A Veteran’s View of Choices Facing Teachers in Implementing Common Core Standards (David B. Cohen)
David Cohen has been teaching since 1993. He completed a B.A. in English at U.C. Berkeley (’91) with Phi Beta Kappa honors, and earned a Master’s degree in Education through the Stanford Teacher Education Program (’95). After achieving National Board Certification in 2004, David served for two years as a support provider for National Board candidates. As one of the founding members of Accomplished California Teachers (ACT), he helped author the group’s first two policy reports.This post appeared in the ACT group blog on January 24, 2013.
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
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
