Communicating beliefs through feedback
Small interactions can move us towards more than just effective schools
A teacher's mindset influences their approach to instruction, classroom management, and student interaction. Like all humans, teachers' interactions with others, their environment, and their experiences influence the thought patterns that drive their daily actions. From promoting school core values to encouraging someone out of their shell, all leaders work to shift mindsets. Mindsets and beliefs are so important to school leadership that they are even part of the McRel principal evaluation (this site describes the current state of evaluation policy).
A mindset is an overall way of thinking about things - a collection of beliefs, attitudes and values that create a lens through which a person views the world (i.e. growth mindset).
A belief is a specific conclusion or assumption a person holds to be true, regardless of the evidence. Beliefs help people make sense of the world and are formed through experiences, upbringing, and societal norms (i.e. “failure is feedback” or “learning is important for success”).
Leaders communicate their beliefs about control, leadership, our students' potential, joy, and even the point of schooling in everyday interactions. Compare the principal who walks into classrooms to visit with kids versus the principal who appears to be there for “business.” How would you interpret the differences in their beliefs?
The concept of promoting productive mindsets goes beyond supporting the overall school culture. Research shows that predominantly white teachers often lack the preparation to teach students of color effectively and may have racial biases that manifest in their curriculum choices, discipline practices, and classroom interactions.1 The experts emphasize that addressing racist mindsets and behaviors in teachers requires a systemic, racially-conscious approach, not just isolated efforts.2 This means that it is everyone’s charge, regardless of the seat that you are in, to address mindsets.3
While mindsets are difficult to change through single interactions, feedback can be critical in reshaping beliefs.
Same Feedback, Different Beliefs
At the beginning of the year, the principal expected all teachers to be at their door at the start of the day. You noticed that Ms. Rodriguez has not been at her door to greet students.
Example 1: “It is the expectation that you are at the door greeting students daily."
Belief communicated: The boss is in charge; do it.
Example 2: "Your kids need to see you at the door every day. YOU bring safety to the classroom."
Belief communicated: Kids need you.
Example 3: "Consistency is key for establishing safe routines for our kids. I need you at your door."
Belief communicated: Consistency builds safe, effective schools.
Getting Clear on Your Beliefs
Our beliefs are shaped by our vast life experiences, including how we grew up, our formative professional experiences, and other external influences such as books, mentors, social media, family members, political nonsense, and more.
Some beliefs that should be universal for leaders.
Every child, regardless of background or circumstances, deserves equal access to high-quality education and opportunities for success.
Expectations and outcomes are correlated. How high we set the bar determines our outcomes.
Growth is not linear. Learning is a continuous process that extends beyond the classroom and throughout life.
Diversity in all its forms enriches everyone's learning experience.
Failure is a valuable learning experience and an opportunity for growth and resilience.
Students are at the center of all educational decisions and practices.
Educators need autonomy, resources, and support to effectively meet their students' diverse needs.
Families are critical partners.
While we may all have different spins on these ideas, we all hold these beliefs to some degree.
Leaders who work in more diverse environments must do “the work” themselves. Tools like the Intercultural Development Continuum (and the Intercultural Development Inventory) can support leaders in exploring their understanding of working in an intercultural society.
Recommended Action: Take to reflect and refine your core beliefs using this reflection tool.
Sentence Frame for Feedback
Giving feedback can be difficult, especially when it challenges someone’s beliefs. Here’s a sentence frame you can use to get you started.
“I believe that [insert belief]. Therefore, I am asking you to [insert action].”
Conclusion
Coaching expert Elena Aguilar perfectly said, “Unless we address beliefs, we often see only superficial, unsustainable change. Sometimes we see compliant behavior, but that’s not what I’m interested in—that’s not what will change this world.” Sustainable change and true transformation stem from addressing underlying mindsets. Superficial changes or compliance with rules may lead to short-term improvements, but they often fail to create lasting impact - not just in our schools but in our society.
Leaders are pivotal in shaping school culture, instructional practices, and student outcomes, so addressing beliefs becomes paramount. Feedback is one way to do just that.
Will, M. (2021, September 15). Teachers can take on anti-racist teaching. but not alone. Education Week. https://www.edweek.org/teaching-learning/teachers-can-take-on-anti-racist-teaching-but-not-alone/2020/09
Daniels, T., Schuschke, J., Chan, W. Y., & Holcomb-McCoy, C. (2022, January). Creating an antiracist teacher workforce: Policy and practice recommendations. American University. https://www.american.edu/soe/upload/gates-report-23-11am.pdf
Villavicencio, A., Klevan, S., Conlin, D., & Hill, K. (2022). “It’s a Marathon, Not a Sprint”: The Implementation and Outcomes of a Yearlong Racial Justice Intervention. AERA Open, 8. https://doi.org/10.1177/23328584221107674