Introduction

Organization/Navigation

This resource is organized by the ten questions below. Users are encouraged to explore the questions below that are most relevant to their local needs. For each question, users will find relevant resources, videos, and discussion prompts. Questions one through four and questions nine and ten address district-wide and school-wide concerns, while questions five through eight include grade and subject specific content:

  1. What professional learning structures build capacity of educators to support student achievement of the CA CCSS, and how can I help establish and maintain a culture of continuous improvement in my school/district?

  2. What steps can I take to ensure that students and teachers have access to instructional materials that support student achievement of the CA CCSS?

  3. How can I support the integration of technology into teaching and learning in my school/district?

  4. What steps can I take to effectively engage parents and the community to support CA CCSS implementation?

  5. What might I see in a transitional kindergarten through grade eight (TK–8) mathematics lesson that supports student achievement of the CA CCSS for Mathematics (CA CCSSM)?

  6. What might I see in a higher mathematics lesson that supports student achievement of the CA CCSSM, and how can we refine courses, pathways, and policies to ensure secondary mathematics success?

  7. What might I see in a TK–5 ELA/literacy lesson that supports student achievement of the CA CCSS for ELA and Literacy in History/Social Studies, Science, and Technical Subjects (CA CCSS for ELA/Literacy)?

  8. What might I see in a grades 6–12 ELA/literacy lesson that supports student achievement of the CA CCSS for ELA/Literacy?

  9. How can my school or district establish structures that encourage literacy across the content areas?

  10. How do we ensure we are meeting the academic needs of all students?

How to Use this Guide

The material in this guide may be adapted to suit a variety of professional learning venues. Users should feel free to augment the material in this guide to meet their local needs. Professional learning facilitators should consider the following to plan for the use of this guide in a group setting:

  1. What challenges are we grappling with in implementing the CA CCSS? What is our objective in using this guide? Which questions from the guide are most relevant to our group?
  2. Are the members of our group familiar with the California curriculum frameworks? Will they need time before or during the professional learning activity to review the frameworks?
  3. Should our group watch the videos together or individually on our own time?
  4. How much time do we need for a rich, productive discussion?
  5. Should we adapt the discussion prompts to meet our specific, local needs?
  6. How will we make use of the Resources for Further Exploration?

As noted previously, there are videos, discussion prompts, and resources for further exploration included for each of the ten questions this guide addresses. Most of the videos are under 20 minutes, but facilitators will need to decide if their group will watch the videos together or individually and if group members will need to review the curriculum frameworks chapters before meeting. While discussion prompts are provided for each question in the guide, facilitators will have to determine how much time their group will need for a productive discussion and if the prompts should be augmented to serve local needs.

Questions one through four and questions nine and ten address district-wide and school-wide concerns and do not include classroom videos. If the professional learning activity will include watching the videos and facilitating a guided discussion, facilitators should plan to use 1-2 hours for each of these questions.

Questions five through eight include grade- and subject-specific content, with classroom and panel discussion videos. If the professional learning activity will include watching all of the classroom and panel discussion videos and two guided discussions (one classroom-based and one leadership-based), facilitators should plan to use 3-4 hours for each of these questions.

The Resources for Further Exploration can be used in a variety of ways. Some of these resources may already be in heavy circulation within your group. Consider asking group members to review unfamiliar resources and report back to the group about possible uses for and relevance to your school or district. Familiar resources might be reviewed, as well, to reflect on new opportunities or uses. The resources can be systematically shared and discussed to promote continuous learning and improvement. Again, these are only suggestions for using this guide.  You are free to use the tools provided in any way that will best serve you and your colleagues.

Connections to the California Professional Standards for Education Leaders

The California Professional Standards for Education Leaders (CPSEL) identify what an administrator must know and be able to do in order to demonstrate effective leadership. Recently updated, the CPSEL (February 2014) (PDF) clarify expectations for today’s administrators who are charged with supporting all students to be college- and career-ready upon graduation.

The CPSEL broadly emphasize six major leadership areas: Development and Implementation of a Shared Vision, Instructional Leadership, Management and Learning Environment, Family and Community Engagement, Ethics and Integrity, and External Context and Policy. The CPSEL organizational structure uses three levels to describe, in increasing detail, the work of an education leader: the standard, which identifies expectations for effective practice; its elements, which are key areas of leader action within the standard; and example indicators of practice, which identify an action the education leader might demonstrate within the context of her or his practice.

For each of the questions above related to the implementation of the CA CCSS, relevant CPSEL have been identified to ensure instructional leaders understand how this work aligns with the standards of their profession.
 

Disclaimers

This resource is not meant to establish a single, restrictive method for implementation; nor is it meant to provide a procedure for observation or evaluation. These processes are best developed collaboratively at the local level by administrators, teachers, and other important stakeholders of the local school community and are based on the local context and student population. This resource is meant to support the development or refinement of those local processes by ensuring instructional leaders have a deep understanding of the CA CCSS and the variety of ways they can support local implementation.

Local educators featured in this resource will reference specific experts, publications, programs, and commercial products. These references are included as elements of local CA CCSS implementation narratives, and their inclusion does not indicate endorsement by the California Department of Education. 

Please note: The videos presented in this resource were filmed in various classrooms around the state. They may or may not reflect the diversity of your local student population.