"The important thing is not to stop questioning. Curiosity has its own reason for existing."
- Albert Einstein
 Our learning teams 5302 and 5304 embarked on the next phase of their journey. Once again we were met with an insightful reading list featuring The Influencer, The 4 Disciplines of Execution, Crucial Conversations, and Mindset: The New Psychology of Success. Dr. Harrison broadened our horizons with a focus on Mindset and Dr. Padovan lead us to think about leading change in a whole new way. Our collaborative exploration began with these foundational texts, providing a collaborative framework on insightful discussions. 5302: Concepts of Educational Tech: 90/100 5304: Leading Organizational Change: 90/100 As I self-assess my progress this term, I reflect on the growth I have made within my innovation plan. Throughout these courses, I have actively worked to fulfill the requirements and have also learned a great deal from my classmates. I feel that the combined efforts of 5302 and 5304, along with the discussions that pushed my thinking and growth, have solidified my blended learning plan and given me a greater push toward the future with my innovation. Throughout this journey, I received immense support from my learning community which significantly contributed to my success this term. I collaborated with various teams within my courses, including Thaddeus Komorowski, Nadia Flores, Melissa Richards, Joseline Sanchez, and many others. We communicated through email and teams, and worked together on blog posts, fostering a supportive environment. Everyone actively contributed by sharing feedback, answering questions, and participating in peer reviews. Joseline Sanchez and I are classmates who have collaborated in pervious courses where we provide each other with feedback on work and blog posts. Positive Outcomes Throughout the term, using GroupMe with my classmates was extremely helpful in promoting collaboration. We used the platform effectively to discuss concerns and provide feedback to each other. I believe that in the future, GroupMe will be a great tool for upcoming courses. Additionally, I found email and Teams to be simple yet effective platforms for sharing my growth mindset plan, learning manifesto, 4DX model, and influencer strategy to receive feedback.
Opportunities for Growth Over the summer, despite being an educator, I had to work a longer contract due to the demands of my role. Balancing this fast-paced work with taking care of my two kiddos and attending the ADL program presented several challenges. My time management skills were stretched thin, and I often felt overwhelmed. At times, I couldn't attend Zoom meetings due to my children's summer sports schedules and other commitments, but I was grateful that the meetings were recorded, allowing me to watch them later. In the future, I aim to prioritize and develop a plan to balance all the needs in my life while striving to do my best in my courses.  Summing my experience in these two courses, focusing on the COVA model, had a significant impact on my professional growth. Through engaging in authentic learning experiences and taking ownership of my work, I developed a stronger growth mindset. This new perspective empowered me to refine my innovation plan and visualize its implementation within my organization. The COVA framework provided both structure and freedom to explore innovative solutions, ultimately leading to a clearer path for positive change.
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Professional Networks that I have Joined:
I am part of several instructional coaching groups on Facebook, where my teaching and learning team communicates with coaches from across the state and nation. We share ideas for coaching cycles, professional development suggestions, and effective strategies for our schools. Last school year, we brought in Diane Sweeney, a consultant for Student-Centered Coaching, to work with our team. We are also part of a group that allows us to exchange ideas with her team. Additionally, a small group of us are active participants in Kagan cooperative learning and are involved in Kagan forums and groups on Facebook and online. Reflect on your experience as a member of a learning community (ies). Being part of a professional learning network is essential because it allows me to continue growing as a professional, share ideas and resources, stay updated with best practices in education, collaborate on projects, and learn new skills. Regarding sharing on the foams, I have not collaborated on the sites themselves, but I have collaborated with my colleagues on the next steps in our district using these platforms. Our team has become trainers for several initiatives in our school district, including student-centered coaching, and we are working toward our Kagan Certification by attending another training this summer. I enjoy learning all that education offers and growing in my position. What are you consuming, and what are you contributing? I am fortunate to be part of a team that promotes improving education in our areas of expertise each year. As I mentioned earlier, a significant aspect of my role involves technology and classroom engagement. I have attended conferences such as Kagan Cooperative Learning, TCEA, and Lead4ward's Think conference, which have provided valuable information to share with teachers in our district. We use these conferences to conduct professional development for our new teacher academy and provide bite-sized PD offerings throughout the year in our district. Are you preparing your receiver for feedback or feedforward? In my current role as an instructional coach and instructional technology specialist, our goal is to support both teacher and student growth. Feedback focuses on highlighting the teacher's strengths and areas for improvement for a specific lesson or unit. At the same time, feedforward is geared towards future success, helping the teacher to develop strategies to reach their goals. To be effective in my role, I need to provide both feedback and feedforward to support the teacher's short-term and long-term goals. It's important to approach the meeting as a collaborative effort and begin by focusing on the teacher's strengths. Feedback should be balanced with specific, reachable steps for improvement (feedforward). Lastly, open-ended questions should be used to encourage reflection, fostering an environment where the teacher can actively follow improvement through the power of feedforward. Instructional Coaches Connection A Community for Student-Centered Coaching The COVA learning approach used in the ADL program has motivated me to consider implementing this model for teachers and students in my district. This approach has allowed me to explore my interests more deeply and has provided a more personalized learning experience. Traditional teaching models often result in passive, less engaging learning experiences in the classroom. COVA promotes increased engagement, with students actively participating in their learning process. I feel that students will gain a better grasp of the content being taught when they actively participate in applying the knowledge. I work with new teachers all year, and letting them have a voice and choice while also building their confidence and guiding them along the way will greatly impact their growth. I am already strategizing how I would like to utilize this model.
When developing my e-portfolio, I developed my voice through reflective writing. Journaling about my learning experiences and discussions with classmates was insightful. Videos and presentations also showcase my learning journey in diverse ways. COVA directly supports a learner mindset by encouraging growth for all learners. It helps students understand that learning doesn't just stop and that they can improve as they grow. A large part of personal and professional growth comes from seeking and embracing feedback from others. It's important to always be open to new knowledge and different perspectives, especially when it comes to improving our work. By applying COVA strategies, we can continuously enhance the learning process. One of my primary goals is to introduce blended learning into my district's new teacher program. Although new teachers have the opportunity to meet with our coaching team in our new teacher academy, they often struggle with managing their workload and the stress of the school day. I believe they could benefit from ongoing guidance and support between our in-person sessions. To achieve this goal, we need to adopt a growth mindset as we tackle the challenges of implementing this approach and supporting our new teachers.
Dealing with failure can be tough, especially when you've put in a lot of hard work to achieve your goals. Personally, I always try to avoid failure, but I'm fortunate to work with a coaching team that embraces failure, learning from our mistakes and using them to move our program forward. Our “why” is the reason for pursuing our goals and is the most crucial driving force. Our actions are guided by our emotions. I believe that the new teachers joining our academy are seeking guidance and ideas. With the assistance of the blended learning model and our growth mindset approach, they are sure to have an incredible first year and acquire many new teaching tools. As I reflect on my work as an instructional coach, I realize that the first video I watched resonated with me, and its message was very powerful. I often find myself guiding teachers on new skills or teaching methods, but I sometimes fail to explain the 'why' behind these approaches. In reality, the 'why' should be the most important aspect of my guidance. Both teachers and I want what's best for students and their learning success. My job is challenging because teachers often see me as someone who points out what's wrong or just another thing to add to their workload. However, if I approach every coaching session with a clear 'why' and a compelling reason for trying a new approach, the outcome will definitely be different. A shift to a growth mindset will be apparent, and the potential for transformative change in our teaching methods will be unlocked.
My main focus in my role is to inspire new teachers joining our district. We provide guidance, professional development, and coaching to support them during their first years as educators. Over the years, I have noticed that many new teachers are attracted to the profession mainly for the summer vacations and holidays rather than a genuine passion for teaching. It's disheartening to see that, for some, teaching is merely a job for the paycheck. I am determined to change this mindset. My goal is to ingrain in new teachers a sense of purpose and a growth mindset in their approach to teaching. I believe working in education should be driven by a work of heart. I aim to promote the long-lasting impact that teachers can have on students' lives by helping new educators find their "why" and motivating them to make a difference. This is my focus for the upcoming year. As I embark on my Master of Education in Applied Technology program and focus on the Disruptive Innovation in Technology and Applying Educational Technology courses, I'm dedicated to this self-assessment process. Examining my strengths, weaknesses, and contributions throughout this journey is an important piece for measuring growth and building up my learning experience.
My self-assessment is:
At the start of my courses, I aimed to hit the ground running and team up with classmates to collaborate and support each other throughout the process. I had the pleasure of working with Janeal White, Faith Lopez, Kimberly Meshall, and Joeline Sanchez. I believe that our strength as a group was our ability to work together effectively. We collaborated well on all assignments and provided constructive feedback on each other's work. Group discussions helped with clarifying assignments and troubleshooting our ePortfolio development. I actively reached out and incorporated feedback from our group on my work, leading me to a more well-rounded submission. To make sure that I had a thorough understanding, I completed all course readings, and videos, and posted all discussions in my ePortfolio. These posts were helpful to me in my research and decision-making for my innovation proposal and plan. My biggest challenge with collaboration was managing my time effectively. I made an effort to attend as many Zoom meetings as possible to gain a better understanding of expectations and work collaboratively with the class. However, due to conflicting life schedules, there were times when I couldn't attend live meetings. In such cases, I made sure to catch up on the recordings as soon as they were posted to stay on top of things. My comfort zone in my past college career has been working independently on coursework and being responsible for my own learning. It was a shift in mindset to collaborate with others and share perspectives in order to make changes. In the next course, I plan to start collaborating with my peers immediately. I need to improve my leadership skills and responsiveness to feedback from classmates in both our group and whole class discussions. Juggling two courses together was demanding, especially as a new ADL program participant in March. The way in which the two courses were linked proved to be very beneficial for me. I could apply knowledge gained in EDLD 5305 directly to my EDLD 5303 ePortfolio, enhancing both projects. In conclusion, I have learned a lot from these two courses and my classmates. I had to step out of my comfort zone and maintain a growth mindset. The projects tied to this class will be so beneficial for me in the long run of my career. My Innovation proposal and video have already caught the eye of my academic director for my district and I can't wait to show her all my research with my literature review. I am hopeful about the possibility of using my implementation outline to bring about positive change in my district. Before completing the program, I eagerly anticipate gaining knowledge from the next eight courses. I am excited to see the content of my ePortfolio at that time. We need to create a balance between COVA and CLSE.
The COVA (Choice, Ownership, Voice, and Authenticity) framework and CSLE (Creating Significant Learning Environments) aim to create student-centered learning experiences. This is fantastic! Students thrive when they're responsible and take ownership of their learning journey. However, achieving complete ownership in a school setting presents a challenge. Building ePortfolios is a great way to give students flexibility and control over their learning. They curate content, showcase their progress, and connect with peers. But the question remains: is this truly complete ownership? Schools understandably require and put in place restrictions to protect students from inappropriate content. However, these filters can limit access to valuable information and hinder student control over their learning resources. So, how do we balance student ownership with the need for a safe environment? Here some thoughts that I have:
Resources: Who owns the ePortfolio http://www.harapnuik.org/?page_id=6050 Do I own the domain if you grade it? https://www.edsurge.com/news/2015-08-10-do-i-own-my-domain-if-you-grade-it Shifting mindsets isn't enough for lasting change. Specific actions, called vital behaviors, are crucial for success. Ideally, focus on two or three key behaviors to drive the desired change. The Influencer framework emphasizes that without identifying these vital behaviors, achieving change becomes significantly harder.
Once identified, it's time to implement these behaviors within the target group. The framework outlines six sources of influence that, when used in conjunction with vital behaviors, can significantly increase the likelihood of success. By addressing motivation and ability across personal, social, and structural domains, organizational change becomes achievable. Reflecting on this class and applying it to my work life as an instructional coach. As an instructional coach, empowering teachers is our biggest job. One way to achieve this is by ensuring teachers have voice and choice in their professional development.
Instead of a "top-down" approach where pre-determined strategies are presented, begin coaching conversations by understanding teachers' goals and challenges. This approach helps validate their expertise and fosters a sense of ownership in the learning process. Don't limit teachers to a single approach. Offer a variety of research-based instructional strategies and technology tools. This empowers them to choose methods that best suit their teaching style, student population, and curriculum. Once a strategy is chosen, guide teachers in adapting it to their classroom context. Provide resources and support, but allow for creative freedom in implementation. This fosters teacher ownership and increases the likelihood of successful execution. By prioritizing teacher voice and choice, you create a space for professional growth that is both meaningful and sustainable. Teachers who feel valued and empowered are more likely to embrace new ideas and implement them with enthusiasm, ultimately leading to a more dynamic and effective learning environment for all. As educators, we are constantly seeking opportunities to enhance our teaching practice. For me, technology has been a guiding light in my educational journey since I first stepped into a classroom many years ago. My passion lies in creating a culture of digital learning within our school systems. The Applied Digital Learning (ADL) program at Lamar University initially sparked my interest, but it has since evolved into something more. I am now eager to embrace the challenge of the program, confident that the skills I'll gain will not only enhance my teaching experience but also significantly expand my toolkit, thereby benefiting my teachers and the entire educational community. My Learning Journey : I have taken on a new role in my educational journey where I have the opportunity to bring about positive change not only in students but also in the teachers who guide them. I am determined to deepen my understanding of digital learning and use it to support and transform the learning culture. As an instructional coach, I am able to actively participate in the classroom, and with the help of the ADL program, I can make my vision of change a reality. The classroom of yesterday looked a lot different than the one of today. Gone are the days of relying on textbooks and worksheets. Technology has shifted our way of instruction, and while some may resist the change, it's a shift we can't afford to miss. Technology offers a treasure trove of benefits for both students and educators. Here's a glimpse into what it has to offer:
As educators, self-reflection is crucial. Recently, I've realized my practice has become more about 'collecting dots' – Helping teachers teach to standardized testing and using data as a strict guideline – rather than 'connecting dots' for deeper student learning.
My district's emphasis on daily observations and PLCs focused on compliance, not fostering critical thinking or personalized instruction. Team meetings dictate specific materials and resources, leaving little room for tailoring lessons to student needs or exploring interdisciplinary connections. This structure limits my ability to create a truly engaging learning environment that ignites students' love of learning when helping teachers as an instructional coach. The focus on standardized testing and data analysis, while valuable, overshadows the importance of Cultivating Ownership, Voice, and Agency (COVA) in students. I yearn to move beyond 'collecting dots' and empower my teachers to allow their students to become active participants in their learning journey. This is why my journey with blended learning is essential to our new teacher program. It will allow teachers to have voice and choice with the support they need in turn provided a modeled example of how they could use this strategy in the classroom. Harapnuik, D. (2016) Collecting dots vs connecting dots. https://youtu.be/_7o3Jh1KZLw Harapnuik,D.(2023) Mapping your Learners Journey - http://www.harapnuik.org/?p=6420 Halfway through the first two courses in my master's program and I can't believe how time is flying by. Creating an ePortofio started out as an exciting adventure for me. I love to create and design so I was excited about putting all my hard work into a page for myself. I quickly found out that it was a challenging task. I had never used these platforms before so at first I tried just to make sure I had all my information and made the site as basic as possible.
My greatest struggle starting out was feeling overwhelmed by the task of creating and making the course my own while making sure assignments were in the correct places and navigated correctly throughout it. I had started using Webador as my platform because I felt that it was the easiest for me to understand and edit the way I wanted it to look. My classmate's guidance on this platform helped me navigate my thoughts. I needed more created freedom in the site so I decided to purchase a few add-ons to help me along the way. Long story short my bank blocked me from purchasing anything on the site and was a very frustrating experience. Going forward, I decided to search for a new and uncomplicated platform to transfer all the work I had already added to a new website creator. I looked at various examples, which were great, but also overwhelming. Although WordPress looked impressive, learning the platform took some time, and I was under a time crunch. I really wanted something similar to what I had already been working with. Eventually, I came across Weebly and did a little happy dance. It was easy for me to navigate and worked very similarly to the platform I had already used. We have discussed many times about the importance of growth mindset and I'm finding in myself that I need to reflect on my "Power of Yet" blog post when going through this process. Everything is now working seamlessly. The links on my site are functioning perfectly, and the creative aspects of the site move and flow exactly as I intended them to. This is my first time creating a blog, and this site has made it super easy for me to transfer all of my original content from my previous site. Even though I transferred all of my content on the same day, they may all have the same dates associated with them. Since this site also let me pay for add-ons to make the creative process easier, I also bought a domain to personalize my site. paigeshaw.co, which I felt was very professional, is something that I can carry with me once I am done with my master's program. I encountered a roadblock while transferring my content - I needed to create a dropdown menu and submenu to organize my work. I didn't want anyone to have trouble finding my posts. Fortunately, I found some easy tutorials and was able to figure it out quickly. This was an effective way to guide others to my About Me page and my latest upload, the Innovation Proposal. Although some of the pages in the course are still blank and a work in progress, I am learning a lot from this new platform. I have recently added a comment section to my constantly growing Blog Page. This feature will allow visitors to leave their comments and suggestions on my blog posts. I appreciate feedback as it helps me improve my content and grow as a writer. I believe we can learn from everything, including negative feedback. I am thoroughly enjoying this class and collaborating with others along the way. While creating this portfolio, I faced some challenges, but I believe that I have grown and become better at it. Through the struggles, I have gained a lot of knowledge and experience, and now I find it easier to manage. I am excited to continue this journey in the ADL program. ePortfolios are more than just digital scrapbooks to showcase your work that you have completed. They are created with an individual's unique voice and learning journey. Each portfolio,even though they all reflect the same learning, show ech students distinctive way of speaking and personal experience and education. The variety of platforms, layouts, and colors becomes a testament to there hard work.
ePortfolios are a valuable tool that allows learners to showcase their progress and growth over time. By having a front-row seat to their starting point, you can witness their evolution and development. This process of self-reflection contributes to a deeper understanding of their experiences, allowing them to show their thoughts and ideas with confidence and originality. ePortfolios give learners a platform to take ownership of their learning journey and express their unique voice. At first glance, the answer seems obvious: you own your ePortfolio. It's your space to showcase your work, passions, and growth. But ownership in the digital world can be a bit more nuanced. Let's delve into the layers of ownership when it comes to ePortfolios.
For students, true ownership goes beyond picking colors and themes. It's about having a say in the content they share. However, schools often have filters and curriculum requirements in place. This creates tension – how do we empower students while ensuring responsible online practices? The key lies in striking a balance. We can create opportunities for student-driven learning even within a structured environment. This means trusting students with choices and equipping them with the skills for digital citizenship. By fostering their voice, we create a more authentic learning experience where students take ownership of their ePortfolio journey. Some teachers are new to COVA (Choice, Ownership, Voice, and Authentic Learning) philosophy. We're used to clear instructions and defined learning paths. Stepping into an environment where we have to choose platforms, layouts, and content can be a challenge. But here's the thing: by embracing COVA ourselves, we become better equipped to guide our students. We model the importance of choice and ownership. While programs may offer guidance and assignments, complete ownership might feel out of reach when specific elements are required. The beauty of ePortfolios lies in their ability to facilitate continuous reflection. As we progress through our programs or careers, our perspectives on ownership may evolve. The required elements we initially saw as limitations might become springboards for deeper exploration. This is why your thoughts and experiences matter! Share your perspective in the comments below. Let's create a conversation around ownership in the ePortfolio world. After all, by learning from each other, we can empower both students and instructors to take full advantage of the COVA principles within their ePortfolios. I graduated Sam Houston State University in May of 2014 with the optimism and giddy excitement of starting in my own classroom and paving a way for myself. I learned I had no idea what route I wanted to take and what grate I wanted to teach. I decided to take on a residential substitute position at a school who's principal had know my drive and who I had worked with before. This was the best possible position I could have taken that year. I was able to practice my teaching skills in all classrooms from Kindergarten to 5th grade. I learned what challenged me and what made me happy and what worked. By the end of that year I was approached to take on a 5th grade class for the rest of the year while the teacher was out on maternity leave. I had found my place and I was loving every moment.
Fast forward to the summer and my husband took a job in a town where I knew the drive to the school that I had grown to love was going to take a toll on me. I had also recently found out that I was pregnant so I wanted to be closer to home. I decided to apply at a school near our home in Sweeny and took a position teaching 6th grade and 8th graders history. This was a huge adjustment from teaching the littles and even though it was a challenge it took it on and ended up loving every moment. I found a new work family and taught 6th grade reading and History for 7 years. Technology was my jam and I loved to implement tech every chance that I could. I was approached a few years later by the director of instructional technology to join her team and be the secondary instructional technology coach. Being out of the classroom and teaching teachers and not students was a weird transition but my love for tech made it so much fun to help inspire teachers to boost engagement in their classrooms. I have not shifted to instructional coach and I help new teachers with instruction and engagement in their classrooms every day. It fills my cup and love doing what I do. After watching the clip in the discussion, I realized that the Progressive Education Era laid the groundwork for some of the approaches to education that we use today. Student-centered learning of the past is still one of the best approaches that engage students with methods like project-based learning and discussions led by students. The most significant changes that have shifted in the more modern era are the school system's structure and growth measurement by standardized testing.
There are a few reasons why traditional education hasn't changed as much as most think it should have. Many teachers look at a master teacher and sometimes follow the philosophy of “if it ain't broke, don't fix it.” As an instructional coach, I see so much resistance to change because teachers really want to hone in on students' test-taking skills rather than the more progressive approaches of student-centered learning. Teachers who have established a working system in their classroom are sometimes resistant to change because going outside of the comfort zone of their teaching practice seems like a daunting task. A big concept that stuck out to me was giving the “why” behind the change. Teachers are willing to work with me to change a piece of their practice if I can show them the why and trudge through the trenches with them in the classroom. The pace of change might be slow, but the rays of the shift in mindset and innovation are peeking through. After watching the clip in the discussion, I realized that the Progressive Education Era laid the groundwork for some of the approaches to education that we use today. Student-centered learning of the past is still one of the best approaches that engage students with methods like project-based learning and discussions led by students. The most significant changes that have shifted in the more modern era are the school system's structure and growth measurement by standardized testing.
There are a few reasons why traditional education hasn't changed as much as most think it should have. Many teachers look at a master teacher and sometimes follow the philosophy of “if it ain't broke, don't fix it.” As an instructional coach, I see so much resistance to change because teachers really want to hone in on students' test-taking skills rather than the more progressive approaches of student-centered learning. Teachers who have established a working system in their classroom are sometimes resistant to change because going outside of the comfort zone of their teaching practice seems like a daunting task. A big concept that stuck out to me was giving the “why” behind the change. Teachers are willing to work with me to change a piece of their practice if I can show them the why and trudge through the trenches with them in the classroom. The pace of change might be slow, but the rays of the shift in mindset and innovation are peeking through. The “not yet” message is very motivational and empowering for a teacher to hear and adapt in their classroom. While watching the clips, the message struck home to me and the learning behavior of my own child. His previous school year was such a hard adjustment because we transitioned from the teacher taking a skill-based grade to strictly a number grade. There was not any gray area for him to see the “not yet” aspect when he didn't understand a concept on the assignment. He saw a failing grade and gave up. We worked so hard with him to build his confidence and motivate him to keep trying. My role in my district is an instructional coach and many times in my coaching cycles I see teachers wanting to just move on to the next topic, leaving students behind when they didn't get a chance to even realize they could get it with a different approach or mindset. This year my son has a teacher who has completely implemented a growth mindset with her students and WOW what a change it has made with his growth in the classroom. He is no longer wanting to hide his work from me when he gets home and wants to strive to do better. It makes a huge difference. We need to teach our students that failure is not fatal.
One important lesson I have learned is the significance of implementing a growth mindset while mentoring teachers and facilitating coaching cycles. It is important for me to have a growth mindset when working with adults so that I set an example for them to follow in the classroom. Instead of avoiding challenges, we should embrace them. One of my favorite resources for learning about implementing a growth mindset is Marcia Tate. Our district has had the pleasure of having her present, and her words are truly inspiring. The “not yet” message is very motivational and empowering for a teacher to hear and adapt in their classroom. While watching the clips, the message struck home to me and the learning behavior of my own child. His previous school year was such a hard adjustment because we transitioned from the teacher taking a skill-based grade to strictly a number grade. There was not any gray area for him to see the “not yet” aspect when he didn't understand a concept on the assignment. He saw a failing grade and gave up. We worked so hard with him to build his confidence and motivate him to keep trying. My role in my district is an instructional coach and many times in my coaching cycles I see teachers wanting to just move on to the next topic, leaving students behind when they didn't get a chance to even realize they could get it with a different approach or mindset. This year my son has a teacher who has completely implemented a growth mindset with her students and WOW what a change it has made with his growth in the classroom. He is no longer wanting to hide his work from me when he gets home and wants to strive to do better. It makes a huge difference. We need to teach our students that failure is not fatal. One important lesson I have learned is the significance of implementing a growth mindset while mentoring teachers and facilitating coaching cycles. It is important for me to have a growth mindset when working with adults so that I set an example for them to follow in the classroom. Instead of avoiding challenges, we should embrace them. One of my favorite resources for learning about implementing a growth mindset is Marcia Tate. Our district has had the pleasure of having her present, and her words are truly inspiring.  |
