Skip Navigation

CHEVERUS HIGH SCHOOL GRADUATE PROFILE

At the heart of a Jesuit education is fides et pietas -- faithfulness and character. Cheverus provides a curriculum and culture where students are exposed to educational and social opportunities designed to cultivate and expand upon five interrelated moral principles encompassed in The Profile of the Graduate of a Jesuit High School at Graduation -- commonly referred to as the “Grad at Grad."

Developed by the Jesuit Secondary Education Association (JSEA), the Grad at Grad is summary of skills and attributes that a Cheverus student should possess upon graduation.  The Grad at Grad addresses all aspects of a student's progress, reflecting cura personalis ("care of the individual" -- the Jesuit educational philosophy of educating the whole person). The Grad at Grad is divided into five major attributes: 

Open to Growth
  • Is beginning to take responsibility for growth as a person; desires integrity and excellence in multiple facets of one’s life.
  • Is learning how to accept self, both talents and limitations, with a sense of humility and gratitude.
  • Recognizes the need for leisure and recreation and budgets time for those activities.
  • Exercises regularly for physical fitness and health.
  • Understands principles of good nutrition and practices healthy eating habits.
  • Understands the dangers of and avoids the use of controlled substances.
  • Is more conscious of his or her feelings and is freer and more authentic in expressing them and managing one’s impulsive drives.
  • Is open to a variety of aesthetic experiences, and continues to develop a wide range of imaginative sensibilities.
  • Is becoming more flexible and open to other points of view; recognizes how much one learns from a careful listening to peers and significant others; and recognizes one’s biases, limitations, and thinking patterns.
  • Is developing a habit of reflection on experience which informs future actions.
  • Is beginning to seek new experiences, even those that involve some risk or the possibility of failure.
  • Is learning to view criticism and setbacks as interesting, challenging, and growth producing.
  • Begins to practice leadership skills, including vision, relatingwell and collaborating with others, and acting with integrity.
  • Sees leadership as an opportunity for service to others and the community.
  • Is developing a healthy and appropriate sense of humor.
  • Is exploring career and life-style choices within a framework of faith and values.
  • Is becoming more aware of choices and consequences relating to adult issues.
  • Understands the implications and hazards of technology-based activities, including issues of privacy, social isolation, access to pornography, and addictive use of technology itself.
  • Views emerging technology as potentially supportive to personal and professional growth.
Intellectually Competent
  • Has mastered those academic skills required for college (or for some other form of advanced education).
  • Is developing mastery of logic and critical thinking.
  • Is developing precision and creativity in oral and written expression within and across disciplines.
  • Is developing a curiosity to explore ideas and issues.
  • Is developing the ability to apply knowledge and skills to new situations.
  • Is developing problem solving skills.
  • Is able to learn in a variety of settings and through a variety of pedagogical approaches.
  • Is developing the ability to learn as an active member of a team.
  • Uses technology resources to support collaborative work for learning, problem solving, and communication.
  • Uses effectively a variety of media resources to acquire, create, and process information. Assesses media and content critically, attending, for example, to issues such as credibility of sources, values expressed or promoted, and civility and respect for persons.
  • Is developing an organized approach to learning tasks.
  • Can present a convincing argument in written and oral form that evidences sound analytical reasoning and convincing rhetoric.
  • Is taking pride and ownership in his or her school accomplishments and is beginning to enjoy intellectual and aesthetic pursuits.
  • Has begun to relate current issues and perspectives to some of their historical antecedents.
  • Is growing in knowledge and understanding of his or her cultural heritage and of cultural complexities in one’s local community and in a global society.
  • Is beginning to understand the public policy implications of science and technology.
  • Is beginning to understand the interdependence of global economic policies.
  • Understands basic principles of personal finance and handles one’s own finances responsibly.
  • Is beginning to understand both rights and responsibilities as a citizen of one’s country.
  • Is beginning to understand one’s own government and other forms and practices of governments around the world.
  • Understands the need for individual and community responsibility for stewardship of the earth’s resources.
  • Understands a variety of images of the human person throughout literature, biography, history, and the arts that lead to a greater appreciation of the variety of human experience.
  • Is beginning to develop that critical consciousness which enables one better to analyze the contemporary issues facing men and women and to seek and evaluate the various points of view on these issues from the standpoint of a man and woman for and with others.
Religious
  • Has read the Gospels and encountered the person of Jesus Christ as He is presented in the New Testament.
  • Has a basic understanding of the Church’s teaching about Jesus Christ and His redeeming mission, as well as the embodiment of that mission in and through the Church.
  • Has an understanding of the variety of the world’s religious traditions.
  • Is beginning to take more responsibility for exploring and validating her/his own faith.
  • Is increasingly willing to let religious faith influence one’s basic values, lifestyle, and vocational interests.
  • Understands that being fully alive/human necessitates an active relationship with God.
  • Is aware/appreciates that human life is fundamentally spiritual.
  • Has experienced the presence of God (finding God in all things): 
    • in private prayer
    • on a retreat
    • in liturgical prayer
    • in some other moments of grace
  • Is learning how to express self in various methods of prayer, especially those from the Spiritual Exercises.
  • Is forming a Christian conscience, evaluates moral choices, and reasons through moral issues with increasing clarity.
  • Appreciates the centrality of the Eucharist to a vibrant Christian community.
  • Is learning through his or her own sinfulness of the need for healing by and reconciliation with friends, family, Church, and the Lord.
  • Recognizes that any sin affects the entire human community.
  • Understands the relationship between faith in Jesus and being a “man or woman for and with others."
  • Knows Church teachings on moral issues and social justice.
Loving
  • Is learning to trust friends, family, and adults in the school and wider community.
  • Has personally experienced God’s love.
  • Is growing in self-acceptance and in recognizing that he or she is loved by God and others.
  • Assumes responsibility for maintaining good personal health. Is attentive to sources of stress and applies healthy strategies to maintain balance in one’s life.
  • Is alert to the signs of emotional and mental distress in others and follows appropriate referral measures.
  • Has begun to identify and work against personal prejudices and stereotypes; is open to and able to communicate with others, especially persons of another race, gender, religion, nationality, socio-economic background, or sexual orientation.
  • Has personally experienced support from members of the school community.
  • Has made specific contributions to build school community.
  • Is becoming increasingly comfortable and mature in relating with persons of a different gender.
  • Is beginning to integrate sexuality into his or her personality.
  • Has begun to appreciate deeper personal friendships, while also learning that not all relationships are profound and long lasting.
  • Is beginning to appreciate the satisfaction of giving of oneself through service for and with others.
  • Is increasingly empathetic.
  • Takes into account and values the feelings of others when making decisions.
  • Is sensitive to the beauty and fragility of the created universe and exercises stewardship.
  • Cares deeply about preserving human life.
Committed to Doing Justice
  • Is growing in awareness of selfish attitudes and tendencies which lead one to treat others unjustly; consciously seeking to be more understanding, accepting, and generous with others.
  • Is beginning to see that Christian faith implies a commitment to a just society.
  • Is growing in awareness of the global nature of many social problems such as human rights, population displacement, resource distribution, war/terrorism etc., and their impact on human communities. Practices a sustainable lifestyle based on awareness of social, economic, and environmental consequences.
  • Is working to be environmentally responsible by limiting the use of non-renewable resources and maximizing sustainable resources.
  • Is beginning to engage in the public dialogue on environmental issues, practices, and solutions.
  • Is beginning to understand the structural roots of injustice in social institutions, attitudes, and customs.
  • Is gaining, through experiences of and reflection on Christian service, an understanding of and solidarity with marginalized members of society.
  • Is developing, from reflection on experiences with the marginalized, a sense of compassion and a growing understanding of those social changes which will assist all in attaining their basic human rights.
  • Is becoming aware, through study and reflection, of alternatives in public policy that regulate services provided to segments of the community.
  • Has begun to reflect on social justice implications of future careers.
  • Is beginning to understand the justice implications inherent in Christ’s commandment to love one another.
  • Is beginning to recognize the importance of public opinion and voter influence on public policy in local, regional, national, and international arenas.
  • Is beginning to understand the complexity of many social issues and the need for critical reading of diverse sources of information about them.
  • Is beginning to confront some of the moral ambiguities embedded in values promoted by Western culture.
  • Is beginning to make decisions, based on Gospel values, which sometimes conflict with the values of a materialistic society.