Research has found that the way people think about the nature of intelligence, ability, and effort can affect how they behave and how successful they are. Psychologist Carol Dweck (2006) identified two types of mindsets: the fixed mindset, characterized by the belief that skills and abilities are innate and unchangeable, and the growth mindset, characterized by the belief that we never stop learning, growing, and improving. Decades of studies show that espousing a growth mindset is associated with learning information faster, making more connections among thoughts and ideas, persisting in the face of challenges, and succeeding at difficult tasks.

While we often think about fixed versus growth mindsets in students, the concept also applies to educators and other adults. An educator with a growth mindset about teaching is more likely to prioritize opportunities to keep learning and improving year after year, whereas one with a fixed mindset may get easily frustrated by setbacks. This is especially true when educators are new in their roles, as this can lead them to get discouraged before they’ve had a chance to hone their skills and could cause them to leave teaching altogether.

Fortunately, a growth mindset can be nurtured and developed. One of the ways professional learning leaders including mentors, coaches, facilitators, and others can encourage a growth mindset is in the language they use. Dweck’s research shows that the type of feedback people receive about their performance shapes their mindsets. Praise focused on hard work and the process of improving such as, “You’re really working to build relationships with your students,” helps develop a growth mindset, and therefore an orientation toward learning and improving. In contrast, feedback that suggests ability is a fixed quality can reinforce all-or-nothing thinking and be harmful to progress, even if it is positive feedback such as, “You’re a natural with students.” 

Nurturing a growth mindset is one of the topics in Learning Forward’s upcoming book, Mentoring New Teachers: A Framework for Growth. The exercises on the following pages are adapted from the book’s tools and from our experience conducting Mentor Academies to develop high-quality mentor programs around the world. They can be used with mentors, mentees, and a wide range of other educators.

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Download pdf here.