Perceptions of Instructional Coaches and Administrators Regarding the Implementation of the Common Core State Standards PDF Download
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Author: Justin Woodbridge
Publisher:
ISBN:
Category : Common Core State Standards (Education)
Languages : en
Pages : 72
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Book Description
The Common Core State Standards (CCSS) Initiative is the most recent effort of the education system in America to improve student achievement and 43 states, 4 territories, and Washington, DC have adopted the Standards. These new standards have increased the demands placed on educators and students. This study used interviews to gather the perceptions of instructional coaches and administrators regarding the implementation of the CCSS. The sample consisted of 2 male and 3 female instructional coaches and administrators from the Central Valley of California. The participants noted effectiveness of implementation, challenges, possible changes to professional development, and the impact of new student online assessments.
Author: Justin Woodbridge
Publisher:
ISBN:
Category : Common Core State Standards (Education)
Languages : en
Pages : 72
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Book Description
The Common Core State Standards (CCSS) Initiative is the most recent effort of the education system in America to improve student achievement and 43 states, 4 territories, and Washington, DC have adopted the Standards. These new standards have increased the demands placed on educators and students. This study used interviews to gather the perceptions of instructional coaches and administrators regarding the implementation of the CCSS. The sample consisted of 2 male and 3 female instructional coaches and administrators from the Central Valley of California. The participants noted effectiveness of implementation, challenges, possible changes to professional development, and the impact of new student online assessments.
Author: Natasha J. Axelson
Publisher:
ISBN:
Category : Common Core State Standards (Education)
Languages : en
Pages : 123
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Book Description
Instructional coaching within school districts has become one way to support teachers. Research from Guskey and Yoon (2009) showed the importance of carefully planned and purposeful professional development; this professional development needed job imbedded follow-up and support. Instructional coaching allows for this. Literacy coaches focus on the English Language Arts aspects of the curriculum and specifically seek to improve classroom practice in those areas. With the implementation of the Common Core State Standards, literacy instruction is undergoing changes in the classroom. New materials, content, and methodologies need to be incorporated into the instructors' daily routines. Literacy coaches seek to help teacher navigate this change. There are two research questions that guided this study: How do the roles and actions of a literacy coach support the adoption and implementation of new curricula based on the Common Core States Standards (CCSS) for English Language Arts (ELA) as perceived by teachers, administrators, and the literacy coaches themselves? and How do teachers feel the literacy coach fits in the cycle of change initiated by a new Common Core curriculum? This qualitative study used a collective case study methodology. The goal of the research was to give voice to the key players in curriculum implementation: teachers, coaches, and administrators. These key players shared what they felt were the most supportive roles of a literacy coach. This was done through interviews and focus group meetings. Three common themes that emerged included: collaboration, communication, and the modeling of lessons. An additional theme of emotional support was integrated into these roles.
Author: International Reading Association
Publisher: International Reading Assoc.
ISBN:
Category : Education
Languages : en
Pages : 72
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Book Description
This US report from the International Reading Association looks at standards for middle and high school literacy coaches. The standards are organised into two parts - leadership standards and content area literacy standards. Table of contents: * Introduction * Part 1: Leadership standards * Part 2: Content area literacy standards (english language arts, mathematics, science, social studies) * Part 3: What we know and what we need to know about literacy coaches in middle and high schools: a research synthesis and proposed research agenda * References.
Author: Melissa L. Woodard
Publisher:
ISBN:
Category : Language arts (Elementary)
Languages : en
Pages : 191
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Book Description
The purpose of this qualitative study was to explore teacher and principal knowledge of the ELA Common Core State Standards and the changes in instructional practices that are necessitated by their implementation. The study investigated the implications on professional development opportunities that help teachers more closely align their instruction to best practice Common Core State Standards' expectations. Principals and teachers were asked to reflect on their knowledge of the Common Core expectations and the professional development models provided. A total of 61 educators participated in the study, including 52 elementary teachers and nine elementary principals. Surveys, interview questions, and focus group protocols were utilized to ascertain elementary teachers' and principals' perceptions of their knowledge of the ELA Common Core State Standards and the implications of the CCSS on instructional practices and professional development. Literacy lessons were also observed in seven classrooms to identify the integration of Common Core-aligned practices within instruction. The results of this study revealed that teachers possessed an inconsistent understanding of the primary instructional shifts associated with the ELA Common Core State Standards. The findings demonstrated elementary teachers' perceptions of the effectiveness of the professional development related to Common Core State Standards to be weak. Results of the surveys indicated three-fourths of the teachers felt only "somewhat prepared" to teach the Common Core. To better prepare students for the expectations of the English Language Arts Common Core Standards, teachers and principals should focus on developing instructional practices that promote critical thinking and increase the rigor expected of students.
Author: Lasisi Ajayi
Publisher: Cambridge Scholars Publishing
ISBN: 144389298X
Category : Education
Languages : en
Pages : 325
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Book Description
This book is written primarily for pre-service and in-service teachers of Literacy/English Language Arts, school administrators, literacy graduate education students, and literacy education researchers, and addresses the myriad of questions regarding the implementation of the Common Core State Standards. Classroom teachers and pre-service teachers are currently confronting questions such as how they can teach the Common Core State Standards to make sure they are fully addressing them; how they can have the time to teach students to have deeper understandings of the skills and concepts addressed in the Standards; what they can do to meet the learning needs of diverse students such as English language learners and students with learning disabilities; whether teachers of content areas are required to add reading instruction to their teaching responsibilities; whether the Standards tell teachers what to teach; and whether the document tells teachers how to implement the Standards in the classroom, among others. This book is designed to answer these questions and many others. Each chapter contains instructional practices, examples, vignettes, and illustrations that connect the Common Core State Standards to classroom practices, and thereby provide pre-service and in-service teachers with meaningful, relevant, and practical teaching strategies to prepare culturally, academically, and linguistically diverse students in California and other states of the nation for both career and college. In this regard, readers of this book will find that the authors have provided a pathway to better understand the Common Core State Standards, and will be able to use what they learn in the pages of this book to provide more effective instruction for their students across the disciplines to read, analyse, and critique complex texts and apply knowledge to solve practical, real-life problems.
Author: Arthur L. Costa
Publisher: Rowman & Littlefield Pub Incorporated
ISBN: 9781929024414
Category : Education
Languages : en
Pages : 412
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Book Description
See how Cognitive Coaching helps strengthen teacher's capacities for continuing self-improvement over time.
Author: Carrie Underwood
Publisher:
ISBN:
Category :
Languages : en
Pages : 326
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Book Description
This dissertation describes a study assessing Twin Rivers Unified School District's school principals' attitudes towards various characteristics of teacher evaluation and compares perceptions among sub groups. Thirty-one building principals completed a survey which measured perceptions of four constructs of teacher evaluation that were selected from current educational theory: teacher evaluation should be founded in a partnership, differentiated for individuals, ongoing, and considerate of student learning outcomes. Principals were examined as sub groups according to gender, ethnicity, school culture, professional backgrounds, and years of experience. Descriptive statistics indicated that principals agreed that evaluation systems should be part of an ongoing cycle. Might teacher evaluation be an opportunity to view a teacher's performance from a growth mindset? This mixed-methods study used survey data and interview data at a Northern California school district, to explore the following questions: 1. Which of the following or combination of variables are significantly related regarding principal perceptions about teacher evaluation for Common Core? o Gender o Professional Background o Age o Years as a principal o Ethnicity o School Climate 2. What are the perceived factors already impacting teacher evaluations by school site principals that relate to CCSS and do they transfer? 3. What are the perceived changes (by principals) that teacher evaluation must undergo in light of Common Core implementation? The quantitative findings for Question 1 did not have a significant correlation between principal perceptions and variables on the survey. Questions 2 and 3, in a qualitative study, provided an opportunity to view principal perceptions of teacher evaluation through the lenses of Systems Theory (focusing on Bronfenbrenner's (1979) Ecology of Human Development Theory), Universal Design for Learning Theory, Appreciative Inquiry Theory, and Transformational Leadership Theory. The theories formulated from qualitative data, showed illustration of support that could lead to growth oriented teacher evaluation via: 1. The removal of barriers for principals as they evaluate teachers. For example, more time for principals to provide focused support for teachers and a non-punitive evaluation. 2. Change to current evaluation models by implementing a more growth-oriented evaluation process and principals leading with a multi-faceted leadership style. This study concludes with policy and future research recommendations.
Author: Gabriela Pantoja Sanchez
Publisher:
ISBN:
Category : Common Core State Standards (Education)
Languages : en
Pages : 137
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Book Description
The development of the Common Core State Standards (CCSS) came about because of universal concerns that education was not adapting to the changing world and that students were leaving schools unprepared. The CCSS went into effect during the 2014-2015 school year. Due to the rigorous curriculum and higher expectations compared to past State standards, significant changes were required to implement the CCSS. The purpose of this explanatory sequential mixed-methods study was to explore teacher perceptions of the CCSS and their perceptions of their participation in the implementation of the CCSS. This study used the Concerns-Based Adoption Model (CBAM) as a conceptual lens to identify teachers’ Stages of Concern (SoC) with regard to CCSS. The SoC revealed teachers were no longer concerned with the subscale of Self (Stages 0-2), and were at the subscale Task (Stage 3), and seemed to be moving towards the subscale of Impact (Stages 4-6) with similar patterns of intensity across years of teaching experience and grade levels taught. Most of the teachers in the study reported positive perceptions of the CCSS. Four themes emerged from the interviews: (a) student benefit, (b) district’s choice, (c) district support, and (d) state implementation.
Author: Nancy Fichtman Dana
Publisher: Corwin Press
ISBN: 1452274215
Category : Education
Languages : en
Pages : 113
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Book Description
Common Core implementation begins with asking the right questions! While the Common Core couldn’t be clearer about what to teach, they never quite tackle how to teach. That’s what makes Inquiring into the Common Core such an essential resource. It offers teachers an inquiry-based professional development model for achieving greater understanding of the standards themselves, then determining best ways to realize desired outcomes. How exactly does the model work? Teachers take charge of their own professional development by posing questions, or wonderings, to stimulate action and higher-level insight into the big ambitions of the Common Core. At the very same time, they engage in a parallel process of inquiry with their students in service of the very same goals. Assisting teachers along the ways, Inquiring into the Common Core provides tools to systematically study teaching effectiveness while adapting to new standards classroom-ready, student inquiry techniques and strategies to apply within Common Core’s framework real life inquiry-implementation examples from a high-need, high-poverty school Ideal for both teams or individual teachers, there’s no better resource for laying the groundwork for successful and thought-provoking classroom actualization amid shifting times.
Author: Kellee Dillard Watkins
Publisher:
ISBN:
Category : Common Core State Standards (Education)
Languages : en
Pages : 314
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Book Description
"The purpose of this qualitative case study was to investigate the role of six elementary teachers' knowledge and beliefs when implementing the Common Core State Standards (CCSS) for reading in their school context. The source(s) of any change(s) in teachers' knowledge and beliefs while learning about and implementing the CCSS was also investigated. Six focal teachers were selected to participate in this study based on purposeful sampling at a Title I school in the southeastern United States. Data were collected about these teachers' knowledge and beliefs about reading through observations, interviews, and the Literacy Orientation Survey (Lenski, 1998) to craft case studies of each teacher. Three District and school leaders were also interviewed to provide additional perspectives on the context of this study. A cross-case analysis highlighted several key findings. First, the teachers did not have solid knowledge of reading or the CCSS for reading. Second, their prior beliefs, including their beliefs about their students' abilities and motivation, informed their instructional decision-making. Third, although the teachers viewed themselves as constructivists, their traditional application of reading practices followed District and school expectations for instruction. Fourth, changes in teachers' knowledge, beliefs, and practices were attributed to those expectations. Finally, teachers in the study made choices about how to implement the CCSS based on District and school expectations, their students, state assessments, and online resources. This study yielded several recommendations related to implementing new instructional programs and structures for teaching reading when teachers are also expected to use standards-based instruction. Recommendations for district leaders include collaborating with teachers, administrators, and curriculum leaders to create a common vision, common vocabulary, and aligned goals for implementing new programs and standards. District leaders should also create a timeline for preparing and supporting school-based professionals implementing new programs and standards, allocating resources, and providing on-going professional development. School administrators must ensure that school visions and timelines are aligned with District expectations and support the needs of the school. School-based teachers, teacher leaders, curriculum coaches, and administrators need opportunities to collaborate in order to create a shared commitment to learning when implementing new programs and standards."--Abstract from author supplied metadata.
