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    Clinical Field Experience B

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    Bill Altmiller
    The document discusses implementing a growth mindset strategy in middle school math classrooms by having teachers start each class with a warm-up and positive reinforcement. The principal recommended modifying the timeline to have teachers read about growth mindset over the summer and begin professional development in the first year. Introducing the strategy to all staff would help develop students as leaders aligned with the school's vision.

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    Clinical Field Experience B

    Uploaded by

    Bill Altmiller
    142 views5 pages
    The document discusses implementing a growth mindset strategy in middle school math classrooms by having teachers start each class with a warm-up and positive reinforcement. The principal recommended modifying the timeline to have teachers read about growth mindset over the summer and begin professional development in the first year. Introducing the strategy to all staff would help develop students as leaders aligned with the school's vision.

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    EAD 513

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    The document discusses implementing a growth mindset strategy in middle school math classrooms by having teachers start each class with a warm-up and positive reinforcement. The principal recommended modifying the timeline to have teachers read about growth mindset over the summer and begin professional development in the first year. Introducing the strategy to all staff would help develop students as leaders aligned with the school's vision.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    142 views5 pages

    Clinical Field Experience B

    Uploaded by

    Bill Altmiller
    The document discusses implementing a growth mindset strategy in middle school math classrooms by having teachers start each class with a warm-up and positive reinforcement. The principal recommended modifying the timeline to have teachers read about growth mindset over the summer and begin professional development in the first year. Introducing the strategy to all staff would help develop students as leaders aligned with the school's vision.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 5
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    The key takeaways are that implementing a growth mindset approach in the classroom can have positive academic, emotional and social benefits for students, and help them develop as 'kingdom leaders'.

    The strategy being suggested is implementing a growth mindset approach. It benefits students by helping them view their abilities as malleable rather than fixed, and leads to improved academic performance, emotional well-being and social skills.

    The principal mentor suggests having staff read the book over the summer as usual, and beginning professional development in year one to engage students and staff sooner and more quickly impact the school culture.

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    Clinical Field Experience B: Supporting a Positive Student-Centered Culture

    Joe W. Altmiller

    College of Education, Grand Canyon University

    EAD-513-O500: Shaping School Culture

    Dr. Peter Koza

    June 1, 2022
    2

    Clinical Field Experience B: Supporting a Positive Student-Centered Culture

    Description of Strategy, Purpose, and How to Implement

    I was fortunate to observe two team members from the middle school math team. I

    watched their classroom routines, especially how they both start their classes each period. The

    strategy I suggested implementing would be Growth Mindset. Each math teacher started out

    wonderfully with a warm-up and smooth transition to the main portion of the math lesson. In my

    math classrooms, I have implemented a growth mindset and it has been rewarding in a variety of

    ways. Students with a growth mindset view ability as malleable and within their control, whereas

    students with a fixed mindset view ability as stable and beyond their control (Dweck & Leggett,

    1988). Two areas stood out to me concerning the teachers and the utilization of a growth mindset

    in their classroom. The first area concerned positive reinforcement for quickly getting on task.

    As students get on task, students are praised for the correct behavior. The second area involved

    the grouping of students for small group work. Groupings of students not based on ability can

    provide opportunities for the success of each student in the classroom. Implementation of the

    growth mindset would be a two-part endeavor. In year one, staff would be asked to participate in

    a book study Mindset by Dr. Carol S. Dweck as a group. In year two, after completing the book

    study, the staff would participate in the professional development online series MindsetMaker

    based on the research of Dr. Dweck.

    Anticipated Effects and Alignment to School Vision

    The vision of Eugene Christian School, (2021) of Developing Kingdom Leaders ties in

    directly with growth mindset. The anticipated effects will be to strengthen student beliefs about

    their academic talents through helping students transition from a fixed mindset and develop a

    growth mindset. The overall benefits will not be limited to academic skills, as emotional and
    3

    social skills will be positively impacted concurrently. An evidence-based approach depends on

    an accurate understanding of which contextual factors communicate growth and fixed mindset

    beliefs to students (Yu et al., 2022). Staff will be instrumental in helping students develop as

    kingdom leaders through utilization of the growth mindset.

    Reflection: Observations, Recommendations, and Feedback

    I shared my observations and suggestions with my principal mentor. He agreed that the

    development of a growth mindset would be a key to helping our students develop as kingdom

    leaders. My principal mentor suggested a modification to the timeline I recommended. He

    encouraged me to have staff read the book over the summer, which is a normal expectation of

    our staff, and begin professional development in year one, engaging students and staff thereby

    impacting school culture sooner.

    Reflection: How to share Strategies with Teacher

    Growth mindset has grown beyond two teachers in the middle school towards a unified

    school professional development opportunity. Eugene Christian School has had an increase of

    staff by fifty percent and the need to develop a growth mindset at every grade level. Introducing

    the strategy with the observed teachers would be in the form of an article by Dr. Dweck, What

    Having an “Growth Mindset” Actually Means. At the end of the year staff meeting, I would ask

    the entire staff through an online survey tool to share answers to questions centering around what

    a growth mindset is and how it could align with Eugene Christian Schools mission and vision.

    Introducing the book and professional development would close our meeting.

    PSEL Standards and Implications for Future Practice

    Professional Standards for Educational Leaders Standard #5c says, Effective educational

    leaders develop teachers’ and staff members’ professional knowledge, skills, and practice
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    through differentiated opportunities for learning and growth, guided by understanding of

    professional and adult learning and development (National Policy Board for Education

    Administration, 2015). In my future practice, I would help all teachers through professional

    development to help create a positive school culture ensuring the academic, social, and

    emotional success of every student.


    5

    References

    Dweck, C. S., Leggett, E. L. (1988). A social-cognitive approach to motivation and personality.

    Psychological Review, 95(2), 256-273. https://doi.org/10.1037/0033-295X.95.2.256

    Eugene Christian School. (2021). Certified Handbook.

    National Policy Board for Educational Administration (2015). Professional Standards for

    Educational Leaders. Author.

    Yu, J., Kreijkes, P., & Salmela-Aro, K. (2022). Students’ growth mindset: Relation to teacher

    beliefs, teaching practices, and school climate. Learning and Instruction, 80. https://doi-

    org.lopes.idm.oclc.org/10.1016/j.learninstruc.2022.101616

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