Mind Lab - Week 5 - Leadership - Developing a Growth Mindset

Create a stop motion video to investigate one of the following myths,



Georgia, Nick and I went with a combination of the Growth Mindset myths - that once you have a growth mindset you always have it (no, you may have a growth mindset for one activity, but a fixed mindset for other activities.) Also that a Growth Mindset means you can achieve anything. Nick is keen to point out the article about penguins - no matter how hard they try, and how much of a growth mindset they have, they will never fly.

https://plus.google.com/u/1/113463555525844174967/posts/h1dwzgXEnnw?cfem=1




Regarding the Leadership 1 assignment. 

From the notes:
Growth Mindset in Leadership

If you want to include the role of growth mindset in your leadership assignments,
you might consider some of these ideas.

Growth mindset in a leadership context comes from a belief that those we lead can
be motivated to improve and grow their practices. This choice usually involves including
many stakeholders in decision-making, over-communicating the vision, mission, and
goals, building shared values, and providing specific, targeted, timely feedback.
Dweck (2006) reports on a number of studies of CEOs that suggest that CEOs with a
fixed mindset, who believe in natural talent rather than growth, are less successful
over the longer term than growth mindset CEOs, even if the former can achieve
short term success.

A Growth-Minded [Leadership] Choice (Diehl, 2013) might be one that:

  • Validates and addresses staffs fears and barriers
  • Communicates the vision explicitly
  • Provides support to those who lack knowledge or skills
  • Creates an opportunity to share research and information
  • Allows everyone access to growth opportunities
  • Shares the work load among all staff  

An Oracle blog post (Oracle, 2015) suggests that leadership is all about the willingness to grow and change and to help your people do the same. The Harvard Business Review (2014)
suggests that organizations focused on employees’ capacity for growth will experience significant advantages.


One area we will need to address are our stakeholders. Students, parents and other teachers within the syndicate and years 3-6. We want to motivate these teachers to improve and grow their practices. How can we do that? 
  • By modelling the behaviours we want to see. 
  • By providing PD for those who are motivated to upskill themselves. 
  • Involve them in the decision making (PD in a reading task program that the teachers select themselves (from a limited range of choices)
  • Over communicating the vision / mission / goals - mentioning these often might normalise them and make the whole idea less threatening.
  • Building shared values - maybe talking about the pedagogy, our beliefs about digital learning and its importance, talking about the new curriculum progress outcomes and how we can work towards these,
  • Providing specific, targeted, timely feedback - Maybe 10 mins in a staff meeting or in an admin meeting.

Comments

Post a Comment

Popular posts from this blog

Week 29 - Consider your audiences (Take action)

Image
D uring my inquiry into the use of robotics in maths to increase engagement in maths learning, and subsequently to improve learner outcomes, I have made changes in my practice. My plan is for this change to filter down through my team to other Year 5 teachers at my school. Here I will critically reflect on my wider audiences using Rolfe’s Model of Reflection . S tep 1 - W hat L ooking at my practice within a wider, national, context I need to consider the future of education and the role of new technologies within this. Bolstad et al (2012) suggest that 21st-century learning is ‘an emerging cluster of new ideas, beliefs, knowledge, theories and practices”. Whilst their research project is now 7 years old, one of Core Educations 10 trends for 2019 is Human Capital which states that “we must keep learning and changing to acquire skills and dispositions that meet the needs of different contexts and emerging opportunities.” Essentially 21st Century Learning for 2019. S tep 2 - S o
Read more

Week 30 Reflect on Your Evidence (Take Action)

Image
S tep 1 : D escribe the data you have collected A s part of my inquiry, I collected data during the “Scan” phase of the Spiral of Inquiry, the aim of which was to find out how my students-to-be felt about learning particularly maths and robotics. This data was used to refine my area of further research.  S ince then all of my data collection has been during the “Take Action” phase as per my Action Plan . O n a daily basis, I have been collecting quantitative data on student collaboration and engagement using tally marks on interval behaviour logs, to see if students were actively collaborating and engaged in their learning when using the Bee-bots. Qualitative data has been collected daily in the form of post-observation interviews with each of the four target students, in order to clarify the findings from the interval behaviour logs.  N umber Knowledge tests were carried out before and after the teaching intervention to obtain before and after quantitative d
Read more

Week 31 - Evaluate Your Impacts (Check)

Image
S tep 1 : W hat is the observed impact after the ‘Take Action’ phase? T he evidence from the ‘Take Action’ phase is that students were engaged in their learning (as long as the activities were pitched at the right level) which resulted in positive student learning outcomes. H owever, there is no evidence that it was actually the robotics that has improved outcomes and not other factors. I needed to have a control group, that I taught without the use of robotics, to compare with, in order to obtain evidence that robotics increased engagement and therefore student outcomes. W hen researching for the ‘Learn’ phase it was evident that there is no research around teaching maths using robotics, only information on using robotics to teach technology such as coding. This research, if conducted again with a control group, could provide valuable information in this field. F inally, my inquiry did not provide evidence for collaborative groups improving student outcomes as I focuse
Read more