these foundational behaviors. Our students could not achieve the district
outcomes without learning the Habits of Mind. Our goal is to empower
our students with lifelong behaviors that will support their personal and
professional success, and we are confident that the Habits of Mind are
creating thoughtful individuals who have a broader perspective on life.
Standards for Quality Teaching and Learning
Another important structure is our Standards for Quality Teaching
and Learning document (see Figure 22.6). This document, included in
our teaching contract, identifies expectations for Classroom Manage-
ment, Classroom Environment, Lesson Planning and Design, Instruc-
tional and Classroom Teaching Practices, Assessment, and Professional
Development and Responsibilities. Incorporated into the document is
the commitment to developing and teaching units built on the structure
of the nested objectives, providing instruction in thinking skills and Habits
of Mind, and developing the processes of learning through best practices.
Te a c h e r s a r e a c c o u n t a b l e b y c o n t r a c t t o d e m o n s t r a t i n g t h e s e t e a c h i n g
standards and are supported through a supervision model that includes
coaching and consulting by building administrators and mentor teachers.
Structures in our curriculum provide a solid foundation for support-
ing our students in acquiring the Habits of Mind. Without formal struc-
tures, there is no guarantee that all students would have the opportunity
to be introduced to each of the habits. Nor would students necessarily see
how the habits support learning academic content and provide the foun-
dation of our district outcomes. The outcomes, defined by the habits, are
the key to making learning relevant to students’ lives. We believe that the
goals of education include acquiring the characteristics embodied in the
Habits of Mind and that structures are essential to ensure opportunity to
learn for all of our students.
The Power and Influence of Leadership
Leadership at both the school and district levels is crucial in order to
fully implement a focus on the Habits of Mind. Emilie Hard, principal
of Glacier Park Elementary School, has provided support and direction
for implementing the Habits of Mind since the school opened in 2000.
She has hosted numerous visitors from such faraway places as Singapore
Integrating the Habits of Mind: A District Perspective 371