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HOS.1 GROWTH MINDSET
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I can demonstrate a growth mindset in my approach to challenges, learning, and new opportunities.
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How do I approach challenge?I don't think it's important to take on academic challenges.

I have a hard time identifying the things that stand in the way of me taking healthy risks (mindset, beliefs, circumstances).

I don’t like to try things unless I’m sure what the outcome will be.
With encouragement, I sometimes takes on academic challenges.

I can come up with one or two big barriers that stand in my way of taking healthy risks (mindset, beliefs, circumstances).

I take some risks, but I sometimes miss out on good opportunities and I know it.
I look for academic challenges to pursue learning.

I can explain two or more of my most significant personal barriers (mindset, beliefs, circumstances) that stand in the way of me taking risks.

I am willing to take healthy risks that I know are good opportunities for me, even if I'm somewhat uncomfortable.

I can identify challenges and reflect on how my reaction to those challenges (i.e. giving up, trying harder) impacts my learning.		I strategically and independently seek academic challenge and takes risks to pursue learning.

I can analyze and overcome personal barriers (mindset, beliefs, circumstances) that stand in the way of me taking healthy risks.

I can make the decision to trust that I’ll learn something from new experiences, even if I’m unsure at times.

I can reflect on my personal or academic growth that results from challenges, failures, or setbacks as well as why and how my reactions (i.e. giving up or trying harder) affect my learning and my life.
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How well do I deal with obstacles?I give up more easily than I should.

When I'm faced with small setbacks or failures, I usually just quit.

When I fail, I think it's because I don't have what it takes to be successful.

I am very impatient with myself and others, especially when facing a challenge.		I try to stick with things, but I sometimes feel unsuccessful.

When I have setbacks, only sometimes I will keep trying and not give up.

I am sometimes impatient with myself and others, especially when facing a challenge.		I usually stick with things, even when it gets hard.

When I'm faced with small setbacks, I can keep trying and not give up.

I try to be patient with myself and others, especially when facing a challenge.		I can independently persevere through significant academic and non-academic setbacks on a consistent basis.

I can find a way to persist even when I'm faced with tough obstacles.

When faced with challenges, I can exhibit patience with myself and others, and I can look for new ways to approach the problem.
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Desire to learnI am not interested in new things, and I'm usually bored most of the time in school and out of school.

If I do my work, it's because I don't want to get in trouble.

Once I complete something, I usually just move on to the next thing, without thinking about how it went.

If there's something I don't understand, I'm not going to do anything about it because I don't really care.		I have a few interests; everything else bores me.

If I do my work, it's because I want to get a good grade and/or I don't want to disappoint my family or educators.

I only do work if I know it counts toward my grade.

Once I complete something, I really want to know what my grade is.

If there's something I don't understand, I will sometimes try to figure it out or get help if it helps me improve my grade.		I like learning new things, and I can find interest in new things.

If I do my work, it's because I know that my learning is important for my future.

Once I complete something, I want to know how well I did so I know whether I have developed the knowledge and skills I need.

If there's something I don't understand, I will try to find the help I need if I think it's important enough.

I know that when I work hard and keep practicing, I will improve my skills and the quality of my work.
I love learning new things, and I find interest in lots of different areas.

I do my work because I really want to improve my skills and become really good at different things.

I “squeeze” every bit of learning from every thing that I do by evaluating what happened.

If there's something I don't understand, I will find the help I need because I don't want to miss any opportunity to build my knowledge and skills.

I am motivated to work hard because I know that serious effort and practice will help me improve my skills and my performance.
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How well do I accept criticism and feedback?I never ask for feedback.

I don't think I need to listen to other people because I know what to do on my own.

When people give me feedback or critique my work, I always feel like they are saying something against me.
I sometimes ask for feedback from people I trust.

I try not to take it personally, but sometimes it's really hard for me to hear feedback.

I think sometimes it's helpful to listen to other people for advice or input.		I am comfortable asking for feedback from people I trust and respect.

When I get feedback, I listen because I know it will help me get better.

I can use feedback to improve my work.

I can take criticism without getting upset or feeling emotional.
I actively and regularly seek out feedback from people I trust and respect, and I can use it to improve my work, expand my understanding, or consider another point of view.

I strongly appreciate feedback from others, because I know it will help me learn and get better.

When I receive a respectful critique, I can receive it as a gift and not as a criticism of me personally.

I believe strongly that advice and input from others is a critical part of my learning and growth as a person.
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How well do I get support from others?I never ask for help.

I have a hard time figuring out what I need.		I sometimes ask for help, but usually only when I am really struggling or feeling lost.

I can usually figure out and explain what I need, but sometimes I hesitate to reach out to others.		I am comfortable getting help and support from others.

I can think in advance about the types of support I need, and figure out who the best person is to go to.

I can respectfully ask for help when I need it.		I actively seek out help and support from others when I need it.

I can think in advance about the types of support I need, and figure out who the best person is to go to.

I can clearly and respectfully express my needs and make specific requests.

I can show appreciation for the support I receive from others.
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Office of New School Models, School District of Philadelphia. Designed and developed in collaboration with Building 21 (www.b-21.org). Version F140919 (September 2014). Language based on Common Core State Standards for English Language Arts. Source: National Governors Association Center for Best Practices, Council of Chief State School Officers Title: Common Core State Standards (insert specific content area if you are using only one) Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. Copyright Date: 2010.