Attending to the whole teacher, we suggest evidence of the growth and development of Habits of Mind can be collected by triangulating data between self-observation, peer observation, and administrator observation.  Many schools have developed surveys, group process observation tools, and journals to offer data regarding the habits. This data should be weighed as significantly as that of student performance. It is data about how effectively teachers are continuous learners who can both give and receive feedback to further their own growth as well as the growth of the professional community. After all, isn't evaluation about improving and growing--not punishing? Read more...