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This cyclic approach meant that students would revisit Our challenge is to maintain the
the habits in alternate years in more depth. The learning
activities associated with each focus are scaffolded to Cluster approach which will see the
deepen understanding and reinforce the habit. Habits of Mind continue to be an
In addition the team identified the following integral part of the school culture
implementation milestones:
■ Engaging the leadership team with the material and
concepts behind the Habits; ■ Throughout 2005 and 2006, Curriculum Days and
other professional development activities were offered
■ Introducing new staff to the content knowledge of to give staff opportunities to familiarise themselves
Habits of Mind through teacher induction programs; with the Habits of Mind and best practice. At St
■ Initiating and facilitating cross-cluster Professional Albans Secondary College key staff from years 7
Development evenings; and 8 engaged in classroom trials and professional
guidance programs facilitated by the Cluster
■ Modelling teaching practices in classrooms across the Coordinator and the Middle years coordinator;
cluster;
■ Habits of Mind team members were given one day a
■ Providing online resources including professional fortnight classroom release time to mentor other staff,
reading, lesson plans, assessment tasks, student goal model lessons in classrooms, research or produce
setting and student reflection; additional resources and meet with the Habits of
■ Collaborating to set goals and timelines to effect Mind team;
change across the cluster; ■ Cluster presentations at the Victorian Habits of Mind
■ Supporting planning through time release to facilitate Expo were held at one of our cluster schools;
discussions; ■ Habits of Mind team members facilitate professional
■ Collating the lessons developed and printing resource learning activities twice a term across the cluster;
booklets; ■ Habits of Mind team members facilitate individual PD
■ Coaching staff through the delivery of student lessons; in their own settings;
■ Sharing our knowledge in a range of forums including ■ Language of the Habits was included in school
knowledge bank, staff meetings, professional learning newsletters, principal’s newsletter and internal
sessions, regional forums and interstate conferences; bulletins;
■ Celebrating the successes and keeping staff and the ■ Habits are displayed throughout the cluster and
school community well informed about our initiatives individual schools have developed awareness through
through cluster and individual school newsletters, arts projects and horticultural projects;
notice boards and school intranets. ■ Habits-based awards have been introduced to
reward student learning and behaviour
Habits of Mind Team Achievements
Our major achievement has been to create change in our Challenges
classroom culture. This has been achieved through: The Habits of Mind have had a substantial effect on
■ The Habits of Mind being included in all curriculum teaching and learning across our cluster. Our challenge
planning across the cluster; is to maintain the Cluster approach which will see the
Habits continue to be an integral part of school culture.
■ The Habits of Mind included as part of individual
school’s Annual Implementation Plans and Strategic The most important challenge we face is collecting
Plans; evidence which shows that the Habits of Mind are
improving student learning. We have anecdotal evidence
■ The Habits of Mind are an integral part of student goal of improved learning but need to devise ways to collect
setting and student reflection; quantitative data.
■ The Habits of Mind are reported to parents. Other challenges include:
Other achievements include: ■ Maintaining Leadership support. The importance
■ The Habits of Mind team successfully sought funds for of leadership in this endeavour can not be
Teacher Professional Leave to develop resources for underestimated. The commitment from decision
cluster use. These resources established a common makers and leaders within the schools including
approach to the explicit teaching of the Habits of Mind principals, assistant principals and leading teachers
and created opportunities for Habits of Mind team assures that the hHabits of Mind continue to have a
members to take on leadership roles within their own high profile within each of the cluster schools.
school community; ■ Engendering individual ownership of the Habits
■ The Habits of Mind team broadened pedagogy and encouraging staff to take responsibility for the
including the infusion the Habits of Mind into extra- teaching of these behaviours and to initiate new
curricular activities; Habits-based projects.
16 • Habits of Mind International Expo, Melbourne / Auckland October 2007