From Expert Mind to Beginner’s Mind: A Journey to Innovative School Leadership

By Greshma Momaya- Pedagogue Specialist in Bangalore, India.

As school leaders, it can be easy to fall into the trap of thinking we have all the answers. We have years of experience and knowledge that we believe we can draw from to solve any problem that comes our way. However, this mindset can lead to stagnation and complacency. In his book “The Mindful Leader,” Michael Bunting explores the concept of beginner’s mind and expert’s mind, and how embracing the former can lead to growth and innovation.

What is Beginner’s Mind?

Beginner’s mind is the concept of approaching a situation with an open mind and a willingness to learn. It means setting aside preconceived notions and biases and being open to new ideas and perspectives. This mindset is often associated with children, who are curious and unafraid to ask questions and make mistakes. However, it is equally important for adults, including school leaders.

What is Expert’s Mind?

Expert’s mind, on the other hand, is the mindset of someone who believes they have all the answers. They may be highly knowledgeable and experienced, but they can also be rigid in their thinking and resistant to change. This can lead to a lack of innovation and growth, as they are unwilling to consider new perspectives or approaches.

Why do we resist beginner’s mind and stay entrenched in expert’s mind?

As school leaders, we may resist beginner’s mind and stay entrenched in expert’s mind for various reasons. One common reason is our fear of failure or looking foolish in front of others. We may worry that if we don’t have all the answers, others will lose respect for us, and this can make us feel uncomfortable and insecure. In some cases, we may feel like we have worked hard to gain our knowledge and expertise, and we don’t want to appear as if we don’t know what we’re doing.

Another reason we may resist beginner’s mind is the comfort of routine and familiarity. It can be easy to fall into the same patterns and ways of thinking, even if they are not the most effective. When we have been doing things a certain way for a long time, it can be difficult to see things from a fresh perspective or try new approaches.

Moreover, when we have established ourselves as experts in our field, we may also feel that our reputation is at stake if we change our views or admit that we don’t know everything. We may worry that others will question our credibility or competence if we show any signs of vulnerability or uncertainty.

Finally, we may also resist beginner’s mind because of the pressure we feel to maintain our position and authority as school leaders. We may worry that if we don’t have all the answers, others will not view us as leaders, or we may feel threatened by others who challenge our ideas or offer alternative solutions.

Strategies to cultivate beginner’s mind

As school leaders, it is important to recognize when we are stuck in the expert’s mind and to actively work towards cultivating a beginner’s mind. Here are some strategies that can help:

• Encourage cross-functional learning: School leaders can encourage teachers and staff from different departments or subject areas to collaborate and share their knowledge with each other. This cross-functional learning approach can help to break down silos and promote an open exchange of ideas and perspectives.
  

• Create a culture of experimentation: School leaders can encourage a culture of experimentation by providing opportunities for teachers and staff to try out new ideas and approaches. This can be done through pilot programs, test runs, or small-scale experiments. Encouraging experimentation can help to build confidence and excitement around trying new things.
  

• Prioritize empathy: School leaders can prioritize empathy by seeking to understand the perspectives and experiences of their students, teachers, and staff. This can be done through regular check-ins, focus groups, and surveys. Prioritizing empathy can help to create a more inclusive and supportive learning environment.
  

• Embrace technology: School leaders can embrace technology to facilitate new learning experiences and promote a beginner’s mindset. This can include using virtual reality simulations, gamification, and online learning platforms. Embracing technology can help to make learning more engaging and accessible.
  

• Take risks: School leaders can model a beginner’s mindset by taking risks and trying new things themselves. This can include experimenting with new leadership styles, taking on new responsibilities, or exploring new professional development opportunities. By taking risks, school leaders can demonstrate that it’s okay to make mistakes and that learning is a continuous process.
  

• Practice mindfulness: Mindfulness practices, such as meditation or breathing exercises, can help school leaders become more present and aware. By practicing mindfulness regularly, school leaders can cultivate a beginner’s mind by noticing new details and perspectives in their environment.
  

• Encourage peer coaching: School leaders can encourage peer coaching among their staff, where teachers work with each other to provide feedback and support. This can help teachers develop a beginner’s mind by encouraging them to explore new teaching methods and learn from their peers.
  

• Celebrate failures: When school leaders celebrate failures and use them as opportunities to learn and grow, they create a culture that embraces a beginner’s mindset. By modeling this behavior, school leaders can encourage their staff to take risks and try new things without fear of failure.
  

• Engage with the wider community: School leaders can engage with the wider community by attending conferences, networking events, or collaborating with other schools. By seeking out different perspectives and learning from others, school leaders can broaden their own knowledge and encourage a beginner’s mindset among their staff.

• Practice active listening: School leaders can practice active listening by focusing on what others are saying and seeking to understand their perspectives. This can help to create a culture of open communication and collaboration, which can in turn promote a beginner’s mindset.
  

• Prioritize self-reflection: School leaders can prioritize self-reflection by setting aside time each day to reflect on their actions and decisions. By being introspective and self-aware, school leaders can identify areas for improvement and cultivate a beginner’s mindset by recognizing that they still have much to learn.
  

How does expert mind impact the overall school culture?

When school leaders cling to an expert mind, it can have a negative impact on the entire school community, including students, teachers, and the overall school culture. Here are some ways in which this can manifest:

• Lack of innovation: School leaders who believe they have all the answers may be less likely to seek out new ideas and perspectives, resulting in a lack of innovation within the school. This can lead to stagnant programs, outdated teaching methods, and missed opportunities to better support students.
  

• Resistance to change: An expert mind can also lead to resistance to change, as school leaders may be entrenched in their own ways of doing things. This can make it difficult to implement new initiatives or adapt to changes in the educational landscape.
  

• Limited perspectives: When school leaders only rely on their own expertise, they may miss out on valuable perspectives and insights from teachers, students, and other stakeholders. This can result in a narrow view of the school and a failure to address important issues or concerns.
  

• Lack of trust: When school leaders act as though they have all the answers, it can create a culture of distrust among teachers and other staff members. They may feel that their opinions and ideas are not valued, leading to disengagement and frustration.
  

• Negative impact on student well-being: When school leaders are resistant to new ideas and perspectives, it can have a negative impact on student well-being. For example, if a school is slow to adopt new mental health initiatives or fails to address issues such as bullying or student stress, it can result in a negative school climate and lower student well-being.
  

To avoid these negative impacts, it is important for school leaders to cultivate a beginner’s mind and be open to new ideas and perspectives. This can create a culture of innovation, trust, and inclusivity, leading to better outcomes for students and a more positive school environment overall.

To connect with Greshma on LinkedIn, go to: https://www.linkedin.com/in/greshma-momaya-69517576/