Educator Mind Frames

I am an
Evaluator

As educators, we evaluate the impact our teaching practices have in bringing out the best learning in our students. Using John Hattie’s words, educators at Riverview Elementary will continually work to “Know Thy Impact” of their actions on increasing student learning (DeWitt, 2016). Teachers will work together collectively, to evaluate their impact, by examining student data and then will make choices on how to best support and increase student growth and learning for all students.
Reference: DeWitt, P. (2016) John Hattie’s 10th Mind Frame for Learning. Education Week. Retrieved from: http://blogs.edweek.org/edweek/finding_common_ground/2015 /10/hatties_10th_mindframe_for_learning.html

I see Assessment as
Feedback to me

As educators we view the assessments we use as a feedback tool that allow us to determine student growth and learning. Research has proven that schools “are awash with data but very often the data that we all have access to is not used at the depth that it could be, (DeWitt, 2016).” As Riverview Elementary we are selective about the assessments that we use to ensure that the information received can be used to determine where our students are and what our students need to increase their learning and growth.
Reference: DeWitt, P. (2016) John Hattie’s 10th Mind Frame for Learning. Education Week.Retrieved from: http://blogs.edweek.org/edweek/finding_common_ground/2015/ 10/hatties_10th_mindframe_for_learning.html

I engage in Dialogue,
not Monologue

As educators we listen to the thoughts of others (including our students) more frequently than we share our own ideas. We work to listen to understand each other, not just to quickly respond with our own thoughts. In our classrooms we provide students the opportunities to share ideas, to question, debate, and discuss their unique thoughts and perspectives where all students feel free to share and communicate their thinking.
Reference: DeWitt, P. (2016) John Hattie’s 10th Mind Frame for Learning. Education Week. Retrieved from: http://blogs.edweek.org/edweek/finding_common_ground/2015/ 10/hatties_10th_mindframe_for_learning.html

I enjoy
Challenge

As educators we allow our students to struggle in their learning process; we guide our students and help them to understand that through error they can dig deeper into their learning. Through this process we allow our students to learn from and make mistakes in their learning. Learning is not always easy, and often it is through error and mistakes that the greatest learning for our students will take place.
Reference: DeWitt, P. (2016) John Hattie’s 10th Mind Frame for Learning. Education Week. Retrieved from: http://blogs.edweek.org/edweek/finding_common_ground/2015/ 10/hatties_10th_mindframe_for_learning.html

I talk about Learning,
not Teaching

As educators we spend time collaborating where we discuss student learning and growth with a focus on determining the impact of our teaching practice on student learning. As a school we want to focus on the students that we teach and the learning that is happening within our classrooms. To do this we focus our attention on learning not simply the teaching that is occurring in our classrooms.
Reference: DeWitt, P. (2016) John Hattie’s 10th Mind Frame for learning. Education Week. Retrieved from: http://blogs.edweek.org/edweek/finding_common_ground/ 2015/10/hatties_10th_mindframe_for_learning.html

I use the
Language of Learning

As educators we work together to develop a common language of learning so that we have common understandings and can communicate these with all stakeholders. While the focus of learning is important, having a common language around learning is crucial (DeWitt, 2016). As a school we are focusing on understanding learner mind frames and will teach students how and when to use these mind frames to increase all students’ learning potential. Communicating the language of learning to students, parents, and all stakeholders will be critical so that as a school we all share a common language of learning.
Reference: DeWitt, P. (2016) John Hattie’s 10th Mind Frame for Learning. Education Week. Retrieved from: http://blogs.edweek.org/edweek/finding_common_ground/2015/ 10/hatties_10th_mindframe_for_learning.html

I see learning as
Hard Work

As educators we engage in dialogue, dive deeply into assessment data, and teach students their role in the learning process. We do these things so that we can work to become change agents for our students and begin to know our impact on student learning. The role of a teacher is critical and the work that we do is not easy. As we work together as a staff we can support each other to ensure that we stay focused on completing our important work so that all students at Riverview Elementary continue to learn and grow.
Reference: DeWitt, P. (2016) John Hattie’s 10th Mind Frame for Learning. Education Week. Retrieved from: http://blogs.edweek.org/edweek/finding_common_ground/2015/ 10/hatties_10th_mindframe_for_learning.html

I engage in
Positive Relationships

As educators we strive to develop positive relationships with students and parents by helping to support our students feel safe to make mistakes and to begin to ‘own their learning’. We work to help all students feel empowered and more confident in their learning. Research has shown that the teacher-student relationships have a high impact on student learning and growth. As teachers we work to understand, support, and know our students so that we can help them achieve and increase their learning potential. We work closely with parents so that they understand where their child is in their learning and what can be done at home to support their student.
Reference: DeWitt, P. (2016) John Hattie’s 10th Mind Frame for Learning. Education Week. Retrieved from: http://blogs.edweek.org/edweek/finding_common_ground/2015/ 10/hatties_10th_mindframe_for_learning.html

I
Collaborate

Collaboration is crucial to increasing collective teacher efficacy, (DeWitt, 2016). All teachers at our school will work together to increase student learning. At Riverview Elementary we engage in productive collaboration where we work interdependently to achieve a common goal of increased learning for all students. We strive to work effectively with our grade level teams as well as working productively with all teachers at our school by focusing on improving ourselves as educators and having conversations about student learning during collaboration meetings.
Reference: DeWitt, P. (2016) John Hattie’s 10th Mind Frame for Learning. Education Week. Retrieved from: http://blogs.edweek.org/edweek/finding_common_ground/2015/ 10/hatties_10th_mindframe_for_learning.html

I am a
Change Agent

As educators, we are working to increase our self-efficacy so that we view ourselves as capable of helping to change the lives of our students. As we do this we will feel empowered and believe that our actions have a direct impact on the students we teach. Research shows that when teachers have a low level of efficacy, they feel like they don’t have a direct impact on student learning, which doesn’t allow them to fulfill the role as a change agent (DeWitt, 2016). As a school we are working toward creating a school climate, which fosters an increased sense of teacher efficacy, so that all teachers at our school realize that we can and may be one of the only change agents in a child’s life.
Reference: DeWitt, P. (2016) John Hattie’s 10th Mind Frame for Learning. Education Week.Retrieved from: http://blogs.edweek.org/edweek/finding_common_ground/2015/ 10/hatties_10th_mindframe_for_learning.html