Leading, Teaching, and Learning the Common Core Standards

Rosemarye Taylor is professor of educational Leadership at the University of Central Florida in Orlando, and has published six books and numerous articles on improving school leadership.  Rebecca Watson is senior manager of instructional development with Orange County Public Schools in Orlando. She focuses on school improvement through induction, professional learning communities, and instructional leadership.Joyce Nutta is associate professor of English for speakers of other languages education at the University of Central Florida. She is co-editor of The Tapestry Journal: An International Multidisciplinary Journal on English Language Learner Education, and she recently published Preparing Every Teacher to Reach English Learners: A Practical Guide for Teacher Educators with Harvard Education Press.

• List of FiguresPrefaceAcknowledgmentsChapter 1 Introduction Development of Common Core State StandardsAssessing ProficiencyEmbrace CCSS for Students’ SuccessOrganization of Leading, Teaching, Learning CCSSPractical Steps for LeadersPractical Steps for TeachersUseful Academic LanguageChapter 2 Effective Research Based Instruction Scaffold InstructionLesson IntroductionGuided PracticeIndependent PracticeAssessmentSample Science Instructional PlanEngagementTeacher Led Small Group InstructionChecking for UnderstandingFeedback to Improve LearningPractical Steps for Leaders Practical Steps for TeachersUseful Academic LanguageChapter 3 Academic LanguageGeneral Academic LanguageDiscipline Specific Academic LanguageResearch Based Vocabulary InstructionVocabulary Instruction ProtocolInstructional StrategiesExpected Language Acquisition OutcomesPractical Steps for LeadersPractical Steps for TeachersUseful Academic LanguageChapter 4 Rigor—Levels of Thinking, Cognitive Complexity, and Text ComplexityMaking Sense of Levels of Thinking and Cognitive ComplexityLevels of ThinkingCognitive Complexity: Depth of Knowledge (DOK)Text ComplexityMisconceptionsEffective Use of Text ComplexityClose ReadingMotivating StudentsStudent Academic GoalsWriting is ThinkingPractical Steps for LeadersPractical Steps for TeachersUseful Academic LanguageChapter 5 English Learners and CCSSSomething MoreLevels of English Proficiency WIDA Language Proficiency LevelsBeginning English LearnersBeyond Beginning English LearnersSupport for Intermediate and Advanced English LearnersCultural ConsiderationsLearning Scales and English LearnersPractical Steps for LeadersPractical Steps for TeachersUseful Academic LanguageChapter 6 Under-resourced StudentsSchool Factors that Leaders ControlRewards and SanctionsAcademic ResourcesClassroom Factors that Teachers ControlCollaborationProject Based LearningResearchResilienceResponsibilities of Teachers and LeadersPractical Steps for LeadersPractical Steps for TeachersUseful Academic LanguageChapter 7 Clear Goals for Student Self-monitoring and Teacher FeedbackClear Goals, Self Monitoring, and FeedbackBenchmark Scales with EvidenceStudent Friendly ScalesImplementation of Student Self Monitoring and Teacher’s FeedbackInstructional DifferentiationExceptional Student EducationEnglish LearnersMaking Learning AccessiblePractical Steps for LeadersPractical Steps for TeachersUseful Academic LanguageChapter 8 - Collaboration to Empower Teachers for Success on CCSSCharacteristics of CollaborationCollaboration is VoluntaryParity Among ParticipantsMutual GoalsResponsibilitySharing ResourcesShared AccountabilityImproving Student Learning OutcomesCollaboration on Mini-assessments and Data AnalysisProfessional Learning for Transfer to PracticeBook StudiesAction ResearchData StudyMassive Open Online Courses (MOOCs)Lesson Study Research Teams Leadership for Effective CollaborationLeading, Teaching, and Coaching to Improve Student Learning OutcomesPractical Steps for LeadersPractical Steps for TeachersUseful Academic LanguageAdditional Resources ReferencesAuthor InformationIndex

In today's American education system, teachers and students are facing the greatest challenges thus far in order to compete in our global economy. The educational war will be won with highly talented teachers in the urban setting. Our staple weapon is the belief that ALL students are capable of learning supported with research-based instructional strategies. This text is a roadmap for all K-12 educators, from district superintendents to classroom teachers, in order to implement the CCSS at unprecedented levels. The authors celebrate the hard work of teachers and simultaneously reveal how educators must be cognitive of their instruction as well as their planning in order to prepare tomorrow's citizens.The authors of the text have captured the beauty behind the CCSS and its importance to our next generation of students. Their research indicates that all students are capable of learning as long as they have teachers and principals who are knowledgeable about the standards, are able to plan at high levels, and can delivery instruction at a level of rigor that will stretch every student. This text provides a roadmap of strategies for the reader that should be on every teacher's desk.