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Common Core Standards

Common Core Standards. The Promise and the Peril. Promise Peril. Opportunity! Teach for deep conceptual understanding Facts and skills will be taught properly as a support of deeper conceptual understanding. . Another layer of compliance

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Common Core Standards

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  1. Common Core Standards The Promise and the Peril

  2. Promise Peril • Opportunity! • Teach for deep conceptual understanding • Facts and skills will be taught properly as a support of deeper conceptual understanding. • Another layer of compliance • control by state departments and school districts • Fidelity to textbook/testing companies • Surface implementation

  3. Without teacher ownership the promise will never be realized. • Teachers must own the implementation of the standards • Essential components: • working closely with colleagues • time and support from the district • freedom to create

  4. Standards Movement • Planning in a standards based system does not begin with the program. It begins with the standard. • Teachers use their professional knowledge to make the best decisions for their students.

  5. The unlearning, for teachers firmly entrenched in the compliance culture that has taken over our schools, will be a huge part of making the core standards movement successful.

  6. These standards are written in a way that demands teaching deeply for conceptual understanding. • Interdisciplinary teaching with purposeful connections to all content areas skillfully planned within each lesson will be essential.

  7. Like other countries famous for successfully reforming their educational systems—we must trust teachers.

  8. The Common Core and Policies • Race to the Top and the reauthorization of ESEA must be envisioned and realigned to a very different mission than the competitive test score driven policies that our schooling are now based upon. • If classrooms and schools are expected to look the same, yet expect different results, we will have lost the potential of the common core.

  9. Finland • No standardized tests • Teachers are trained to assess children in classrooms using independent tests they create themselves. • "There's no word for accountability in Finnish, accountability is something that is left when responsibility has been subtracted."

  10. New Narrative • Must be teacher-owned standards-driven reform that replaces the high-stakes test-driven accountability • True partnership between our national unions and our federal government • More effective alignment of central office practices, resources, and policies • Partnership between principals and teachers

  11. Professional Learning Communities • At Central Office, among principals and teachers • Rich discussions about teaching • What and How • Rework Instructional Council Language

  12. Creating Structures That Work Instructional Council PLC/ Instructional Collaboration Coach/ Dept. Chairs CCSS

  13. 8.The IC will act as the leadership team that manages the process for the implementation of the Common Core State Standards at each site. Creating structures at the school that explicitly connect the work of the Instructional Council and the Instructional Coach so that the PLC/Collaboration work is connected to the implementation work. Moving the staff from awareness of the CCSS to implementation. Ensuring information is not just dispensed, but also understood. Ensuring that teachers are able to share their perspectives and pedagogical strategies with each other as they learn about and implement the CCSS. Collaborating with the Instructional Coach and teacher leaders on professional development about the CCSS.

  14. IC language continued • Gathering both qualitative data and quantitative data about the progress of implementation, questions that arise, and the supports needed by the teachers. • Basing the implementation of the CCSS on the unique needs of the staff and student population of the school. • This is a collaborative effort between the IC members and their constituents. Work on the CCSS implementation should not come top-down from the IC to the staff. • The Instructional Council will ensure that the implementation of the CCSS at their site is informed by, and connected to, the District’s plans.

  15. We will all be learning together. There are no experts in the common core; it’s new to us all. Principals must learn new leadership skills that will focus on supporting teachers who are learning, or re-learning, teaching skills. Principals must humbly learn with us side-by side. Fidelity to programs, checklists and walk-throughs, must be replaced with a tolerance and acceptance of chaos.

  16. CCSS Policies • No standardized testing • Teacher created formative/ authentic assessments • Teachers have autonomy and are trusted • Smaller class sizes • Collaborative relations between teachers and administrators

  17. Planning in a standards-based system does not start with a program. It starts with the standard.

  18. Moving beyond coverage • Fewer concepts/greater understanding • Teachers use professional knowledge based on: • Students • Community input • Previous conceptual knowledge • Problem solving of real-world problems

  19. Teachers will need time to learn how to plan together based on the standards • Teachers will need to develop lesson plans that use a variety of strategies • Understanding by design • Backward/conceptual planning • Teaching for understanding • Differentiated instruction

  20. Pedagogy • What does teaching in a Common Core Standards system look like? • students engaged and grappling with complexity • assignments that include evidence of students’ thinking at progressively deeper levels. • constructivist-teaching strategies

  21. Strategies • A primary emphasis on a hands-on, problem-centered approach in which the learners are actively involved. • Class discussions designed to make a connection between activities and the underlying conceptual knowledge. • Projects built around thematic units or the intersection of topics from two or more disciplines. • Experiments and research projects in which findings are presented and debated with the class as a whole. • Field trips that allow students to put the concepts and ideas discussed in class in a real-world context.

  22. Depth of Knowledge Levels • Level 1 -Recall of a fact, information, or procedure • Level 2 -Skill/Concept: Using information or conceptual knowledge, two or more steps • Level 3 -Strategic Thinking: Requires reasoning, developing plan or a sequence of steps, some complexity, more than one possible answer • Level 4 -Extended Thinking: Requires an investigation, time to think and process multiple conditions of the problem

  23. Programs will be one, but not the only, resource teachers will use as they teach to the standards. • Any instructional program can be used with the common core as long as teachers have professional autonomy in using it.

  24. MEMORANDUM OF UNDERSTANDINGTHE COMMON CORE STATE STANDARDS, STANDARDS-BASED TEACHING PRACTICES, AND THE RELATION TO APS PROGRAMS AND PRACTICES The District and the Federation agree that starting in the 2012-2013 school year and in all subsequent school years, the Common Core State Standards (CCSS) will be the foundation of instruction for all APS students. Both parties believe that teachers must collectively and collaboratively use the appropriate methods and materials to help students develop conceptual understanding that leads to proficiency in the CCSS. Both parties affirm that all educational programs must be sensitive to the needs and aspirations of students and that all students in APS must have equal access to the CCSS.

  25. The following clarifications are intended to support the above statements: • All instructional programs can be used with the CCSS. • Teachers have the discretion to augment the District approved curricular programs. Teachers may also adjust the pacing and scope and sequence of District approved curricular programs to align with the CCSS. • Tier II and III intervention programs, while more prescriptive by nature, are one of the instructional tools used to teach to the CCSS. Additional tools and resources may be utilized to meet the CCSS. • Principals and staffs are encouraged to analyze school practices to ensure they are still relevant as APS moves toward adopting the CCSS at all grades. For example: Baldrige is no longer a district-supported program. Continuing with Baldrige, CCI, Continuous Improvement, and PDSA is at the discretion of the Instructional Council.

  26. Warning: • The program and textbook companies are going to slap a label in their products that reads. “Aligned to the Common Core.” • We don’t need to buy it—literally. Purchased curriculum has no place in the common core system.

  27. Curriculum • what a teacher creates by gathering a variety of instructional tools and resources, aimed at teaching to the common core • teaching the common core and teaching to the common core are distinctly different ideas

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