Mindset and Work Ethic / Ann M. Renker, PhD

1. Mindset and Work Ethic / Ann M. Renker, PhD Need and Rationale: The EPIC diagnostic survey conducted in May 2011 disclosed an important datum. Teachers perceive that we have achieved a school climate in which students fully understand that hard work, not natural intelligence, is a key to success. Students actually are only developing this concept. So…we will implement a school-wide effort to increase student understanding, acceptance, and implementation of this perspective. Methodology: 1.   Review concept of growth mindset with current staff and introduce concept to staff who are new or have not had on-site training in this area. Each classroom staff person will receive a copy of Carol Dweck’s book, Mindset (2007). We will begin this orientation on Aug 31st and continue on the 1st early release day, September 21st. We will also review EPIC data and a student survey about effective teaching on that day.   2.   I have purchased a classroom set of Mindset so we can actually provide direct instruction in this area for all 6-12 students when the year begins.

2. Methodology - continue: 3.   ALL teachers MUST include the following language in the introduction of every classroom syllabus:  • “Current research provides some very practical and immediate strategies which will increase your ability to be a successful student. Thanks to the work of Carol Dweck, a noted psychologist from Stanford University, we know the following: • There are two types of mindsets: fixed mindsets and growth mindsets. “Research demonstrates that teaching students to have a growth mindset raises their grades and achievement test scores significantly” (Dweck 2010:26). • Students who have a growth mindset believe that their intellect can be developed, and that hard work and individual effort can INCREASE intelligence. • Students who have a growth mindset believe that their effort will significantly assist their efforts to overcome obstacles, including school work that appears difficult at first. • Students who receive training in the growth mindset learn that the brain is a muscle which becomes stronger with use. By making the effort to learn new things, even in the face of stress and obstacles, the brain actually forms new connections and the student becomes smarter over time (Dweck 2010: 27).

3. Methodology - continue: • Research also demonstrates that teachers who have a growth mindset have students with a high rate of success in the classroom. Here are the things I will do to make sure that my classroom operates with a growth mindset:   • ADD YOUR EXAMPLES HERE: • (If you need help or would like me to review your examples, please email these to me with the heading, Mindset.) • 4.   I will have posters for each classroom which remind students of the benefits of the growth mindset.