ABSTRACT
This chapter turns the focus of the growth mindset ethos away from the students and back on the teachers and staff who work in schools. It argues that a growth mindset is just as important for those professionals as it is for the young people they work with every day. The chapter outlines approaches to appraisal and professional development designed to challenge fixed mindset thinking, arguing instead for the power of deliberate practice in improving teaching. It goes on to explore the importance of coaching as a model for developing teachers, before again demonstrating how the theory is contextualised in practice in the schools the author has led.
