State Role in Supporting Educators

CHRIS MINNICHMAY 2012 | SCEE MEETING

Shifts in ELA Building knowledge through content-rich nonfiction and

informational texts in addition to literature Reading and writing grounded in evidence from the text Regular practice with complex text and its academic vocabulary

These apply to content area (social studies, science, and technical subject) teachers as well as to English teachers.

Shifts in Mathematics Focus: 2-3 topics focused on deeply in each grade Coherence: Concepts logically connected from one grade to the

next and linked to other major topics within the grade Rigor: Fluency with arithmetic, application of knowledge to real

world situations, and deep understanding of mathematical concepts

Common Core ELA and Math Shifts

English language arts (ELA) Help teachers incorporate text-dependent questions into

instruction Integrate more non-fiction and complex texts into

curriculum Writing to inform and structure an argument School wide literacy initiative in secondary school

Mathematics Focus instruction on a few key topics emphasized in each

grade in the standards Emphasize problem-solving and real-world application

Ideas for phasing in Common Core next school year

Professional Development

Changes in instruction

Professional Development

Preparation, Licensure,

Certification, and Career Pathways

Educator

Evaluation

Common Core State Standards

Students

Educators

Systemic change: Fundamental shift in how teachers learn, grow, and improve Organized learning communities driven by the needs of teachers Principals prepared to be instructional leaders and lead the change effort to

the new standards

Immediate steps: Talking to the principals and superintendents in your summer professional

development sessions about how they can bring together communities in their school or district regularly throughout the year where teachers can collaborate on Common Core implementation.

Ensure educators know the major shifts in the ELA and math standards Support principals and district leaders in identifying the key changes they

can make next school year to transition to the standards.

Professional Development

Systemic change: From passive technicians to true professionals Coursework, clinical experience, graduation requirements,

and licensure illustrate preparedness for teaching Using the INTASC standards to ensure that preparation

programs have a “target”

Immediate steps: Invite arts and sciences faculty and preparation program

faculty to Common Core professional development trainings Connect with your chief and senior leadership about system-

wide changes to teacher preparation

Teacher Preparation

Systemic change: Differentiated roles based on educator skill The Common Core will require more content expertise and greater

pedagogical skill, since when we demand more of students we’ll be demanding more of teachers.

This will create even greater urgency for differentiated roles and responsibilities of teachers since those who are more successful in teaching the Common Core should have greater responsibility to support other teachers.

Immediate steps: Engage with the appropriate staff in your agency about how the

state can create career pathways. Work with districts to ensure that the traditional pathways to

leadership are reviewed and re-considered

Career Pathways for Teachers

Systemic change: Evaluations that lead to continuous professional growth for each educator Districts evaluate all principals’ performance, with the principal’s success as

an instructional leader for Common Core as a key evaluation criterion. Target support to principals based on their needs and track progress of

principal professional development efforts focused on instructional leadership.

Teacher observations include focus on the instructional shifts in CCSS, and teachers have access to individualized professional development based on evaluation.

Immediate steps: Teacher observation rubrics include evidence of Common Core instruction. Principals receive training on how to conduct teacher evaluations that

includes how to identify key elements of the Common Core in instruction. State must consider the messaging elements within their individual plan

Educator Evaluation

States are leading, through NCLB waivers and raising the bar in standards and assessments

Now is the time, teachers are the most important factor in student achievement.

Leave a legacy in your state

State Role and Leadership

Rebecca Mieliwocki, newly selected teacher of the year said, "Students learn best when they have the most enthusiastic, engaged teachers possible. I firmly believe that teachers must be held accountable for their students' success, from helping them meet personal or school-wide learning goals to achieving on district and state level assessments.”

Teacher Leadership