Common-Core Work Must Include Teacher Development
Now bearing the imprimatur of 46 states and the District of Columbia, the Common Core State Standards represent a major step forward for schools and the students they must prepare to graduate from high school ready for college and careers. Yet a fundamental contradiction underlies the progress: While we are promoting radical change in creating a coherent national framework for what students should know and the way they learn, we have not yet committed to offering teachers the deep learning they will need to transform the way they work.
Too much of today’s professional learning is not up to the task of supporting the substantive changes required of teachers to meet these new standards for English/language arts and mathematics—and too many plans for supporting the transition to the common core read more like communication plans than serious road maps for preparing educators to teach the standards.
Gene Wilhoit, the executive director of the