The new Common Core Standards for math and language arts are scheduled to be rolled out in the 2014-2015 school year, and 44 states plus the District of Columbia are starting to shape how the Common Core will play out in their education systems. Teacher preparation programs, professional development, and instruction/instructional materials all need to be aligned with the objectives of the Common Core; even more complicated is the need to develop standardized assessments to replace those currently existing in each state.
Many states are struggling with this process, in part due to the mind-boggling number of moving parts that are included in adopting the Common Core. However, some states have found ways to begin reforming their systems in order to transition to the common core. Here are some shining examples:
Massachusetts. Massachusetts has been working on standards (or frameworks) since 1993 that had associated assessments. After adopting the Common Core, not only were education professionals engaged in revising the frameworks to support the Core, but business leaders were included as well to give their perspective on what skills should be tested in order to promote college- and career-readiness. The state is in the process of incorporating the Core into their assessment system for some grades, to be launched next school year. The reason they are able to move so fast is the work they did this past summer: the state department of education “supported 200 teachers who were involved in developing curriculum resources in products,” which will act as models for districts working to align their curricula with the Common Core. This type of state support is critical for implementation of the Core.
Utah. During summer 2010, Utah created the Utah Common Core Academy for more than 5,000 teachers and principals to help districts and charter schools effectively redesign curriculum and implement the Common Core. Sessions were held in 14 locations across the state, ensuring that each district and charter school had the chance to participate in the discussion. The state recognizes that “the failure in the past to get teachers on board and on the front line has destroyed confidence. We are building confidence through the academy” said Larry Shumway, Utah’s superintendent of public instruction.
Indiana. Indiana was the first state to align its teacher-preparation standards with the Common Core and require colleges to incorporate them into their pre-service preparation programs. Hundreds of teachers and education professionals across the state were involved in developing the new teacher preparation standards. The revised teacher preparation standards “reflect the content pedagogy that teachers must have to effectively implement…the Common Core State Standards,” said Dr. Tony Bennett, Superintendent of Public Instruction for Indiana. Schools also began teaching the Common Core this school year, and are on track to have the program fully implemented by the 2014 deadline.
Kentucky. Kentucky was the first state to provisionally adopt the Common Core, which partially explains how the state was able to roll it out in the classroom this school year. Starting in 2010, schools and districts began transitioning to the Kentucky Core Academic Standards for math and English, which are based on the Common Core. To help them through this process the state department of education created a “crosswalk,” or comparison tool, between Kentucky’s previous standards and the Common Core. This helped teachers plan their instruction and determine appropriate materials, and also to inform professional development planning. One of Kentucky’s key goals in adopting the Common Core was reducing the number of high school graduates who need remediation before moving on to college or careers. This goal has helped bring together educators at both the high school and college level, who meet regularly. “There was quite a gap between what high school teachers and secondary faculty expected,” says Dr. Terry Holliday, Kentucky’s commissioner of education. Collaboration between the two groups enables teachers to “align their expectations in accordance with the [Common Core].”
At its heart, the Common Core seeks to ensure that all children receive a high-quality education, regardless of their background or where they live. Though each state will struggle with the practical aspect of implementation, a common theme for achieving success from the examples above is that K-12 teachers must be involved in the conversation. Even more importantly for success, states must provide adequate assistance to districts, administrators, and teachers in order to achieve buy-in and create confidence in the new system.
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