Implementing
the
Common Core State Standards
and the
North Carolina Essential
Standards
The Administrator’s Role
Ideas to ponder…
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“In order to positively impact student
achievement, the Common Core State
and NC Essential Standards must be not
just adopted but implemented.”
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“The goal is to have content standards that
actually impact what happens in the
classroom. Unfortunately, there are too
many examples where states have fine
content standards that bear little
resemblance to what is actually being
taught and learned in classrooms.”
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It’s 2011: Do you know
where your teachers are?
Do you know what and how
your teachers are teaching?
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Importance of Alignment
Alignment is an even stronger predictor of
student achievement on standardized
tests than are socioeconomic status,
gender, race, and teacher effect.
(Elmore & Rothman, 1999: Mitchell, 1998; Wishnick,1989)
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“We need to think carefully about what it will
take for the Common Core and NC Essential
Standards to become fully operationalized in
every classroom, every year, from kindergarten
to high school graduation.”
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I. Understanding
the
Common Core State Standards
and
NC Essential Standards
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Common Core State
Standards
(Adopted by 48 states and the
District of Columbia)
• English Language Arts
• Mathematics
NC Essential Standards
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Science
Social Studies
World Languages
Arts Education
Healthful Living
Career & Tech Ed
Exceptional Children
English as Second Language
English Language Development
(approved 2008)
• Information & Technology
NOTE: English Language Development and Information & Technology Essential Standards
must be delivered by classroom teachers through ALL content areas, in appropriate grade
levels– in collaboration with AIG, EC, ESL, media coordinators and tech facilitators.
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What do the Common Core State and
NC Essential Standards look Like?
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Common Core Big Picture
1. Aligned with college and work expectations
2. Focused and coherent
3. Includes rigorous content and application of
knowledge through higher-order skills
4. Internationally benchmarked – prepares
students for global economy & society
5. Based on evidence and research
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Rationale for Implementation
• EQUITY – Expectations the same
regardless of where students live
• College/Career Readiness – Students
need to be more than proficient
• Comparability – State results will be
comparable through common
assessments
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Rationale Cont…
• Shared Resources – Ability to share and
team across district and state lines
• Economies of Scale – Possible savings
due to sharing of resources and
assessments
• Student Mobility – Students encounter
same standards wherever they go
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Common Core MATHEMATICS
Elementary
• Kindergarten number core
• K-5 math foundation
• Continuous progression through
grades
• Procedural skills + conceptual
understanding
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Middle
• Robust middle school standards
• 8th grade algebra
• Hands-on, applied learning in
algebra, geometry, probability,
statistics
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High School
•High School mathematics applications
solve messy, real world problems
•High school students apply mathematics to novel
situations, as college students and professionals do
– unexpected problem solving
•Mathematical modeling in physical, economic,
public policy, social and everyday situations –
integrates mathematical and statistical methods
and reasoning
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Common Core ELA
Reading
• Staircase of increasing
complexity in reading
• Diverse array of literature and
informational “sample” texts
• Critical content “types”
mandated
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Writing
• Logical arguments
(opinion writing)
• Research writing featured
prominently
• Includes student writing
samples
Speaking & Listening, Language, Media & Tech
• Each are integrated throughout the ELA
standards
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What are some of the strengths (and weaknesses),
of the Common Core, that principals need to be
aware of?
http://www.leadandlearn.com/multimedia-resource-center/video-library?video-topic=355
See “Doug Reeves discusses the Common Core State Standards”
Min: 6:35 – 16:05.
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NC Essential Standards Big Picture
• Narrower and deeper
• Clear articulation of skills, understandings, and
learning experiences critical at each grade level
• Infusion of writing; 21st century content;
thinking and learning skills; and life skills
throughout the content standards
• Reflection of rigor, relevance, and relationships
(integration) between and among subject
areas.
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• Developed for readiness – elementary, middle,
high school, college, workforce, and beyond.
• Mindful of 21st Century skill requirements
• Measurable and concise
• Integrated with other content areas
• Driven by Revised Blooms Taxonomy (RBT)
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II. Supporting the Change
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“Principals need to get to know the
standards. A critical principal role in
implementing the standards change process
is to facilitate powerful conversations
regarding what the new standards indicate
students should know and be able to do by
the time they enter and leave each grade
level. To do this, principals need to become
intimately familiar with the organization,
scope, depth and purpose for the new
Common Core and Essential Standards.”
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Traps to avoid
Relinquishing responsibility
•“My assistant principal handles curriculum.”
•“I’m not a math/science/ELA… person.”
Overestimating
•“The teachers are getting plenty of training;
they’ve got a whole year to work it out.”
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Underestimating support needs
•“My people are professionals. I don’t need to be
looking over their shoulders on this.”
Expecting it to go away
•“We change the curriculum
every few years in this state…”
Confusing priorities
•“PLCs are great, but we don’t really have time for
that around here.”
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Prepare to Launch!
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Principals Encourage, Facilitate, & Manage:
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Rationale and “buy in”
Collaboration opportunities
Common ground (w/old standards)
Informational writing
“Power Standards”
Locate/reallocate resources
Common formative assessments
Exceed the standards
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Key Management Structures
Support Implementation
1.Department Head/Lead
Teacher Role
2.PLCs
3.Shared Decision-Making &
Distributed Leadership
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Management Structures Cont…
4.Evaluation Considerations
- How do principals know good instruction for
the Common Core and Essential Standards
when they see it?
- How do principals incorporate a standardsbased lens during classroom walk-throughs
and formal evaluations— in so many
different subject areas?
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Principals’ Concerns
• What are some of your questions, fears and
concerns about your role in this implementation?
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Your comments: How can we help?
• Your thoughts, comments, and questions:
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III. Utilizing the Principal’s
Transition Plan Tool
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Standards Implementation: Nuts & Bolts
• Teachers’ knowledge of the Standards
• Teachers’ understanding of the Standards
• Communicating w/ all stakeholders about the
Standards
• Resources & tools (for teacher understanding)
• Adoption of resources & tools (for instruction)
• Ongoing professional development support
• Assessment (formative & summative, online)
• Data & Evaluation
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State
District
Principal
Timeline
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Tips on working with the
Transition Plan
1. Highlight District Implementation and
Transition Process activities that are directly
relevant to you in your school.
2. Think about how the District activities impact
what you will do in your building.
3. Consider the amount and kind of support you
will require from your district & NCDPI.
4. Be mindful of the State’s goals and be sure to
address each of these at the school level.
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IV. Meeting Challenges and
Accessing Support
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Accountability and Curriculum
Reform Effort (ACRE)
http://www.ncpublicschools.org/acre/
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Summer
Institute
April
Formative
Support
July
Annual
Professional
Development
Cycle
Jan
RESA
Session
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• District Implementation Team
1. Know who they are
2. Read the District Plan
• DPI Staff & Other Resources
1. Common Core Summer Institutes
2. PD Leads & NERESA
3. Professional Development Cycle
4. Online modules
https://center.ncsu.edu/nc/login/index.php
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