coached to think flexibly about the lesson being planned. When another
coach shared data, that person might use the habit of thinking and com-
municating with clarity and precision. Finally, the entire coaching con-
ference could be a model for practicing the habit of remaining open to
continuous learning.
Staff Development
At Friendship Valley, teachers are viewed as leaders committed to
achieving the school’s vision inside their classrooms. Teachers were
encouraged to accept greater responsibility for student achievement. They
truly were invested in this effort because they helped determine school
improvement outcomes, identified strategies to drive the outcomes, exer-
cised professional judgment about curriculum content, and were respon-
sible for instructional decisions. Administrators furthered this atmosphere
in five specific ways. They
•Encouraged collaboration among grade levels by establishing com-
mon staff development strategies and resources.
•Supported teacher experimentation and autonomy; they defined
“failures” as opportunities to learn.
•Modeled and supported professional behaviors related to caring,
optimism, humor, and friendliness.
•Minimized the threat of risk taking.
•Encouraged solving school problems through effective communi-
cation and group decision making.
Eventually, all staff development initiatives were selected with an eye
toward how they could further the school’s work with the Habits of Mind.
This staff development occurred in stages. For example, administrators
first provided staff members with a foundation in the Habits of Mind
through articles, texts, and videos. The habits were reinforced with large
wall charts, small desktop models, and samples of instruction that inte-
grated the Habits of Mind.
Risk taking was supported with the help of Toni Worsham, director of
the Maryland Center for Thinking Studies at Coppin State College in Bal-
timore, Maryland. Her site visits were followed with informal, after-school
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