Beliefs matter because they have a profound and often invisible effect on what teachers and administrators say and do each day.
Beliefs are also habitual, which means they are often applied to new situations without a full understanding of their consequences.
My three previous posts addressed professional learning, school culture, and teamwork, each of which has implicit beliefs that channel them in productive or unproductive ways.
• If school leaders believe that good teachers are born, not made, high-quality professional learning will have a low priority.
• If school leaders believe that new ideas and research-based practices should be sufficiently compelling in themselves for their full adoption, they will ignore the influence of school culture on innovation.
• If school leaders believe that professional learning and instructional improvement are the sole responsibility of teachers, they will fail to create the necessary structures and incentives that enable strong teamwork.
Left unexamined and unaltered, some beliefs may have a profound negative effect on student learning.
Here are several such beliefs I proposed in a previous post:
• Some students cannot be expected to learn very much because of their families, economic status, or race.
• Teaching is delivering, “telling,” and performing. Leadership is directing and motivating.
• Because teaching is telling/performing, content is “delivered,” leadership is directing, and the primary challenge of leadership is motivating teachers, continuous improvement results from telling/delivering/directing/motivating.
• Most significant questions and problems of teaching and learning have one right answer, and an “expert” knows it.
• The best means of “delivering” professional development “content” is through speakers, workshops, and courses. PowerPoints are essential to such delivery.
• It takes years to make significant and demonstrable improvements in the quality of professional learning, teaching, and student achievement.
Another example is leaders’ beliefs regarding teachers’ capacity for growth, which I wrote about here:
“Just as it’s essential for principals and teacher leaders to believe that student learning can be improved by skillful teaching, it’s essential that principals and teacher leaders believe that through well-designed professional development and teamwork virtually all teachers can become effective, if not masterful.
“Believing in the capacity of students to learn at higher levels without a parallel belief in the capacity of teachers to successfully teach them — given appropriate support — can only lead to frustration and failure.”
Yet another example is leaders’ beliefs regarding the qualities that are important in new teachers, a subject I address here.
(Other posts on the subject of teaching can be found here.)
Administrators and teacher leaders are not powerless to affect colleagues’ beliefs. In a post on “frames” I wrote:
“Put simply, frames are the mental frameworks we use to think about things. Our thinking, and hence our ability to change, is limited by these deeply rooted, beneath-the-surface systems of beliefs and ideas. While difficult to dispel, frames can be changed. The process begins with awareness of the dominant frame and its influence on practice and the ability to conceptualize alternative frames that better serve student learning.”
In that post I suggested two frames that I believe interfere with change and offer alternative ways to conceptualize them.
I closed that post by inviting readers to identify an existing frame that may be unconsciously preserving the status quo in in their setting.
I encourage you to do the same.