Common Core at a Crossroads
By Gene R. Carter, Executive Director, ASCD
Last June, the Common Core State Standards Initiative released its much-anticipated standards for math and English language arts; the following month, I wrote about the need for states, districts, and schools to thoughtfully implement the standards so that they lead to tangible improvements in learning and teaching. It’s remarkable how much—and how little—has changed since I wrote that column.
Since then, all but six states have adopted the standards and two state consortia are moving full speed ahead to develop multifaceted assessment systems to measure students’ understanding and performance against the common core. But formidable work remains in preparing and supporting educators to translate the standards into effective classroom practice and instruction.
ASCD was one of the last national education organizations to formally endorse the common core standards. We did so based on the recommendation of a committee of ASCD members who conducted a yearlong review of standards development, adoption, and implementation generally and the common core specifically. The committee emphasized that educator input should be incorporated throughout the standards development and implementation process; teacher preparation and ongoing professional development should align with the standards; and the standards should ensure effective instruction that results in increased learning for all students.
To that end, ASCD developed a common core resource webpage that tracks state standards adoption and provides implementation resources on everything from instruction and curriculum to online professional development. Moreover, we’ve worked closely with several of our state affiliates to convene symposia for educators of all types to learn more about the common core. Participants explore the history and status of the initiative and ASCD’s perspective on the standards and essential next steps. They also discuss what’s needed at the district level to prepare for standards implementation. Perhaps the most surprising takeaway from these events is that while the educators in attendance are familiar with the standards, they report that significant numbers of their colleagues have very little, if any, knowledge of the common core. Clearly more work still needs to be done.
I’m pleased the Bill & Melinda Gates Foundation recognized this need and awarded ASCD a $3 million grant to help build the capacity of teachers, schools, districts, and states to successfully implement the standards. With support from the grant, we will convene state-level meetings to share information about the common core standards. The meetings will not only build on those we’ve already conducted, but also place even more emphasis on soliciting information from educators about the specific assistance they need to help translate the standards into effective classroom instruction.
Drawing on educator feedback from these meetings as well as our organization’s capacity-building professional development expertise, ASCD will also provide educators with hands-on tools and professional learning opportunities to support the integration of the common core standards into their classrooms and to ensure their understanding of the standards’ underlying concepts.
The experts developing the two common core assessment systems are engaged in detailed conversations about what it will take to implement the assessments, from preserving test-item security to ensuring schools have the technology infrastructure to administer the computer-based exams. We need to apply a similar level of care and detail regarding professional development and instruction. That’s not to say such work isn’t happening at the state and local levels. New Jersey ASCD, for example, has created a Common Core Portal where educators can access common core resources and share best practices in instruction, curriculum, and assessment. Meanwhile, Utah has thought critically about the new standards’ implications for course offerings and sequencing. After determining that the math standards require an in-depth, integrated way of teaching the subject, the state will combine concepts such as algebra, geometry, and statistics into three new courses (Math 1, 2, and 3) at the high school level.
ASCD will build on good work like this to support classroom teachers in leveraging the standards to help students learn. Common core leaders are at a crucial crossroads; if we don’t effectively engage and support the very people tasked with teaching our students on a daily basis, we risk never realizing the standards’ potential to prepare each and every student for lifelong success.