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Teaching Belief Matrix

Stephanie Smith-Weatherton's teaching belief matrix outlines her instructional strategies, assessment practices, and approaches to classroom management, diverse learners, technology integration, curriculum planning, classroom environment, parent involvement, and developing the school community. Her instructional approaches include small groups, partner work, and heterogeneous learning groups. She assesses students formally and informally throughout the year and allows student choice in assessment formats. She creates individualized behavior plans, uses PBIS expectations, and promotes student responsibility.

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131 views2 pages

Teaching Belief Matrix

Stephanie Smith-Weatherton's teaching belief matrix outlines her instructional strategies, assessment practices, and approaches to classroom management, diverse learners, technology integration, curriculum planning, classroom environment, parent involvement, and developing the school community. Her instructional approaches include small groups, partner work, and heterogeneous learning groups. She assesses students formally and informally throughout the year and allows student choice in assessment formats. She creates individualized behavior plans, uses PBIS expectations, and promotes student responsibility.

Uploaded by

api-410532535
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Teaching Belief Matrix

Stephanie Smith-Weatherton

Instructional Strategies Assessment Classroom Management


 Instruction with  Formal and informal  Use PBIS schoolwide
supplemental small groups, assessments to monitor expectations
partner work, and individual student mastery of standards  Individualized behavior
groups  Holistic assessment plans for struggling students.
 Heterogeneous learning occurring entire year with  Both teacher intervention
groups wide variety of and student responsibility to
 Use of Gradual Release formal/informal, provide ownership
Model (GRR) summative/formative
 Cooperative Learning to  Provide opportunities for
promote democracy in the students to choose
classroom assessment formats to
 Scaffold for all subject express ownership

Diverse Learners Technology Curriculum/Planning


 Provide a differentiated  Used in every lesson  Strong knowledge of
instruction for all learning  Interactive technology previous and future grades
styles allows for more engaged curriculum
 Materials, supplies, and learners  Interdisciplinary units
manipulatives should be  Technology provide real-  Bloom’s Taxonomy
available for student learning world application Outcomes
goals and objectives  Stimulant for creativity and  Strong knowledge of
 Creative strategies and diversified learning TEKSscore.
methods to implement opportunities  Invested teachers will lead
instruction to academic student
achievement

Classroom Environment Parent Involvement School Community


 Classroom goals, rules and  PTA (Parent/Teacher)  A wide variety of
expectations are understood Collaborative groups extracurricular activities and
by student behaviors  Open communication enrichment opportunities to
 Students demonstrate  Approved Volunteers meet each student interests
problem solving and  Family Academic Nights  School wide community
intrapersonal skills  Newsletters that development programs such
 Aware of cultural diversity communicate curriculum, Positive Behavior incentivesas
 Safe, encouraging and community and academic celebration of diversity, anti-
comfortable learning reports bullying
environment  Gives back to local
community

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