For Curriculum Leads · thinkchat
You can see what is possible.
Are you creating the conditions?
These questions are not about the frameworks you know or the training you have done. They are about what is actually happening in your meetings, your coaching sessions, and your daily interactions with teachers. Answer honestly, not aspirationally. The more truthful you are, the more useful your result will be.
There are no right answers here. Only honest ones. These questions help you hear it more clearly.
How to answer
1
Rarely or not yet
2
Sometimes, in some moments
3
Often and with intention
4
Consistently, it's part of who I am
Your progress0 of 20 answered
C
Pillar One
Culture: the conditions you are creating for teachers to feel safe and valued
Head
I can name the things that shape the culture of my team: the language we use, the rituals we have built, the stories we tell about what good teaching looks like, and what we quietly reward or ignore.
Heart
Teachers in my team feel genuinely safe to take risks, try new things, and share what is not working without fear of judgement. Vulnerability is welcome in the spaces I create.
Hands
I deliberately design rituals into our team meetings and professional learning sessions: opening routines, reflection practices, and moments that remind us why this work matters.
Head
I understand how my own cultural background and leadership style shape the culture of my team, and I actively think about whose voices are centred and whose are not yet heard.
Heart
When a teacher in my team tries something and it fails, my response builds their confidence rather than their caution. We treat professional risk-taking as something worth celebrating.
A
Pillar Two
Agency: whether you are building teacher independence or teacher dependence
Heart
I know the teachers I work with beyond their performance. I know what drives them, what exhausts them, and what they are quietly wrestling with in their practice right now.
Hands
In team meetings and planning sessions, teachers have genuine choice in what they focus on, what they try next, and how they measure their own growth. I offer questions before I offer answers.
Head
I notice when I am solving problems for teachers that they could solve themselves. I catch the moments when a well-placed question would build more capacity than a ready-made solution.
Heart
Every teacher in my team knows their voice genuinely matters. Their professional opinions, classroom observations, and doubts are taken seriously, not managed or redirected.
Hands
I am building a team of teachers who are increasingly independent of me. When I am not in the room, the culture and the quality of thinking I have worked to build are still present.
R
Pillar Three
Roles: whether your practice actually models the learning you want to see
Head
In my team meetings and planning sessions, I ask more questions than I give answers. I am more interested in provoking thinking than in sharing what I know.
Hands
The professional learning I design looks like the learning I want to see in classrooms. If I want teachers to use inquiry with learners, inquiry is present in how I run our sessions together.
Heart
My team meetings are not information dumps. They are designed experiences where teachers think, collaborate, and leave with something they have genuinely worked out together, not just received.
Head
I have shifted my own identity from someone who delivers content to someone who creates conditions. I see my role as a designer of learning experiences for adults, not a trainer who transfers knowledge.
Hands
When a teacher comes to me with a challenge, I resist the urge to fix it. I sit with them in the complexity and help them find their own way through, because that is where real growth lives.
E
Pillar Four
Experiences: whether the professional learning you design leaves a lasting mark
Heart
I can name specific professional learning experiences I have designed that left a real mark on the teachers involved. Moments they still reference, that changed how they think about their practice.
Head
I connect the professional learning I design to the real world of each teacher's classroom. It is never abstract. It always comes back to the learners in front of them and the difference it makes.
Hands
The teachers I work with are encouraged to contribute to each other's growth, not just receive direction from me. I am building a team that learns from itself, not one that depends on a single source.
Head
I think about the kind of educator each teacher is growing into, not just the competencies they are developing. I make decisions about what we focus on with their long-term professional identity in mind.
Heart
I want the teachers I work with to keep growing long after they move beyond this work together. That ambition shapes every curriculum conversation and every session I design. I am building independent learners, not loyal followers.
Ready to find out?
Once every question is answered, your result will show you exactly which pillar is calling for your attention right now.
Please answer all 20 questions to see your result.
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Your Head, Heart, and Hands signals
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