Tools to Transition to the Common Core State Standards: Factors Influencing Classroom Changes During Literacy Design Collaborative Tool Use

• In Event: Tools to Support the Common Core State Standards: Implementation, Impact, and Next Steps for the Literacy Design Collaborative

Abstract

Purpose/Theoretical Framework
This paper presents findings from the third year studying the implementation, scale up, and sustainability of the Literacy Design Collaborative (LDC) initiative across the country. LDC tools aim to help teachers implement the literacy Common Core State Standards (CCSS). Researchers have stressed the importance of high quality instructional tasks (City, Elmore, Fiarman, and Teitel, 2010; Hiebert and Carpenter, 1992; Hiebert and Wearne, 1993; Jones, Valdez, and Rasmussen, 1994). This is especially important in light of new instructional demands of CCSS. The tools are designed to address the “instructional core” by: raising the level of content; enhancing teachers’ skills and knowledge about instruction, content and formative assessment; and, catalyzing student engagement (Elmore, 2010).

The theoretical framework guiding the analysis posits that if specific aspects of robust implementation are in place, along with key supporting conditions, broad and deep instructional change and increased student learning will result, eventually leading to the long-term impact of career and college ready students. The elements of robust implementation fall into two areas: teacher beliefs and knowledge related to the tools; and, classroom changes. This paper examines the extent to which classroom changes were occurring in LDC sites in the 2112-13 school year.

Data Sources
In order to explore the status of tool implementation and educators’ perceptions of classroom changes, researchers surveyed teachers (n=1801), principals (n=263), and administrators (n=204) on the utility and impact of the LDC tools in 24 states. Qualitative data (i.e., 17 interviews with teachers, administrators and representatives, 8 state-level informants, and 3 professional development providers; and, professional development session observations) was gathered to help inform analysis of the indicators of robust implementation.

Findings
Even as LDC tool use continued to grow in breadth and depth, positive classroom changes remained evident in 2012-13. Across many dimensions, LDC teachers perceived changes in classroom practice due to LDC tool use. For example, teachers agreed that they effectively use the LDC tools to enhance their instruction. They also reported observing student engagement and improved student learning related to implementation of the LDC tools. Also, the degree of experience with the LDC tools was found to influence teacher perceptions. Higher percentages of experienced LDC teachers reported positive perceptions regarding impact on teacher practice, student engagement, and student learning as compared to teachers in their first year implementing the LDC tools.

Principals and district administrators echoed teacher perceptions of tool use and agreed that teachers were using the LDC tools effectively and this was contributing to more student engagement. They also reported agreeing that LDC practices were beginning to affect teaching outside narrow LDC tool use for many teachers.

Significance
This analysis of teacher and administrator perceptions of tools to implement the literacy CCSS provides early signs of the efficacy of the LDC tools in terms of changing teacher practice and student learning. Additionally, the study’s findings provide insight into one approach to implementing CCSS, which could help inform other efforts to translate CCSS into classrooms.

Authors

• Rebecca Reumann-Moore, Research for Action

• Stephanie Levin, Research for Action

• Kelly Dever, Research for Action

• Susan M. Poglinco