Leadership magazine Nov/Dec 2015 V45 No 2 - Page 17

For example, the key role of the administrator in leading implementation is specif ically addressed in the chapter titled “Supporting High-Quality Common Core Mathematics Instruction.” This chapter also includes an observation guide of student and teacher actions for the Standards for Mathematical Practice. Likewise, leadership and professional collaborations are addressed in Chapter 11 of the ELA/ELD Framework, “Implementing High-Quality ELA/Literacy and ELD Instruction: Professional Learning, Leadership, and Program Supports.” For administrators, the frameworks provide clarity and consistency by establishing clear expectations, providing the resource materials for professional development, and serving as a reference guide for coaching and feedback. Each grade/course chapter provides an overview of the grade span, grade or course. While this overview is a great start for teachers, grade level chapters are only a beginning. For example, the chapter, “Supporting High-Quality Common Core Mathematics Instruction” includes links to outside resources that have grade level content and practice videos for observation and professional development. By using resources referenced in the frameworks, as opposed to other open source material, educators can be sure they are learning from materials that are aligned with the state standards. Their acquired expertise will then allow them to more clearly vet other resources. The ELA/ELD Framework shifts the paradigm from a fixed “scope and sequence” or pacing guide and provides ways to look at clustering standards to support meaning making and application. Both frameworks work to shift instruction away from “teaching to the test” to teaching to the highest levels of critical thinking and application of knowledge. Both frameworks provide a guide for districts, principals and teachers to develop their assessment vocabularies with clear definitions of comprehensive “assessment cycles” that include formative assessments, unit assessments, benchmark assessments, and summative assessments. Most teachers will look at the overview of their grade level in the frameworks, and some will read the entire chapter. However, administrators can use the frameworks to provide the structure for coherent professional development over multiple years, aligning professional development to 1) understanding the Common Core standards as they are implemented in California; 2) clustering standards for meaningful implementation; 3) using the frameworks to develop effective lessons; 4) using the frameworks as models for instructional delivery, including scaffolding and enhancement; 5) using the frameworks to guide assessment cycles; and 6) using the frameworks to guide the selection of instructional materials. Starting with an overview Since the immediate interest of teachers is to know their grade level, that is the easiest place to start. However, taking a step back, the overview chapters then summarize how the entire framework is organized and the big picture for implementation. If teachers have not already done so, backward mapping a standard from the 11th and 12th grade span in ELA and ELD and a domain in mathematics helps teachers to see how each grade level provides the foundation for the next. This pattern is evident in the numbering of standards, including those that do not have a component in a particular grade and are identified as not present; for example, certain foundation skills in ELA and ELD. Furthermore, having teachers highlight the difference in wording of the same standards between grade levels/spans will emphasize key verbs and adverbs and the coherent progression across grade levels/spans. Chapter 1 of the ELA/ELD framework, “Overview of the Standards,” has three examples of standards that have been backward mapped: Structure of the standards for ELA/Literacy; ܘYK\