EFFORT EQUATION Complete the following equation based on

EFFORT EQUATION Complete the following equation based on how much you think intelligence is due to effort and ability. Intelligence=_____% effort_______% ability. Write one statement that best describes your equation. Discuss your results with at least one person. SUMMER INSTITUTE JULY 7 -8, 2015 | TULSA, OK

Welcome Agenda 1. Introduction and Agenda 2. Four Corners Opening 3. What are mindsets? 1. Individuals 2. Mindsets for Organizations a. Language of a growth mindset in our work b. Learning Together: What are People Saying 4. Application to our Work SUMMER INSTITUTE JULY 7 -8, 2015 | TULSA, OK

Session Goals 1. Expose the DN network to mindset vocabulary 2. Explain and introduce the Plan-Do-Study-Act model 3. Provide expectations for the field for SY 2015 -2016 SUMMER INSTITUTE JULY 7 -8, 2015 | TULSA, OK

Four Corners Question: Which is most important to successfully serving our schools? 1. Context 2. Intensity of DN implementation 3. Research based practices 4. School or district priorities SUMMER INSTITUTE JULY 7 -8, 2015 | TULSA, OK

Where are we • End of i 3 I • What are pros and cons of having run the model for years • • –Context matters We have changed some things (ex. GFL) • How do we know which evolution is best? SUMMER INSTITUTE JULY 7 -8, 2015 | TULSA, OK

What is a mindset? 2 Types of Mindsets Fixed: Whatever skills, talents, and capabilities you have are predetermined and finite. “your qualities are carved in stone. ” Growth: Qualities like intelligence is a starting point. “Your basic qualities are things you can cultivate through your efforts…. everyone can change and grow through the application and experience. ” Success comes as a result of effort, learning and persistence. Carol Dweck, 2006 SUMMER INSTITUTE JULY 7 -8, 2015 | TULSA, OK

Case Studies Please read Case Study #1 & #2 and discuss these reflective questions with the individuals at your table: 1. Did the individuals consider the challenge surmountable? How did this perspective affect their behavior? 2. What did they think was the most important element for success? What did they focus on during the scenario? 3. How did they relate to external feedback? Were they able to change their plan based on that feedback? 4. How did they define success? SUMMER INSTITUTE JULY 7 -8, 2015 | TULSA, OK

Fixed Mindset • Belief that people have a set amount of these qualities and they can not be improved, enhanced or grown • The goal becomes to “look smart” and avoid “looking dumb” – they spend their time documenting their abilities • Believe that talent alone creates success. • Individuals develop coping mechanisms that do not support learning. No hope! No way! SUMMER INSTITUTE JULY 7 -8, 2015 | TULSA, OK

Growth Mindset • Abilities, intelligence, talents are malleable • Belief that people can develop and improve these qualities through effort, good teaching and persistence • The goal becomes to work hard to develop these abilities. • Believe that effort and hard work lead to success • People generate new ways to do things. Hope lives where growth is happening! SUMMER INSTITUTE JULY 7 -8, 2015 | TULSA, OK

Language of Growth Mindset • Individual and organizational capabilities can be cultivated and developed to improve performance. • By working together, we can create more value than if we work individually. • Let’s embrace failure. • Capitalize on mistakes. • Potential can’t be measured. • Create learning goals as much as possible. • Scores and marks reflect how students are doing NOW, not their potential. • Praise persistence. SUMMER INSTITUTE JULY 7 -8, 2015 | TULSA, OK

Implications: Positive Impact of Growth Mindset • A growth mindset motivates people because they believe they can change and improve their abilities • Explicitly teaching growth mindset, and reinforcing it with praise and rewards, encourages individuals to keep improving SUMMER INSTITUTE JULY 7 -8, 2015 | TULSA, OK

Case Studies Please read Case Study #3 and consider this reflective question: How well were the company’s changes rooted in the Growth mindset? SUMMER INSTITUTE JULY 7 -8, 2015 | TULSA, OK

DN and Growth Mindset • We as organization are committed to moving towards a growth mindset • We as a community have committed to this process (Plan-Do-Study-Act) SUMMER INSTITUTE JULY 7 -8, 2015 | TULSA, OK

Organizational Learning • We are in a good position to expand our national dialogue between research institutions and practitioners • The context of the work/learning is essential to understand (not interesting- ESSENTIAL) SUMMER INSTITUTE JULY 7 -8, 2015 | TULSA, OK

What is a Networked Improvement Community? • Participants endorse shared, precise, and measurable targets • Targets must be valued and considered attainable by the community • Breaking the target down in careful ways is essential to unearthing belief systems that may distract from systems thinking • Agree to use what is learned in the hard work of meeting targets to identify more ambitious goals • Attention to variability and the reasons for it SUMMER INSTITUTE JULY 7 -8, 2015 | TULSA, OK

Plan-Do-Study-Act PLAN Identify a challenge and generate a plan to address it ACT Commit to changing your practice based on what you have learned DO Implement the plan and collect the relevant data STUDY Review the data and reflect on what you have learned about addressing the challenge SUMMER INSTITUTE JULY 7 -8, 2015 | TULSA, OK

4 questions to consider during the planning phase 1. How do we understand the problem, including the organizations in which it is embedded? 2. What precisely are we trying to accomplish? 3. What changes might we introduce towards those ends? 4. How will we know if the changes are an improvement? SUMMER INSTITUTE JULY 7 -8, 2015 | TULSA, OK

What we know DN sites can do? • We have been working on shared targets for years • We have a strong connection between research and practitioners • We do not have consistent experience in systems thinking • We do not have practiced models for rigorous examination of evidence SUMMER INSTITUTE JULY 7 -8, 2015 | TULSA, OK

So What Does This Mean for School Year 2015 -2016 1. Plan: Articulating the challenge, with school partners Work with your school district partners to identify a significant challenge Generate a plan for addressing that challenge 2. Do: Implement the plan, collecting all agreed upon data 3. Study: review all appropriate data reflect on what your site has learned about addressing the challenge 4. Act: commit to changing your practice based on what you have learned back to #1 SUMMER INSTITUTE JULY 7 -8, 2015 | TULSA, OK

What to do in team time 1) Continue exploring the Growth Mindset 2) Build a calendar for 90 day cycle 3) Brainstorm/identify challenges in your school/district to be considered SUMMER INSTITUTE JULY 7 -8, 2015 | TULSA, OK

Session Goals: How’d we do? 1. Expose the DN network to Mindset concepts 2. Explain and introduce the Plan-Do-Study-Act model 3. Provide expectations for the field for SY 2015 -2016 SUMMER INSTITUTE JULY 7 -8, 2015 | TULSA, OK

Appendices SUMMER INSTITUTE JULY 7 -8, 2015 | TULSA, OK

How to keep the growth engine going on your teams and in your cities? SUMMER INSTITUTE JULY 7 -8, 2015 | TULSA, OK

Strong Student Outcomes Low Degree of Implementation Strong Student Outcomes High Degree of Implementation Low Student Outcomes Low Degree of Implementation Low Student Outcomes High Degree of Implementation SUMMER INSTITUTE JULY 7 -8, 2015 | TULSA, OK