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Dr. Jonathan SupovitzGraduate School of Education, University of PennsylvaniaConsortium for Policy Research in Educationwww.cpre.orgMAY 19, 2014
Engaging the CoreCommon Core Implementation in New York City
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CHANGE IN BEHAVIOR OR PRACTICE
Interpretation
IMPLEMENTATION POLICY
Policy Design
Resistance
Conflicting Signals
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Important Distinctions
Policy vs. Program
Engagement vs. Implementation
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Context of New York City
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Policy Design for Schools to Engage with the Common Core in New York CityPolicy design sought to foster engagement of schools with the Common Core thru a simple set of Citywide Instructional Expectations:
Select and administer
performance tasks.
Analyze student work to evaluate instruction.
Examine student work to conduct a gap analysis.
Develop deep, shared
understanding of Standards.
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School Experiences Conservation-Oriented Schools Transformation-
Oriented Schools
• Incremental changes to curriculum and teaching.
• Performance tasks often decontextualized.
• Adapted work to fit current practices
• More substantial changes to curriculum and teaching.
• Worked backward from expectations to teaching implications.
• Deepened shared understanding of the Standards
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Take Aways
• Standards adoption is an adaptive challenge.
• Engagement implies more ownership than implementation.
•Will Common Core move beyond a curricular reform and become an instructional reform?