MC²



979170110308Creating Core Beliefs Protocol00Creating Core Beliefs Protocol-326572254000A school/district’s core beliefs shapes decision-making, actions and behaviors on a daily basis. Core beliefs define and create culture and act as touchstones to guide behavior. For example, a teacher lamenting in a faculty room that a “student is so behind and unmotivated” is by default acceptable behavior; unless the school and/or district has a core belief that says, “We believe all students can learn and will never give up on any student.” Creating shared core beliefs supports a culture of learning and clarity of purpose for teaching and learning. Following is a set of steps school leaders could take to engage the staff and community in a dynamic, collaborative, and inclusive process to develop core values, beliefs, and learning expectations about the teaching and learning of mathematics. Step 1: Bring together all the math teachers in your school (Middle School and High School). If elementary, use this protocol with the group of teachers who teach math.Step 2: Ask each individual to write one of their core beliefs on a sticky note about the teaching and learning of mathematics. Provide sample belief statements to give people some ideas. Don’t write anything on the sticky note that you do not truly believe.Step 3: Each person puts the stick notes in the middle of the table, and clusters the beliefs statements into themes.Step 4: Each table group writes three belief statements on a poster, and posts for the whole group to see. The three statements represent the collective beliefs of the small group.Step 5: The whole group chooses all the belief statements that they have in common and creates a final poster of the faculty’s beliefs about the teaching and learning of mathematics in their school.Step 6: Once the core beliefs are identified by the faculty, an option is to share the core belief statements with students, parents, and the broader community to create a strong alignment of beliefs that supports students. ................
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