About the Editors About the Contributors Introduction-John Hattie and Raymond Smith Chapter 1. "I am an evaluator of my impact on teacher/student learning"-Janet Clinton Chapter 2. "I see assessment as informing my impact and next steps"-Dylan Wiliam Chapter 3. "I collaborate with my peers and my teachers about my conceptions of progress and my impact"-Jenni Donohoo Chapter 4. "I am a change agent and believe all teachers/students can improve"-Michael Fullan Chapter 5. "I strive for challenge rather than merely 'doing my best'"-Zaretta Hammond Chapter 6. "I give and help students/teachers understand feedback and I interpret and act on feedback given to me"-Peter M. DeWitt Chapter 7. "I engage as much in dialogue as in monologue"-Douglas Fisher, Nancy Frey, and Dominique Smith Chapter 8. "I explicitly inform teachers/students what successful impact looks like from the outset"-Laura Link Chapter 9. "I build relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others"-Sugata Mitra Chapter 10. "I focus on learning and the language of learning"-Jim Knight Conclusion-John Hattie and Raymond Smith References Index
It's not what you do, it's how you think about what you do. Educational thought leaders detail ten mindframes at the heart of successful school leadership.