Mindset

The growth mindset and the idea of continuous improvement go hand-in-hand. 

“Continuous improvement” may be the new term in education, but it is not one that will fade away with time. It’s not a program that will be implemented minimally and tossed when it gets overused.  Continuous improvement in schools addresses instruction improvement and system-wide improvements. According to Sandra Park, Stephanie Hironaka, Penny Carver, and Lee Nordstrum, continuous improvement is “integrating quality improvement into the daily work of individuals in the system” (Park, 2013, pp. 7). Integrating continuous improvement will result in teachers and administration constantly reflecting on instructional and behavioral practices, allowing for changes to be made to increase student achievement.

 

Having a mindset of continual improvement aligns with the Texas Teacher Evaluation Support System (T-TESS) implementation handbook. The new system for appraisal of teachers is growth-oriented. The district's role is to create a culture of continuous improvement. Within the system, it is expected that teachers, with the help of their appraiser, develop goals and a professional development plan in order to improve in their instructional practices (Texas Education Agency, 2015). The T-TESS rubric, designed to guide teachers and appraisers with exact measures, also states that teachers should consistently set, modify, and meet short- and long-term goals based on self-assessment, reflection, peer and supervisor feedback, as well as implement changes in practices to show improvement in student performance (Texas Education Agency, 2016).

 

Continuous school improvement begins with a well-articulated vision that is developed by the instructional leaders. This includes instructional staff and administration. It is important to include representatives of all stakeholders in order to increase the support of the vision. With a well-designed and articulated plan, we will see growth in our administration, teachers, and students.