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15 July 2013 @ 05:22 pm
Further complications  
Here is Part Two of the "complications" from the post I discussed yesterday: http://www.usnews.com/opinion/blogs/economic-intelligence/2013/07/03/five-complications-of-common-core-education-standards?utm_content=buffera2931&utm_source=buffer&utm_medium=twitter&utm_campaign=Buffer. Let us move on to the final complications, shall we?

3. The Department of Education might not be able to resist itself. This is some of the paranoid insinuations I see at sites such as this: http://whatiscommoncore.wordpress.com/tag/anti-common-core/ OR this: http://www.deseretnews.com/article/765632044/Common-Core-an-assault-on-liberties.html?pg=all and many others from groups that see CCSS as an assault on state's rights. I think about this point rather as our educational leaders (Arne Duncan, are your ears burning?) who are moving blindly forward despite some criticism from the leading figures in literacy education, math education, and education in general. When you see one of the members of the "validating" team come forward and demonstrate that the validation process was simply a rubber stamp, most reasonable leaders would call for a halt, investigate the process, perhaps offer a chance to others to sit down and address the problems. Where is that leadership?

4. Schools of education might not be ready to prepare teachers, and professional development's record is spotty at best. Oh, here it is: tie CCSS to NCTQ. We poor, clueless college professors could not possibly keep up with standards that are cutting edge for the 1970s! As for professional development, fuggadaboutit. PD has never been demonstrated (according to this piece) to have any effect on teaching. Someone needs to tell the NWP, the grammar in context folks, the whole language, reading/writing workshop and other changes that have come about largely due to PD. And never mind that colleges of education have faculty who are NWP leaders, who have conducted research, and who are skilled in PD. And that also ignores other PD leaders from the 'trenches" (which is still more than our federal leaders bring to the PD stage) and teachers working with out teachers (#nerdcamp, #edcamp, anyone?).

5. It's not clear who is in charge. It is clear however, who is NOT in charge: educators. Perhaps that is the gravest "complication" of them all. The fox is in the henhouse, and the farmer is away; the mice are playing and the cat is away. Sorry, I get carried away. This is more crucial than foxes and cats and henhouses and mice. This is about the future of education; this is about the kids.
 
 
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