Common Core Standards

1. Common Core Standards The Promise and the Peril Ellen Bernstein ATF President

2. Promise Peril • Opportunity to take back our profession • Facts and skills will be taught properly as a support of deeper conceptual understanding • Multiple resources, not a script • Purposeful connections in all content areas • 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 • 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. ATF Standards Projects • Funding from Gates, in conjunction with The American Federation of Teachers, Council of Chief State School Officers, Council of the Great City Schools, and the National Governors Association Center for Best Practices allows the creation of a pilot of the implementation of the CCSS.

6. ATF Standards Projects • AFT Innovation Fund grant • Creation of lessons and materials aligned to the CCSS for ESL students • Partners with PBS and WETA to develop research-based PD materials • Model lessons for teaching English language learners in grades 1, 4 and 8.

7. 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.

8. 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.

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

10. 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.

11. Opportunity to Learn(the forgotten, yet most important, standard) • Need driven resources • Sized to ensure individualized instruction • Attention to each child’s learning needs • Safe, healthy and modern • Time and innovative uses of time • Wrap around services • Quality early childhood experiences

12. The Common Core and Partnerships • Federal, state, district and school levels • Based on teachers and their unions working as equals at every level • We all must ensure that teachers’ voices are driving the implementation of the common core standards.

13. New Narrative • Must be teacher-owned standards-driven reform that replaces the high-stakes test-driven accountability • True partnership between labor and management at all levels • More effective alignment of central office practices, resources, and policies • Partnership between principals and teachers

14. Professional Learning Communities • At Central Office, among principals and teachers • Rich discussions about teaching • We reworked Instructional Council Language to support the CCSS implementation

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

16. 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.

17. CCSS/Following Finland’s Example • No standardized testing • Egalitarian treatment of kids • Teachers have autonomy and are trusted • Smaller class sizes • Smooth relations between teachers and administrators

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

19. 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

20. 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

21. 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

22. 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.

23. 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

25. 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.

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

28. Teachers Voices Classroom innovation and creativity is instrumental in teaching and learning; CCSS provides clarity towards fostering that environment. Ali Nava 1st Grade Teacher, Lew Wallace ES

29. I heard a pilot teacher say something profound. She said it is a relief for teachers that we finally have standards written to fit standards-based practices. She is absolutely right. Gina Middleton, Common Core Pilot Project Mgr., APS-RDA

30. I often feel pressed (and stressed) because math teachers are expected to cover so many things every year. I appreciate the CCSS: they focus on fewer concepts that can be developed in greater depth. Paul Roensch, Math Teacher, Eldorado HS

31. We are being presented with the opportunity to create curriculum that best articulates the standards and encompasses the uniqueness of our students. NO MORE FIDELITY TO A SCRIPT. Instead, we get to use our professional discretion to teach. This is indeed exciting! Miriam Martínez, Dual Language Kindergarten Teacher, Los Padillas ES

32. “The most exciting aspect of the upcoming CCSS is the possibility for teachers to return to actually teaching. The emphasis on higher-level thinking may allow teachers to focus more on students' acquisition of knowledge and less on the be-on-this-page-on-this-day-at-this-time style of teaching so prevalent throughout the country.” Luke T. Phillips, 4th grade Bilingual Teacher, La Mesa ES