M INDSET Southeast Polk Community Schools October 2013

L EADING YOUR T EAM  Commonalities  Identify as many commonalities as you can.  Write on poster paper.  Can’t be things all human beings or everyone in the larger group have in common. What chance gathers she easily scatters. A great person attracts great people and knows how to hold them together. Johann Wolfgang Von Goethe

M INDSET Session One Getting Started with a Few Questions

M INDSET  Review video notes handout  Video clip – Growth MindsetGrowth Mindset  Three minute write on the back of your note page “What is a growth mindset and why is it the foundation for your work as leaders?”  From the work of Carol Dweck - Mindsets

D ISCUSS G ROWTH M INDSET USING YOUR NOTES F IXED M INDSET VS. Fixed MindsetGrowth MindsetYour Thoughts Descriptors Attitudes Behaviors Brain Effort Results G ROWTH M INDSET

L INKING G ROWTH M INDSET TO L EADERSHIP  Read a portion of C5 Mindset and Leadership What Attitudes and Actions describe growth minded leaders?  Share a summary of your section of the chapter including a meaningful quote.

L INKING G ROWTH M INDSET TO L EADERSHIP  Discussion prompts:  Are you in a fixed-mindset or growth-mindset workplace? Give evidence of your evaluation.  How do you act toward others in your workplace? With a fixed-mindset or a growth-mindset? Give evidence of your evaluation.

L INKING M INDSET TO L EADERSHIP Keep in mind:  Anyone can become a leader by not everyone will.  Some become bosses but not leaders.  Bosses wield power not learning and transformation.  When people enter leadership they engage in a period of great learning. But once they’ve learned the basics they are content to do their jobs.  Many organizations believe in natural talent and do not look for people to develop.

L EADING YOUR T EAM What can you do to help others develop a growth mindset? Create an organization that prizes the development of ability and watch the leaders emerge. Dweck

H URDLES TO G ROWTH M INDSET  Discuss at your tables  Is adopting and working from a growth mindset a challenge in your organization?  Why or why not? Give evidence.

H URDLES TO G ROWTH M INDSET  Many organizations experience hurdles in establishing a growth mindset.  “Individuals’ fixed mindset can show up in many forms, creating hurdles to team learning. “ (MacDonald 2013)  Why do you think this might be so in an organization?  Effort is a negative  Fear of failure  Resistance to new processes

H URDLES TO G ROWTH M INDSET  “Difficult as it may be, the team leader must hold a growth mindset about all adult learners, even when the culture operates under a fixed mindset. The skillful team leader works with others to create a team space that fosters continuous learning for others to ultimately make measureable learning gains.” (MacDonald 2013)  Generate a list of what you can do as leaders to promote a growth mindset culture in your school.

H URDLES TO G ROWTH M INDSET  Review selected parts of C2 of The Skillful Team Leader by Elisa MacDonald (Corwin Press 2013)  Which hurdles did you identify?  Can you find some solutions?  Are there hurdles mentioned you did not think of?

C LOSING  Take the post assessment.  Reflect on the questions in the ACT box on pg. 26 of the Skillful Team Leader handout.  Be ready to share one next step you will take.

M INDSET AND S CHOOL I MPROVEMENT Session Two Session Opener - Growth or Fixed?

G ROWTH OR F IXED ?  Thinking, seeing, hearing mindset.

MINDSET AND SCHOOL IMPROVEMENT  Make a connection  How does growth mindset impact your school improvement?

MINDSET AND SCHOOL IMPROVEMENT  The challenge for any leader who hopes to improve student achievement by creating a results orientation is to engage all members of the organization to establishing goals that, if achieved, will result in higher levels of student learning.  Dufour, Dufour, Eaker and Many 2010

MINDSET AND SCHOOL IMPROVEMENT School Improvement CultureLeadership Focused Instruction Two points of leverage for leaders to impact student achievement. 1. Culture 2. Focused Instruction (Leithwood and Louis 2012)

MINDSET AND SCHOOL IMPROVEMENT  Review your School Improvement Plan.  Mark each category, goal and sub goal with a C or and FI.  Share at your table.  What conclusions can you draw?

M ATH A CHIEVEMENT Source: Iowa Tests Math Subtest

R EADING A CHIEVEMENT Source: Iowa Tests Reading Comprehension Subtest

S CIENCE A CHIEVEMENT Source: Iowa Tests Science Subtest

MINDSET AND SCHOOL IMPROVEMENT  SMART GOALS  S  M  A  H  R  T

MINDSET AND SCHOOL IMPROVEMENT  SMAHRT and Seemingly SMAHRT  Are these goals SMAHRT?  Why or why not?

MINDSET AND SCHOOL IMPROVEMENT  Review the goals in your school improvement plan.  Revise significant goals to be SMAHRT

MINDSET AND SCHOOL IMPROVEMENT  CHECK the goals in your School Improvement plan.  Do you address elements of learning culture?  Do you address elements of focused instruction?  Are your goals SMAHRT? Learning Culture Focused Instruction Student Achievement

MINDSET AND SCHOOL IMPROVEMENT  Strengthen your connection  How does growth mindset impact your school improvement?  Where can you incorporate a tighter focus?

MINDSET AND SCHOOL IMPROVEMENT  Does your School Improvement Plan support district goal areas?  How do you know?

M INDSET AND G AP D ATA Session Three Getting Started…Interview a Colleague

L EADERSHIP Q UADRANTS LuckyLeading LosingLearning Douglas Reeves, Transforming Professional Development into Student Results, 2010

M INDSET AND G AP D ATA LuckyLeading LosingLearning  Chart your interview responses. Where do you think growth mindset responses fall?

M INDSET AND G AP D ATA The “achievement gap” in education refers to the disparity in academic performance between groups of students. The achievement gap shows up in grades, standardized-test scores, course selection, dropout rates, and college-completion rates, among other success measures. It is most often used to describe the troubling performance gaps between African-American and Hispanic students, at the lower end of the performance scale, and their non-Hispanic white peers, and the similar academic disparity between students from low-income families and those who are better off. In the past decade, though, scholars and policymakers have begun to focus increasing attention on other achievement gaps, such as those based on sex, English-language proficiency and learning disabilities. Published: August 3, 2004 Achievement Gap Updated: July 7,

MINDSET AND SCHOOL IMPROVEMENT  How do the videos speak to you in the following three areas: Here’s WhatSo WhatNow What Learning by Doing, Dufour, Dufour, Eaker and Many 2010

 Causes of the Achievement Gap  Dr. Gordon Dr. Gordon  The Opportunity Gap  Tale of Two Schools Tale of Two Schools Are we failing our students? Dr. Pedro Noguera  Equity  Pedro Noguera Pedro Noguera

 Stats on CA achievement gap  Think Together Think Together  Mind the Gap  Panel Discussion Panel Discussion  RSA Education Reform – 21 C Education  Changing Schools Changing Schools

 What other schools are doing  Embrace the Kids Embrace the Kids  Is this a culture or focused instruction element?  Corwin Press Corwin Press  Is this a culture or focused instruction element The Achievement Gap Why does the gap exist?

M INDSET AND G AP D ATA  Here’s what – So what – Now what  National Trend Data –Kids Count  What do you see?  Record responses

M INDSET AND G AP D ATA  Here’s what – So what – Now what  SEP Gap Data  What do you see?  Record responses on chart paper

M ATH A CHIEVEMENT : FRL Source: Iowa Tests Math Subtest

R EADING A CHIEVEMENT : FRL Source: Iowa Tests Reading Comprehension Subtest

M ATH A CHIEVEMENT : IEP Source: Iowa Tests Math Subtest

R EADING A CHIEVEMENT : IEP Source: Iowa Tests Reading Comprehension Subtest

M ATH A CHIEVEMENT G AP -FRL Source: Iowa Tests Math Subtest

R EADING A CHIEVEMENT G AP -FRL Source: Iowa Tests Math Subtest

M ATH A CHIEVEMENT G AP -IEP Source: Iowa Tests Math Subtest

R EADING A CHIEVEMENT G AP -IEP Source: Iowa Tests Math Subtest

M INDSET AND G AP D ATA  So What…  Why is the analysis and understanding of gap data essential to your school district?  Why is the analysis and understanding of gap data essential to your leadership?  Discussion  Capture your responses on chart paper

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PK-12 E NROLLMENT T RENDS

N ON -W HITE PK-12 E NROLLMENT T RENDS

L IMITED E NGLISH P ROFICIENCY PK-12

M INDSET AND G AP D ATA  So What…  Adding the understanding of the significance of looking at and addressing gap data is essential to your success as a leader.  Modify the So What portion of your chart.  Share the most important shift in thinking.

M INDSET AND G AP D ATA  Now what?  What can you do in your school to prepare your teachers to embrace a growth mindset toward high levels of student achievement for ALL student groups?  What do you need to grow in awareness and skill around gap data analysis and response?

M INDSET AND G AP D ATA  How does growth mindset fit into discussions around gap data?  Look at the Effective Effort Rubric  Where do you see growth mindset having better leverage than fixed mindset to lead change for improved student achievement for all?

M INDSET AND G AP D ATA Are the needs of the people in your part of the organization Skill or Will needs? What can you do as the leader?

M INDSET AND G AP D ATA  Homework - Now what - Re-evaluate your SMART goals for the school year.  Do you have stretch goals for your subgroup populations?  Where and how will you begin discussions and data gathering for subgroup populations?  What hurdles do you anticipate?  How can you prepare?  Create line charts for your subgroups in R and M

Y OUR H OMEWORK  Open up and extend growth mindset discussions in your schools and on your teams. How will you work with your staff to discuss, stretch perspective, and defend a growth mindset?  Come back ready to share…  Take a read of your current school atmosphere around gap data.  Interview 10 key people in your school around gap analysis on a relevant data set for your school.  Collect their feedback. Think about the Leadership Matrix.

T ITLE AND C ONTENT L AYOUT WITH L IST  Add your first bullet point here  Add your second bullet point here  Add your third bullet point here

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T WO C ONTENT L AYOUT WITH T ABLE  First bullet point here  Second bullet point here  Third bullet point here Group 1Group 2 Class Class Class 38490

C ONTENT WITH C APTION L AYOUT WITH S MART A RT Step 3 Title Step 2 Title Step 1 Title Task description Caption

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