2 ABOUT JOHN HATTIE John Hattie is Professor and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia. Prior to his move to the University of Melbourne, Hattie was a member of the independent advisory group reporting to the New Zealand’s Minister of Education on the national standards in reading, writing and mathematics for all primary school children in New Zealand. Hattie’s PhD is from the Ontario Institute of Education at the University of Toronto. He was made an Ofcer of the New Zealand Order of Merit in the 2011 Queen’s Birthday. His inuential 2008 book, Visible Learning: A synthesis of over 800 Meta-Analyses Relating to Achievement synthesized the results of more than 15 years’ research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning. The study found that positive teacher-student interaction is by far the most important factor in effective teaching. His recent book, Visible Learning for Teachers released in 2012, takes the next step in explaining how to apply the principles from Visible Learning to any classroom anywhere in the world. In spite of the success of Visible Learning and his increased media prole, Dr. Hattie quickly dismisses the notion that he is an “educational celebrity.” Considered by many friends and associates to be refreshingly down to earth, Dr. Hattie prefers to spend his weekends reading, or coaching and umpiring cricket. He and his wife nd their free time is further commandeered by their three sons, as well as three Bichon Frise dogs that Dr. Hattie claims are a welcome contrast to the three boys. In Visible Learning for Teachers: Maximizing Impact on Learning you present eight “mind frames” or ways of thinking that together must underpin every action and decision in schools and systems. You argue that teachers and leaders who develop these ways of thinking are more likely to have major impacts on student learning. In this interview we ask you to talk about each of these mindframes as a way of deepening our understandings about why they are such important contributors to effective learning and how we can integrate them into our practice. JOHN HATTIE’S EIGHT MIND FRAMES MIND FRAME 1: Teachers/leaders believe that their fundamental task is to evaluate the effect of their teaching on students’ learning and achievement. MIND FRAME 2: Teachers/leaders believe that success and failure in student learning are about what they, as teachers or leaders, did or did not do…We are change agents! MIND FRAME 3: Teachers/leaders want to talk more about the learning than the teaching. MIND FRAME 4: Teachers/leaders see assessment as feedback about their impact. MIND FRAME 5: Teachers/leaders engage in dialogue not monologue. MIND FRAME 6: Teachers/leaders enjoy the challenge and never retreat to “doing their best.” MIND FRAME 7: Teachers/leaders believe that it is their role to develop positive relationships in classroom/ staffrooms. MIND FRAME 8: Teachers/leaders inform all about the language of learning.