Author: Evan Robb

Leadership: Growth Mindset

Do you have a growth mindset or a fixed mindset? The mindset you have influences your thinking, actions, and decision making.

In her book, Mindset: The New Psychology of Success, Carol Dweck points out the difference between a fixed mindset and a growth mindset.

“In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success—without effort. They’re wrong.”

“In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment.”

Use questions to reflect on your leadership. Are you modeling and communicating a belief that learning is about time, opportunity, and effort which is a growth mindset?  Or, do you communicate through your actions or words that some people are simply more able than others, in a world of those who can and those who cannot?

My Top 5 Growth Mindset Concepts

Reflect on my top five growth mindset concepts as you consider your leadership and commitment to embracing a growth mindset.

Challenges can be opportunities:  Challenges are part of life, work, and school.  It is a personal choice to view challenges as problems or as opportunities to overcome or to improve.

Make the word “learning” part of your vocabulary:  People who believe in growth mindset are always learning.  Are you always learning? Do you demonstrate through words and actions a belief that every person in your organization is always learning?  How do you respond to people who say they can’t learn something new?

Redefine “brilliant”:  Very few people learn new concepts with magical ease.  Most people have to work hard; some may work less than others but almost always there is hard work behind a perception of brilliance.  Schools have been designed to communicate we all learn in lock step.  Such a belief leads to a sorting mentality, everyone does not learn the same or at the same speed. Sorting beliefs are always tied with fixed mindset thinking. 

Change your view of criticism:  As a leader, receiving criticism is part of the job.  The normal response people expect when they criticize another is often anger and resentment instead of an opportunity to problem solve. How you react to criticism speaks to your leadership and mindset.  Here’s my challenge to you: move the personal away from criticism and see it as an opportunity to grow, problem solve, and often to collaborate.

Use the word “yet.”Dweck says “not yet” has become one of her favorite phrases. Not being able to solve a problem can mean you simply cannot do it or you have not solved it yet.  Fixed mindset: you either can or cannot find a solution. Growth mindset: you cannot solve the problem, yet, but with more time, support, and effort you will be able to.  This is a simple concept that can have a profound impact on you and those around you.  So, the next time a person says, “ I can’t do math,” you can have a different and unexpected response for them.

Continue to learn more about growth mindset and how you can grow as a leader and have a positive influence on others!

The Principal’s Leadership Sourcebook

Leadership: Build Commitment!

 

Leaders who can build commitment towards a well-articulated vision and common goals have much better odds of achieving success. Whether you are a principal, executive, teacher, or coach you will face choices that define your leadership, communicate your core values, and the values of your school or organization.  Your choices have the ability to draw people to you, away from you, or cause people to fear you. This is a big responsibility, and one of the many that come with any leadership position.

One’s position, at times, can allow the use of positional authority to make someone do something. Beware the lure of positional authority; making people do things does not build commitment. Many times people need a job and will allow themselves to be treated poorly just because they need the job. Such a style of autocratic leadership will never build a staff committed to a vision and goals. This is compliance based leadership. Yes, it makes people “do” things but it cannot make people care.

Effective leaders, schools, and organizations  build commitment to a vision, goals, and their personal “why.” Effective leaders know that people who care and are committed to a vision and goals are always better team members.

I will present several reflections on how well you, your school or organization are building an environment of commitment VS an environment of compliance. Let’s start with what you have the most control over, yourself, followed by your school or organization.

A Personal Path

Would people with whom you work say you are trustworthy, a person of integrity? This is a complex question, at the core a repetition of you doing what you say you will do time and time again. Such consistency of the leader helps to build trust and organizational commitment. This strategy and skill will help a leader, assuming the leader is making decisions in alignment with a shared vision and goals. Without trust, you cannot lead. Lack of trust grows when people see or feel a disconnect between what you say and what you do.  

  • As an educator, if you believe in putting students first, and I hope you do, ask yourself: Do your actions support this belief or create contradictions?
  • Are you making daily decisions that are in alignment with a shared vision and goals or in opposition?
  • A simple but important question: Do you know what the vision and goals are?

An Organizational Path

On an organizational level, the organization and leaders within will be collectively challenged when employees see a disconnect between what the organization communicates as its core values and the actions of those who lead in the organization.  This type of disconnect can breed a cynical attitude from the employee and will not lead to creating a commitment to the values and beliefs of the organization.

  • Is there congruence or disconnects between the vision and goals of your school or organization and how employees view the vision and goals?  
  • What can you do, as a leader, to help create better alignment between what is communicated organizationally and how staff perceives it?
  • Do employees know the vision and have a general understanding of the goals?

No organization, school, or person will find greatness by making people do things. Such actions will always be the essence of a compliant organization.  There are two challenges to consider: (1) work towards decision making congruence between vision and goals; (2) frame your actions and decisions around your personal “why” as you work towards building an engaged and committed team.  

People become engaged and committed when they believe in what they’re doing and believe they are making a difference. This deep commitment brings out the best in employees and staff.   

Please check out my book, The Principal’s Leadership Sourcebook

 

The Principal’s Leadership Sourcebook

 

 

Leadership: The Power of Positive

 

My second blog is on leadership and discusses a simple concept, one that will test you each day: The power of being a positive person–a positive force in your school. Administrators who daily utilize a positive approach can effect and even transform a school’s culture.

So, now for the look-in-the-mirror-moment. Ask yourself, Am I a positive person? Then, reflect on both statements: Positive people always attract positive people. People who are negative tend to attract negative people. Some people believe they are positive and feel perplexed when they attract negative people. But everyone has the power to change their outlook to positive as long as each person sees the need and has the will.

After many years in education, I can honestly say that I have known many negative people, including school and district leaders. However, I have also known leaders who continually maintain a positive outlook because they understand that being positive is a key ingredient for success. When school leaders combine positivity with a passion for their work, it’s possible for them to achieve greatness. Both positivity and negativity affect people’s interactions and their view of life and the world. Moreover, I have never known a negative leader who has achieved success over time, but I have observed positive leaders do this again and again.

My challenge to you is to be a positive force. By embracing a positive outlook, you will be a more effective leader and impact teachers, staff, students, and families. In addition, your leadership style holds the potential of creating an upbeat outlook among teachers who in turn develop a positive class environment for students. To support your efforts, I’ve identified four simple rules for you to consider:

  1. Make the choice to be a positive force.
  2. Be upbeat and optimistic and look for what works as well as focusing on what others do well.
  3. Bring a positive outlook to negative people by modeling the benefits.
  4. Practice being positive every day.

Embracing a positive leadership style may be the best advice I can give you because you will create meaningful change by building on what’s working. Remember the opening of Johnny Mercer’s popular song, “You’ve got to accentuate the positive. Eliminate the negative. Latch on to the affirmative. Don’t mess with Mister In-between.” This song has been recorded by artists such as Bing Crosby, Paul McCartney, Connie Francis, and Aretha Franklin for good reasons–it celebrates the power to affect positive change by having an upbeat outlook.

I believe that effective leaders are positive. If you inherit a negative school culture, being positive can raise feelings of loneliness. However, by recognizing the reasons for these feelings, you can make the choice to be positive during each day. To maintain a positive school culture, notice and give voice to the excellence you observe as you complete walkthroughs, spend time in the cafeteria and classes, walk your school’s halls, meet with staff and parents, attend school and district meetings, and watch sports and arts events. Keep in mind that change will come because like the common cold, being positive is catching!

 

My book The Principal’s Leadership Sourcebook is available on Amazon.

 

Tips for Conferring with Students

Writing workshop allows students to practice specific writing skills, to peer edit, and to have conferences with students.  I asked Laura to share some tips and on conferring with students and some common pitfalls. Here are ten great tips and a few pitfalls that came from our conversation:

Choose One Topic: Zoom in on one strategy such as inferring,finding themes, determining important details, or showing how text features connect to main ideas.

Prepare & Succeed: Reflect on what you plan to discuss and think of more than one possible scaffold to try. Having multiple scaffolds helps because if one doesn’t work, you have another at your fingertips.

Accentuate the Positive: Start by pointing out what the student has done well. It could be something you recently observed or the effort the student puts into analyzing texts.

Allow for Student Response Time: When you ask a question to start the conversation, give the student time to think. The tendency is for teachers to fill the silence with talk and solutions. This doesn’t support students. Though your wait time might feel like an eternity, it isn’t. Resist the urge to talk.

Listen: Avoid interrupting a student. Listen carefully and jot down questions you have; ask these once the student has finished. Throughout the conference, use your knowledge of this student to make comments and ask questions that boost the student’s confidence and encourage him to talk.

Pose Questions: Review a mini-lesson or a think-aloud that relates to the conference’s topic by asking questions that jogs their memory. When you point students to a specific lesson, you shift the focus away from their own thinking, you can free them up to find a solution from the recalled lesson.

Model: Sometimes you’ll need to think-aloud to show the student how you apply a strategy to reading. The brief model you provide can refresh the student’s memory and build the confidence that enables the student to try practicing in front of you.

Negotiate Goals: Start by recapping the conference and then invite the student to set a goal that he or she can achieve in one to two weeks. If the student struggles with this task, suggest two goals and ask the student to choose one. Choice is always empowering!

Help Students Achieve Goals: Having a goal is the first step, but reaching that goal requires a plan. Help the student figure out what he or she has to do to reach the goal and write the plan on the conference form. Give a copy of the plan to the student to tape into his or her reader’s notebook.

Close With Positive Comments: Say something positive to the student at the end of the conference so the student leaves feeling that he or she improved and deepened his understanding of the conference’s topic. Start comments with I noticed…or I like the way….

Avoid these pitfalls when you confer with students:

The teacher does most of the talking.

There are too many topics being covered; this can confuse students.

The conference takes more than five minutes.

The teacher makes the decisions and sets goals for the student.
Check out Laura Robb’s book, The Intervention ToolKit (Shell, 2016) for more on scaffolds, conferences, and interventions.