“We now have decided on 10 Mindframes (in the recently released book of same title). But certainly, the previous 8 are in there in some way. Love you are in “training” – given I did my training (Ph.D.) at University of Toronto and recall those days with pleasure. In many ways there is one mindframe repeated 9 different ways – when you walk into a staffroom your role is to know your impact – which means creating listening time, seeing how others interpreted your messages, helping teachers see their impact, creating collaborative communities that are safe and high trust to work through the key questions – what do we mean by impact, who is getting this impact, and what do we collectively mean by a year’s growth for a year’s input? And then creating the resources to enact this. Your greatest power as a leader is you can choose the narrative in your school – and please make it about impact. Ask the students if they feel this impact – they are pretty sharp at knowing if they are learning – and enjoy the role you have chosen. Frequently stop and smell the roses of your impact” (John Hattie, personal communication, July 11, 2018).
Articles in this section
- What is your take on the impact of praise as reward?
- What kind of effect does passion of a teacher actually have on his/her pupils? (Are they more willing to learn in order to impress their teacher, more interested,…?)
- Do data walls have the support of most (any?) esteemed education academics?
- Is there some metric you would suggest I try to use personally to determine where my time would be best suited at these two schools with 4 classrooms of kindergarten students eager to learn to read?
- What is evidence-based practice for Resource Teacher of Learning Behavior? There appears to be very little independent research.
- How important is the feedback between teachers and students?
- What are the five most influential factors on student learning? (And, why?)
- I would like further information on the Diagnose, Intervention, Evaluation (DIE) Model, in terms of training student teachers.
- What initial steps should be taken by a teacher wishing to implement visible learning in the classroom?
- What indicators show the teachers that they are on the right track or that they must make a change?