opened, a teacher created a videotape depicting the distinctive elements
of Friendship Valley and showing how the school would serve students
and the community. This video was shown to students and community
groups months before the school opened. In most cases the presentation
was the viewers’ first encounter with the precepts of a home for the mind
and the Habits of Mind.
Staff members believed everyone in the school community had to
understand these precepts. Teachers and administrators used newsletters,
parent information nights, and student displays to further their message
about the Habits of Mind. In time, students became the most powerful
messengers about the habits. Parents saw that their children were excited
about learning. From the first day, staff members at Friendship Valley
worked to create what Perkins (1992) calls “a climate that fosters an ener-
getic culture of thoughtful teaching and learning” (p. 112). This climate
sparked students’ enthusiasm about the power of thinking and learning.
Staff members used every opportunity to emphasize their commit-
ment to the Habits of Mind. Before the first open house, they hung posters
about the Habits of Mind throughout the hallways. On the first day of
school, students took home messages about the Habits of Mind. Staff
members wrote newspaper articles about the habits. Office referrals
underscored the Habits of Mind. Students weren’t simply disciplined;
they were asked to problem solve using Habits of Mind that would serve
them better if a similar situation arose again. The school’s message was
clear, consistent, and simple: The Habits of Mind can be used in every
facet of staff members’ and students’ daily lives, both in and out of school.
Looking for Results
Although the staff and administration were determined to stay the course
with the Habits of Mind, they understood that they had to show results,
too. At first, results were seen in ways that couldn’t be quantified. Stu-
dents began to question more intelligently through using precise lan-
guage. They treated others with empathy and respect, as evidenced by
their decreased impulsivity and how they truly listened to what others had
to say. Students began to enjoy problem solving, and they spent more time
seeking solutions when an answer was not readily apparent. Creativity was
Bringing a Vision to Life 339