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We've done norms creation at my site in the past as part of our work with culturally responsive teaching. We used a chalk talk method and then something similar to the dot voting. It brought up a share of ideas, but it never felt like the creation of norms benefited the work because not everyone bought in. I wonder if these norm creation activities can truly be successful or if other work needs to be done first?

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I would love to revisit the norms that my weekly collaboration team created last year. We are a group of four and could use one of the small group activities. 

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I would love to revisit the norms that my weekly collaboration team created last year. We are a group of four and could use one of the small group activities. 

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I would use this with some norms, but others may need to be non-negotiable. A governing body has a responsibility to create a safe/brave space. This may mean being intolerant of some ideas. It leads me to think of the tolerance paradox.

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Norm creating has been really time consuming for our school for many years. I liked the idea of "making sense of" the norms together. I think we need to reflect on and interact with them more.

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Knowing that all stakeholders and members of the community are not present in Agenda making and norm making, it is essential that all groups and members of the community have a voice in creating Norms that they are expected to adhere to. This extends to our classrooms. Norms/Classroom rules should be a community making process, not top down from the teacher or administration.

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With my GLP, I could show norm bank and we could discuss ones we feel most important for our goals of having productive meetings, increase student well being, joy, and academic independence, etc. *love the idea of having a separate time for relationship building /story sharing 

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With my GLP, I could show norm bank and we could discuss ones we feel most important for our goals of having productive meetings, increase student well being, joy, and academic independence, etc. *love the idea of having a separate time for relationship building /story sharing 

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examine how an amygdalla hijack affects learning

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examine how an amygdalla hijack affects learning

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Our ILT needs to revisit the norms they have created. I don't think they match what we need anymore and I don't think people have ownership anymore.

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I think that process checking has to be a really big part of norm co-creation - pick some norms and then revisit with a process check and see if new, more or less norms are needed.

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I would use this with our department meeting.

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I would use this with our department meeting.

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Having a set of norms for the staff to select from would be equitable.  I would like to see our grade level teams follow the norms to keep the meetings on pace. 

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Having a set of norms for the staff to select from would be equitable.  I would like to see our grade level teams follow the norms to keep the meetings on pace. 

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I can use the norm back to generate ideas, and I can invite members to contribute to the list of norms, then use the Dotmocracy process to narrow them down with the group.  I would also want to be mindful about if all members are contributing and being heard.

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I can use the norm back to generate ideas, and I can invite members to contribute to the list of norms, then use the Dotmocracy process to narrow them down with the group.  I would also want to be mindful about if all members are contributing and being heard.

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T. Manning

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Allowing everyone to take turns in a role

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Allowing everyone to take turns in a role

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I like the idea of revisiting norms and even altering them if need be by the group. However, I am wondering how to continue keeping norms integral as I can see people just brushing them off after looking at them so many times.

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We have created norms before, but I really appreciate what Karen says, that there are some that are non- negotiables. Aside from the non-negotiables, what are the pros and cons of providing a menu of norms versus inviting teachers to create them? 

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We have created norms before, but I really appreciate what Karen says, that there are some that are non- negotiables. Aside from the non-negotiables, what are the pros and cons of providing a menu of norms versus inviting teachers to create them? 

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We do not use norms in our small community but I imagine when we start discussing student achievement they will definitely be necessary.

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one man's norm is another man's treasure

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one man's norm is another man's treasure

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I see the norms from the list in so many meetings that they don't feel authentic. They are a good starting point, but I think the group needs to come up with the wording. When you see the exact same norms with the same wording in every meeting, you kind of start paying attention to them.

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Goals - action AND reflection - Praxis Cycle

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Goals - action AND reflection - Praxis Cycle

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I want to see educators set goals they can be accountable to, and have this be an ongoing process of reflection and action.

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How can we make participants feel a part of the group?

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How can we make participants feel a part of the group?