10 Mindframes for Leaders

John Hattie, PhD, is an award-winning education researcher and best-selling author with nearly thirty years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly thirty years synthesizing more than 2,100 meta-analyses comprising more than one hundred thousand studies involving over 300 million students around the world. He has presented and keynoted in over three hundred international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn, Visible Learning for Mathematics, Grades K-12, and 10 Mindframes for Visible Learning. Dr. Raymond Smith is an Author Consultant with Corwin Press. Prior to joining Corwin Dr. Smith served as adjunct professor at the University of Colorado Denver Health Sciences Center teaching within a principal preparation program and currently works with Florida Atlantic University in their aspiring leader program. Dr. Smith’s diverse experience includes over 38 years of teaching and leadership at the building (high school principal), central office (Director of Secondary Education), and university levels. Subsequent to completing his doctorate in educational leadership and innovation in 2007, Dr. Smith pursued his area of specialty and passion in leadership development by authoring several articles for the Ohio Department of Education, coauthoring three books: the first entitled School Improvement for the Net Generation (2010), the second entitled The Reflective Leader: Implementing A Multidimensional Leadership Performance System (2012), and the third entitled The Responsive School (in print). In addition to writing about leadership and leadership development, Dr. Smith is an activator of learning, leading others in workshops around Professor John Hattie’s research in Visible Learning as one of 21 Visible LearningPlus Consultants with Corwin. He also conducts workshops around Dr. James Popham’s research regarding designing and implementing defensible teacher evaluation programs.

• About the EditorsAbout the ContributorsIntroduction—John Hattie and Raymond SmithChapter 1. “I am an evaluator of my impact on teacher/student learning”—Janet ClintonChapter 2. “I see assessment as informing my impact and next steps”—Dylan WiliamChapter 3. “I collaborate with my peers and my teachers about my conceptions of progress and my impact”—Jenni DonohooChapter 4. “I am a change agent and believe all teachers/students can improve”—Michael FullanChapter 5. “I strive for challenge rather than merely ‘doing my best’”—Zaretta HammondChapter 6. “I give and help students/teachers understand feedback and I interpret and act on feedback given to me”—Peter M. DeWittChapter 7. “I engage as much in dialogue as in monologue”—Douglas Fisher, Nancy Frey, and Dominique SmithChapter 8. “I explicitly inform teachers/students what successful impact looks like from the outset”—Laura LinkChapter 9. “I build relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others”—Sugata MitraChapter 10. “I focus on learning and the language of learning”—Jim KnightConclusion—John Hattie and Raymond SmithReferencesIndex