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Not long ago, a survey of teachers found large numbers sizing up the Common Core State Standards as pretty similar to what they're already teaching. The architect of the survey, William Schmidt of Michigan State University, saw in this a distressing sign that too many teachers don't grasp the depth of the change the standards represent, so they might well resist embracing it (or, he theorized, they simply hadn't read the standards).
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At Education Nation, there was "widespread acknowledgement that Common Core implementation will require significant time and attention to building educator capacity."
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by Learning Forward
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The enthusiasm with which states and districts have taken to the Common Core is certainly heartening, but it still remains to be seen what implementation of the standards will look like within the classroom.
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Teacher leadership is the focus of many conversations these days, especially ones about the Common Core.
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Hosted on May 15, 2012, this SCORE Institute event featured national and state leaders -- including Tennessee Governor Bill Haslam, former U.S. Senate Majori...
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Thomas B. Fordham Institute Amber Winkler "While the standards are high quality, getting their implementation right is a real challenge—and it won't be free, a serious concern given the tight budgets of many districts and states. “Spending reasonable sums to ensure that America’s schools and students successfully attain high standards is a worthy investment,” said Fordham Institute President Chester E.
http://www.edexcellence.net/publications/putting-a-price-tag-on-the-common-core.html
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Teacher Mark Sass says teachers can implement Common Core Standards successfully if they and district administrators create the right conditions. Teachers will be able to seamlessly incorporate the common core standards into their everyday practice if districts give teachers: 1) differentiated time, 2) plenty of feedback, 3) and the opportunity to struggle with the new standards.
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U.S. News and World Report The new standards will change high school requirements, but turn out stronger graduates, advocates say. Find the "Bright Spots" "We're finding ways to use the current resources we have and tap into the knowledge of the amazing teaching and leadership staff."--John Deasy, Superintendent LAUSD
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Harvest, filter, deliver. Three words I never thought was one of the best options to building leadership for implementing the Common Core (CCSS). But now I'm sure of how this could be a game-changer. What if we studied our leaders...
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"The common-core standards envision a higher level of rigor based on the deeper understanding of a pared-down number of curricular aims. But effective implementation poses a particular challenge for teachers, who must not only be fluent in that content themselves but also attain the appropriate pedagogy and curricula to be able to convey it to their students." Source: Education Week
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Teachers love getting new strategies and when I provide teacher professional development I like to please my customers, but I am disappointed when I overhear teachers planning to immediately use a strategy I have provided and there is no mention of how it will enhance student learning of their content.
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State officials are beginning to phase in changes to Tennessee’s public education curriculum to include more analytical thinking and, officials hope, less teaching to the test. The state is training 12,000 classroom instructors this summer how to teach math principles under the new “common core” curriculum in grades three through eight, a system Education Commissioner Kevin Huffman says will better ready Tennessee’s youth for college and the work force.
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By Tom Vander Ark Common Core State Standards lift expectations and create opportunity to compare results and share tools—a terrific set of benefits that America will reap for years. Fordham released a report today on the Cost of Implementing the Common Core. They concluded that states could save about $1 billion if they take full advantage of digital assessments and materials.
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Great article about CCSS being implemented in the classroom. Interesting to think about how big the gap is between what the students are expected to do, and what they can actually do.