A Coach Leader Mindset that Matters
Carol Dweck made a permanent impression on educators when she brought us the concept of growth and fixed mindsets. She challenged us to consider our viewpoint and belief about intellect and learning. Is the ability to learn fixed deep within the human psyche and “just is” or can people actually grow in what they learn and do, based on desire, effort and support? You know the answer.
What is a mindset? It’s a mind set to a certain belief. It’s a representation of how you view the world and the people with whom you interact, both at home and at work. It shows up in your state of being, in your language and in your actions. Sounds simple enough, and yet there are challenges in staying in the mindset you desire. One challenge is when you are dealing with the demands of your job, including the rapid pace of the work, which without intentionality may cause you to slip into behaviors that are out of alignment with how you want to be.
At Results Coaching Global we strongly believe in the mindset of presuming positive intent. This means presuming the best in others, seeing them as people who what to do their best and using language that supports this belief. Your words show that you:
- See the person as whole and capable.
- Believe they want to do their very best.
- Know they are committed to the goals of the school and to high levels of learning for every student.
- Believe they are focused on supporting the emotional, social and academic development of every student.
- Know they are committed to the continuous development of a school culture that is collaborative, supportive and caring.
While this list is not complete, it’s a reminder of the importance of a mindset of presuming the best in others and using language that demonstrates this. See both of our books on Results Coaching for more specifics on Presuming Positive Intent. We have also written a number of articles on this important way of thinking, doing and being.
The focus for this article is when you speak within the conference, so that you intentionally demonstrate an attitude of presuming positive intent. This shows up in your statements and in your questions. Here are some examples:
| Language that may be received as not presuming the best in the teacher. It can be subtle and very unintentional. | Language that demonstrates your presumption of positive intention on the part of the teacher. |
| Did you learn anything from this goal? | What did you learn from this goal that will positively impact your teaching practices and student success? |
| It sounds like this was hard for you. | It sounds like this situation offered an opportunity for growth and expanded clarity. |
| Are your students more engaged because of this goal? | In what ways are your students more engaged as a result of this goal? |
| Do you think your teaching is any better because of this goal? | What are some examples of changes you have made or are considering making in your teaching, based on new insights from accomplishments related to your goal? |
| Did you talk to parents about the goals you set? | What is a success example of a way that you involved parents in this goal and what new insights did it bring to you? |
| You did not accomplish this goal. | While you did not reach the level of goal achievement you had set, what are specific ways that you did advance in knowledge and practice as a result of this goal? |
| Are you going to bring anything forward from this goal for next year? | What are you thinking will be the impact of this goal on future goals you plan to set for yourself? |
| Did you include your students in this goal in any way? | What would you students say about the impact of this goal on their learning? |
What are you noticing about the difference in these questions? They are examples of subtle and sometimes not so subtle ways that we may be sending a message of disbelief in the teacher. Let’s presume they are, did, or plan to, until they clearly demonstrate the opposite.
