Introducing a New Curriculum
- Teachers are most likely to get information about the CCSS from administrators at their schools and from their state education departments.
- Although most teachers have received some professional development related to the CCSS, respondents have typically spent less than four days in such training.
- The most common training topics are the new English Language Arts and Math standards, alignment between the CCSS and prior state standards, and collaboration with colleagues.
- In a large majority of cases, professional development has been delivered in structured, formal settings like workshops and seminars.
- Staff from respondents’ own schools and districts are the most common providers of CCSS-related professional development
- Few teachers feel that their textbooks and curricular materials are very well aligned with the common standards.
- Teachers feel moderately well prepared to teach the CCSS to their students as a whole, but notably less ready in the case of certain student groups, such as English-language learners and students with disabilities.
- An overwhelming majority of teachers feel that the quality of the CCSS is at least on par with their states’ prior standards.
- On the whole, teachers also agree that implementing the common standards will help them to improve their own teaching and classroom practices.
- Teachers identified a variety of resources that would enable them to better implement the CCSS, including: more planning time, better access to aligned curriculum and assessments, additional collaboration with colleagues, and a clearer understanding of the new expectations for students.