Leadership and a Growth Mindset

When I first started the DLL program at Lamar University in this past session Fall 2019, I hadn't heard of CSLE (creating a significant learning environment) in which students have choice, ownership, and voice via authentic learning opportunities (COVA).  Embracing this type of learning when one has been part of the old "sit and get" industrial educational model can be a challenge. Having a growth mindset makes all the difference when approaching this new learning style just like it does in other areas of my life.

Practicing a growth mindset through the DLL program will be beneficial to me in the following ways:

• It helps me change and to move forward in my thinking.
• It stretches my abilities and promotes new growth.
• I'll enjoy achievements I may not have ever reached had I not learned about CSLE+COVA.
• It provides opportunities for me to consider and reflect, ask questions, listen to others, experiment, explore, strive for improvement, and become open to change and growth.
• It puts me on a road to betterment, realizing that mistakes are part of learning and growing.
• It actually physically grows my brain through neurons making new connections.

• It helps me grow as a student, educator, and leader.

• It helps me to continue to develop my grit and perseverance

By practicing a growth mindset through this program, it will help me to excel and be successful in both the coursework and most importantly the pedagogical changes that I'll use in my teaching.  Practicing a growth mindset makes me open to taking risks in discussions, assignments, and clarifications in my coursework. It provides opportunities to learn from self-reflection in which I determine where I currently am in my learning and what steps I need to take next to strategically improve.  Having a growth mindset makes me ready for collaborative work, learning from and along with others. It makes me open to criticism and to view it as an opportunity for growth instead of a flaw within myself or my work.

While I embrace and fully understand the implications and benefits of having a growth mindset, there are times when that old fixed mindset might creep in as I’m working on my DLL coursework.  I have a plan of attack for this old way of thinking when it shows up. First, I’ll ask myself if that’s the fixed mindset I hear. When I hear that doubting, judgmental, and fearful voice in my head I'll remind myself that this is a fixed mindset trying to hold me back.  Then, I’ll remind myself that I have a choice. I’ll confront the fear and worry by understanding that I don’t have to stay in that space and that I can make a change easily if I choose to. Next, I’ll talk back to the old fixed mindset with a growth mindset voice. I’ll address my fixed mindset thoughts by countering each of them, reminding myself that I want to grow, learn and stretch and that if I don’t take the risk to do so, I will remain in a static position.  Lastly, I’ll take a growth mindset action. I’ll choose to take a deep breath, give myself an emotional fist bump, and throw myself into learning while giving permission to make mistakes, ask for help, and grow my abilities.

Practicing a growth mindset will help me to be the leader I envision myself to be both for my students and my colleagues.  I can’t expect my students and colleagues to use a growth mindset if I myself don’t model one for them. It’s not enough though to model the growth mindset.  This mindset which opens opportunities for learning and change must be taught. Once one sees the data, research, and hears about others’ positive experiences, one can make the choice to practice a growth mindset, too.  Understanding the differences between the mindsets, being able to identify them within themselves, and having a plan to use when the fixed mindset pops up and takes over, is key to practicing a growth mindset.

 Leading students and colleagues through reflection and self-evaluative exercises concerning the growth mindset will be helpful.  It’s not easy to change from a fixed mindset to a growth mindset and taking time out to check where we are functioning in terms of our mindset if very beneficial.  As well, and equally important, are the conversations that come out of this self-evaluative process. Sharing our thoughts and experiences, failures and forward steps, with our mindsets helps our communities to learn from each other and support one another.

As a leader in education practicing a growth mindset, one of the words that I’ll use frequently for my students and colleagues is “yet”.  It’s one very short word; however, it’s implications are powerful and endless. Emphasizing that one may not be able to do something, know something, or be good at something YET will be pivotal in helping one take the first steps down a path of personal growth.  It is by sharing what I have learned about the growth mindset and how I’ve practiced it through the DLL program that will allow me to help others grow their abilities and knowledge being able to practice a lifetime of using a growth mindset.

Dweck, C. S. (2016). Mindset: The new psychology of success. New York: Ballantine Books.


Thibodeaux, T. (2017). A Learner's Mindset..... Retrieved January 29, 2019, from http://tilisathibodeaux.com/wordpress/?page_id=515