The teacher exemplifies and facilitates a growth mindset and provides strategies, tools, and learning experiences that encourage students to be metacognitive and take an active role in their learning. To do this, teachers believe that a student-centered classroom, where students identify, monitor, and advocate for their learning goals, is central to an equitable classroom environment. (Adapted from New Teacher Center Indicator Rubric)
RANDA Connections: IC; IIC; IIIC; IIID; IIIE
What The Research Says...
What The Research Says...
Student Independence, Agency, and Goal Setting: Viewpoints from several educators on how student agency supports the transition from a teacher-centered learning environment to a more innovative student-centered one.
What We Know About Growth Mindset from Scientific Research: An article that defines growth mindset and why it matters for students
Self-Monitoring Strategies For The Classroom: An article exploring how teachers can create an environment that support self-monitoring
Pygmalion and Golem Effects: An article exploring the research that explains the impact of teacher expectations on student learning
Growth Mindset or Deficit Thinking?: An article that asks educators to consider how the narrative around growth mindset and grit can negatively impact students
Coaching To Promote Learner Agency...
Coaching To Promote Learner Agency...
In order to develop a teacher's capacity to Promote Learner Agency, the coach will use the continuum above, as well as available data sources, to facilitate reflection and identify next steps. One approach may be to turn the continuum bullet points into questions.
The following resources align with the continuum above:
Developing Metacognitive Practices with Students
Supporting Students with Identifying Strengths and Areas for Growth
Exemplifying a Growth Mindset
Related Teacher Practices, Student Actions, and Classroom Interactions...
Related Teacher Practices, Student Actions, and Classroom Interactions...
Connection to District-Wide Professional Learning
Connection to District-Wide Professional Learning
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