and the experience of learning were so convincing that the school dis-
trict has now developed districtwide plans to adopt and implement the
Habits of Mind.
In Chapter 19, Curt Schnorr and Thommie DePinto Piercy share
their experiences in “starting from scratch” to build a vision and to bring
to fruition a school where the Habits of Mind are valued, taught, and
lived.
Chapters 20, 21, and 22 are success stories. Bertie Simmons, princi-
pal of Furr High School in Houston, Texas, describes the journey of her
school as it went from being one of the lowest-performing high schools in
the Houston Independent School District to one of high achievement
and excellence. Then, Bonnie Tabor and other staff members describe
their experiences in the Waikiki School in Honolulu, Hawaii. They paint
a picture of one of the longest-known implementations of the Habits of
Mind—more than 17 years. Such persistence has allowed the Habits of
Mind to seep into every nook and cranny of the school, creating a unique
and “mindful” culture. For the staff, the Habits of Mind are “in their
bones.” In Chapter 22, Nancy Skerritt and her colleagues from the
Ta h o m a S c h o o l D i s t r i c t i n M a p l e Va l l e y, Wa s h i n g t o n , d e s c r i b e t h ei r w o r k
to bring a continuous growth plan for the Habits of Mind into a K–12
school district.
These success stories describe the beneficial impact of what can hap-
pen to students, staff, and the community when the Habits of Mind
become their shared vision.
—Arthur L. Costa and Bena Kallick318 Learning and Leading with Habits of Mind