Teacher Evaluation - With changes afoot in all of these areas, teacher-evaluation reform has gotten exponentially more difficult. 42 states report either having plans or building plans to revise their teacher-evaluation systems to comport with the expectations of Common Core. Thirty states claim to have “fully developed” plans to change their instructional materials to align with the new standards.
Common Core – One of several massive changes. Even the best state departments of education were fretting about the massive challenges associated with overhauling educator evaluation systems before Common Core implementation was front and center.
Professional Development – Plans “look a lot like the SEA’s current PD plans: same state office, same providers, same higher-ed institutions, same quality monitoring, same number of hours required, etc.”
Aligned Instructional Materials - Comparing the navigability of the CC-aligned resources marketplace to the Wild West would be an insult to the Wild West.
Teacher Preparation - Are any activities underway to improve teacher preparation programs so their graduates are ready for the demands of Common Core. As far as I can tell, most states haven’t even begun working in this area.
Mel Riddile's insight:
"it’s time to get serious about the seriousness of implementation"
The Perfect Storm = New Teacher Evaluation Systems + New State Accountability Systems + Common Core Implementation (Professional Development, Aligned Resources, Teacher Preparation)
"no matter what framework was used, teachers got higher scores on procedural tasks like planning and behavior management, but relatively low scores on things like "analysis and problem solving," "using investigation/problem-based approaches," "student participation in making meaning and reasoning," and "relevance to history and current events."
"The Consortium on Chicago School Research recently released final results from that city's pilot implementation of the Danielson Framework for Teaching and found similar results. Here, too, teachers generally scored lower on the domains of "using questioning and discussion techniques" and "engaging students in learning" than on managing the classroom."
Mel Riddile's insight:
The Common Core Standards will require that students use logic to apply learned concepts to real-world situations using high-order thinking skills.
Mangaging student behavior is fundamental expectation, but only the beginning of quality instruction. This study supports my contention that school leaders must fundamentally change current classroom practice by building the collective capacity of all teachers to deliver quality instruction.
Numerous reports have referenced the fact that the Common Core's new English language arts standards were "outraging many literature teachers by requiring them to focus less on creative literature and more on nonfiction ‘informational texts.
Many educators in Quincy, however, say such worries about the Common Core's language arts standards are being overblown.
If anything, local educators say they will be teaching more classic literature instead of less. And despite some published accounts to the contrary, no one at the nationa
According to the MetLife Survey of the American Teacher, educators are confident about implementing the Common Core, less so about its potential for increasing student success.
Nine in 10 principals (93%) and teachers (92%) say they are knowledgeable about the Common Core.
Nine in 10 principals (90%) and teachers (93%) believe that teachers in their schools already have the academic skills and abilities to implement the Common Core in their classrooms.
Teachers and principals are more likely to be very confident that teachers have the ability to implement the Common Core (53% of teachers; 38% of principals) than they are very confident that the Common Core will improve the achievement of students (17% of teachers; 22% of principals) or better prepare students for college and the workforce (20% of teachers; 24% of principals).
A majority of teachers (62%) and a smaller proportion of principals (46%) say teachers in their schools are already using the Common Core a great deal in their teaching this year.
In this post, Kim reflects on the vocabulary development of her sons as they have participated in family read alouds of DIVERGENT. She encourages readers to rely on reading, writing, and talking rather than on workbooks to build vocabulary.
Nearly one in five public high school graduates in the class of 2012 passed an Advanced Placement exam, reflecting a steady increase in performance over the past decade, new data released today by the College Board show.
Last year, 19.5 percent of graduates scored a 3 or higher, which is considered a passing grade on a scale of 1 to 5. That is up from 18.1 percent who passed in 2011 and 11.6 percent among the class of 2002.
High School graduates for the class of 2014 will be judged on three sets of criteria: course work; performance-based demonstration of proficiency, which in most cases is a senior project; and scoring partially proficient on their 10th grade...
"If we want uncommon learning for our children in a time of common standards, we must be willing to lower the voices of discontent that threaten to overpower a teaching force who is learning a precise, deliberate, and cohesive practice."
While the Common Core may cause short term growing pains, the outlook looks bright for teachers seeking to implement creative classroom instruction and the students who will benefit from the changes in their curriculum.
The concept is to give teachers tools (mostly offline but soon to be online) that enable them to transform the Common Core into classroom action by giving teacher the literacy resources to build student’s college ready literacy skills through their existing content lens.
"Last April, only 27 percent of the "insiders" thought PARCC was on the wrong track. Now that's up to 52 percent. Smarter Balanced's numbers have sunk by only 6 percentage points since last April, but they were more heavily "on the wrong track" to begin with than was PARCC. Seventy-one percent saw SBAC as off-base last April, and optimism grew for a while last summer. But now the "wrong track" numbers are up to 77 percent."
At least 40% of the class of 2014 is in danger of not graduating according to a WPRI.com review of 2012 New England Common Assessment Program scores released last week.
"The class of 2014 is the first to fall under the state’s mandate requiring all students to show “partial proficiency” on the math and reading portions of the NECAP before receiving a diploma; meaning educators have roughly 17 months to help students improve their test scores or thousands of kids may be forced to repeat the 12th grade."
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