Learning & Leading With Habits of Mind

The most powerful form of learning, the most sophisticated form

of staff development, comes not from listening to the good works

of others but from sharing what we know with others.... By

reflecting on what we do, by giving it coherence, and by sharing and

articulating our craft knowledge, we make meaning, we learn.

—Roland Barth

The chapters in this section provide a more personal lens through which
to view the work related to the Habits of Mind. In each instance, the
authors describe their journey as it affected themselves, the people with
whom they work interdependently, and the schools that have flourished
as a result of focusing on the habits. As you read each chapter, you will see
that each author addressed the challenges he or she faced in a different
way: there is no onebest way. We hope that these case studies will illumi-
nate some possibilities for your own work.
In Chapter 18, Mary (Valorie) Hargett and Margaret Evans Gayle
present research from the state of North Carolina that is intriguing in sev-
eral ways: it illuminates the impact of the Habits of Mind, it shows that the
Habits can be learned easily by underprivileged children in primary
grades, and it demonstrates what can happen if teachers, over time, work
together to teach and continually reinforce the habits. Of significance is
the research design, which might serve others in assessing the impact of
the Habits of Mind on their students, staff, and community. The research

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Learning from Mindful Schools

Part V