Issue link: http://educator.cta.org/i/669580
M O R E T I M E , M O R E T R A I N I N G Less than 25 percent of educators said they had the time needed for optimal California standards implementation. Some districts are adjusting schedules through early release days or late start days to give teachers more time. Educators said the biggest obstacle to a full transition to the new standards is not enough professional development — especially when it comes to technology. Educators want "job-embedded" training and activities that allow them to plan collaboratively, analyze lessons, and observe other educators in standards-based instruction. "I really want to become an expert in teaching math to students with disabilities," says Molly O'Hara, a teacher for students with mild to moderate disabilities at Hidden Valley Middle School in Escondido. "I have received some training, so I'm definitely moving in the right direction. But we're talking about thinking and teaching in a completely differently way than we were taught to do, so we need more intensive training. As a special ed teacher, it's a huge challenge to learn the standards for all of the different grade levels." O'Hara, a member of the Escondido Elementary Educators Association, says students with special needs have a difficult time adjusting to the new group dynamic requirements, with new standards for talking and listening. "I'm working on ways to teach them better communication skills," she says. THE SURVEY: A snapshot of where we are L A S T F A L L , the State Board of Education part- nered with WestEd to coordinate a survey of California teachers, administrators and district leaders about implementation of math and ELA standards. Every superintendent and principal in the state — and 7,000 teachers — received a questionnaire. Teachers were asked what support for imple- mentation was provided in their school and district, how they rated it, whether their districts were adequately prepared for the new stan- dards, and whether training was provided that resulted in a "shi" in their teaching practice. WestEd also held eight teacher focus groups in California on these topics. Key findings: • Both teachers and administrators value the rigor of the new standards and believe in their value for students. • Districts are implementing the standards in different ways, with different timelines. • There is greater progress in implementing ELA standards than math. • Educators want more support in helping English learners meet the standards. • Educators want more structured time and more professional development to assist with implementation; they want more job-embed- ded training. • Teachers are relying on peer-developed materials; they are seeking quality, stan- dards-aligned instructional materials, particularly in ELA. • Teachers want more time to collaborate with one another and make instructional rounds; they want to see how other teachers are implementing the standards and analyzing student work. • School districts need to increase awareness of the Digital Library as a resource. 27 April 2016 Molly O'Hara teaches students with disabilities at Hidden Valley Middle School in Escondido. She would like more training and professional development in special education.