff described a balanced assessment approach: early‑childhood teachers record two Scholar Traits for each child in spring and provide that information to kindergarten teachers; kindergarten teachers will, in turn, pass trait descriptions to first grade. A micro‑credential program in 2023–24 let teachers earn recognition for embedding Scholar Traits into lessons, and workgroups drafted trait continuums for pre‑K through 12.

Board reaction

Board members praised the district’s emphasis on competencies that extend beyond standardized tests. Director Jen Westmoreland said she appreciated the district’s “intentional” focus on how Scholar Traits can support inclusive classrooms. The board requested continued updates on how traits will be incorporated into the district’s balanced assessment and how caregiver‑facing communications will explain trait reporting.

Ending

District leaders said the Scholar Traits work will continue to be piloted and refined with teacher‑designed exemplars and portfolio artifacts. Staff invited the board and public to observe classroom examples and noted kindergarten‑to‑first‑grade handoffs will be a next practical step for the 2025–26 school year.