sessions where she and faculty members discussed techniques for instruc-
tional decision making and delivery. Having a professional consultant sup-
port the vision through workshops, classroom visits, and a graduate course
provided the momentum to continue risk taking.
The next stage of staff development provided direction in using visual
tools for thinking. Staff members initially used Frank Lyman’s question/
response cueing strategy (McTighe & Lyman, 1991). Lyman’s question/
response cues are graphic representations of seven different types of
thought. These cues enable teachers to provide instruction on different
types of thought, and the cues offer students a vehicle to comprehend
texts at higher levels of thinking. Lyman’s classroom visits supported teach-
ers in their instructional decisions. After-school sessions allowed time to
question and ponder future instructional directions.
David Hyerle introduced the staff to Thinking Maps®, visual tools
that collect and organize thought into visual patterns (Hyerle, 1995). Stu-
dents used the maps to construct, discuss, and assess their thinking. Such
work created a subtle shift in communication, which could be seen every-
where: in students’ thinking displayed in the hallways, during small-group
literature discussions, and during the faculty’s school improvement meet-
ings. (See also Chapter 9.)
Professional development included numerous full-day visits by a vari-
ety of presenters who stayed for after-school faculty gatherings to explore
topics in depth. This on-site professional development proved so success-
ful that it evolved into a staff development norm for the school.
Each type of staff development contributed to specific learnings by
the faculty. The combined staff development deepened understanding
of the Habits of Mind. Ultimately, developing professional capacities
with the Habits of Mind resulted in students using the habits. Student
use in turn resulted in improved student achievement and community
involvement.
Influencing Students and Community
Schools need community support. From the moment Friendship Valley
opened, staff members worked to share their energy and excitement about
the new school and its unique approach. Even before the building
338 Learning and Leading with Habits of Mind