When I met with my principal initially about my position, the focus was most definitely on technology. I agree that technology plays a huge role in our lives today, but it definitely is not THE only part of 21st century learning and skills. If you've done any reading on the topic, you may have seen this graphic from the Partnership for 21st Century Learning:
While tech skills are part of one piece of the puzzle, they aren't the entire puzzle. I wanted to help people understand that, and I wanted to really focus on the critical thinking, communication, collaboration, and creativity piece and how it relates to the work we do in school. I was also extremely curious about how the concepts of growth and fixed mindsets, a topic my district has focused on from a philosophical perspective but not so much an instructional one, fit into all of this.
I decided to use the idea of developing growth mindsets as the vehicle for my part of our school's professional development we started in August and will continue through the rest of the year. I found a resource called Ready to Use Resources for Mindsets in the Classroom, and I used that to plan my first session in August. It was well received, but I knew there was more, so I got two other books: The Growth Mindset Coach by Brock and Hundley and Mathematical Mindsets by Jo Boaler.
Like every beginning of the year, I got busy and the other books sat on my desk at home waiting patiently for me to read them. The opportunity came when I flew to Houston to visit my brother's family. Because I was highly engaged the 3 hour flight to Houston was plenty of time for me to read through the Coach book. I was able to begin to develop more of a research based background as to why a growth mindset matters physiologically. I also started thinking about how I could redo the sessions I was to conduct on Tuesday when I got back to school.
I was just as engaged on my flight back, and I used that time to get about halfway through Jo Boaler's book. I'm pretty sure the people next to me thought I was cray for all the "Woah!", "No Way!" "Really!" and, "I've been teaching math wrong this whole time," comments that kept popping out of me. With an even bigger research base, I came up with a revised plan for my original session and my follow up session, and I was eager (almost annoyingly so) to share my new knowledge with my coworkers.
My first session on Tuesday went really well, and I received a lot of positive feedback. It truly was interesting to see my colleagues struggle with growth mindset activities because so many of us tend to have a fixed mindset. I blame the educational culture for this. We do not value mistakes and growth opportunities. We are evaluated on one score, one test, one day.... mistakes are bad. Perfect tests are valued... they're the gold standard. But I now understand that perfect tests are the one way that your brain will never, ever grow.
As I read on the plane and listened to people share during my sessions, my thoughts wandered back to the students my district has lost in the last few months for a variety of reasons. Kids who, based on our recent suicide training, had all the preventative factors in their back pockets. They shouldn't have become a statistic. But they did. I can't help feeling like we as an educational system had something to do with that. The pressure to be perfect. The pressure to not make mistakes. Focusing on things they aren't good at. Keeping them from things they want to be part of to practice their weaknesses. We're cultivating the worst of a fixed mindset, and I can't help feeling like that has to be part of the reason some of our kids make the choices they make.
I have made a three year commitment to this position. If I can make even a small dent in the systemic problem of creating fixed mindsets in our kids, and if I can make a positive change to help my students develop a growth mindset, then these three years will be the most successful of my career.