“ Teachers encourage a growth mindset and model how students can support each other with words . For example , teachers might remind students that ‘ mistakes are welcome here ’...”
A BETTER FUTURE through Agency
At the heart of our strategic plan , Thriving in Possibility , is our belief in the power of girl-centred education , in meaningful relationships as the basis for personal growth and in a better future for all through the agency of women .
The strategic plan defines agency as “ the inherent capacity to set a goal , reflect , and take responsible action to effect change : acting rather than being acted upon , shaping rather than being shaped , and making responsible decisions rather than accepting those determined by others ”. But what does this mean for students and staff at Crofton House School ?
AGENCY IN A CHS EDUCATION
While the concepts that define agency have always been fundamental to a CHS education , the first year of implementation of the strategic plan included an intentional objective to foster agency throughout the School .
Our choice was very deliberate . Extensive research in Self- Determination theory shows that agency is very much the bridge between learning and well-being : when students experience greater agency , they also experience a greater sense of competence and belonging . In other words , they feel more able to tackle challenges and more connected to those around them . By fostering agency , we put in place for our students the elements that more reliably boost their intrinsic motivation , engagement with learning , positive relationships and , hence , their overall well-being .
There was an additional reason why agency felt important to us as a girlcentred school . We know that our
“ Teachers encourage a growth mindset and model how students can support each other with words . For example , teachers might remind students that ‘ mistakes are welcome here ’...”
students are highly motivated , but we also know that , according to the latest research from the Girls ’ Day School Trust , girls and young women can have a comparatively lower sense of self-efficacy and academic self-concept , and higher levels of self-doubt . This helps explain the link , which is often reported in girls , between high motivation and high anxiety . Our teachers , who know of this link , are well versed in teaching practices that build self-confidence and a sense of competence , such as collaborative , discussion-based learning . In agency , we saw an opportunity to further expand and strengthen our current approaches .
In year 1 of the strategic plan , the priority has been the professional development of our faculty and in particular deepening their understanding of agency so that they can empower others — both peers and students — creating a self-sustaining loop of growth , and learning . Our work focused on two areas : developing an understanding of the teaching practices that foster agency in the classroom , and training staff in the Graydin coaching model .
The Graydin coaching model , which was used particularly for students in Grade 5 – 12 , puts student agency at the centre by guiding student responses to learning or social situations through a three-step process : from feelings ( heart ) to planning ( head ) and finally action ( what we do ).
This approach emphasizes recognizing and working through emotions , planning the next steps and taking responsibility . The Graydin model is in use across many schools in North America and the United Kingdom . It is particularly well-suited to CHS , as it aligns with our belief in the importance of social and emotional learning and with our current focus on agency .
Teachers use this approach to help students navigate situations where they are unclear about what to do or are experiencing a challenge , fostering their capacity to confidently handle difficult conversations , actions and choices . This year , across both the Junior and Senior Schools , over 45 members of staff completed various levels of training in the Graydin model , and more training is planned for next year .
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