We position the pieces of the triangle this way to communicate these structures are merely a set of conditions to support our learning moving forward.  The triangle doesn’t communicate what we learn but rather how we learn.  The focus of what we invest in learning actually fits in the center of the space to reference the way every aspect of the triangle is present in all learning.  As we consider an idea, we place it in the center of the triangle to consider how it fits in our vision for learning.  Any investment we make in learning has to fit with our core beliefs.  If the idea fits with our core beliefs, we then ask whether we have the culture needed to sustain the learning.  This includes conversations about common language and the evidence we’d like to see to demonstrate growth.  If an idea matches our beliefs and we have the culture needed to support the idea, then we begin focusing on what problems of practice would look like in relation to such a concept.  How does the idea shape students, teachers, and content in the classroom.  As we begin to learn from problems of practice, then we begin fully implementing and applying what we’ve learned in daily practice.  It’s not difficult to imagine a less defined fluidity between these ideas, but this example gives some idea about the progression from a belief to a practice.  More importantly, it demonstrates how we grow toward a unified vision of the school our BWF family deserves.