Learner Attributes for Student Self-Reflection

March 2025

The KIS teaching and learning team – director Hillary Barron and instructional coaches Tim Kokotovich, Katherine Noll, Erin Poulin, and Andy Shepard – led the proposal and adoption of learner attributes for student self-reflection. Here, Katherine Noll tells more about the process. 

Learner Attributes are skills that we've recognized as important. These attributes aren't fixed; our strengths change over time based on where we focus our efforts. By reflecting on these attributes, we gain understanding of ourselves. These reflections aren't judgments of our character, but rather a way to consider our current skills and identify areas for growth.

Learner attributes are skills like curiosity, resilience, or communication that allow students to be successful in their academics and life beyond. These are skills that universities, corporations, and leaders around the world have identified as keys to success. We value and want to support the development of the skills that make us human and allow us to contribute to the changing world. 

Beginning last school year, the teaching and learning team met with the leadership team and academic staff to choose three learner attributes we could take to students for feedback. We wanted to understand how students thought of the attributes – not just the definition but the look-fors. What does a learner attribute look like in practice? We also wondered how students would experience the reflection process and recognize how they demonstrate these skills throughout their day. It was important to us that student perspectives help develop attribute look-fors.

Based on stakeholder discussion and feedback, we chose collaboration and critical thinking as learner attributes to focus on this school year. Read through the definitions and take a moment to think about how you are a collaborator and critical thinker too:

A collaborator works collectively toward a shared goal through showing compassion and encouraging others to participate. They value the input of others through actively listening, posing questions, and contributing ideas.

A critical thinker perseveres while actively engaging with diverse ideas and applies their learning to new contexts. They creatively navigate challenges, question assumptions, and reflect on thoughts and actions to make informed decisions. 

This year, with the launch of the KIS learner attributes, students in all three divisions reflect on their collaboration and critical thinking skills. They use look-fors tailored to specific age groups to guide reflection. Students then write a short reflection about their noticings, things they would like to keep doing, and those they’d like to keep in mind or start doing. 

High school students reflect on these attributes in each class and then holistically look for trends and patterns in conversation with their advisors. Middle school student reflection is also supported by advisory teachers. This semester, one way middle schoolers prepared for student-led conferences was by choosing an artifact to show more about their collaboration or critical thinking skills. Elementary teachers prompt student reflection with hands-on learning experiences that help students develop and apply critical thinking skills in meaningful ways.

We will continue to build out a list of attributes. As students spend time reflecting on the learner attributes, they build self-awareness around their own thinking and learning processes.