Issue link: http://educator.cta.org/i/274063
Common Core needs a course correction W H E N 4 5 STAT E S adopted the Common Core State Standards (CCSS), educators saw the wonderful potential of these standards to correct many of the inequities in our education system. NEA members overwhelmingly supported the goals of the stan- dards because we knew they could provide a better path forward for every student. The promise of these high standards for all students is extraordinary. We also had high hopes that our policymakers would make an equal commitment to implement the standards correctly by pro- viding the time, supports and resources that are crucial to making changes of this magnitude. So over the last few months, I have been listening closely. I have joined our state leaders in member listening sessions, observed member focus groups, and invited NEA members to share their views about how CCSS implementation is going. In far too many states, implementation has been completely botched. Seven of 10 teachers believe implementation of the stan- dards is going poorly in their schools. Worse yet, teachers report that there has been little attempt to allow educators to share what's needed to get CCSS implementation right. Imagine that: The very people expected to deliver universal access to high-quality standards have not had the opportunity to share their expertise about how to make implementation work. NEA has been called upon to oppose the standards. But scuttling these standards will simply return us to the failed days of No Child Left Behind (NCLB), where rote memorization and bubble tests drove teaching and learning. Instead, we want states to make a strong course correction and move forward. As a math teacher, I have some strong views about the proper sequence of things. Start with high standards, create a curriculum that supports them, then focus on assessments that are aligned to what is taught and that really measure learning, then evaluate progress, and finally make continuous adjustments to improve teaching and learning. So the first step is for policymakers to treat teachers as profes- sionals and listen to what we know is needed. Give us resources and time — time to learn the standards, collaborate, develop aligned curriculum, and field-test the standards in classrooms. We also need the financial resources for updated textbooks and fully aligned materials. Second, work with educators to determine how to properly use assessments. Don't ask teachers to administer tests that have no relation whatsoever to what they have been asked to teach. Why would we waste valuable learning time? To make matters worse, many states are using these invalid test results as the basis for accountability decisions. This is not "accountability" — it's malpractice. NEA members are committed to seeing the promise of the standards fulfilled. But we can't do it alone. Elected officials, school administrators and other stakeholders are part of the accountabil- ity system, too. There's too much at stake for our children and our country to risk getting this wrong. To read the full article, go to www.cta.org/vanroekel. B Y N E A P R E S I D E N T D E N N I S V A N R O E K E L 5 www.cta.org M A R C H 2 0 1 4 AZUSA | HIGH DESERT | INLAND EMPIRE | LOS ANGELES | MURRIETA ORANGE COUNTY | SAN DIEGO | ONLINE Azusa Pacific University SCHOOL OF EDUCATION 15112 Earn your degree from a university known for excellence in education. Azusa Pacific has a reputation for consistently producing innovative and comprehensively prepared educators. Our graduates serve as teachers, counselors, coaches, and administrators throughout Southern California, and are known in their schools and districts as leaders in the field. Choose from more than 60 ways to earn your credential and degree at APU, including a bachelor's degree completion program in liberal studies, and join a 115-year legacy of excellence in education. Programs start throughout the year. Contact us today! apu.edu/explore/education (626) 815-4570 Educator 03 Mar 2014 v2.0 int.indd 5 3/6/14 10:51 AM