Teaching to the Core: The Implementation of Secondary Lessons in Math and Literacy Based on the Common Core Standards

• In Event: From the Common Core State Standards to Rigorous Instructional Practice: Creating Knowledge Around the Development and Use of Formative Assessment Tools

Abstract

Purpose and Theoretical Framework

This paper presents findings from a two-year study of the implementation of CCSS formative assessment tools in literacy and math. The tools are designed to address the “instructional core” by: raising the level of content, enhancing teachers’ skill and knowledge about instruction, content and formative assessment, and catalyzing student engagement (Elmore, 2010). This research examines if and how the tools have affected the instructional core.

Research has identified factors that influence how teachers use instructional strategies and tools. This study draws particularly from lessons about teacher buy-in (Datnow, Hubbard, & Mehan, 2002); teachers’ perception of the initiative’s alignment with existing policies (Coburn, 2003) and accountability systems (Christman, Neild, Bulkley, Blanc, Liu, Mitchell, & Travers, 2009; Datnow et al., 2002); teachers’ depth of knowledge about the reform (Coburn, 2003; Datnow et al., 2002); and support provided by colleagues (Coburn, 2003) and school and district leadership (Coburn, 2003; Datnow et al., 2002). The study builds on past research about factors that affect teachers’ engagement and use of externally provided assessment tools (Christman, Neild, Bulkley, Blanc, Liu, Mitchell, & Travers, 2009). It addresses the following questions:

• How do teachers adopt and adapt the tools for classroom use?
• What are teachers’ perceptions of the quality and utility of the tools and what is their commitment to using them and sharing them with colleagues?
• What district, school and classroom conditions support the implementation of the tools?

Methods and Data Sources

Researchers conducted fieldwork in eight sites during the first year. Structured interviews focused on a site’s implementation design, teachers’ development and use of the tools, available teacher supports, and teachers’ perceptions of tool utility and impact on student learning and engagement. Data sources included:

• Interviews with teachers, administrators tool developers and professional development providers,
• Classroom observations, and
• Professional development observations.

The first round of site visits informed the development of a teacher survey that focused on tool utility, implementation supports, and perceived impact. One hundred and ninety-nine educators completed the survey across 10 sites.

Results and Significance

For the CCSS to successfully catalyze real change, it is not enough for educators simply to know the content of the CCSS. It is important that teachers have supports, including professional development and instructional materials, to translate the CCSS into action in the classroom. To that end, the research community and educators need to understand teachers’ perceptions of the formative assessment tools and the supports they received so that the Foundation, tool developers, policy makers and administrators can revise their strategies to meet the needs of teachers and students. Our analyses reveal that:

• Teachers believe that the tools are rigorous and will help them implement the CCSS.
• The most important support for teachers was time to collaborate with their colleagues and other educators.
• Strong instructional leadership was highly correlated with teachers’ self report of increased knowledge of instructional strategies and their perceptions of the tools’ impact on student learning.

Authors

• Rebecca Reumann-Moore, Research for Action

• Nancy Lawrence, Research for Action

• Felicia Charron Sanders, Research for Action

• Kathleen M. Shaw, Research for Action