Why seek out the tried and true, instead of experiences that will stretch you? The passion for stretching yourself and sticking to it, even (or especially) when it’s not going well, is the hallmark of the growth mindset.
— Dweck, C. S. (2006)

"I" is the Individual completing the Performance Growth in Action cycle. The responsibility of every person in the organisation is to be accountable for their PGiA and to:

  • Ensure they have an up-to-date and relevant Role Description.

  • Understand how strategic system, directorate/school and team goals inform their performance growth.

  • Engage in reflective practice that targets their areas for growth and development within role. e.g. Reflect on role expectations and areas identified by the Senior Leader for collective growth i.e. whole school/directorate/team.

  • Be open with peers about areas of strength so that expertise and areas for growth can be shared and for the improvement of all.

  • Select peers who will challenge them to grow and improve.

  • Be open to giving and receiving feedback from peers about effectiveness in role.

  • Seek support from colleagues for work related stretch assignments.

  • In Design Learning, document the PGiA process in a Professional Growth/Learning Plan. Identify and request formal and informal learning opportunities in line with 70:20:10 and be clear about how they will learning and who they will learn from.

  • Demonstrate through evidence what they learn, what changes in their practice/service and how this impacts students or role activities/services e.g. use a portfolio, a document to reflect on learning linked to evidence or a document with an annotation linked to evidence in a folder.