Issue link: http://educator.cta.org/i/315828
Feature " W h e n t h i n g s c h a n g e , i t demands serious introspection about how we go about improv- ing our practice," says Vogel, who has seen new education trends come and go. "But if we work together, we can shape implementation of the Com- m o n C o re i n o u r s c h o o l s i n a way that is right for students, teachers and public education." Implementation issues H o l l y M i l l e r, a s i x t h - g r a d e teacher at Olivet Elementary School, likes having Common Core coaches visit her class- room and model lessons, like the one Harris did on volume. "I feel like I have lots of sup- port," says Miller, who has been given release time for trainings. "It's been a huge shift and a work in progress, but it feels safe this way." Unfortunately, such support is not universal. A majority of teach- e rs p o l l e d by CTA s a i d t h e y h ave n o t b e e n g ive n e n o u g h t i m e o r training to create high-quality lessons for students, and their schools have not yet equipped classrooms with the textbooks and technology n e e d e d f o r t h e t r a n s i t i o n . M o re t h a n h a l f o f m e m b e r s g ave t h e i r schools "failing grades" on implementation. Respondents said they need more time to plan, practice good lessons, receive high-qual- ity training, and observe and collaborate with other teachers to help them successfully tran - sition to the Common Core. Standards and curriculum have not yet been aligned. The math frameworks, which provide cur- ricula and instructional guidance, were approved in November, and math textbooks were released this year, but are only partially aligned to the new stan- dards. The English language arts frameworks have not been approved, and textbooks are expected to be released in 2015. To fill the void, teachers are finding or creating supplemental materials themselves — and copy machines are working overtime. (For more on the challenges members face, see page 31.) Collaboration among colleagues is invaluable when it comes to sharing resources, ideas and lesson plans, says Vogel. It also helps morale to be working toward a common goal, rather than struggling in isolation. "We have a math workgroup of teachers in our high schools who Nathen Dooley and Yonathan Yohannes work together on a measuring assignment. collaborate," notes K atja Jackson. "We were working on the scope and sequence of standards, which clusters them into units of instruction. We continue looking for resources. We have looked at what other states have, such as EngageNY and MARS [Mathematics Assessment Resource Service] Tasks. It's definitely helping." Te r r i J a c k s o n , a t e a c h e r a t S t e w a r t E l e m e n t a r y School in Pinole, says collaboration and discussions with colleagues have helped smooth the transition. "We are pulling together, and it takes away some of the Holly Miller P H O T O G R A P H Y B Y S C O T T B U S C H M A N CTA members say… Wanted Resource Resources available? 82% Planning time to prepare new curriculum 39% 72% Time to collaborate with colleagues 33% 64% Updated classroom materials and textbooks 9% 57% Model lesson plans 24% 57% Opportunities to observe/practice 13% 46% Inservice Training 75% 14 M AY 2 0 1 4 Educator 05 May 2014 v1.6 int.indd 14 5/16/14 3:21 PM