Teacher Mindset and Student Success

If you've been following the transition that is taking place at York Middle School, you would have heard reference to the impact this transition is having on the work of teachers.  One piece that is often overlooked is the shift in mindset that many teachers must undergo in order to be successful in a proficiency-based learning model.  Identifying standards, posting learning targets, and reporting out on a 4-point scale certainly aren't enough to improve student achievement.

The impact on teachers is significant and multi-faceted.  For me, one of the most profound implications is the shift in emphasis from covering material to making sure students have actually learned it.  In the world we all grew up in, it was common for a teacher to assign work from a chapter in a textbook, deliver instruction from the front of the room (often in the form of notes), assign classwork and homework, and give a test or quiz.  Then it was time to move on: whether students learned the material or not.  Feedback was minimal and often in the form of brief affirmations of performance, "Great Job!", "Excellent!", "Needs Improvement!".  The quality of feedback was poor and sporadic.  If students did poorly they were often encouraged to study harder next time.  Sometimes extra-help was offered in the form of re-teaching the material in the same way it was taught in class.

The emphasis was on the coverage of material and the grades students earned.  Not learning.  This is powerful because it was just as true for students as it was for teachers.  Students were much more concerned with getting good grades than they were with the actual learning that was taking place.

Now, the emphasis is placed squarely on student learning rather than the grade or the coverage of material.  This concept is central to the philosophy of proficiency-based instruction.  Students know exactly what they are expected to learn, how they are going to get there, and what success will look like.  Assessments are both formative and diagnostic.  Students are given opportunities to reflect on their progress, and they know where they are in relation to a learning target.  

It's the work and the mindset of teachers that makes this possible.  I've included a short video that highlights the eight mind frames that researcher John Hattie believes all teachers must hold.  I couldn't agree more.  I truly believe that these belief structures are essential to both teacher and student success.  I hope you enjoy the video.