Hello Colleagues, Now that most teachers have started working with the College and Career Readiness Standards (CCRS), I’m wondering what folks are thinking about these standards as tools for guiding instruction and assessing learning. I found Carey Reid’s take on teachers’ reactions to the standards fascinating. In this brief online posting
“What good teachers already knew about the CCRS,” Reid wonders aloud if the standards confirm what teachers understand and have been advocating for.
Reid writes:
“Think back. How many times have you heard a good teacher say something like the following?
- I wish I could prepare my students for writing more than just a canned five-paragraph essay.
- I need to hold onto my ESOL students longer; even the high SPLs are way short of what they really need for college or good jobs.
- I really don’t like teaching math as if it were just a collection of rote operations and test-taking tricks.
- I want my students to score 500s on their GED tests instead of squeaking by.
Could it be that the CCRS are validating conclusions reached long ago by our best teachers?”
What is your reaction to Carey Reid’s question? What has your experience with the CCRS standards been thus far?
Cheers, Susan
Moderator, Assessment COP