On my leadership journey, I’ve come to realize that it’s not always about looking back to fix mistakes it’s about looking forward to build new possibilities. This idea is beautifully captured in the concept of feedforward, introduced by Marshall Goldsmith (2024), who presents it as a more effective and motivating alternative to traditional feedback. As a bilingual kindergarten teacher, where every day is an opportunity to grow and adapt, feedforward has become a powerful tool in sustaining a growth mindset for both myself and my young learners.
Leading with a Growth Mindset: A Possible Balance
Balancing leadership with a growth mindset requires humility, curiosity, and commitment. It’s not always easy to maintain authority while also showing vulnerability to change and mistakes. However, I’ve learned that the most authentic leaders don’t have all the answers they model continuous learning. Dr. Carol Dweck (2006) explains that a growth mindset means believing that abilities can be developed through effort, strategies, and input from others. This insight has helped me step into a more reflective role: instead of just directing, I also walk alongside.
In my classroom, this balance means creating safe spaces for my students to make mistakes. If I, as their leader, admit when I’m still learning, they learn that there is no shame in trying again. As Dweck (2006) emphasizes, learning deepens when we value the process, not just the outcome. This philosophy is embedded in how I implement new technologies, design classroom routines, and manage learning centers. Being a leader with a growth mindset means embracing change as part of the journey.
What Feedforward Has Taught Me
Receiving feedforward has shifted how I view professional improvement. Unlike traditional feedback, which focuses on what went wrong, feedforward encourages me to focus on what can be done better moving forward. I recently experienced this during a group discussion, where a colleague shared suggestions to enhance my tech center system. Instead of feeling judged, I felt supported. The comments weren’t about past mistakes but about future possibilities. That inspired me to take action right away.
This process taught me to listen without defensiveness and to welcome diverse perspectives. I’ve learned that feedforward is also a way to build healthier and more collaborative relationships. When we shift the focus from critique to construction, we open doors to collective growth. I now feel freer to share ideas and more willing to receive them.
Applying Feedforward to My Leadership Style
My leadership style leans toward transformational leadership. I identify with leaders who inspire, motivate, and help others see their potential (Northouse, 2019). In this approach, feedforward fits perfectly, because it empowers people to look ahead and grow. Instead of correcting my colleagues or classroom aides with a critical tone, I now offer suggestions through a collaborative lens. This has improved our team atmosphere and encouraged a culture more open to learning.
I also want to start using feedforward with my young students in ways they can understand. For example, instead of saying what they did wrong, I might say: “What if you try it this way next time?” or “What could you do differently tomorrow?” In doing so, even at an early age, they begin to understand that there’s always another opportunity to grow.
Final Reflection
Leadership isn’t about having all the answers it’s about asking better questions. Through feedforward, I’ve learned that true growth comes when we look to the future with hope, not to the past with guilt. As a developing leader, I will continue to cultivate an open mindset, using every opportunity to inspire and be inspired.
📚 References
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Goldsmith, M. (2024, February 11). Try Feedforward Instead of Feedback. Marshall Goldsmith. Retrieved from MarshallGoldsmith.com
Northouse, P. G. (2019). Leadership: Theory and practice (8th ed.). Sage Publications.