1. 1 The Common Core State Standards Implications for Teacher Preparation The Importance and Impact of Effective Practice K-16 Dorothy S. Strickland, Ph.D. Samuel DeWitt Proctor Professor Emerita Rutgers, The State University of New Jersey

2. 2 Overview: Issues! Challenges! Assumptions- briefly Linking the Key Design Considerations of the Common Core State Standards with Effective Practice K-16 Cautions and Concerns

3. 3 Issues! Challenges! Assumptions! A Common Core State Standards Literacy Perspective Teachers who demonstrate proficiency relative to the K-12 Common Core State Standards will be better able to teach them. Not all teacher candidates come to college with high-level CCSS competencies. Teacher preparation programs have a responsibility to graduate students who possess high level literacy skills and the pedagogical knowledge and ability to teach them.

4. 4 Key design consideration #1 An Integrated Model of Literacy K-12 Language arts integrated with each other and with content. Emphasis placed on critical thinking, problem solving, and collaboration with peers. College (Teacher Prep. +) Assignments are designed to increase students content knowledge about education and teaching pedagogy and, at the same time, increase students’ ability to “think” with a variety of texts.

5. 5 Key design consideration #2 Cumulative Model of Expectations K-12 Grade specific standards addressed in tandem with broader goals of college and career readiness. Concept of spiraling. College ( Teacher Prep. +) A challenge in Higher Ed. with no set sequence. However, elements of spiraling can be included in prerequisite courses with a degree of mastery expected in requisite courses.

6. 6 Key design consideration #3 Shared Responsibility for Students’ Literacy Development K-12 Grade level and cross disciplinary planning support students’ ability to apply literacy skills to actual content under study. College (Teacher Prep. +) Increased planning among college faculty to insure that course assignments reflect the skills required to help students think critically with texts.

7. 7 Key design consideration #4 Research and media skills blended into standards as a whole. K-12 Critical thinking with texts in all forms of media and technology is emphasized. Equal balance of literary and informational texts. College (Teacher Prep. +) Assignments require a variety of media technology for investigating questions and sharing (written and oral) what is learned.

8. 8 Key design consideration #5 Greater use of on-grade-level & complex texts K-12 Texts represent a range of complexity; used for various purposes: reading aloud; shared & guided reading; independent reading. Teachers scaffold students toward independence. College ( Teacher Prep. +) Scaffolding includes a series of assignments that progress toward student independence: (1) instructor modeling; (2) instructor/class collaboration; (3) independent assignments.

9. 9 Cautions and Concerns There is a critical need for -- Genuine engagement of teachers in curriculum design and implementation ongoing, embedded professional development Maintaining the focus on -- Learning How to Learn!!!