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Building Transformational Mindsets

The mindset network tackled the complex issue of how do people change their mindsets when it comes to what school and learning should look and accomplish; and how can we build mindsets that welcome and embrace transformation in the Virginia Beach school system? As the network explored the challenges in shifting mindsets, they coalesced around these key stakeholder groups — educators, parents, and community members — and brainstormed solutions targeted to each.

Prototype One: Engaging Community 

Presented by Michelle Burton, Micah Harris, Elizabeth Merce, and Sarah Routsis

Why It Makes Sense
This group decided that one of the main reasons parents and the community were unsure of transformational learning was because there is a fear of the unknown. To help better understand this, the group conducted empathy interviews and surveys, which eventually led to the creation of their prototype, the transformational learning walk. The purpose of the walk was to help educate and engage families about what the teachers are doing in their classrooms: “How do you get over your fear of the dark? You see what’s in the dark,” said Burton, Harris, Merce, and Routsis.

What They Learned
For the transformational learning walk, the mindset group wanted to invite community members (including, but not limited to, parents) into the classroom to look for four specific things: meaningful uses of technology, examples of student-centered learning, curricular alignment with the graduate profile, and differences from their own school experiences. The walk also helped parents parents and the community better understand what the Graduate Profile looks like in practice — taking the theoretical and making it accessible.

During the debrief following the learning walk, educators led the guests through an exercise called “I like...I wish...I wonder,” where they were able to share some of their classroom observations. Afterwards, they participated in an experiential activity, called a breakout, where parents did an activity that their kids do. The activity is challenging, calling on collaboration skills to unlock a box through a series of clues.

Upon completion of the walk, it became clear that the attendees wanted more. New questions were uncovered as the audience dug in and asked the teachers about everything going on in their classrooms. As one educator reflected, “Being in this world, speaking education-ese, we don’t realize [parents and community members] don’t know what we do and why.” The best practices of today’s classrooms look so different from what was happening even 10 years ago, and it’s often difficult to get that necessary buy-in from parents. One teacher said, “Changing philosophies can be like changing your religion. It’s huge! We might not do it, but if we can just change mindset, it’s a big deal.”

What’s Next
Moving forward, the mindset group recommends continuing transformational learning walks with families and community members. In order to educate and engage, it’s imperative that the community sees what the teachers and students are doing, why, and how. To help organize and run these walks, they propose investing in a Parent & Community Outreach Liaison or Family Engagement Specialist, a stipend position in the schools. This person could also help change the format of open house nights to more fully engage parents, as well as create some nighttime events for parents who are unable to make it to school during the day. 

Prototype Two: Engaging Educators 

Presented by Amy Abbott, Joanna Gjeldum, Ashley Godfrey, and Ryan O’Meara

Why It Makes Sense
This group looked at the root cause for what’s behind an innovation and growth mindset — and why, at times, it’s missing in parts of VBCPS — and concluded that it was due to a lack of resources and communication among educators, administration, community, and students. Their solution was to integrate teacher voice and innovation into practice by creating an Innovation Squad led by an Innovation Coordinator. There are already so many excellent, innovative educators in the school system; why not tap into those leaders who demonstrate transformational mindset and give them the tools they need to create?

The criteria for Innovation Squad members was derived from the characteristics of those identified as the innovators. Who was already doing exciting work in their buildings and what did those people have in common? Qualities like “problem-solvers to mentors and many other innovative qualities in between” bubbled up to the top. To prototype these squads, the mindset team went back to their schools and asked their faculties, “If you could do anything you want, what would you do?” The response at the schools was overwhelming; so many creative, forward-thinking teachers wanted to be involved. An important element of this was also to link it back to the graduate profile: what innovative techniques or practices can best support the work they’re already heading towards at VBCPS?

What They Learned
As one team member explained, “These teachers wanted more on their plate, but it was about teacher agency — it’s what they wanted on their plate.” The Innovation Squads were formed, and the teachers felt the power of being asked to innovate and given the support, time, and resources to do so. The Innovation Squad prototypes revealed a lot: Teachers naturally want to innovate all the time; it’s up to school leaders to figure out how to unlock that creativity and find resources to support it. Providing time for teachers to plan and collaborate were essential parts of these successes, and a big hurdle was finding time for teachers to work together.

What’s Next
To move forward in this work, the mindset group had a number of recommendations. Innovation Squad members need various platforms to share out their stories: videos, department meetings/professional learning communities, professional development, etc. This may then inspire others to attempt similar journeys by adopting innovative, growth mindsets. There must be ways — both qualitative and quantitative — to measure future readiness with the graduate profile and effectiveness in addressing the profile’s sections. For example: What does building resilience look like in practice? How do we know if students are balanced?

To help coordinate these efforts at the school level, the team is recommending a new VBCPS position. The Innovation Coordinator would provide guidance and support as a means to grow innovation across the district. This individual would oversee implementation of the design process on a larger scale, to include educating teachers, specialists, and administrators about prototyping. S/he would manage Innovation Squads within and across schools at the elementary, middle, and high school levels. The coordinator would also manage and allocate resources and make sure the journeys of these squads are showcased to further the innovative mindset.