Innovative Learning in Action:
Integrating the Graduate Profile with Project-Based Learning for Real-World Success
Overview
Da Vinci Charter Academy, an option for students enrolled in the Davis Joint Unified School District, located about 15 miles west of Sacramento, revolutionizes education with its unique graduate profile and project-based curriculum. The graduate profile at Da Vinci Academy encapsulates key competencies critical thinking, curricular literacy, oral communication, learning mindset, professionalism, and collaboration, that students regularly encounter in their coursework and assessments.
The competencies are deeply integrated into the project-based curriculum, ensuring that they are practically applied across various subjects and projects, allowing students to see and measure their growth throughout their academic journey at Da Vinci. This approach not only meets rigorous academic standards but also provides opportunities for students to focus on personal and professional development that have long-lasting impacts outside of the classroom. Students engage in hands-on projects that build critical skills such as analytical thinking and effective communication, linking classroom learning to real-world applications. The academy fosters a supportive community where collaboration with educators enhances teamwork capabilities. At Da Vinci, education goes beyond traditional learning, ensuring students achieve excellence and are prepared to thrive in diverse settings.
Project-Based Learning as a Vehicle for Competency Development
At Da Vinci Charter Academy, project-based learning serves as a powerful vehicle for competency development, deeply embedding the school's graduate profile into the fabric of its curriculum. This educational strategy encourages students to engage directly with real-world problems and collaborative projects, effectively translating abstract competencies into tangible skills. For example, Mallak, a student at the academy, described participating in a project that vividly brought the 1920s to life: "In my American history and English class, we created a 40-page magazine on the 1920s, focusing on arts and film, and I was also part of the team that organized an Oscars-like award show at the end of the event." These experiences allow students to refine skills such as written communication, critical thinking, and collaboration, as highlighted by the specific rubrics used to evaluate their strengths and weaknesses across various competencies. This method of learning not only prepares students for academic success but also equips them with the practical skills necessary for professional and personal growth in a complex, changing world.
Comprehensive Assessment through Graduate Profile Alignment
At Da Vinci Charter Academy, assessments are intricately aligned with the graduate profile to provide holistic and multifaceted evaluations of students. This approach involves tailored rubrics that detail each competency into measurable objectives, which are crucial for addressing the Schoolwide Learning Outcomes (SLOs). These rubrics enable teachers to offer precise feedback on essential skills like curricular literacy, communication, and professionalism. For example, math assessments might focus intensively on analytical skills, whereas English tasks could emphasize written and oral communication. Through cross-disciplinary project work, students not only showcase their knowledge but also their progress in these crucial competencies. This systematic assessment strategy permeates daily academic tasks and is supported by the school’s digital platforms (see image below), allowing students to track their ongoing progress. By aligning assessments with the Graduate Profile and SLOs, Da Vinci complements traditional academic rigor to ensure that graduates are well-equipped with a robust skill set for both higher education and the professional realm.
The calibration of these SLOs involves the methodical creation of specific rubrics aimed at standardizing assessments across subjects and classrooms. Teachers developed these rubrics to achieve usefulness and uniformity. However, challenges persist in harmonizing assessment standards throughout various teaching settings. Kaitlyn Sangster, an English teacher at Da Vinci, points out the difficulties, stating, "We have a lot of work to do when it comes to calibration amongst staff. Although we're pretty calibrated around oral communication, and students understand what feedback to expect, there are other schoolwide learning outcomes where we still need to align our understanding and use of rubrics." This highlights the dynamic, evolving challenge of implementing a standardized assessment framework in a diverse educational environment, reflecting the continuous work needed to align staff assessments consistently.
In this video, Norma Ramirez, an educator at Da Vinci Academy, explains the learning and growth mindset competency, which are key elements of the Da Vinci graduate profile.
Cultivating a Culture of Innovation & Inclusivity
Da Vinci Charter Academy has successfully cultivated a culture of innovation and inclusivity, underpinned by activities that promote risk-taking, creativity, and adaptability among both students and staff. This environment is supported by a strong community of practice among educators who are committed to sharing best practices and collaborating on curriculum development. This approach is exemplified by the school’s project-based learning methodology, which encourages students to engage in hands-on projects that require critical thinking and creative problem-solving. The success of these educational strategies is evident in the nurturing of a growth mindset and an inclusive learning environment. Principal Peter Newman noted, "The thing that has to keep going that is so rooted in Da Vinci is the community and the positive environment and the supportive environment that we create." Furthermore, Tyler Millsap, a former Da Vinci principal, added, "We're uplifting and holding a beacon to what's possible more than anything else." These reflections showcase the positive impact of Da Vinci's educational approach on both students and staff, fostering a community where exploration and growth are highly encouraged.
Cultivating a Culture of Innovation and Inclusivity
Da Vinci Charter Academy has successfully cultivated a culture of innovation and inclusivity, underpinned by activities that promote risk-taking, creativity, and adaptability among both students and staff. This environment is supported by a strong community of practice among educators who are committed to sharing best practices and collaborating on curriculum development. This approach is exemplified by the school’s project-based learning methodology, which encourages students to engage in hands-on projects that require critical thinking and creative problem-solving. The success of these educational strategies is evident in the nurturing of a growth mindset and an inclusive learning environment. Principal Peter Newman noted,"The thing that has to keep going that is so rooted in Da Vinci is the community and the positive environment and the supportive environment that we create." Furthermore, Tyler Millsap, another key leader, added, "We're uplifting and holding a beacon to what's possible more than anything else." These reflections showcase the positive impact of Da Vinci's educational approach on both students and staff, fostering a community where exploration and growth are highly encouraged.
The results of these efforts are evident:
Da Vinci has established itself as a model of educational innovation. Students at Da Vinci are not only academic learners but also active participants in a learning community where inclusivity and collaboration are paramount. This dynamic setting allows them to thrive in diverse teams and develop interpersonal skills that are crucial in today’s global society. Teachers, too, embody this spirit of continual growth and adaptability, often engaging in professional development activities that enhance their teaching practices and contribute to the school’s innovative atmosphere. Together, this has nurtured a vibrant, inclusive community where every member is encouraged to contribute ideas and take part in shaping the educational experience. Reflecting on the impact of this environment, student Summer commented, "It feels like a family; it feels very tight knit. You know everybody. And I really like how you can have personal connections with your teachers." This testimony along with the attached Youth Truth survey results underscore the profound influence of Da Vinci's educational approach on fostering a supportive and collaborative community.
2023-2024 Student Youth Truth Survey Results
The Youth Truth survey is a student perception survey that is administered in the fall of each year for grades 3 through 12 in Davis Joint Union School District.
Lessons Learned
Reflecting on the journey of Da Vinci Charter Academy, several critical lessons have emerged that highlight the school's pioneering approach to education. The schoolwide integration of a comprehensive Graduate Profile and subject areas has been a cornerstone of the Academy's success. It has ensured that teaching and assessment practices are consistently aligned with the school's educational goals and students’ needs, fostering a relevant, coherent and inclusive learning experience for all students.
As Da Vinci Charter Academy moves forward, the focus will be on deepening these integrations, ensuring that each student not only understands but excels in the competencies that will prepare them for the future. Engaging the wider school community will also be crucial in this phase, as a collective effort is necessary to sustain and expand on the gains already made. The journey of Da Vinci Charter Academy underscores a commitment to continuous improvement and innovation, setting a benchmark for educational excellence that is not only about academic success but also about preparing engaged, competent, and innovative future citizens.
Meet the Team
Peter Newman
Principal
Scott Bell
Vice Principal and Social Studies Teacher
Tyler Millsap
DJUSD Administrator on Special Assignment