Common Core Standards didn’t invent effective teaching, writes Julie Greenberg in The bigotry of low (teacher) expectations in the National Council on Teacher Quality’s blog. She objects to step 5 in Six Steps to Teacher Development, a joint production of the Gates Foundation and the American Federation of Teachers.
Districts are encouraged to “Align teacher development and evaluation to the Common Core Standards.”
..while most teachers are adept at classroom management skills, teachers have long been taught to fit a lot of material in a short period of time, not to ask high-level questions or to engage students in rigorous discussions.
Greenberg taught secondary math for 13 years without being advised to ask low-level questions and avoid rigorous discussion. Nobody helped her improve her questioning or discussion techniques. Perhaps the new standards will do so, she writes.
But I’m also worried that districts will fall into the same old professional development trap they’re in now, paying some pricey “Common Core” consultants to portray the need for better questioning and discussion techniques to teachers as breaking news without any follow-through on real improved practice.
Greenberg provides a caricature of teachers attending the typical professional development session. It’s all too close to reality, she writes.