Ms. Hart & Mr. Mitchell: Staff Role Models of Our D117 Portrait of a Graduate!
By Jeff Feucht
In the winter edition of this quarterly feature, I was honored to interview two exceptional District 117 educators who truly embody our D117 Portrait of a Graduate. I was inspired by the stories they shared in our conversation from two different bookends of a career arc. Robin shared wisdom from her incredible 29-year career, and Jake shared a student-centered approach already well honed early in his career. They both serve as exceptional examples of the competencies we aim to instill in all of our students by the time they graduate!
Portrait of a Graduate in Action: Robin Hart's Lasting Legacy!
At the end of the first semester, ACHS wished a happy retirement to one of its most dedicated Educational Support Professionals, Robin Hart, whose story shines as a powerful embodiment of District 117's Portrait of a Graduate. With nearly three decades of service, Robin has not only supported students but has modeled the very competencies we hope to see in every graduate. Robin Hart collaborates in the truest sense of the word.
As she reflected on her 29 years as a paraprofessional, Robin emphasized that "paras are the eyes and ears of the building," and described the essential nature of teamwork: "We need to always have the lines of communication open with the teachers we work with, with our bosses, with other paras." She lives our definition of an individual who "inspires and motivates others through the sharing of ideas toward a common purpose" and "actively listens to discover mutual understanding by providing and receiving feedback."
Robin also communicates in a way that fosters trust, connection, and student growth. Her leadership through conversations with colleagues and her commitment to supporting IEP goals have been instrumental. She modeled what it means to "initiate and sustain meaningful conversation acting with empathy and respect in a variety of settings," and she understands her audience deeply, which reflects our goal that a graduate "consistently works toward developing an understanding of audience and self."
Her emotional intelligence has left a legacy not just in systems and structures, but in hearts and relationships. Robin spoke of telling students, "When you find yourself doing the right thing, just do the right thing again," offering compassionate, grounded wisdom. Her approach mirrors our hope that students will "practice responsible decision-making and consider impact on others" and "build and sustain strong, healthy relationships with peers and adults."
Robin’s story is also one of courage. Her steady presence and encouragement for students and colleagues alike exemplifies what it means to "advocate for self and others in a socially responsible and empathetic manner." When new teachers or discouraged colleagues considered giving up, Robin would remind them, "Every year is different," offering hope rooted in experience and resilience.
At the heart of Robin’s impact is a steady commitment to thinking critically. Her ability to adapt to student needs, respond to daily challenges with flexibility, and evaluate which strategies work best demonstrates a professional who "leverages curiosity to identify and solve problems while taking intellectual risks" and "consistently improves the quality of one’s own thinking by skillfully analyzing, assessing, and reconstructing."
Finally, Robin embraces diversity by meeting students where they are, understanding that each brings their own story, struggles, and strengths. Her awareness that a student’s day may have started with hardship and her decision to "maybe just push that [flowchart] aside and give them five minutes" shows someone who "actively works to develop empathy for others" and "practices a growth mindset that includes self-regulation, motivation, and resiliency."
Robin Hart has not just served our school; she has shaped it. Her legacy is the kind we hope every graduate carries forward. As she retires, we celebrate her deep humanity, her unwavering professionalism, and her beautiful reflection of the graduate we aspire to develop in every learner who walks our halls.
Portrait of a Graduate in Action: Jake Mitchell Develops Growth-Minded Mathematicians!
In just a few short years, LCHS math teacher Jake Mitchell has already made a lasting impression on the students he teaches and coaches, as well as the entire LCHS community. His energetic teaching, personal connections with students, and belief in the power of mistakes reflect a powerful blend of empathy, high expectations, and leadership that embodies the graduate we aspire to develop in District 117.
Mr. Mitchell collaborates in ways that turn a classroom into a community. Whether he’s coaching the math team or building Tin Man models with his students during a geometry unit, Jake brings teams together to learn from one another. He shared how students design their own 3D models and work in groups to calculate surface area and volume before being given foil to wrap their creations, but only if their math is accurate. This fun, challenging project pushes students to "inspire and motivate others through the sharing of ideas toward a common purpose" and to "take responsibility for self and team through shared, focused leadership."
Jake also communicates with intention. From the moment students walk in, he is circulating the classroom, checking in with every student, not just about math, but about life. He knows what clubs and sports his students are involved in and uses that knowledge to make real connections. His approach reflects the graduate who "initiates and sustains meaningful conversation, acting with empathy and respect in a variety of settings" and "consistently works toward developing an understanding of audience and self."
Perhaps most powerfully, Jake is a model of emotional intelligence. He structures his classroom around the idea that mistakes are expected and respected, telling students on day one: "We expect mistakes to happen. Math is about trial and error." His classroom norms reinforce that "it takes courage to raise your hand and be wrong in front of your peers," and that those moments should be met with support, not judgment. This is the definition of someone who "practices responsible decision-making and considers impact on others" and who "builds and sustains strong, healthy relationships with peers and adults."
Jake also thinks critically about the learning process itself. He helps students examine why mistakes happen, talks them through common misconceptions, and personalizes learning through consistent feedback and real-time support. His commitment to improvement shows what it means to "consistently improve the quality of one’s own thinking by skillfully analyzing, assessing, and reconstructing" while guiding students to do the same.
Finally, Jake Mitchell is deeply courageous. He teaches with bold vulnerability, inviting students into a classroom culture where risk-taking is safe and supported. Whether it’s his willingness to share his own experiences persevering through challenges in school or his habit of remembering past students' dreams and goals, Jake "advocates for self and others in a socially responsible and empathetic manner." His students feel seen, valued, and empowered not just to succeed in math, but to believe in themselves.
Jake Mitchell may be early in his career, but the wisdom, heart, and impact he brings to LCHS are timeless. He teaches math, but he also teaches what it means to be fully human in a learning environment. For all of us working toward the vision of the District 117 Portrait of a Graduate, Jake reminds us what it looks like in action.