But if we want to understand the Common Core (as I urge everyone with an opinion to try to do!), we need to strip it down to it’s… core. (Sorry, I had to.)
Let’s set parents complaints about difficult homework aside. Let’s set politics aside. Let’s even set testing aside (as the Common Core doesn’t technically have anything to do with the high-stakes assessment discussion). Once we have stripped away all the contentious add-ons that have been implemented with the Common Core but aren’t actually a part of it, we can examine the Common Core for what it is: standards for what students should be able to do by the time they graduate from high school.
Descriptions of a Literate Individual from the CCSS
- They demonstrate independence.
- They build strong content knowledge.
- They respond to the varying demands of audience, task, purpose, and discipline.
- They comprehend as well as critique.
- They value evidence.
- They use technology and digital media strategically and capably.
- They come to understand other perspectives and cultures.
The next year, I moved on to an 8th grade English position at a new school, and I brought my beginning understands of the CCSS with me. As I thoughtfully set up my room, hanging motivational posters and anchor charts for students, I also spent time thinking about the things I would spend my time looking at. Next to my desk was my bulletin board of important information: number of students in each class, the school’s address, the school calendar, phone numbers, and a poster of what the CCSS say a literate individual should do. I didn’t have a textbook to read a script from or a curriculum map to follow. I was (thankfully but terrifyingly) allowed to create my own path for students. I started the year by showing students this Prezi, explaining to students how the skills taught in English (the skills in the CCSS!) would help them to become powerful.
- They demonstrate independence.
- They build strong content knowledge.
- They respond to the varying demands of audience, task, purpose, and discipline
- They comprehend as well as critique.
- They value evidence.
- They use technology and digital media strategically and capably.
- They come to understand other perspectives and culture.
Do you want your boss to have these qualities? How about your colleagues or employees? Family members? Your children? How about the people who will run this country in 30 years?
Are the CCSS: ELA challenging? Absolutely. Are they time-consuming to plan for and implement? Of course. A re they scary because they ask us approach education differently? Yes. Are they divisive? Obviously. Are they misunderstood? I think so.
If you forget about the politics and the testing and the parent complaints, and remember that the standards are aiming to create individuals who are literate, the CCSS don’t seem so bad. I like the CCSS for the focus on evidence, critical thinking, communication and collaboration, multiple perspectives and freedom to use my own judgement about HOW I meet the standards and with WHAT.
One of the truths I’ve learned in education is that teaching is a job that you can never perfect. There will always be something more you could of done: a lesson you could have taught better, a discipline situation you could have handled better, a student you could have supported more. It can be incredibly frustrating and disheartening, but also wonderful. We are constantly able to improve what we do. Yes, the CCSS are divisive and challenging, and you won’t be perfect at them right away. But just think what our world might be like if we reach the goal of the standards and our students become literate individuals who are independent and knowledgeable and can comprehend, critique, use evidence, and think about other perspectives.
That is a world that I want to live in.