If it is to be, it begins with me...

I’m pretty sure I’m supposed to be a proficient writer, but . . . I’m not completely convinced of that. As if I wasn’t already worried about writing this piece, to top it off - I’m following one of my favorite authors, Krista Barton-Arnold.  I’ve been thinking about having to write this since Krista so kindly asked me to follow her this year.  I’ve procrastinated long enough, and I don’t have any excuses left as to why I was too busy.  

            On October 15th, I clicked “Save” on the PCI, I clicked “Send” on the Math and Literacy Plans, and I clicked either “revision needed” or “accept” on more formative options and growth goals than I can count.  Mini-observations-√, probationary observations-√, learning walks and collaboration meetings-√….for this cycle anyway.   Does this sound familiar? What is a principal to do next?

 I decided to put aside my checklists for a few hours to spend some time reading and contemplating.   I’ve been thinking a lot lately about Carol Dweck’s Mindset book.  Several years ago I read Mindset on a plane ride to San Francisco.   What a fantastic, reader-friendly book!  The message really resonated with me, and I could think of so many personal and professional connections.  Although we completed a book talk with a group of teachers, and we talk about it from time to time, our school community has not fully embraced the concept.  However, in the last few weeks, I’ve realized that it’s time to start the conversation about fixed and growth mindsets again. 

With teachers increasing differentiation in the classroom as well as using the standards based grading model which encourages more pre-assessment, the “fixed mindset” of our students has reared its ugly head.  Students have noticed that their small group and individual work is directly tied to their performance on the pre-assessment.  How is this different from the days of the bluebirds and the redbirds where once a bluebird, always a bluebird?  Rather than being “permanently” placed in ability groups, the students are placed in groups according to their mastery level of the current standard(s).  This direct link to performance causes some students to have the immediate realization and disappointment when they are not in the “Ready to Go” group.  The teachers have heard the fixed mindset students giving reasons why they didn’t do well:  “I knew it, I just read it wrong” or the “teacher didn’t know what I meant.”  Parents have called to say, “My child has always been in the highest group - can’t you put them in that group?”   This fixed mindset makes it unacceptable for them to not know what the teacher is getting ready to teach. We need to build students’ resiliency and give them the tools to deal with not always being chosen for the desired group or activity.  Those students with a growth mindset, take this as a challenge to work hard and master the material.  Isn’t Standards Based Grading supposed to get the students to focus on their learning?   How can we support our students on this path of individualized learning?

 I have to admit I was excited about the events that occurred as it means that we are pre-assessing and individualizing the learning process; however, it’s pushing us to action with no plan on how to help our students, parents, and teachers with this shifting paradigm.  Another teacher book talk?  Announcements/Newsletter?  Parent program?  Small group guidance?  Gifted parent meeting or discussion?  How can we develop a growth mindset and build resiliency amongst our students and know that as educators we are guiding them in the right direction?  We need to be asking these questions as we move forward.  At our school, this process obviously needs to begin with me.  Going back to my first statement….I need to develop a growth mindset when it comes to writing.  Can anyone help?