Implementing Common Core

Given the following situation I have my response to both scenarios.

As the resident expert in Common Core Standards, your principal has asked you to design an implementation program for your school. Give two scenarios: a dream, unlimited time, unlimited funds scenario, and reality.

Dream Scenario:

In my dream scenario I would have my school host a summer institute, with extra pay, before the school year that we plan to execute the new standards. The summer institute would focus on reading the standards, establishing acceptable assessments, thinking of units of study that would integrate the standards into a series of lessons and/or finding materials which complement the standards, and designing a curriculum map for a school year.

The focus on the reading would be for the teachers to find the big ideas of content. The teachers would gather as grade-level teams and thoroughly read the new standards discussing any questions they may have. After having read the standards, the teachers would then set benchmark goals for their students so they reach mastery by the end of the year. These benchmark goals would lend itself to the following discussion on assessments.

The second conversation about Common Core would be to establish both formative and summative assessments. The teams would pull together their resources, or create their own assessments that they feel are suitable in addressing each standard. A rubric will be developed as a standard of reference for each assessment or a universal rubric will be decided on. These assessments will be benchmarked on a curriculum map.

In preparation of the curriculum map, the teachers will gather together and decide as a team how they want to teach the standards. Using our current math program, Investigations, the grade levels will choose whether they want to teach particular units because they’ve worked well in the past and align with Common Core, or if they want to supplement the program with something more appropriate. This is where the lesson planning and units of study designing will take place. Having this conversation may take the most amount of time because the teachers have to find teaching grounds they all feel comfortable with and also feel is best for the students. A great brainstorming time will take place and teachers, perhaps cross-grade-level, will have a share time on how they perceive their teams designing units of study. Each grade-level team will decide at this time on at least one standard they’d like to present a lesson study on. A lesson study is a professional development process that examines teaching practices with the goal of becoming more effective. Teachers collaboratively plan, one teaches, all observe and all critique a lesson. Our school has had experience with this and knows the protocol. This will be ongoing throughout the year as we practice the new Common Core State Standards.

Lastly, the professional development in regards to the roll out of the new standards will expect the teams to develop a curriculum map. This map will focus on math and serve as a pacing guide for each teacher. Curriculum maps will include vocabulary, Kathy Richardson Stations, the standards, benchmark dates and relevant text alignments. All the lesson study planning and use of current math program and supplement materials will be presented on this curriculum map.

Ideally, all teachers would be “on board” to this idea. Funds would available to compensate the teachers for this extra time they are putting in. If unit studies require more funding it will be supplied so long as it is rational. Teachers would be given technology such as laptops, smartboards, elmos and computer programs as needed. Substitutes would be brought in for Lesson Study planning, execution and debriefing. All would be excited for the new standards and would continue sharing ideas as we learn and adapt to this new way of teaching.

Reality Scenario:

In reality, teachers may only be compensated up to two days considering the funding. The two days would be spent reading the new standards and finding the gaps in our current math program that do not address the standards. Units of study in Investigations would be realigned to match Common Core and teacher would have to pull together resources or design their own for the gaps. A new curriculum map would be designed around the standards and will include vocabulary, stations, texts and lessons. Teachers would establish appropriate assessments and design new ones for the lessons they’ve chosen to fill the gaps. Grade-levels would just have to “make it work with what we have”.