I didn’t capitalize the second half of the title out of solidarity. As Mr. S from TPG points out, the common core don’t deserve the status nod of capital letters.
In the days since the convention, I’ve been desperately trying to catch up with my life, which left me behind for two weeks as I first went to NCTE and then came home to a turkey, stuffing, and a couple much-needed days off. Because I’ve been trying to grade unit calendars that my pre-service teachers just turned in, and because I need… need… NEED! to finish this memo so that I can be done with the prospectus, I haven’t been following my feeds or blogs besides an occasional check here and there to see what’s new. But today, it’s back to the normal routine, which means Monday lunch at home in front of my RSS feeds, which usually means a blog post. What I’m noticing today? A lot of frustration with the common core standards. If you don’t know about them… you should. Click here.
Note: as I’m writing this, an email came into my inbox from the NCTE teaching and learning forum entitled “Deadline for Commentaries on the Common Core Extended…” I can’t seem to escape these standards this week.
Mitch Nobis’s post on the ccss and their prevalence at the conference caught my attention, along with Mr. S’s post above. Mr. S came away with a slightly more upbeat take on the standards rhetoric from the conference, but I have to say, like Nobis, I was pretty startled by the prevalence of talk about the common core and the degree to which common core rhetoric is becoming so prevalent in conversations about English teaching. Nearly every third session at NCTE this year was about the common core. What is going on here, folks?
But, on the other hand, it sort of makes sense. This is what teachers are doing in their classrooms and departments right now, and those are the voices we hear at NCTE. And I regret to admit I’m part of the problem. I participated in a group here at UM that put together a common core book series, Supporting Students, with NCTE. I’ve given presentations at CEE and NCTE on working within and beyond the common core in the ELA classroom. When I struggle with my own demons, I usually end up concluding that things like standards and tests are (or at least appear to be) here to stay, so what else can I do but figure out how to work with (around?) them?
As soon as I think that (or worse — as soon as it come out of my mouth), I get angry. Nobis voiced his frustration with the thousands of people who keep saying “I know they’re standards, but they’re not that bad.” I’ve said that, and the fact that I’ve said it makes me mad. At myself. At textbook companies and corporate lobbyists who convinced the federal government that tying these standards to important funding was an ethical thing to do (see post from last week). At myself again. Because isn’t it my job to draw on research and what we know about teaching and learning in my work — not on the common core? Isn’t it my job to push the frontiers of education forward… isn’t that what research is for? By the time it’s all said and done, I’m just mad at everything. I sort of want to scream “WHY ISN’T ANYONE LISTENING TO US?”
So that’s where I am with things this Monday. Now on to this memo, which I really, really, REALLY! need to finish.