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Click here to view our cookie information.In part 3 of our growth mindset series, mindset expert, Ross McWilliam, will tell us about:
So, how can we engage the key stakeholders?
1. Ask for volunteers for a cross-school working party on GM. The aim is to review current GM thinking and evidence of success gains. A simple SWOT analysis will yield tangible benefits to the school, but will allow for individual differences and needs.
2. Share their findings with all staff to iron out theoretical and logistical issues.
3. It may be a good idea to find a GM policy used in a nearby school and see the impact it has had.
4. There may be a reasonable need to pilot GM across a nominated department or year group, perhaps with a targeted focus group. This will allow for changes and improvements on a smaller scale before it is rolled out across the whole school.
5. This may be the point to inform parents about the pilot and perhaps asked for their views. Ownership by parents is key and they should be at the centre of GM change, perhaps with their own GM support group.
6. Review the GM programme consistently with all key stakeholders against the nominated success gains.
7. To raise the profile of GM amongst staff, appoint staff mentors to facilitate learning and start liaison with parents.
2. Raise the internal profile of the group by holding meetings in the school boardroom with a combination of within school time and outside school time meetings.
3. As with staff, guide pupils to identify the benefits of a GM approach. Crucially ask for their ideas, especially about implementation and potential barriers.
4. Once you have agreed a provisional plan, perhaps take this to further pupil groups to canvass wider feedback, and gain buy-in.
5. Maybe start off with an Enrichment Day/Carousel delivery using some of the ideas already mentioned.
There could even be weekly department/class ‘changeable’ noticeboards where news items are shared, featuring specific GM news examples. For example:
Encourage contributions from both pupils and staff.
A phrase I use often is ‘Success Comes In Cans’; this could be a school slogan on its own or to collectively group the ideas above.
Mindset Mentors – This is an excellent idea that allows pupil ownership and allows mentors to take responsibility for facilitating school GM.
Prefect Systems – The selection for this role is built upon various factors particular to each school. However, you can build GM into the job specification, or even adopt GM Prefects!
Role Models – This could comprise various role model school visitors who tell their stories of success and achievement within a GM context.
Former Pupils – These can create a connection and real relevance for current school pupils i.e. if they can do it, so can I.
School Policy Your school GM journey may well be reflected in the school policy! Hymer and Gershon (2014 pg 103 – adapted) call this a ‘find and replace’ exercise where FM language is replaced (or at least added to) with GM language and GM objectives.
A reward system that caters for all abilities. GM can be integrated into existing reward systems or be a stand-alone project. One example is KASH = Knowledge, Attitude, Skills, Habits. Knowledge could be grades and academically focussed, but Attitude and Skills could be a series of GM actions recognised by staff during class, school or extracurricular. Habits are the Pupil 5GM demonstrated over time.
Class Pings are a simple yet effective way to get class buy-in. Covertly or overtly, GM points are scored by the class for GM language and demonstration of Pupil 5GM. Set targets which are incremental but realistic (high expectations is GM territory). I have known teachers to ring a bell when a point or ping is scored!
School GM recording and tracking ideally should be integrated into existing feedback systems to reduce workload and to be seen as an integral, rather than a bolt-on, activity. Collating GM feedback is a task in itself, but it can be integrated into existing reward systems. Collecting evidence can be done both overtly and covertly, but always look for immediate feedback i.e. during or at the end of each class.
Pupil Diaries – Pupils taking ownership of their learning (by identifying and recording) and GM is very effective. Their recordings can be countersigned by staff/parents. This could even be peer marked.
Gantt Chart Pupil 5GM/Non-Cognitive Skills – Use these charts to measure progress over time. Dedicate weeks to each of the Pupil 5GM.
You may want to include classroom rewards as part of your Growth Mindset strategies. Find out more here.