Many Teachers Not Ready for the Common Core

Autor/in	Sawchuk, Stephen
Titel	Many Teachers Not Ready for the Common Core
Quelle	In: Education Digest: Essential Readings Condensed for Quick Review, 78 (2012) 2, S.16-22 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-127X
Schlagwörter	State Standards; Public School Teachers; Elementary Secondary Education; Academic Standards; Teacher Effectiveness; Readiness; Cognitive Ability; Pedagogical Content Knowledge; Government Role; Change Strategies; Educational Change; Professional Development + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Denkfähigkeit; Pädagogische Kompetenz; Lösungsstrategie; Bildungsreform
Abstract	A national survey of school districts last fall by the Center on Education Policy found that fewer than half of the districts had planned professional development aligned to the Common Core State Standards this school year. The challenge of getting the nation's 3.2 million K-12 public school teachers ready to teach to the standards is enormous. With new assessments aligned to the standards rapidly coming online by 2014-15, the implementation timeline is compressed. Teachers are wrestling with an absence of truly aligned curricula and lessons. Added to those factors are concerns that the standards are pitched at a level that may require teachers themselves to function on a higher cognitive plane. Evidence from a Bill & Melinda Gates Foundation study suggests that teachers already struggle to help students engage in the higher-order, cognitively demanding tasks emphasized by the standards, such as the ability to synthesize, analyze, and apply information. Supporters of the common standards say the standards encourage a focus on only the most important topics at each grade level and subject, thus allowing teachers to build those skills. For districts, the professional-development challenge is in finding the place to begin. Districts furthest along in the process are integrating the training with successful efforts already in place. (ERIC).
Anmerkungen	Prakken Publications. 832 Phoenix Drive, P.O. Box 8623, Ann Arbor, MI 48108. Tel: 734-975-2800; Fax: 734-975-2787; Web site: http://www.eddigest.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10