preparing teacher librarians

1. preparing teacher librarians Dr. Lesley Farmer, CSULB

2. Goals for today: • To look at the CCSS as a profession, with an eye to preparing teacher librarians • To develop TL awareness and understanding of this policy and its wider contexts • To hear from colleagues about how this may play out for TLs and other teachers • To consider implications for our own programs and interactions with school communities

3. Ed Administrators Finances Language Development Resources Curriculum Development Social Studies Education Librarianship Early Childhood SCHOOL TEAM Arts Education PE and Health Science Education Reading & Lang Arts Math Education Social & Cultural Context School Counseling Families School Psych Ed Psych Ed Tech

4. What do we already know about CCSS? • Place yourself on the continuum, from Very knowledgeable to Not knowledgeable at all… • How are we distributed along this continuum? • Comments, reflections…

5. CCSS development and adoption • Developed in 2009 through an initiative of the Council of Chief State School Officers (CCSSO) as a way to: • Raise standards • Respond to “Race to the Top” • Developed by stakeholders, but not principally research-based • Adopted in 2010 by California’s State Board of Education • English Language Arts (ELA) and enhancing History/Social Science, Science • Mathematics • Other standards remain in place

6. Focus • What do students need to know or understand and be able to do to be College and Career Ready by the end of grade 12? • Too many now take remediation • Need for flexible understandings to be ready for careers • A staircase to readiness – the most important improvement • Common across the states, with local flexibility and implementation

7. Rationale for Common Core • Preparation: The standards are college- and career-ready. • Competition: The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive. • Equity: Expectations are consistent for all – and not dependent on a student’s zip code. • Clarity: The standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them. • Collaboration: The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, common assessments and other materials.

8. Nationally… • The first effort to align standards across states • To date, the CCSS have been adopted by 45 states and 3 territories. • …all the states except Alaska, Nebraska, Virginia, Minnesota, and Texas. • Implementation of Common Core aligns with current work by CCSSO and NGA and NCATE/CAEP to enhance educator effectiveness • Response to Race to the Top, initiated by states

9. California’s timeline • Fall 2012: • CTC aligning TPEs to Common Core • ELD Standards • Assessment Transition Plan due to Legislature • Spring 2013 • List of supplemental materials available • Pilot testing of summative assessments • Fall 2013 • Revised Framework for Mathematics • Spring 2014 • Revised Framework for ELA • Field testing of summative assessments • Spring 2015 • Administer operational summative assessments • 2016: • new cycle of curriculum adoptions begins

13. CISC Training Sequence KEY ADVANCES -Informational Text-Literacy Standards-Text Complexity-Argument-Collaborative Conversations-Integration of Media BIG SHIFTS LESSON DESIGN & BEST PRACTICES -Pyramid of Learning-Rigor/Relevancy Model-Gradual Release MODELS / LEVELSOF THINKING MATERIAL SPECIFIC CONVERSATION

14. Kenji Hakuta - CSU Long Beach Source: Kirst (2013)

15. Implementation • School districts are already planning for and using the Common Core State Standards. • By the time students who are now entering our credential programs finish our programs, all of California’s K-12 schools will be implementing the CCSS. • Will all our teacher librarians be prepared to work in a Common Core environment?

16. CCSS and Assessments • Two consortiums have been awarded Race to the Top grants to develop assessments for the CCSS. • The Partnership for the Assessment of Readiness for College and Careers (PARCC) • The SMARTER Balanced Assessment Consortium (SBAC) – California has joined this one

17. Smarter Balanced Assessment Consortium • http://www.smarterbalanced.org/ • Assessments to be developed, implemented by 2014-15 • 21 governing states • Bev Young (CSU Chancellor’s Office) is Higher Ed representative on the Executive Committee • Accessibility is a key principle • Use of technology to deliver assessments

18. Smarter Balanced Test Item Types • Multiple choice • Technology enabled and enhanced items (e.g., edit text, draw an object) • Constructed response: short answer and maybe show their work • Performance tasks: e.g., view document/file and answer questions

19. Technology impact: What students need • Practice reading screen-based texts • Practice in digital writing • Practice in collaborative writing • Practice in working with informational texts (e.g., links)

20. Technology infrastructure issues • Is content bandwidth-need? • How many students can tech serve concurrently? • What is the comfort level of students with technology? • How are access and equity addressed? • How does the school protect student privacy? • How does the school protect its physical assets? • What will be the library’s role??

21. CCSS Structure: • English Language Arts • With Literacy in History/ Social Studies, Science, and Technical Subjects • Mathematics • Grade Levels: • K-5 • 6-12 • Standards for other subjects remain in use

22. Kenji Hakuta - CSU Long Beach Major Shifts in New Standards

23. Kenji Hakuta - CSU Long Beach New Paradigm Discourse Text (complex text) Explanation Argumentation Purpose Typical structure of text Sentence structures ΔVocabulary practices Math Science Discourse Text (complex text) Explanation Argumentation Purpose Typical structure of text Sentence structures ΔVocabulary practices Discourse Text (complex text) Explanation Argumentation Purpose Typical structure of text Sentence structures ΔVocabulary practices Content Language Arts

24. English Language Arts • Reading standards for Literature K-5 • Key Ideas and Details • Craft and Structure • Integration of Knowledge and Ideas • Range of Reading and Level of Text Complexity • Writing Standards K-5 • Text types and purposes • Production and Distribution of Writing • Research to Build Present Knowledge • Range of Writing • Speaking and Listening Standards K-5 • Comprehension and Collaboration • Presentation of Knowledge and Ideas • Language Standards K-5 • Conventions of Standard English • Knowledge of Language • Vocabulary Acquisition and Use

25. Reading Standards for Literacy in History Social Studies 6-12 • Reading Standards for Literacy in Science and Technical Subjects 6-12 • Key Ideas and Details • Craft and Structure • Integration of Knowledge and Ideas • Range of Reading and Level of Text Complexity • Writing Standards for Literacy in History Social Studies 6-12 • Writing Standards for Literacy in Science and Technical Subjects 6-12 • Text types and purposes • Production and Distribution of Writing • Research to Build and Present Knowledge • Range of Writing

26. Key changes to ELA instruction • A “staircase” of text complexity • Reading of narrative and informational text • Close reading and analysis of texts • Linking reading and writing: Writing is the outgrowth of excellent reading • Expanding the range of writing • Use of evidence and primary sources to marshal an argument, inform, explain • Literacy in content areas • Emphasis on research to study a topic, solve problems

27. Overview of Text Complexity • Reading Standards include over exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade • Text complexity is defined by: Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative measures – readability and other scores of text complexity Quantitative Qualitative Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned Reader and Task

28. Example of Grade-Level Progression in Reading CCR Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

29. Overview of Writing Strand Writing • Expect students to compose arguments and opinions, informative/explanatory pieces, and narrative texts • Focus on the use of reason and evidence to substantiate an argument or claim • Emphasize ability to conduct research – short projects and sustained inquiry • Require students to incorporate technology as they create, refine, and collaborate on writing • Include student writing samples that illustrate the criteria required to meet the standards

31. Mathematics • Standards for Mathematical Practice • NCTM • National Research Council • Standards for Mathematical Content

32. Standards for mathematical practice • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

33. Standards for mathematical content • K-12 content listed out by grade • High School standards listed in conceptual categories, to portray a coherent view of high school mathematics. • Number and Quality • Algebra • Functions • Modeling • Geometry • Statistics and Probability

34. Key changes to math instruction • A focus on fewer topics, in more depth • Coherence: introducing new topics from grade to grade, highlighting relationships between the standards • Skills (how), understanding (why), and application (where) • Emphasis on practice

36. What the standards do NOT do: • Tell teachers how to teach • Define all that can and should be taught • Go beyond the core • Define interventions needed for students • Support ELL or students with special needs • Provide everything needed to be college and career ready

37. A look at the CCSS themselves: • http://www.scoe.net/castandards/ Table Groups: • Select a grade level at your table • Read the standards in ELA and Math for that grade level • List some key verbs (retell, recount, compare & contrast…) • Highlight the verbs that align with model school library standards • Note what strikes you… Brief share-out

38. Discussion: Preparing Teacher Librarians

39. Learn more… • http://www.scoe.net/castandards/ • http://www.ccsso.org/Resources/Publications/Common_Core_State_Standards_Implementation_Tools_and_Resources.html • Harvard Education Letter: Nine ways CCSS will change classroom practice http://hepg.org/hel/article/543#home • Smarter Balanced Consortium: www.smarterbalanced.org • EduCore: http://educore.ascd.org/ • CDE: http://www.cde.ca.gov/be/st/ss/index.asp • Krashen and Ravitch