Ever since Carol Dweck’s landmark research on mindsets the world has been buzzing about how this concept applies to respective fields of study. What exactly is a mindset in simple terms? It is an attitude, disposition, or mood with which a person approaches a situation. In short, a mindset is a belief that determines the decisions we make, actions that are undertaken, and how situations are handled. How we think and ultimately act can help us identify opportunities for improvement. Mindsets can also function as a roadblock to progress. Our natural apprehension and fear associated with change inhibits our ability to pursue new ideas and implement them with fidelity. For sustainable change to take root and flourish there must be a belief that our actions can significantly improve outcomes. The best ideas come from those who constantly push their thinking as well as the thinking of others.
Mindsets go well beyond what a person thinks or feels. Gary Klein eloquently articulates what mindsets are and why they matter:
“Mindsets aren’t just any beliefs. They are beliefs that orient our reactions and tendencies. They serve a number of cognitive functions. They let us frame situations: they direct our attention to the most important cues, so that we’re not overwhelmed with information. They suggest sensible goals so that we know what we should be trying to achieve. They prime us with reasonable courses of action so that we don’t have to puzzle out what to do. When our mindsets become habitual, they define who we are, and who we can become.“
There is no one particular mindset. They are not limited in scope and can be broken up into numerous subsets. What I believe is that the end goal of our work is to transform all facets of education to fundamentally improve teaching, learning, and leadership. The will and desire to change must be backed with action, accountability, and reflection. The hard, but needed, work is taking a critical lens to our work before and after embracing a mindset shift. Different, new, and claims of better, only matter if there is actual evidence of improvement.
Our mindset is a critical component associated with the process of change. Cultivating a transformational mindset, which incorporates a dynamic mix of qualities and attributes, can help to create schools that prepare students for a bold new world. It can also help educators take that much-needed critical lens to their work to transform professional practice. A transformational mindset consists of the following sub-mindsets and dispositions:
When my student shared his feelings with me it led me down a path towards being a more empathetic leader. If we want change leading to a transformation of practice we need to put ourselves in the positions of others to better understand their feelings. It all comes down to relationships. Without trust, there is no relationship. Without relationships, no real learning occurs. Empathy must also be better developed in our students.
A great deal can be learned from entrepreneurial thinking leading to the rise of the edupreneur. Think about the following qualities, dispositions, and characteristics associated with this sub-mindset: initiative, risk-taking, creativity, flexibility, critical thinking, problem solving, resilience, and innovation. For our students, Quad D learning (see Rigor Relevance Framework) is geared to ensure students have the competence to think in complex ways and to apply their knowledge and skills they have acquired. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge. All kids have greatness hidden inside them. It is the job of an educator to help them find and unleash it.
Skills focus on the “what” in terms of the abilities a student needs to perform a specific task or activity. Competencies outline “how” the goals and objectives will be accomplished. They are more detailed and define the requirements for success in broader, more inclusive terms than skills do. There is also an increased level of depth that considers skills, knowledge, behaviors, dispositions, and abilities. The goal should be to develop competent learners. This applies to both students and adults.
Grades and standardized tests do not accurately depict what all students (and adults) know and can do. There should be multiple paths to mastery where students can use real-world tools to engage in meaningful work. Making and makerspaces allow students to do to learn, as opposed to always learning to do. Allowing students to identify a problem and then giving them the freedom to develop a working solution not only builds confidence, but also shows kids that all learning matters.
There is a great deal of scientific backing on how storytelling positively impacts the brain. Thanks to technology students now have the means to share their learning journey and tell a story in the process. When aligned to well-developed assessments and standards the use of learning stories can be leveraged to articulate how educators are preparing students in better ways. Adults can also embrace becoming the storyteller-in-chief to change the narrative. Define or be defined. The choice is yours.
Efficacy is the degree to which desired outcomes and goals are achieved. Evidence matters. Not only does it matter, but in the real work it is what our stakeholders expect. It is important to identify what the Return on Instruction (ROI) is when implementing new ideas and technologies. Evidence helps to quantify success. Success breeds success.
To transform teaching, learning, and leadership we must transform our thinking and then act. Actions change things. Don’t prepare students for something. Prepare them for anything. For transformation to result, you must also be prepared for anything. Think boldly, but act courageously. Your work matters more than ever.
Source: A Principal’s Reflections