Making the Common Core Standards Work: Using Professional Development to Build World-Class Schools

by Robert J. Manley, Richard J. Hawkins

Overview

Essential reading for school leaders!

With the Common Core State Standards adopted by the vast majority of U.S. states, educators face the challenge of translating the standards into successful, positive change within schools. Written for school leaders, this practical guide offers a blueprint for implementing and exceeding the new standards using very targeted professional development.

Readers will find realistic strategies supported by examples from a diverse range of schools. Topics include

• Empowering teachers and staff as partners in planning for and implementing the new standards
• Adapting existing curriculum to meet goals for mathematics and language arts at each grade level
• Designing assessments that measure mastery of the standards
• Ensuring that the standards benefit learning for all students, including multicultural learners

Lead your school or district in fulfilling the promise of the Common Core State Standards and preparing students for a competitive global economy.

"This book looks at the implementation of CCSS within the context of all of the components that face public schools, and, in doing so, puts the CCSS in a proper perspective. This is a book that could actually help make a difference in the improvement of instruction in the public schools."
—Martin J. Hudacs, Superintendent
Solanco School District, Quarryville, PA

"Making the Common Core Standards Work provides a detailed approach to systems thinking and how to manage a real-life paradigm shift."
—William Richard Hall, Jr., Principal
R. C. Longan Elementary School, Henrico, VA

Product Details

ISBN-13:	9781452284439
Publisher:	SAGE Publications
Publication date:	11/20/2012
Sold by:	Barnes & Noble
Format:	eBook
Pages:	288
File size:	5 MB

About the Author

Dr. Robert J. Manley graduated from Iona College with a BA in Spanish Language Arts and minors in Philosophy and Education. He completed his MA degree in the Humanities at Hofstra University and his Professional Diploma and Doctor of Philosophy degrees in Educational Administration at St. John′s University. He taught Spanish language skills and served as an instructor in a New York State Model Humanities program at West Babylon High School. For 21 years, he served in a variety of administrative positions including Assistant Principal at Babylon Jr./Sr. High School, Principal in Plainedge School Distrct, and Assistant Superintendent for Curriculum and Instruction and Superintendent of Schools in West Babylon, New York. He served as President of the Board of Directors for the Suffolk County Library System and Suffolk County Organization to Promote Education. Currently, he is Professor of Educational Administration and Leadership in the Doctoral Program at Dowling College, New York.

In the last six years, he has presented peer-reviewed papers at the Sixth Annual Conference on Social Issues at Oxford University, England; the World Association for Case Research and Application in Mannheim, Germany, and Lucerne, Switzerland; and the Eastern Educational Research Association in Hilton Head, South Carolina, and Clearwater, Florida. In addition, he presented workshops on School Board Governance practices at the New York State School Boards Annual Convention and at the National School Boards Conference. On January 8, 2009, he presented "Systems That Work for Students in Higher Education" as Keynote Speaker at the International Symposium for Quality in Higher Education at Shri M.D., Shah Mahila College of Arts and Commerce, Mumbai, India. In January 2011, his paper titled "Indian, Mexican, and USA Management Students Interpret Moral Leadership for a Global Economy" was awarded Best Paper for Management at the International Business and Economy Conference at Universidad Panamericana, Guadalajara, Mexico. He is the coauthor with Richard Hawkins of a book on school reform titled Designing School Systems for All Students: A Toolbox to Fix America′s Schools.
Dr. Richard J. Hawkins graduated from Hofstra University with his BS in Music Education. He completed his MS in Education and Professional Diploma in Education Leadership at Long Island University. Rich received his doctorate in Educational Administration at Dowling College. He began his teaching career in the William Floyd School District as an instrumental music teacher and later became District Coordinator of Music and Art. After his department was recognized as the Outstanding Music Program in the country by the Music Educators National Conference, Rich moved to the district office as the Assistant Superintendent for Elementary Education and Personnel. Schools under his supervision received designation as New York State (NYS) Schools of Excellence and U.S. DOE Blue Ribbon Schools. Rich served as Superintendent of the William Floyd School District for almost 12 years. He has served as President of the Suffolk County School Superintendents Association (SCSSA) and held various roles with the New York State Council of School Superintendents (NYSCOSS). Currently, he is Director of Contract Services for the College of St. Rose, Albany, NY.

Since retiring from William Floyd, Rich served as an Adjunct Associate Professor in the Advanced Certificate and EdD programs in Educational Leadership at Dowlling College. He also is an instructor in the Educational Leadership program at the College of St. Rose in Albany, NY. In addition, Rich taught full time at the College of St. Elizabeth as Assistant Professor in their EdD and Master′s programs. In 2006, Rich formed Hawkins and Associates: Organizational Learning Consultants to help leaders and their organizations reach their goals and aspirations. Over the last nine years, he has peer-reviewed papers presented at the World Association for Case Research and Application in Lucerne, Switzerland, and Mannheim, Germany; the Eastern Educational Research Association in Hilton Head, South Carolina; and in the Long Island Education Review. Rich has made numerous presentations to the NYS School Boards Association, NYSCOSS, and SCSSA. He has presented at Hofstra University′s Social Emotional Literacy Conference and Dowling College′s Annual Practical Research Symposium. He was also a Keynote Presenter at the U.S. DOE Safe School/Healthier Students Conference, Tysons Corner, VA.

He is the coauthor with Robert Manley of a book on school reform titled Designing School Systems for All Students: A Toolbox to Fix America′s Schools.

Table of Contents

Dedication
Foreword by Dan Domenech
Preface
Acknowledgments
About the Authors
Introduction: Why American Schools Must Move Toward Common Core State Standards
Section I. Designing Competitive Curriculum for a Global Economy
1. Common Core State Standards: What Are They?
Common Core State Standards: More Than Standards With an International Flavor
A Quick Trip Around the World
Moving Forward
2. The School Leader′s Role in Making the Common Core State Standards Work
Creating Guiding Ideas to Implement the Common Core State Standards
Guiding Ideas and Evidence
Getting to How: Operationalizing Your Guiding Ideas
Identifying the Innovation
Teaching the Change
The Social and Emotional Literacy Components of the Common Core State Standards
School Leaders and Teachers Partner to Help Students
Inspiring Trust, Creativity, Transparency, and Success: A Framework for Loose Versus Tight Leadership
Part I: Building Understanding About the Issue and Its Impact on Your Organization
Part II: Moving From Understanding to Action
Section II. Helping Communities Create a New Future
3. Designing Local Curriculum to Absorb the Common Core State Standards in English
Real-World Applications
Grades K-2, Phonological Awareness (One Topic)
Grades K-2: Key Ideas and Details and Craft and Structure
Grades 3-4: Fluency (One Topic)
Grade 5: Reading With Fluency and Accuracy
Grades 6-8: Key Ideas and Details (One Topic)
Grades 9-10: English Language Arts Curriculum
Grades 11-12: Reading and Writing
4. Designing Local Curriculum to Absorb the Common Core State Standards in Mathematics
Comparison of State and Common Core State Math Standard Emphasis
Common Core State Math Standards
Kindergarten Common Core State Standard and Local Curriculum Math Standards
Grade 1 Common Core State Standard and Local Curriculum Math Standards
Grade 2 Common Core State Standard and Local Curriculum Math Standards
Grade 5 Common Core State Standard and Local Curriculum Math Standards
Six Domains of Instructional Strategies for All Students
Purpose of the Math Common Core
Grade 7 Common Core State Math Standards: Ratios and Proportional Relationships
Grades 9-10 Common Core State Math Standards: The Real Number System
Grade 10 Common Core State Math Standards for Geometry: Congruence
Grade 12 Common Core State Math Standards for Statistics: Using Probability to Make Decisions
5. Challenges to the Implementation of Rigorous Common Core State Standards
Testing Policies Do Not Improve Schools
The Common Core State Standards: Opportunities for Equity and Excellence
Section III. Helping Teachers Redefine Their Profession
6. How to Assess Mastery of the Common Core Curriculum State Standards
Direct Instruction
The Power of Formative Assessments
Formative Assessment Examples From Real Schools
Building Successful Schools
Special Education and General Education
7. The Leadership Challenge: Creating Common Understandings of the Common Core State Standards
The Role of School Leaders
Envisioning Excellence
We Get the Results We Design Schools to Achieve
Vision or Nightmare?
Enter the Common Core State Standards
8. Dialogue: Providing Opportunity So Facts Influence Opinions
Creating Context for the Common Core State Standards
Teachers Need Deep Understanding of the Common Core State Standards
Identifying Gaps: Current Versus Desired Reality
Section IV. Creating Systems That Accelerate Learning for All
9. Multicultural Issues That Teachers and School Leaders Must Face Beyond the Common Core State Standards
Common Core State Standards Lift Us Beyond Difference
What All Teachers and School Leaders Need to Know About Multiculturalism
Grouping and Labeling Students
Building a Multicultural Learning Community
10. An Effective Intervention in Schools That Improves Instruction and Learning
Creating Sustainable Change in Struggling Schools
Leaders Create the Context and Design for Change to Succeed
Homework
Student Work and Deficit Assumptions
Focus Groups
School Leaders
Parent Involvement
Students
Changing Public Mental Models About School Reform
11. Public Policy: Helpful and Harmful
References
Index

Editorial Reviews

"Making the Common Core Standards Work looks at the implementation of CCSS within the context of all of the components that face public schools, and, in doing so, put the CCSS in a proper perspective. This is a book that could actually help make a difference in the improvement of instruction in the public schools. "

Martin J. Hudacs

"Making the Common Core Standards Work provides a detailed approach to systems thinking and how to manage a real-life paradigm shift. Having that coached in the context of core standards is somewhat unique and provides an opportunity for enhanced dialogue across grade levels and disciplines in areas of the country where those discussions may not have occurred on their own. "

William Richard Hall

"The book is easy to read and offers concrete suggestions without establishing walls that prohibit creative practices. Making the Common Core Standards Work pushes educators to plan, reflect, and revise cooperatively to move from a traditional scripted approach of teaching to one that promotes critical thinking and analysis for all students. "

Charlotte R. Bihm

"As a busy superintendent who is very careful with her time, I’ve been searching for what seemed to be an impossible … one resource that is full of good, solid research and practical information on CCSS. Manley and Hawkins are practitioner scholars…and they created, in Making the Common Core Standards Work, exactly what I need to intelligently and confidently move my district forward …thanks! "

Roberta Gerold