The Common Core State Standards Initiative Alisa Chapman, University of North Carolina October 24, 2013

Common Core Standards Discussion What are the Common Core Standards What and Who is Involved in the Initiative Potential to Transform Higher Education Institutions Importance of Providing University Support for PK-12

What do we want students to know and be able to do in the 21 st Century?

Technology is Changing the Way we Teach / Learn

Education Requirements for Jobs, 2018 Georgetown University, Center on Education and the Workforce, 2010 p. 14

What Are the Common Core Standards? Mathematics  deeper conceptual understanding, thinking and reasoning skills  application to real world issues  mathematical modeling, non linear courses Reading and Writing (ELA)  “staircase” of increasing complexity  literature and non-fiction texts  writing logical arguments based on substantive claims, sound reasoning, and relevant evidence

About the Common Core State Standards Fewer standards, deeper content knowledge Internationally benchmarked Rigorous content and application through high-order thinking skills Developed in a comprehensive process, using best evidence, highest standards and utilized diverse group of teachers, experts, researchers

Who is Involved in the Initiative? 45 states + 3 territoires + District of Columbia

What is Involved in the Initiative? Address disparity across states, equity matters Let’s be honest: High School was not preparing all of our kids Clear, focused guideposts Economies of scale Common Core Standards Introduction Video:

Importance of Providing University Support for PK-16 Teacher Education / Preparation Preparing teachers who are CCSS-ready More than just Teacher Education, Arts and Sciences Beyond Instruction / Standards Need for sound, reliable, valid assessment instruments Need for Continuing Higher Education Conversations With CAOs, Deans, Department Chairs, Faculty, Others Defining Policy Issues in Higher Education Readiness, Assessments, Placement

For Example: North Carolina

 UNC Undergraduates - Largest source of teachers in NC - 32% of workforce Stay for 3 – Approximately 80% stay for 3 years Stay for 5 - Most likely to stay for 5 years (over 70% persist for at least 5 years) Quality - Performance is better than average  Out of State Undergraduates - 2nd largest source of teachers in NC - 23% of workforce Stay for 3 – Approximately 65% stay for 3 years Stay for 5 - Much less likely to stay for 5 years (50% persist for at least 5 years) Quality – Least effective source of teachers in NC. Perform worse where they are most highly concentrated – in elementary reading and mathematics  Alternative Entry Teachers - 3rd largest source of teachers in NC - 15% of workforce Stay for 3 – Approximately 55% stay for 3 years Stay for 5 - Much less likely to stay for 5 years (40% persist for at least 5 years) Quality – Performance is poor in HS overall, where most highly concentrated Teacher Portals Analysis Highlights For Example: North Carolina

Higher Education and the Common Core Standards A Critical Connection Suggestions for bringing attention to the Common Core Standards and beginning a deeper discussion between K12 and higher education around aligning academic expectations for high school graduation and postsecondary enrollment, better assessing and monitoring student’s progress towards postsecondary readiness, and aligning teacher preparation with the Common Core Standards.

Ideas for Consideration – 1 of 4 Share information about the Common Core State Standard with Campus Trustees and members of the Board of Governors/Regents.

Ideas for Consideration – 2 of 4 Challenge Chancellors/Presidents to lead in convening K-12 education leaders, community college leaders and others to establish a dialogue and stronger collaboration between university faculty and PK-12 teachers of mathematics, science, and English Language Arts. CCSS should be central to the discussion. Agenda could result in a regional/local plan to support strong science, mathematics, and English Language Arts instruction PK-16 and that includes strategies to recruit a diverse group of students into these disciplines.

Ideas for Consideration – 3 of 4 Request that Chief Academic Officers convene department chairs and faculty in arts & sciences and in the school of education to begin a process of articulating a clear connection between their programs and the Common Core State Standards in Mathematics and English Language Arts. The discussion and work should focus on assuring deeper content knowledge, and also on how best to present the content and modeling effective teaching practices by the university faculty.

Ideas for Consideration – 3 of 4 continued Challenge faculty and administrators in arts & sciences and the in the school of education to:  Make themselves aware of the “dropout” and student performance data locally for teachers in elementary grades through high school  Know the productivity of initially licensed teachers produced by their institution in these areas and by content.  Work with PK-12 educators to develop strong University-School Teacher Education Partnerships.  Develop a plan that will assure to the greatest extent possible that all new teachers in the general geographic area of the university will be connected to faculty in the content area (arts and sciences) and in the college of education.

Ideas for Consideration – 4 of 4 Challenge faculty to re-focus the introductory courses the mathematics and English Language Arts discipline areas (and science) taught in “general college”. Often referred to as introductory courses, they are in some instances the last course in the subject for some students. Redesign the courses to assure they are not simply repeating high school content from the newly adopted CCSS, that technology resources are fully utilized to enrich the class, and that relevant instructional strategies are developed to engage students in challenging discussions in ways that allow them to sense the interest and excitement that faculty have for the discipline.

Potential to Transform Higher Education Implementation Matters It is not just words on paper – It is about teaching and learning Raising the bar of expectations requires exemplary leadership and well prepared faculty Working Together Across all Education Sectors Coordinating with our K12 partners to develop, pilot, and evaluate innovations Higher Education must take ownership and responsibility for full success to be realized