Sbg Standards

Curriculum: Common Core State Standards and Pennsylvania Core Standards There are many approaches that can be taken in order to develop a school’s curriculum, or the material that the students will learn. If there were no federal regulation of curriculum, then it would not be possible to compare student achievement across districts or even states. The federal program, Common Core State Standards, assists in equaling education across the nation. The Common Core has reinvented the perception of student learning which, in turn, has caused American education to become a corporate institution. As a result, there has been a threat to states’ rights for education as more rigorous content has been implemented into classrooms by the government, which ultimately changes the role of the teacher.

In the eighteenth century, our Founding Fathers risked their lives and the lives of their families to deliver a statement to the empire of Great Britain and the entire world. The document they created was viewed as treason by the British government and had they failed in their great plight

“Common Core State Standards Initiative” is a result of the “Standards and Accountability Movement” which began in the 1990s in the United States. This particular branch of education reforms was geared towards expectations of learning at each grade level. The Standards and Accountability Movement not only brought attention on what students were expected to learn, but on teachers as well – focusing on how teachers were to implement lessons and able to teach for student achievement which would be measured in

Since the early 2000 and the No Child Left Behind Act, the introduction of the standards-based education in the public school system came to light, and recently the Common Core State Standards (CCSS) has brought on another challenge along with controversies. Some critics view it as the “same old wine in a new bottle” (McTighe and Wiggins, 2012, p. 1) but it does provide some merits and require a positive new approach instead of the old habit of “zeroing in on the grade-level standards before a careful examination of the goals and structure of the overall documents” (p. 1). Another concern is the role of the Standards. “Standards are not curriculum. A Standard is an outcome, not a claim about how to achieve an outcome” (McTighe & Wiggins,

The Kentucky Teacher Standards and the University of Pikeville Standard are guidelines that teachers should use to become efficient teachers. Through my hours observing and as a Teacher Candidate in Clinical 1, I have witnessed these standards in practice. Not only have the teachers that I have observed under participated in these standards, but I as well have tried to follow these guidelines to make my teaching style proficient.

“Common Core State Standards are a focused and challenging set of learning expectations that educators can interpret and implement locally through the curriculum, programs, and teaching methods they decide are best suited to their students.” (p.4)

Common Core State Standards have been a hot topic for a few years. While both sides of the argument make valid points, often people lose sight of the greatest importance in the debate. The students. The children’s best interests need to be on the forefront of either side.

The standards were created with a closeness that reflects the current international models of eduction that are being used in numerous countries around the world. The research from a variety of sources was sought, including local educators from K- college, individual state departments of education, professional organizations, parents and students, and members of the general public.

The widespread adoption of the Common Core State Standards (CCSS) brings new ideas about instructional content, teaching and learning, and curriculum sequencing and organization to classrooms across the United States. The standards differ notably from previous state standards, particularly in mathematics (Cobb & Jackson, 2011; Porter, McMaken, Hwang, & Yang, 2011; Schmidt & Houang, 2012). During times of reform, schools and districts often turn to professional development (PD) providers to support teacher learning (Little, 1993). Professional development providers comprise a wide variety of professionals, all focused on offering teachers learning opportunities to improve their professional practice. With adoption of the CCSS, it is likely

Standards-based grading is a movement that is gaining ground in education which involves “measuring students’ proficiency on well-defined course objectives” (p. 70). The author is a high school math teacher who took three years to implement standards-based grading in the classroom. The article describes seven reasons for replacing a point based system with a standards based one. The seven reasons discussed were that grades should have meaning, challenging of the status quo, we can control grading policies, reduces meaningless paperwork, helps teachers adjust instruction, it teaches what quality looks like, and it’s a Launchpad to other reforms.

As a result, instruction, even when it is standards driven, is not effective and often students develop a lack of motivation and value for the their educational experience. Evidence of this dilemma can be observed in the high school I teach in, analysis of standardized test scores and progress grades, along with simple student and parent interaction. Bourbon County Schools, as a district, has decided to use Assessment for Learning, by Rick Stiggins, to enhance over all student proficiency and curriculum congruency. One of the first steps in Stiggins' model is developing standard based learning objectives to help teachers manage the instruction of the content effectively and inform students and parents, in friendly language, of the goals each unit of study.

Standards Based Grading (SBG) is a grading process which is a measure of mastery of individual learning targets related to content of the grade level or course. It is founded on the idea that student evaluation should about a child 's mastery of core academic concepts. By listing

Teachers need to know a lot, a good starting point is to know their students and identify what they know, what they don’t, and where do we go from here, a progressive model that builds on the student’s strengths. Supported by the teachers sound pedagogical knowledge of learning trajectories that can identify and rectify typical misunderstandings and common errors, and an extensive comprehension of curriculum content.

The new regulations seem to be highly demanding, but Judy Steiner is a strong proponent for standardization. In her article “Implications of a standards-based curriculum for the teaching-learning-assessment process,” she discusses the importance of national standards and the advantages of setting standards. According to Steiner, “The setting of national standards

Summary Challenging age-old traditions will not be easy. The traditional grading system generally goes unquestioned despite the fact that it often appears ineffective and potentially harmful to students. Battling antiquated traditions requires research-based “better practices.” Passionate arguments will not change the status quo. To succeed in the disposal of old traditions, you must have innovative, results-oriented options to take their place. Leaders armed with conviction look to press for thoughtful, positive reforms to see remarkable results.