Leadership and the Common Core


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The Common Core and the Non-Public School—Complement or Conflict?

There is an unsettling feeling rippling through the non-public school community: “the Common Core is going to somehow compromise my institution’s integrity and identity.” For faith-based non-public schools, Common Core implementation has raised a unique set of issues that have stimulated both discussion and debate.

This webinar will cultivate a basic understanding about what the Common Core is—and what it is not—from the perspective of the non-public administrator. You will understand the basic premise and purpose of the Common Core and will come to appreciate its worth as you realize how your school’s long standing values and traditions are neither in jeopardy nor compromised by implementing the Common Core.

In this session you will learn:

How to address the challenges associated with the CCSS
The Key Elements of Leadership in implementing the Common Core
How the Common Core can complement the Mission of a faith-based school

Published in: Education
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Leadership and the Common Core

  1. 1. Leadership and the Common Core SETTING THE STAGE FOR THE ELEMENT OF CHANGE NOVEMBER 20TH, 2013
  2. 2. The Approach for our Webinar  For administrators, time is a valuable commodity  The presentation of this webinar will be sensitive to your time  It will focus on the unique challenges of implementing the Common Core in non-public schools  We’ll also revisit the key elements of being a leader in a “culture of change” when dealing with the Common Core
  3. 3. Three Operative Concepts 1. The Understanding of the Common Core in the Non-Public Sector and its challenges. 2. Dealing with the Resistance to Change 3. How to Improve Effective Leadership in a “Culture of Change”
  4. 4. The Understanding of the Common Core in the Non-Public Sector and Its Challenges
  5. 5. Common Core and the Non- Public School Some realities that make non-public faith based schools different: • Non-public schools are not obliged to participate • Their independence provides the luxury enjoyed for years to select their own academic path • Non-public schools are not regulated either by State or local governments
  6. 6. Understandings  The Common Core is a set of standards that’s goal is to ensure that students have the necessary skills and knowledge to be successful in their learning.  The Common Core is a national movement initiated by state governors—agreeing on a single set of standards.  The initiative was begun by the National Governors' Association and the Chief State School Officers.
  7. 7. Understandings  Input for the development of the standards was a collegial effort involving teachers, parents, and school administrators along with state leaders from across the country.  The Common Core State Standards... ∙ are consistent across the states ∙ are aligned to the expectations in colleges and careers ∙ ensure equity for students no matter where they live
  8. 8. Challenges  Will this be another educational program being pushed by the government that will fall by the wayside?  Why should the non-public school take on a public school initiative?  Will the Common Core will take away the freedom in the classroom – too much interference?
  9. 9. Challenges  Will this be another educational program being pushed by the government that will fall by the wayside?  Why should the non-public school take on a public school initiative?  Will the Common Core will take away the freedom in the classroom – too much interference?
  10. 10. Challenges  Hasn’t our present system of operations been doing quite well before all of this?  Will we lose our identity as a non-public school and it will compromise our mission?  Will too much change confuse the students, the parents and make the teachers uneasy?
  11. 11. Fact: The Common Core State Standards Initiative is a state-led effort that established a single set of clear educational standards for kindergarten through 12th grade in English language arts and mathematics that states voluntarily adopt across the country. There was no federal government mandate or initiation of the Common Core
  12. 12. Fact: The standards promote equity by ensuring all students, no matter where they live, are well prepared with the skills and knowledge necessary to collaborate and compete with their peers in the United States and abroad.
  13. 13. Fact: These standards will establish what students need to learn, but they will not dictate how teachers should teach. Instead, schools and teachers will decide how best to help students reach the standards.
  14. 14. Fact: The Standards are not a curriculum. They are a clear set of shared goals and expectations for what knowledge and skills will help our students succeed. Local teachers, principals, superintendents and others will decide how the standards are to be met. Teachers will continue to devise lesson plans and tailor instruction to the individual needs of the students in their classrooms.
  15. 15. Common Core and Reality  The educational community as a whole will use the Common Core as the basics of assessing a student’s performance—the non-public student should not be excluded  Colleges and other educational agencies now have a common set of criteria  Non-public school students will be competing in the same educational arena; we need to make sure they are prepared and are in the loop.
  16. 16. Realities  All educational materials, textbooks, standardized testing, and digital materials will be using the Common Core as its basis—the non-public student needs to be prepared. We cannot isolate them.  The Common Core initiative is a major shift in instruction and learning, accents rigor and critical thinking.
  17. 17. Common Core and Non-Public School Values  We take the richness of the non-public schools’ values and traditions and align them with the Common Core Standards. This alignment serves to enrich and support the long standing values.  We then converge those values with the Common Core standards  The Common Core Standards are not obstacles, but complements the long standing traditions of the nonpublic school
  18. 18. Decisive Leadership
  19. 19. Effective Leadership Some Key Elements in Implementing the Common Core       Proactive vs. Reactive Open Minded Open to Change Delegator Initiator Communicator
  20. 20. Proactive vs. Reactive • Work to master the environment you are in • Proactive stance paves the road to new thinking and innovation • Reactive stance always on the defensive putting out fires
  21. 21. Be Open Minded  Consider all options when making decisions to introduce the Common Core  Strong leaders evaluate input from all interested parties– get input from all “publics”  Always work for the betterment of the whole regardless of where the ideas originate
  22. 22. Be Open to Change  Take into account all points of view  Be willing to change a policy, program or cultural tradition that is out-dated  Remember: Change leads to opportunities
  23. 23. Delegator  An effective leader realizes that he/she cannot do it all  A good leader is in tune with the strengths and talents of those around him/her  Use those talents and abilities to strengthen the entire community
  24. 24. Initiator  Leader needs to be the motivator/initiator  Leader is the key element in the planning and implementing new ideas  Initiator must be willing to take risks
  25. 25. Communicator     Effective communication means first knowing how to listen Ask many questions– and know the issues Consider all options Keep team working on the right project with the right attitude  Communicate effectively the mission, vision and expectations for the good of the entire school community.
  26. 26. The Principal: Leader in a Culture of Change  Principal is expected to know educational theory and promote teaching techniques that benefit and challenge students.  Attention to learning styles is becoming more crucial because of the challenge to educate all children at high levels of performance  Principal continuously clarifies the school’s vision and evaluates the extent to which its programs are balanced, goal-oriented and integrated
  27. 27. CCSS Position Statements The Common Core and the Catholic School: A Statement by the Superintendents of the Catholic Dioceses in Illinois The Common Core and California Catholic Schools: A Statement by the Superintendents of Catholic Schools in California