Common Core: Implications of Collaboration
Larry Ferlazzo (left), seen here with fellow ACT members on the CA Educator Excellence Task Force (l-r): Martha Infante, Tara Kini, Kelly Kovacic
The implementation of the Common Core State Standards is underway, and the imminent transition that will affect most American public schools is sparking a wide variety of reactions among educators I know and interact with, or whose writing I read online. At the extremes are the enthusiastic adopters and the active resistors, and in between, a wide swath of teachers who are still sorting out their reactions as they learn more about the content of the standards and the implications of their adoption.
In my blog, I haven’t focused on the Common Core at length, but the posts I have written remain some of the most viewed here at InterACT. Looking back at “Common Core Confusion” – written nearly two years ago – I see many of the fundamental issues are still driving the conversation. The argument for the necessity of the standards has never been convincing to me. The inclusion of a “recommended” reading list in the ELA standards still irritates me. Additional problems include the likelihood of excessive testing and the money gushing out of
In my blog, I haven’t focused on the Common Core at length, but the posts I have written remain some of the most viewed here at InterACT. Looking back at “Common Core Confusion” – written nearly two years ago – I see many of the fundamental issues are still driving the conversation. The argument for the necessity of the standards has never been convincing to me. The inclusion of a “recommended” reading list in the ELA standards still irritates me. Additional problems include the likelihood of excessive testing and the money gushing out of
