Core Beliefs · leadership · Mandy Froehlich · my classroom · professional development · reflections · relationships

My Core Beliefs: Focus on the Why

This is the second post in the series. You can find the first post on defining your core beliefs here.

There has been a lot of discussion about the power of why. Thanks to Simon Sinek and his discussions of starting with why, knowing and explaining the why has become the driver for learning and professional discussions (or at least it should be). I truly believe these things about the why:

  • Educators need to know their why to be engaged and have buy-in
  • While “for the students” is an important (and should be obvious) why, it’s not always the only one necessary and sometimes needs to be taken a step further
  • How connected you are with your own why determines your engagement (personally or professionally)
  • When you help students know their why, it will increase their engagement in school
  • When people don’t know their why, they sometimes need to be lead down the path to finding it

Your Why and Purpose
Last summer I saw a video in a session at the FIRST Conference that summarized my feelings better than I could have ever explained. If you haven’t seen this video called Know Your Why by Michael Jr, you need to watch it.

When you know your why your what has more impact because you’re walking in and toward your purpose. – Michael Jr.

I could watch that video over and over it’s so powerful.

I was recently listening to the book The Power of Moments by Heath (which I highly recommend – it has been my reading of the year). They compare knowing your why to understanding your purpose and define purpose as “the sense that you are contributing to others, that your work has broader meaning.¹” In studies that they discuss in the book, they found that when people were only passionate about what they did, it did not necessarily equate to higher achievement in their jobs even though they were happy. However, if they knew their purpose or meaning (or why), they were found to be more likely to go above and beyond the expectations of their positions.

To me, this makes total sense. I know that if a teacher has buy-in into an initiative, they will do everything they can to make it happen. How do you create buy-in? You tell people their why. You show them the purpose, and this has to be one of the cases where the why goes beyond just “it’s what’s best for kids”. They need specifics. For example:

“We are beginning trauma-informed training and implementing social-emotional learning curriculum into the school day to help alleviate some of the trauma-related behaviors. This is better for students because it will help their stress levels, allow their brains to understand that they do not always need to be in fight or flight mode, and will allow them to use more of their brain to focus on learning.”

This is a why that goes beyond this is what’s best for students and gives purpose to the initiative. Our why for teaching is students and their learning. Teachers want to know how the new initiative is going to provide additional purpose and meaning beyond how they already care for their students. When teachers know this, they will attend the necessary professional development even if it’s after hours, they will implement the necessary components into their classroom, and they will tell their fellow teachers about their successes. They may even spend their prep times moving other teachers to get on the bandwagon. They will have complete buy-in. If an initiative hasn’t gotten the kind of attention it needs, I would guess that the majority of the time the purpose either hadn’t been identified or didn’t resonate with the staff.

Know Your Own Why
I don’t believe that there is going to be one driving force for everything we do, although there might be some that are overarching. My family, for example, is one of my driving forces for everything I do. When I taught, what drove me were the relationships that I created with students. Those times when students would come back from the middle school to see me were treasured not only because I knew they had thought enough of me to come and say hello, but because I missed them. I was aware that anyone could teach the content, but not everyone could recreate the same relationship I had with them.

When I moved into administration, my purpose shifted because I don’t have access to students in the same capacity I did as a teacher. Even though ultimately everything I do is to positively affect student learning, my focus is on educators and any and all support that I can offer. Similar to knowing my core beliefs, knowing my why and my purpose for being in education holds me up when I feel like I’m being pulled under. It drives me when I’m tired and drained and don’t feel like I have much more to give.

Also similar to my core beliefs, my meaning might be different than other’s, and that’s ok. What drives a person is incredibly personal, and it will never work for one to just adopt another’s why as their own unless they truly believe it. I have found many times that when educators have become disengaged from teaching, they have often forgotten why they became teachers in the first place. They have lost their purpose.

Students need a why, too
I’ve told this story before, but it is one of my favorites. My son, Goose, incredibly witty and intelligent and finds school a bore, came home from school last year and asked me, “Wanna know the dumbest thing I learned in school today, Mom?” (insert educator mom cringe) “I learned about imaginary numbers, Mom. IMAGINARY. As in they don’t exist. Next, we are going to be learning about unicorns in animal biology. When am I ever going to use this?” I couldn’t even argue with him. I have no idea why we teach imaginary numbers, and clearly, he didn’t either. Did he do the homework? Yes, two hours of it. Was he irritated by the experience? Yes, I believe he actually liked school a little less, even. I wanted to be able to give him a reason, but the only thing I could think of was that he had to take that class, which was enough meaning for him to finish the class with a good grade but not enough to care.

More recently, my daughter told me that her math teacher answered a similar question to a lack of real-world application like this: “I understand that you may not use this concept in your everyday life, but doing math like this exercises your brains. Just like your bodies need exercise, this math makes your brain work harder.” The answer made me smile. The teacher had at least taken the time to find a purpose for what seemed like useless math problems that did make sense. Now, whether that why resonated with the kids or not, I don’t know. But, I feel like she at least attempted to give the kids a greater purpose for doing something that felt useless.

Many times our kids’ purpose for finishing work is getting a grade so they can graduate and possibly pursue post-secondary learning, but that purpose excludes any kind of passion or desire to learn. It’s the reason that students seem so apathetic towards classes, especially in high school. Many times in elementary, they are still excited to learn, particularly about topics they’re interested in, but I think by the time high school rolls around their why shifts from learning to grades, and grades aren’t enough of a driver to keep them engaged. They can certainly have good grades and graduation as one of their purposes, but our jobs as teachers are to help them find their meaning, help them find their why, so they can be fully engaged in learning as well.



¹Heath, Chip. The Power of Moments: Why Certain Experiences Have Extraordinary Impact (p. 217). Simon & Schuster. Kindle Edition.”

innovation · leadership · PLN · professional development · reflections

Teacher Demo Days: Trying for a more personalized PD experience

Since beginning my administrative position, I am responsible for more professional development days and have been attempting to provide more choice and opportunity in professional development versus the traditional sit-and-get. Realistically, it’s not always easy. Time is always an issue and a lot of information needs to be disseminated in a short period of time. I know I could flip some of it, but I also know that some people need me next to them to learn technology (which is the way they learn and totally fine) and I also know that while we would love everyone to be a professional and watch the video we ask them to, not everyone will, and usually, it’s the people who need to do it the most that don’t. I could send some information in an email, but I find that if the email is longer than about three sentences, people might not read it. So, realistically, I’m moving toward more personalization for professional development, and so it’s a common topic between myself and my PLN that also plan PD. In one of those discussions with my friend Lisa Lamont (who is amazing and you should definitely follow) she had mentioned she was thinking about a poster session PD similar to what you’d see at a conference with her teachers, and I thought it was a great idea. From there, I pitched it to one of our high school teachers who helped me think through the logistics (I wanted a teacher’s point of view in case I was missing something), and it was a go!

I took the poster session idea and built on it. My goal was to give teachers a glimpse into what other teachers are doing with their students when we don’t have the subs or time that are necessary to actually spend time in classrooms for shared professional practice experiences. I hoped that they would be able to take lessons or strategies from the presentations to use in their own classroom. It’s important to note here that even though I’m the Tech Director, I was not requiring anyone to show anything to do with technology. It was about good teaching strategies and activities. Did some people feature technology? Yes, but only because it supported what/how they were teaching. As a group, we discussed the importance of picking out tidbits they could use even if it seemed initially that the topic wouldn’t fit their content area. They were given this sheet of directions at a half-day in-service in January:


To give you a chance to showcase awesome things you’re doing in your classroom with students and learn what others are doing as well.


We will be using our morning in-service on February 9th to view a lesson, teaching strategy, or teaching tool that everyone will be showcasing. You will be working with a partner, so while your partner explains the activity that you’re showing, you will be walking around, and curating ideas for your own students. You will then switch so there is always someone at your station.


  1. Choose a partner. That partner should have completed the same or similar activity/concept in the classroom that you can both speak about it from experience.
  2. Choose the idea you’d like to talk about.
  3. Choose the way you’d like to showcase it.
    1. Your choice, examples below
      1. Multimedia: Presentation, using green screen, presenting by modeling examples (digital version of hands-on)
      2. Posters, printouts, tri-folds, models
    2. Jason H can print out posters if needed
    3. Chrissy has tri-folds
  4. Fill out this form (they had a Google Form linked) to tell me what you need set up that day.
  5. Begin working!

Teachers had roughly an hour and forty-five minutes to find a partner and begin planning. Their partner needed to have tried a similar strategy in their classroom so both of them could discuss how it worked. It didn’t need to be exactly the same, but similar enough that other teachers would be able to get their questions answered by either presenter. Teachers had to have a partner because we scheduled the day so one partner would walk the presentations while the other presented, and then they would switch. That way everyone was able to both present and see other presentations. While a few groups did take on three people, I discouraged this. For every two groups that had three people, we were down one presentation, which made for less information being shared.

The partners could choose how they would like to present. They could do an actual poster, do a digital presentation of some kind, or demo an idea like the use of a green screen. They could really present the information in any way that they thought was the best fit. This was my attempt at modeling voice and choice since I believe we should be modeling in professional development the kind of learning we would like to see in the classroom.

Because the actual Demo Day was in February, teachers had a few weeks to perfect their presentations. They were not required to be done that day in January. In looking back, this was a good idea. Because they had more time to work, they were able to think through and create quality presentations rather than just throwing something together. It also gave us time to prepare any apps or devices that they needed.

The day of presenting was structured as follows:

9:30am-9:50am Teacher Set-up
9:50am-10:00am Review of how the morning would look
10:00am-11:00am First presenter round
11:00am-noon Second presenter round
Noon-12:20 Discussion and reflection on the morning

When we came back together, I asked for overall feedback for the day. For the most part, I received positive comments. Teachers legitimately loved both sharing and seeing what others were doing, and many pulled me aside and mentioned specifics on how they might use some of the information from the day.  Here were some takeaways from the feedback:

  • Some teachers would have liked to run their presentations differently. For example, have a fixed time when their presentation would start (more structured) or run their topic as a round-table discussion.
  • There were a few teachers commended for innovative, fantastic learning opportunities for their students, but even from these awesome activities, we were able to find ways that teachers could collaborate to bring it one step further.
  • Some would have liked a “heads-up” to the activity prior to the January day so they could have spent more time looking for a partner and finding common activities.
  • A few said that an hour was too long to view the presentations, but we have a small staff, so I think the larger staff that you have the more time you might need.

I was so excited when some people began to compliment others on their topics and presentations. It was a great way to create some community between our middle and high schools who are in the same building but don’t typically work together. Overall, it was a great experience for both me and the teachers who participated. I was able to see them get excited over what their students had learned and accomplished, and give them a chance to showcase the amazing things I know that they’re doing every day. If I’ve missed information or you have any questions, please don’t hesitate to ask.


Climate · Culture · Fear · growth mindset · leadership · Mandy Froehlich · reflections · relationships · Trust

Building Trust with Challenging Conversations

Educators are nice people. We are taught to be positive and complementary and to give feedback that people can feel good about. What we often miss, though, is the importance of having challenging conversations. I see this most often with administrators, but it is certainly a problem across the board. Teachers, too, need to be able to have conversations with disengaged students or unprofessional colleagues. We all need to be willing, at some point, to have conversations that might make ourselves or the other person uncomfortable. And it’s not only about addressing issues that are seen, it’s also about building trust between the people we work with. The ability to have and to positively receive a challenging conversation helps to build this trust.

When speaking about the need for a challenging conversation, some people will do anything to avoid having it, including allowing whatever behavior to continue. However, the lack of these conversations results in consequences for all stakeholders.

  • The behavior, whatever it might be, will continue
  • Some educators might notice the behavior and begin to see it as acceptable (after all, it’s not being addressed) so they may do it as well
  • The educators that don’t see it as acceptable will be irritated that it’s not addressed
  • These differences create an “us vs them” climate
  • The trust between colleagues could be broken
  • The behavior is no doubt affecting student learning and/or the students may see the behavior

Challenging conversations also need to be had when there is a question as to why something is being done. For example, the way budget money is spent, or the implementation of a new initiative. There is definitely a level of maturity and respect that comes with being able to approach a colleague and ask them why something is happening. The ability to have these challenging conversations will get people facts instead of gossip, increase trust and transparency, and lessen negativity from a lack of information. Although challenging conversations are difficult to have, it is more difficult to work in an environment where gossip and negativity reign due to the inability to ask questions for information.

This kind of conversation holds everybody accountable. I typically find that most people want challenging conversations to happen when someone they work with is not pulling their own weight or doing what’s best for kids. Some people want it to happen, but just not to them. However, if trust is built and the climate and culture support feedback for growth, challenging conversations are more likely to be accepted as what they are… a way for everybody to be working toward the best learning environment possible for kids.

So, the ability and willingness to not only have a challenging conversation but accept the feedback given to the recipient is important in building trust. What does the willingness to have a challenging conversations say:

There is trust between us 
I trust that you will understand, process, and employ my feedback and put it to good use.
Likewise, you trust me to give you feedback when you need to improve, along with asking clarifying questions and for additional explanations.

There is transparency between us
I know I can ask you a question when I feel I need more information.
I know that you will promote a positive climate by asking instead of assuming.

You believe in me
That I can change, I can improve, and I can be better and you’re helping me do that.
I believe you have the potential to grow and be even more amazing.

If I lose my way, you’ll help me find it

Challenging conversations are sometimes necessary to support the people around us. Although they are often looked at with a negative connotation, they don’t need to be a negative experience. They can be based on a solid relationship, trust, and transparency, and result in growth and change for all involved. Moreover, they are necessary in order to create an environment where everyone feels supported and is working toward what is best for students.

difficult conversations


Climate · Culture · divergence · growth mindset · Hierarchy of Needs of Innovation & Divergent Thinking · innovation · Innovator's Mindset · leadership · Mandy Froehlich · professional development · reflections

Hierarchy of Needs for Innovation & Divergent Thinking: When the supports are in place

This is the fifth installment of the #hierarchyseries. You can find the first post here.

Hierarchy of Needs Infographic

The purpose of the Hierarchy of Needs for Innovation and Divergent Thinking is to give a more concrete look at what supports need to be in place to give educators the best chance at thinking innovatively and divergently. Realistically, in looking at an organization, reflecting on these particular support systems is probably going to be more about plugging the holes that might be found in the foundational levels rather than creating them from scratch. For example, you may have teachers with a growth or innovator’s mindset already but may need to “patch” the areas that are predominately a fixed mindset by working with those educators on recognizing growth mindset and swinging their pendulum in that direction. While the idea of the hierarchy should help districts put the supports in place, it still does not “create” innovative and divergent thinkers and teachers. Instead, it gives the base support so educators can focus on new learning, thinking, and doing versus using brainspace for worrying about other issues around them.

The act of becoming innovative is not something you can be forced to do, nor is it something someone can give you. It is a personal choice to move outside your comfort zone and try or learn something new. Again, even with the Hierarchy complete and solid, that is only the support structure. A person still needs to make the decision personally to want to be innovative.

Innovation can be messy
As we move toward more innovative approaches, we need to learn, relearn, fail, try again, and use our knowledge to develop our new thinking. Rarely is true innovation a straight line to the end, and even when we get to the end, are we really done? Once an innovation continues to be used, doesn’t it just become part of the status quo? So, we need to continue the process of moving forward with innovation in order to not become stagnant.

Innovation is personal
I grabbed onto this idea from George Couros. Innovation is personal to each individual. What is innovative to one may not be innovative to another who has already been doing it, and that is ok. Everyone is on their own personal learning journey. Also, innovation is not “either you are or you are not innovative”. The idea of innovating and thinking divergently is a continuum, and each person falls somewhere on that continuum. That’s why when looking at the people around you, it’s best to try to discover what you can learn from that person and how they think differently than you versus trying to compare the amazing things you to do the amazing things they do.

Innovation involves failing
The quicker you accept that it is going to happen, the quicker you’ll begin your journey. Failing is not always easy, it’s not always fun, and sometimes you just want an idea to work. All of that is understandable. However, if failing stops someone from moving forward and trying again, then that’s where the problem lies. Our failures do teach us what doesn’t work. They are valuable and help us figure out what might work when we try again. That kind of learning cannot be replicated by being continuously successful all the time.

Divergent teaching will stem from divergent thinking
Divergence is the act of thinking and doing outside the box, moving outside your comfort zone, acknowledging and challenging assumptions, being forward-thinking, using known and recognizing/learning unknown information in decision-making. Divergent teaching uses divergent thinking in all aspects of teaching; from lesson planning to the moments working directly with kids. A teaching thinking divergently will try a new idea with their students instead of scrapping it because they wonder if they can handle it (assuming and forward-thinking). They will actively seek out new information on their own and not wait for the district to provide all their professional learning. They will allow students to try a new technology that they don’t know themselves because they trust their students will learn to use it without their help (recognizing unknown information in decision-making). They will be willing to make quick trajectory changes when they know that it will be better for student learning.

When the Hierarchy is in place, this gives educators the chance to move toward this kind of thinking and teaching. If they are worried about what their leadership will say if they fail (holes in climate/culture and effective leadership), they are less likely to try the new idea they had. They are less able to expend energy in bettering themselves as professionals because they are too busy with being concerned with the holes in their foundation. Providing people with the support they need in the foundational areas is imperative when expecting them to be innovative and divergent teachers.

The Hierarchy is not something that can be put to rest when most of the holes are filled. It is a structure to be constantly cognizant. One hole can create a host of issues in other levels. A change in leadership, for example, can create a domino effect hole throughout many foundations of the hierarchy, just as a change in leadership might be just what the organization needs in order to fill some of their holes. The Hierarchy is not a finished product, but rather a constant work in progress, similar to the way innovative and divergent thinking are never truly complete. We will always need to continuously improve to move forward, and that kind of innovation and divergence comes from our own motivation to be the best people we can for our students.

Climate · Culture · growth mindset · Hierarchy of Needs of Innovation & Divergent Thinking · innovation · leadership · Mandy Froehlich · professional development · reflections

Hierarchy of Needs for Innovation & Divergent Thinking: Professional Development

This is the fifth post in the #hierarchyseries. You can find the first post here.

Hierarchy of Needs Infographic

In an effort to support professional learning, personal passions, and to model how we want students to learn, there has been a shift to incorporate personalization into professional development. But, professional development, in general, is not given enough time and consideration in districts. If we make time for the things that are important, we perpetuate the idea that professional learning is unimportant by the lack of time we spend on it and opportunities that we provide educators. We say “we value learning” and then don’t embed the necessary time for educators to continue their own professional learning.

While all professional learning is generally called “professional development”, there are different types of learning that typically happen in a district. While there is a strong movement toward all personalized professional development, I believe that there is a time and place for all types of learning. Oftentimes, we lump all types of professional learning into one basket, but not all of it is created equal. There is no silver bullet in student learning, and there is no silver bullet in professional development either.


Training is skills based only learning. It provides opportunities for more efficient, have a better workflow, and understand how things work.

Examples of trainings are:
How to use Gmail
Setting up your gradebook in your SIS
Utilizing a new piece of equipment or technology

Professional Development

Professional development is learning that helps an educator improve their competence and effectiveness. It provides not only best practices and instructional strategies, but also confidence helps reduce anxiety by providing answers to the question, “Am I doing this right?”

Examples of PD are:
Setting up a Reader’s Workshop
How to implement project-based learning

Personalized Professional Development

Learning that happens when educators choose where their passions or weaknesses necessitate additional coaching, resources, research or expert guidance. Personalized Professional Development supports educators in their search to become better teachers. It also allows them to continue to follow their passions while supporting their students in finding theirs.

Examples of Personalized Professional Development:
Learning about growth mindset on Twitter
Connecting via Google Hangouts with PLN members to discuss a book study
Meeting and collaborating with a technology integrator to learn more about your passion: robotics

While training and professional development are not the same as personalized professional development, there are always that these learning opportunities can have elements of personalization in order to make them more engaging. We often miss the opportunity to add these personalizations in because we are so quick to pass the information out.

  • Allowing for alternative modes of delivery: online, flipped or face to face.
  • Creating levels, gamifying learning or competency-based learning
  • Embedding voice, choice, and pacing options

By continuing the sit-and-get types of training and professional development, we are not modeling the kind of learning that we want students to have in the classroom. I’ve absolutely been guilty of this myself, but in reality, it is really difficult to add personalization any kind of professional development when you’re told, “You have 20 minutes…go!” If more time was dedicated to purposeful, personalized, and educator-driven PD, professional learning would have a chance to make it back into the classroom where it would affect students, just like it’s meant to. It takes a mindset shift and giving priority to professional learning as an integral part of education and teaching kids.

Another issue with professional development is the engagement of the participants in training and professional development and the level of empowerment they feel towards their personalized professional development. If they are not of the mindset that they are able to learn or that their students are able to learn whatever it is that is being presented, chances are that they will be less likely to implement any changes. Also, if a participant doesn’t have buy-in into the learning, they are less likely to implement it as well. There needs to be a significant level of intrinsic motivation for a teacher to try something new, fail, and then tweak it and try it again. This coupled with the buy-in to what they’ve learned can make all the difference in the success of the implementation. Finally, embedded support to assist teachers in the implementation of learning in the classroom is imperative. If that component is missing, there is nothing in place to support teachers as they begin to implement their learning and to encourage them if something goes awry.  We are often missing a few of these pieces, especially if the learning is a sit-and-get, information disseminated by an “expert” type of learning transaction.

I’m currently reading Jarod Bormann’s Professionally Driven book on personalized professional development, and loved this:

I’ve sat in with PD planning teams that give out surveys to see what topics teachers want. When the results come in, inevitably the team looks to see which categories got the most votes/comments. However, what happens is they say, “Oh, that topic got 64%, so that’s got to be a top priority for everyone.” Everyone? There’s 36% of the staff that indicateed they didn’t need it, so now it’s a priority for everyone? This is not an effective strategy.

As a planner of PD, I have absolutely made this same mistake, and have watched others do it as well. I think that sometimes as adults we panic when we are in charge of large-scale learning sessions, but if we spoke with a teacher who was creating lessons that applied to only 64% of their class, we would be questioning their professional judgment.

I have been a part of discussions repeatedly where district administrators say they value learning but undervalue professional learning, or they make the mistake of calling the logistical, housekeeping staff meetings professional development. I say with 100% certainty that as a teacher, I never left a staff meeting feeling like I was provided with a learning opportunity that made me a better teacher. At some point, I figured out that I was responsible for my own growth, and when I wasn’t supported by the district, I found my own support. While a professional educator should inherently love learning and be willing to learn from others, they should not be expected to find all of their growth options outside of what the district provides.  They should be provided the support they need to grow in the areas they have identified. If they don’t know how to identify these areas, they should be taught how to do that as well. Providing these opportunities not only shows educators that we value what they do in the classroom, but that we value who they are as a person because we are willing to spend time on them to become the teacher they want to be for their students.

You can find the next post in the #hierarchyseries here.

Climate · Culture · growth mindset · Hierarchy of Needs of Innovation & Divergent Thinking · innovation · Innovator's Mindset · leadership · Mandy Froehlich · professional development · reflections · relationships · Trust

Hierarchy of Needs for Innovation & Divergent Thinking: Mindset

This is the fourth post in the #hierarchyseries. The first post can be found here.

Hierarchy of Needs Infographic

As I’ve mentioned in previous posts, when moving between the different levels of the hierarchy, the higher up you go, the more personal of a journey the hierarchy becomes. Mindset is the section where this becomes the most obvious. The reason that mindset can be difficult to change is because although people can be offered information and research and support, it takes a person to change their own mindset. Nobody can do that for them. Therefore, it takes a person with the ability to be genuinely reflective and open to change to shift their mindset.

Most of us are familiar with Carol Dweck’s work on Growth Mindset and understanding that abilities can be developed and are not set at a certain level and cannot be changed. George Couros has developed the idea of the Innovator’s Mindset: based on the work of Carol Dweck, an Innovator’s Mindset is the belief that abilities, intelligence, and talents are developed leading to the creation of new and better ideas. Both of these mindsets work FOR learning. They provide a positive lens for looking at growth and change through development and learning.

A Fixed Mindset is believing that abilities are predetermined and cannot be changed. Again, we regularly address Fixed Mindset and how believing in predetermined abilities hinders learning if we don’t believe our students can improve no matter what we do. One area I don’t think that we pay enough attention to, however, is the idea of a False Growth Mindest, which in my mind, is the most dangerous mindset of all. A False Growth Mindset is when a person believes that they possess a Growth Mindset, but when it comes to change, is unwilling to move forward because they believe it won’t be effective. I relate it to having an addictive type behavior. It’s difficult to get better if you don’t recognize that you have the problem. If you believe that you have mastered the Growth Mindset but don’t actually put it into practice, you may find it difficult to move to a Growth Mindset because you believe you’re already there.

Note: A False Growth Mindset or even a Fixed Mindset is not the same as fundamentally disagreeing with an initiative or change based on data or solid evidence.


So, if mindset change is a personal journey and must be done by the person necessitating the change, how can we support someone in this endeavor? Or, how can we go about changing our mindsets if we feel we are the ones who need the change?

Six Strategies for Changing Mindset

Continue to Learn

Recognize that we are all continuous learners. Read, be open to new information, collaborate with others, seek advice from experts. When helping someone else change their mindset, provide them with information, research, and opportunities for additional learning. 

Find a Mentor

Doesn’t matter how long you’ve been in education, there are people who are smarter and better at your job than you. Find them. Learn from them. I have multiple mentors depending on the realm I am working in. I have a mentor that supports me in my director role and one that supports me in my speaking role, for example. They each provide me with different kinds of support that I need to do my job better. If you’re trying to help someone else change their mindset, BE their mentor. Provide the modeling that they need to show them how awesome change can be with that type of mindset.

Create Goals

Studies show that people who write down specific, meaningful goals are more likely to reach them. We expect students to create goals and work toward them. Shouldn’t we do the same? Goals create the feeling that we should be accomplishing the task we set out to do. Incremental changes to meet goals allow us to “practice” thinking about change and growth as a positive opportunity until it becomes more of a second nature. 

Develop Core Beliefs & Find Your Voice

When you develop your core beliefs,  you have a foundation to bounce off every decision you make. When you don’t know what you stand for, it’s difficult to know if a change or new initiative is something you support or just another change for the sake of change. When you know what you believe, it gives you a platform for moving forward or moving others forward. Core beliefs support your voice. Develop that voice by blogging or participating in reflective journaling of some kind.

Know Your Weaknesses

I am confident in where I fall on the Growth or Innovator’s Mindset continuums. This is less because I think that I have a complete Growth Mindset or Innovator’s Mindset and more because I am reflective enough to know where my weaknesses are and be cognizant of how they affect my reactions. For example, I preach failing forward but my first reaction to my own failure is sometimes one of dissatisfaction and disgust. However, because I know this about myself, I am able to work through those feelings by using the information I know (we learn from failure, we can’t grow without it) and support myself with that type of thinking instead.

The absolutely most important step I took in my journey to change the way I think is to begin blogging. It has allowed me to develop the core beliefs that I use to guide my thinking and decisions. It is incredibly powerful to know what you stand for, and I developed them by the reflective thinking in my writing:

My Core Beliefs 


  • Is this what’s best for learners
  • We often ask people to do things that we don’t teach them how to do
  • We need to model the behaviors we want to see
  • Start with empathy
  • We need to take responsibility for our own learning
  • We are only as good as the people we surround ourselves with
  • Focus on the why

I believe that the most important tool we have to change mindset is reflection and focusing our energies on organizing our thoughts. If our thinking is scattered and chaotic, more energy will be necessary to focus in on change and growth. Developing the right mindset to move forward effectively will provide a base for moving forward when beginning to focus on Personalized Professional Development.

You can find the next post in the #hierarchyseries here.

Climate · Culture · growth mindset · Hierarchy of Needs of Innovation & Divergent Thinking · innovation · leadership · Mandy Froehlich · professional development · reflections · relationships · Trust

Hierarchy of Needs for Innovation & Divergent Thinking Series: Effective Leadership

This post is the third in the #HierarchySeries. You can find the first post here.

Hierarchy of Needs Infographic

The area of effective leadership encompasses everyone that influences the people around them. I do not hold the area of leadership for only administration. I’m a firm believer that teacher leaders have so much more influence than they ever give themselves credit for.

I was listening to my friend, Adam Welcome, speak about leadership a few weeks ago, and he said that you can take a great leader and put them on an ineffective team and they will be able to morph that team into effectiveness. The effectiveness of a leader or leaders in an organization can be so influential, so detrimental or beneficial depending, that a change in leadership can cause a tidal wave throughout the entire organization.

In the hierarchy, I’ve placed effective leadership above climate & culture because a positive climate and culture will continue to support an effective leader so they can move forward and create change. I believe that an effective leader put in the position of needing to fix a negative climate will be able to do that, but it will take away from their ability to move an organization forward immediately when they are forced to take time and energy away to fill the holes in the foundation. I also believe that an ineffective leader can be the catalyst for issues in a positive climate & culture.

I was reading a post by Peter Economy called the 10 Powerful Habits of Highly Effective Leaders, and this is what he listed:

  • Confident but not arrogant
  • A persuasive communicator
  • Sensitive & responsive to others
  • Determined
  • Supportive
  • Distinguished
  • Responsible
  • An optimist
  • Honest
  • Organized & together

I agree with all of these traits, but I also believe that educators need special skills to work in the industry we do, so I added these additional ones:

  • Empathetic and compassionateimages
  • Models behaviors
  • Can effectively move from student interaction to teacher interaction
  • Truly & authentically reflective
  • Recognizes themselves as a servant
  • Focuses on positive relationships
  • Recognizes trust as imperative
  • Understands perception is reality
  • Supports risk-taking & learning from failure

In the hierarchy, I added “transparent and relationship focused”. I believe that these two encompass many of the traits listed in the habits. It is difficult, if not impossible, to create authentic relationships and connections if a leader is not empathetic and compassionate, trustworthy, supportive, and sensitive to other’s needs. In an authentic connection, a teacher will never wonder if an attempt at a positive interaction was merely because the leader needed something from them. I truly believe that when there is an authentic, positive relationship between a leader and the people they serve, both sides will walk through fire to make certain that they have what they need to be successful.

An effective leader will also model what they want to see. As an administrator, if I ask you to coach other teachers, I will be working with them as well. If I ask you to expand your learning using Twitter, I am going to pull my profile up and show you how I use it. If I ask you to personalize learning, you will notice me personalizing your professional development. Modeling behaviors that we ask of others will show them that we find so much value in them that we are willing to take time to do them ourselves. It also eliminates the “do as I say, not as I do” perception, which can affect trust.

One of the biggest issues I’ve seen ineffective leadership is when the leaders do not have a true pulse on their organization. If there is a shaky trust between teachers and administration, and teachers may not give honest feedback. Therefore, the administration feels like everything is going well and it perpetuates whatever mistrust they have created. From the leadership side, whatever it is that they believe is not what is not in line with what is perceived by the rest of the district. From the teacher perspective, they don’t believe that they will make a difference anyway, and they choose not to put their positions in jeopardy. It is a Catch-22.

Leaders can become more effective by beginning to truly value the relationships with the people around them, whether we are speaking about the custodians, parents, students, teachers, paraprofessionals, or any of the other multitudes of support systems that we have in place in education. Also, becoming reflective enough to recognize if what they think about their leadership matches the perception of the people they serve.

Here are some questions to ponder:

Is your perception of your strengths and weaknesses everyone else’s reality?

How can you work with others to realize their leadership strengths? Weaknesses?

How is the leadership perceived overall in the district? Is there a way to improve this perception? How do you create buy-in amongst the leaders?

How do you really feel about risk-taking? Do you say you support it, but question others when they fail?

I believe the leadership of an organization is crucial to its success. The support that the leadership gives, regardless of if that is in an administrative capacity or not, will influence the mindset of the organization and the people in it. Because of the magnitude of difference the leadership can make, it’s imperative that effective leaders cultivate other leaders within their organization, and that ineffective leaders be given the support they need to grow and improve.

Read the next post in the #hierarchyseries here: Mindset