Level 2:Using feedback to guide students to become self-assessing
and to help school teams and parents use assessment data to cultivate
a more thoughtful culture.Part IV: Leading Schools with Habits of Mind in Mind
Level 1:Learning strategies for extending the impact of the Habits of
Mind throughout the school culture and community.
Level 2:Forging a common vision among all members of the educa-
tional community from kindergarten through postgraduate work:
teachers, administrative teams, administrators, librarians, staff devel-
opers, teacher educators, school board members, and parents. This
vision describes the characteristics of efficacious and creative thinkers
and problem solvers.
Part V: Learning from Mindful Schools
Level 1:Learning from other schools and agencies about the power-
ful effects of the Habits of Mind on student learning, staff members,
and the culture of the school.
Level 2: Becoming intrigued and inspired to pursue and experience
the impact of the Habits of Mind as a transformational tool to create
professional learning communities.
The Habits of Mind
The following list contains the 16 Habits of Mind. The habits begin with
the individual and move out to the entire community. Keep in mind, how-
ever, that the list is not complete. As our conversations continue—and as
you work with the habits—we are likely to identify other habits that should
be added to this list.
Although they are elaborated in Chapter 2, the 16 Habits of Mind
we have identified can be described briefly as follows:
1.Persisting.Stick to it. See a task through to completion, and
remain focused.
2.Managing impulsivity.Ta k e y o u r t i m e. T h i n k b e f o r e y o u a c t.
Remain calm, thoughtful, and deliberate.
3.Listening with understanding and empathy.Seek to understand
others. Devote mental energy to another person’s thoughts and ideas.
xx Learning and Leading with Habits of Mind