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Two related and very similar qualities can lead to success for all of our students. They are relatively simple concepts and parents and school personnel have frequent opportunities to teach, develop and reinforce them.
The first of these qualities is what Stanford professor and psychologist, Carol Dweck calls a “growth mindset.” Those with a growth mindset believe that success comes from effort. On the other hand, people who believe that success comes from being born with the gift of intelligence or talent have a “fixed mindset.”
The second, related quality, is “Grit,” which University of Pennsylvania professor and psychologist Angela Duckworth defines as, “persistence, determination & resilience.”
Having a growth mindset is a great start. It gives us hope that we can affect the outcome of any situation. It gives us a reason to try and a reason to take risks. When we follow up with grit, we are able to deal with the disappointments and setbacks that inevitably come. We are able to focus on the benefits of the journey and not get discouraged when obstacles arise.
As parents, one of the most difficult things is watching our children struggle. Our instinct tells us to protect them from any pain and hurt that comes from failure. In some cases, we do need to step in, but in more, we need to put our energy into encouraging them to persist and believe that their efforts will make a difference. We also need to continually focus on learning—whether it is in a classroom, in relationships, or in an athletic or fine arts activity.
If our real expectation is that our children do their best, learn as much as they can, and act with character and integrity, we will praise and focus on those things and remove the focus and emphasis on a specific grade or an expectation for a certain amount of playing time. A’s and playing time are nice, but they are secondary to developing grit and adhering to a growth mindset.
These same principles of grit and a growth mindset are just as essential for educational leaders as they are for students. Pursuing a master's degree in educational administration requires the belief that leadership skills can be developed through effort and continuous learning. It also demands perseverance in the face of complex challenges, from navigating policy changes to supporting diverse student needs. As future administrators, modeling these qualities not only contributes to personal success but also sets the tone for a school culture that values resilience, growth, and the ongoing pursuit of excellence for all. If you're ready to take the next step in your leadership journey, learn more about Northwestern College’s M.Ed. in Educational Administration Program.
About the author
Russ Adams has served as the program director for Northwestern's Master of Education in Educational Administration and Principal Endorsement programs since 2024. Adams is also the assistant director for Northwestern's Center of Innovation and Leadership. Serving as superintendent of the MOC-Floyd Valley school district for 11 years, Adams was the recipient of the 2020-21 Iowa Superintendent of the Year, he previously served as principal of MOC-Floyd Valley High School from 2003 to 2013. He was recognized as the 2009 Iowa Secondary Principal of the Year and a 2003 recipient of the prestigious Milken Educator Award.
