Putting it Together….Student + Teacher Standards = ?

Today’s Goals

The Common CoreStudent

StandardsStudent

Standards

Senate Bill 24TeacherStandardsTeacher

Standards

OtherOther

??????????

Common Core Standards

• The Common Core State Standards Initiative is a state-led effort• Council of Chief State School Officers (CCSSO) • National Governors Association Center for Best Practices (NGA Center)

• English language arts and mathematics• States can voluntarily adopt. • Designed by a diverse group of teachers, experts, parents, and

school administrators• These standards are designed to ensure that students

graduating from high school are prepared to go to college or enter the workforce

MYTH

• The Standards tell teachers what to teach

• Standards will be implemented through No Child Left Behind (NCLB) - signifying that the federal government will be leading them.

• These Standards amount to a national curriculum for our schools.

• Standards will establish what students need to learn, but they will not dictate how teachers should teach

• The Common Core State Standards Initiative is a state led effort that is ‐not part of No Child Left Behind and adoption of the Standards is in no way mandatory

• The Standards are not a curriculum. They are a clear set of shared goals and expectations for what knowledge and skills will help our students succeed

FACT

Myth vs. Fact

Four Pillars of Reform

The Common Core is a key part of the four pillars of reform being advanced by the current administration

• Raise standards and improve assessments

• Great teachers, great leaders• Effective use of data• Turning around low

performing schools

Why we care about the National Agenda?

The Four Pillars:• Referenced in ALL competitive grants• States were required to sign assurances they would address

these areas to receive ARRA funding

The standards have been divided into two categories: • College and career readiness standards, which

address what students are expected to learn when they have graduated from high school; and

• K-12 standards, which address expectations for elementary through high school.

Content Structure

• Aligned with expectations for college and career success• Clear, so that educators and parents know what they need to do to help students

learn• Consistent across all states, so that students are not taught to a lower standard just

because of where they live• Include both content and the application of knowledge through high-order skills• Build upon strengths and lessons of current state standards and standards of top-

performing nations• Realistic, for effective use in the classroom• Informed by other top performing countries, so that all students are prepared to

succeed in our global economy and society• Evidence and research-based criteria have been set by states, through their

national organizations CCSSO and the NGA Center.

Criteria in which they were developed

• Cross-walk of Common Core Standards to SD Standards completed

• First Reading – SDBOE September 2010

• Public Hearing – SDBOE November 2010 for state adoption

• Implementation will depend on the creation of the national assessment

How does this roll out for South Dakota

Why we need teaching standards

• It is difficult to establish a teacher evaluation system without widely agreed-upon standards for “good teaching.”

• Definition needs to include: • subject-matter mastery• pedagogical skill (good teaching)• responsibility for improving student achievement• larger role of the teacher within the school.

Senate Bill 24

Section 1. The Board of Education shall, no later than July 1, 2011, promulgate rules pursuant to chapter 1-26 to establish minimum professional performance standards for certified teachers in South Dakota public schools, and to establish best practices for the evaluation of the performance of certified teachers that may be used by individual school districts.

Evaluation

• Section 2. Any public school district seeking state accreditation shall evaluate the performance of each certified teacher in years one through three not less than annually, and each certified teacher in the fourth contract year or beyond, not less than every other year.

Requirements for EvaluationEach school district shall adopt procedures for evaluating the performance of

certified teachers employed by the school district that:

(1) Are based on the minimum professional performance standards established by the Board of Education pursuant to section 1 of this Act;

(2) Require multiple measures;

(3) Serve as the basis for programs to increase professional growth and development of certified teachers; and

(4) Include a plan of assistance for any certified teacher, who is in the fourth or subsequent year of teaching, and whose performance does not meet the school district's performance standards.

Workgroup

• Section 3. A work group appointed by the secretary of education shall provide input in developing the standards and shall develop a model evaluation instrument that may be used by school districts.

Picture Page Layout