CCSS Toolkit: Administrators - Target Professional Development

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CCSS Toolkit: Administrators - Target Professional Development

CCSS Toolkit - Administrators: Implementation
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Much research has been done on effective professional development. Professional development that is focused, ongoing, job-embedded, and relevant to teachers' everyday work with students is more likely to have a lasting impact on their practice. The Standards for Professional Learning outline the characteristics of professional learning that lead to effective teaching practices, supportive leadership, and improved student results.

Effective professional development will be critical to successful implementation of the Common Core. Though there is no "one size fits all" approach to providing this professional development, as implementation moves forward resources to support these needs will be added to the toolkit. Listed below are 10 teacher needs that have been identified as important focus areas for professional development.

Content Knowledge

1. Understand the intended coherence of the standards.
Understand the intended coherence of the standards and how the concepts and skills progress, build, and connect to one another.

Oregon's Common Core Module 1
These introductory modules comprised of six sessions are designed to assist K-12 teachers and leaders in building initial understanding of the Common Core State Standards for Mathematics and English Language Arts & Literacy.

Module for Literacy in Science
This module from the Rhode Island Department of Education can be found by clicking on "Science Educators" and "A Deeper Look at Common Core State Standards: Standards for Literacy in Science".

2. Possess deep understanding and pedagogical content knowledge.
Possess deep understanding and pedagogical content knowledge of the mathematics and ELA concepts articulated in the standards.

Professional Development Needs Assessments
Grade level surveys have been developed allowing teachers to rate their need for training for each CCSS standard.

3. Comprehend how students’ knowledge and skills develop across grade levels.

4. Understand the student learning requirements.
Understand the student learning requirements and be able to describe the expectations in terms of student actions –what it will look like when a student has the knowledge and skills stated in the standards.

Instruction

5. Design lessons and units that support every student in meeting the standards.
Design lessons and units that support every student in meeting the mathematics content and practice standards, the ELA reading, writing, language, speaking and listening standards, and the literacy standards for history/social studies, science, and technical subjects.

6. Implement evidence based instructional strategies.
Implement evidence based instructional strategies that scaffold learning, differentiate instruction to support the growth of each student, and develop students’ meta-cognition abilities.

7. Apply formative assessment practices and monitor student progress.
Apply formative assessment practices, and monitor student progress in order to better meet the individual needs of students and accelerate learning for students who are not on track to meet the standards for his or her grade level.

Assessment

8. Understand the types of tasks and level of rigor of the student assessment.
Understand the nature of responses (selected response, constructed response, performance task) and level of rigor that will be required of students on the Smarter Balanced assessments.

9. Design experiences that will enable students to demonstrate proficiency on various types of assessments.

10. Embed assessment items in instruction.
Embed assessment items in instruction that prepare students to demonstrate their knowledge and skills on summative assessments.

Support Materials

National Staff Development Council (NSDC) Standards for Professional Development
Three kinds of standards must be simultaneously addressed for staff development to lead to changes in practice and results for students: content standards, process standards, and context standards.
Meet the Promise of Content Standards: Professional Learning Required
Outlining a vision for educators supported through high-quality professional learning, this brief from Learning Forward, Meet the Promise of Content Standards: Professional Learning Required, describes elements of effective professional learning as well as recommendations for action for educators at the federal, state, system, school, and individual level.
CCSSM: Recommendations for Professional Development
The recommendations in this report are intended to support large-scale, system-level implementation of professional development initiatives aligned with the Common Core State Standards for Mathematics (CCSSM).
CCSS Instructional Leadership Module
This module from "Achieve the Core" is designed to guide and support principals, content supervisors, central office leaders, and coaches in the work of planning and carrying out the implementation of the CCSS. The module addresses five aspects of effective leadership in implementation: knowing and understanding the shifts, setting a vision for college and career readiness, developing clear metrics to guide the work, building capacity in schools, and staying engaged.

Contacts

Cheryl Kleckner (503) 947-5794
Teaching & Learning Team - Ed. Specialist, Science/Title II-B Mathematics and Science Partnerships
Mickey Garrison (541) 580-1201
Director of Data Literacy