The DCS Learner Profile defines nine essential skills every Dexter student develops throughout their education. Represented by The Helm (pictured above), the goal is for each student to master these skills by the time they graduate from Dexter High School.
This series explores the Learner Profile in action, offering a deeper look at the core values that guide Dexter Community Schools and how they are emphasized in the classroom.
Initiative
As the final competency focus of the academic year, teachers, staff, and instructional coaches turned their attention to the Initiative competency. Teachers encourage students to act on their creative ideas to make tangible and useful contributions to the fields in which innovations will occur. Upon graduation, students will be able to demonstrate the ability to reflect on and adapt a goal setting process to reach goals under difficult conditions.
Initiative in Action
Here are some recent student reflections on Initiative at Creekside Intermediate:
- “I feel like I am showing initiative when I do my homework at home, even when my mom isn't asking. Or, when I'm doing my work even when I really don't feel like doing it.”
- “I feel like I have been doing well on the initiative skill. I have been finding what needs to be done and doing it for many reasons. I have seen bags on the ground at recess and thrown them away because I know that it would most likely hurt something in nature. In the morning [as students enter], the door coming in is always closed, but I will make the door get stuck open so that people have less work getting in.”
- “This year I think I have been good with initiative, for example I know that I need to turn in all the assignments in Canvas before 12:00 a.m., so I make sure I turn in all the assignments on time. Repeating this every day helps me work on my initiative.”
- “I think I have shown initiative by trying to focus on my work when it needs to be done and using my free time to get ahead. Or, if I'm behind, I try to get where the rest of my class is at. I also try to pay attention in class so I know what to do and how much to do so I can get my work done faster and so I don't have homework.”
At the beginning of our Decoding the Competencies at DCS series, we highlighted how Kindness & Empathy were being implemented in Betsy Bluhm’s classroom. Bringing the series full circle, here is an example of how Bluhm and fellow teacher Cassy Korinek’s students combined that Kindness & Empathy focus with Initiative to create a new Buddy Bench on the Dexter Early Elementary Complex playground:
At the beginning of the year, Bluhm’s and Korinek’s kindergarten students focused on learning about their classroom and all the people in it. They explored the meaning of the word community, starting with their classrooms then branching out to the wider school community. Together, they brainstormed solutions to student-observed community issues both inside and outside the building.
These are some examples of the solutions the kindergartners came up with:
- They noticed the need for keeping the hallways neat so custodians can vacuum and nobody trips.
- They made posters to show the proper ways to use chalk on the playground and to remind students which areas are set aside for playing with balls.
- After reading the book The Buddy Bench by Patty Brozo and observing some students playing alone at recess, they decided there was a need for a buddy bench on the playground.
The classes began by researching what the bench should look like, where it should be located, how big it should be, and other details. Students then wrote a letter to DEEC Principal Brooke Stidham to make their case, including a poster as a visual for how the bench would be used.
Once they received approval from Mrs. Stidham, students met with an expert carpenter to discuss the best construction materials and to finalize their design. To inform the school community about the new addition, the classes created posters about the Buddy Bench. On June 3, 2025, the class’s carpenter, Tim Wilson, revealed the bench to the great excitement of the students. The sign on the bench reads, “Buddy Bench = no one alone.”
“This project helped them to learn that [by taking the initiative] they can make a difference in their community,” says Bluhm. “Little by little, the students have watched this great work unfold as learners across the grade levels at our school started using the buddy bench. It has been heartwarming to see learners come from all directions to ask, ‘Would you like to play?’”
“I love to [implement] place-based, project-based learning in the classroom,” Bluhm continues. “This type of learning integrates several content areas in order to help students make many connections throughout their learning. This project incorporated social studies, math, reading, and writing, and also helped students develop social skills and empathy. Most importantly, they took ownership of their learning and were motivated to make a positive change in their community!”
“Place-based, project-based learning is authentic and memorable for young learners,” adds Korinek. “It is messy as it takes on many paths. As it reshapes, stretches, then blooms, it grows incredible partnership, reflection, and ownership that our learning can do big things!”
Both teachers are grateful for the opportunity to participate in the Bosch 3P Teacher Training at Washtenaw Promises’ thriving Teacher Center at Bruin Lake last year, which served as the inspiration for this student project. They would also like to give a special thanks to Bosch for funding the materials for the Buddy Bench, and to Tim Wilson and Scott Heister (MiSTEM Southeast Regional Director) for cheering the students on!
By focusing on one competency each month, DCS helps students identify their strengths and areas for growth. These concrete examples reinforce the skills and prepare students to confidently share their experiences when asked, “What are your core strengths?”
- initiative