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The relationships built along with
the attitudes and enthusiasm
of a Habits of Mind team has
been a driving force in the cluster
success



■ Assisting our greater school communities to embrace
the Habits of Mind.
■ Maintaining a Habits focus on whole cluster
curriculum planning and resource development.
Incorporating the Habits of Mind in to curriculum
planning is a high priority for the cluster. Individual
schools have infused the Habits into planning
documents in a variety of ways.
Conclusion

The schools in the Furlong Main Cluster have benefited
from a whole cluster approach to the Habits of Mind.
We now share a common language which allows us the
vocabulary to describe student learning dispositions from
Prep to year 12 level. The cluster concept has increased
staff connectedness and cohesion while our Habits of
Mind work has fostered self-directed learning in our staff
and students. We have embraced the Habits of Mind
as a framework for personal goal-setting, reflection and
self-evaluation.
The relationships built along with the attitudes and
enthusiasm of a Habits of Mind team has been a driving
force in the cluster success. Through teachers employing
the same approach to the Habits of Mind we have
been able to share ideas and improve student learning
behaviours, interpersonal skills and knowledge.
The important thing to emphasise is that the Habits of
Mind are never “DONE”. We continue our journey and
will endeavour to continue to address our challenges in a
collegiate and proactive way.
Andrea Federico Cluster Coordinator
Rasma Melderis Albion North PS
Nick D’Aglas St Albans SC
Robyn Grant St Albans South PS
Cristy Sparkes St Albans Heights PS

Reference

Costa, A., & Kallick, B. (2000). Habits of Mind: A
developmental series, Alexandra, USA: Association for
Supervision and Curriculum Development
















Australian National Schools Network and Learning Network New Zealand • 17
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