Responding to the Challenge of New Standards

Floden, Robert E.; Richmond, Gail; Andrews, Dorinda Carter

doi:10.1177/0022487117702380

Cited by 8 publications

(6 citation statements)

References 2 publications

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“…Yet this transition generated a new set of leadership challenges. Common Core State Standards demanded instructional shifts that emphasized the conceptual over the procedural, disciplinary content expertise, and the comprehension of complex texts (Floden et al, 2017). While traditional textbook companies started producing curricular materials that were purportedly aligned to the standards, early analyses suggested these alignment claims were overstated (see Polikoff, 2015).…”

Section: Curricular Leadership Contextmentioning

confidence: 99%

The Adaptive Challenges of Curriculum Implementation: Insights for Educational Leaders Driving Standards-Based Reform

et al. 2020

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The ambitious goals of standards-based reform call for both technical and adaptive leadership to address problems of practice involving the technical and adaptive alignment of teachers’ instruction to the standards. Thus, standards-aligned curriculum implementation necessitates both types of strategies; otherwise, adaptive challenges will persist. In this study, we analyze case studies of four districts where new English Language Arts and math curricula were recently adopted to help align teachers’ practice with their state’s English Language Arts and math standards. We draw from interviews with district leaders, principals, instructional coaches, and teachers to illustrate how mostly technical strategies for curriculum implementation do little to address the adaptive challenges that prevent teachers from fundamentally shifting their practice to be more aligned to the standards and to meet the needs of all learners. We conclude with a set of insights and implications for educational leaders approaching curriculum implementation in both technical and adaptive ways.

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Section: Curricular Leadership Contextmentioning

confidence: 99%

The Adaptive Challenges of Curriculum Implementation: Insights for Educational Leaders Driving Standards-Based Reform

et al. 2020

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“…The paucity of the literature focused on collaborative PD for intervention teachers may very well be due to the lack of PD opportunities that show these teachers how to scaffold their instruction in alignment with the content of the standards (Murphy & Haller, 2015;Von Esch & Kavanagh, 2018). There is also limited literature on the inclusion of principals in PD for teachers, despite the value of including principals to help clarify the goals of PD and to encourage teachers to implement the learnings from the PD (Binkorst et al, 2018;Buttram & Farley-Ripple, 2016;Floden et al, 2017). To address these gaps, we examine how districts in our study approach the inclusion of intervention teachers and principals in collective PD experiences.…”

Section: The Complexity Of Translating a Pd Conceptual Framework To Pmentioning

confidence: 99%

“…Yet CCR standards alone cannot accelerate student outcomes. Teachers must receive professional development (PD) that supports their adaptations to the rigorous teaching and learning expectations embedded in the standards: a wide range of disciplinary content expertise , deep student understanding of key concepts, and critical student engagement in the core subject areas (Floden et al, 2017). This PD is especially critical given that many of these teachers' preservice programs, K-12 schools, and/or college programs were not designed with these current CCR standards in mind, suggesting that teachers are now expected to implement rigorous pedagogy that they themselves might not have experienced.…”

Section: Introductionmentioning

confidence: 99%

An integrative approach to professional development to support college- and career- readiness standards

Pak

Desimone

Parsons

2020

EPAA

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Though scholars agree that professional development (PD) is a key mechanism for implementing education policies that call for teacher change, and that PD generally needs to be content-focused, active, collaborative, coherent, and sustained, the application of this framework has yielded mixed results. In this qualitative study, we employed structured interviewing methods to explore how district leaders across five states are implementing college- and career- readiness (CCR) standards across the United States by creatively adapting and integrating the features of this PD framework in order to meet the demands of this mandated educational policy. We illustrate a revised model for how 70 district officials are conceptualizing these features of PD to support CCR standards-based learning.

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“…1 A key goal motivating both the new standards and the accompanying new tests was to raise expectations and increase the rigor of material learned by U.S. students (Conley, 2014), representing a marked shift for most states and districts. The type of teaching required for students to gain proficiency on these standards was expected to differ from the teaching required for other, less-rigorous standards (Conley, 2014; Floden et al, 2017), and school districts scrambled to better equip teachers with the skills and practices necessary for student success on aligned exams (Jochim & McGuinn, 2016). The transition to the new assessments was a source of considerable stress for teachers (Jochim & McGuinn, 2016); there was a widespread expectation that the type of teaching required for student success on the new exams would differ from the status quo (Kane et al, 2016; McDuffie et al, 2017), and teachers were still learning at the point of the transition how to interpret the standards and adapt their instruction accordingly (Buzick et al, 2019; Edgerton, 2020; Jochim & McGuinn, 2016).…”

Section: Introductionmentioning

confidence: 99%

New Assessments and Teacher Accountability: Lessons for Teachers’ Practice

James

2021

American Educational Research Journal

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The transition to new assessments aligned to the Common Core State Standards was a significant turning point in the standards’ implementation. Concerns about the transition led districts to suspend the use of value-added scores for evaluating teachers, but changes to other measures, such as classroom observations, were rare. Using data from the Washington, DC Public Schools, I evaluate the effect of the assessment transition on teachers’ practice. I find substantial declines in instructional practice, ranging from 13% to 20% of a standard deviation, for teachers in tested grades and subjects when the new exam was introduced. These results suggest that policymakers should consider the ramifications of testing changes on a wider array of teaching outcomes than value-added scores alone.

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Responding to the Challenge of New Standards

Cited by 8 publications

References 2 publications

The Adaptive Challenges of Curriculum Implementation: Insights for Educational Leaders Driving Standards-Based Reform

The Adaptive Challenges of Curriculum Implementation: Insights for Educational Leaders Driving Standards-Based Reform

An integrative approach to professional development to support college- and career- readiness standards

New Assessments and Teacher Accountability: Lessons for Teachers’ Practice

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