and practiced by every individual in the learning organization, and they
must be institutionalized throughout the entire system. If schools truly
value the Habits of Mind, they must also deliberately construct them-
selves as homes for the mind.
In this chapter we draw upon our work with numerous schools
around the world, as well as on the years of research and the theories of
numerous leaders in the field of school improvement and transformation
(see, e.g., Frymier, 1987; Fullan, 1993; Garmston & Wellman, 2009; Har-
greaves & Fink, 2006; Louis, Marks, & Kruse, 1996; Marzano, Waters, &
McNulty, 2005; Senge, 1990; Sergiovani, 2004). The sections that follow
discuss some of the factors that contribute to a “culture of mindfulness”
in which the Habits of Mind can develop and thrive, to the benefit of staff
and students. Of course, the greatest benefits accrue when practices and
processes are managed well, provided with adequate time and financial
resources, and sustained over an extended period of time.
Infusing the Habits of Mind
into the Culture of the School
If the Habits of Mind are to become schoolwide goals, the school must
have a climate that supports the basic idea that the habits are necessary.
Efforts to infuse the Habits of Mind into the school curriculum and
instructional program will prove futile unless the school environment sig-
nals to the staff, the students, and the community that the development
of the intellect and interdependent thinking are the school’s basic values.
Making the Habits of Mind a reality in schools and classrooms requires
more than merely acquainting staff members with the habits and recog-
nizing the habits in students’ performances.
Many factors influence teachers’ thinking as they make daily deci-
sions about curriculum and instruction. These include their own culture;
their knowledge of the content being taught; state, district, and local stan-
dards of learning; the tests used for student assessment; their own cogni-
tive and learning styles; their knowledge about their students; and their
professional values and beliefs about education. All of these influence
their judgments about when to teach what to whom.
Less obvious but vastly more persuasive influences on teacher
thought are the norms, policies, and culture of the school setting. Hidden
272 Learning and Leading with Habits of Mind