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Conclusion Briggs, Tracey, W. Passion for what they do keep alumni
The impact of these initiatives has caused a bubbling up on first team. USA Today. February 25, 1999. vol. 17,
in staff. We are viewing the Habits of Mind with a new No. 115 pp. 1A-2A.
lens. Some of our taken for granted ways of infusing the Collins, J. (2001). Good to great. London, UK: Random
Habits of Mind into our classroom programmes have House
become more valued, yet at the same time new ways
of engaging learners with the essences of the Habits of Costa, A. (2001). Building a thoughtful learning
Mind are being developed with startling results in relation community with habits of mind. Professional
to student engagement. Teachers are becoming learners development handout at CSNS.
on their journey. We are still developing new ways
of thinking about our practice and bringing together Costa, A. L., & Kallick, B. (2000). Discovering & exploring
habits of mind: a developmental series. Alexandra,
some of the project goals with our collective vision at USA: Association for Supervision and Curriculum
CSNS. As part of this learning journey there are new Development.
partnerships in our school: between teachers within our
school e.g. Susan and Dianne, between teachers across De Bono, E. (1985). Six thinking hats. Toronto: Key
cluster schools and between teachers and university staff Porter.
who act as critical friends and as collaborative action
researchers. Together we will enhance teacher learning Elmore, R. (2006). School reform from the inside out.
Cambridge, Mass: Harvard Education Press.
by creating a professional learning community which
develops deep understandings about its pedagogy. It is Fleer, M. (2002). Sociocultural theory: Rebuilding the
just this aspect of our professional learning as teachers theoretical foundations of early childhood education.
that reflects our vision for student learning in our project Delta: Policy and Practice in Education, 54(1&2), 105-
goal. 120.
Slide notes and/or PPT (see Habits of Mind International Hopkins, D., Ainscow, M., & West, M. (1994). School
Expo Support Material) provide examples of the improvement in an era of change. New York: Cassell.
following:
Ministry of Education. (2006). The New Zealand
■ Our integrated model (which demonstrates Curriculum: Draft for consultation. Wellington, New
how we have addressed our project goals by Zealand: Learning Media.
bringing together the Habits of Mind and the Key
Competencies) Murdoch, K. (2004). Classroom connections: strategies
for integrated learning. South Yarra, Vic: Eleanor Curtain
■ A model that shows how we back-plan from Publishing
‘Deep Understandings’, Habits of Mind and Key
Competencies to create a learning matrix. New Zealand Educational Institute (2005). Office
Background papers. Wellington: Te Riu Roa
■ Learning matrix (particularly in the Middle and Senior
School) which acts as a catalyst for innovative Perkins, D. (1985). What creative thinking is. In A. L.
planning, lesson design and resource development. Costa (Ed.), Developing minds: A resource book for
This demonstrates how we have ensured and teaching thinking. pp. 85-88 Alexandria, VA: Association
maintained high levels of authenticity and how we for Supervision and Curriculum Development.
have sustained commitment to change. Rogoff, B. (2003). The cultural nature of human
development. Oxford: Oxford University Press.
■ Samples of innovative planning and resources.
■ Learning stories (Junior School) which have been Rogoff, B., Bartlett, L., & Turkanis, C.G. (2001). Lessons
explored as a sociocultural form of assessment. Early about learning as a community. In B. Rogoff, C. G.
signs indicate that learning dispositions change in Turkanis, & L. Bartlett (Eds.), Learning together: Children
different contexts. Examples of planning, students’ and adults in a school community (pp. 3-20). New York:
reflections are provided. Oxford University Press.
Rogoff, B., Matusov, E., & White, C. (1996). Models
■ Student reflections.
of teaching and learning: Participation in a community
of learners. In D. R. Olsen, & N. Torrance (Eds.), The
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